FASSET SKILLS DEVELOPMENT
FACILITATOR WORKSHOP
An Introduction to the
Role of the SDF
Presented By:
Thrive Learning Facilitation
Andrea van der Westhuizen
Did you know….?

The average spend as a percentage of payroll
in:





A European company is 6-8%
A USA company is 5%
In South Africa is about 0,5%
In SA we import welders from Malaysia??
Pre-1994 the average spend on a black South
African child was R1 compared to R8 for every
white child
Given this history….
where do we go to from here??
Overview
Section 1: Understanding the Structures & Relationships between
SAQA & SDA Legislation
Section 2:
Assessment & the NQF
Section 3:
Developing the Strategic Role of the SDF
Section 4:
Developing & Implementing a WSP
Section 5:
Levies and grants
Section 6:
Understanding Learnerships
Section 7:
Implementing and managing Learnerships
Section 1
Understanding the
Structures &
Relationships between
SAQA and SDA Legislation
Department of Education


SAQA Act passed in 1995
SAQA responsible for:
 Overseeing the development & implementation of
the NQF
 Formulating policy & criteria for registration of
various bodies (ETQA/Standard Advisory Panels/
SGB’s)
 Responsible for registration of unit standards &
qualifications
 Ensure the unit standards & qualifications are
Internationally comparable
NATIONAL QUALIFICATIONS
FRAMEWORK

NQF – A vehicle for:

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The eradication of unjustness
The achievement of reconstruction & development goals
The transformation & the promotion of quality in education &
training
It does this by:

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Creating an integrated national framework of learning
achievements;
Facilitating access to mobility & progression within education,
training & career paths;
Enhancing the quality of education & training;
Accelerating the redress of past unfair discrimination in education,
training & employment opportunities and thereby;
Contributing to the full personal development of each learner and
the social & economic development of the nation at large.
Structure of the NQF
NQF Level
Band
8
Higher Education
& Training Band
7
Types of qualifications & certificates
Doctorates, Further research degrees
Higher degrees, Professional qualifications
6
First degrees, Higher diplomas
5
Diplomas, Occupational Certificates
4
Further Education
& Training Band
School/College/Trade Certificates
E.g. Matric or N4
3
School/College/Trade Certificates
E.g. Grade 11 or N3
2
School/College/Trade Certificates
E.g. Grade 10 or N2
1
General
Education &
Training Band
Grade 9
ABET level 4 (10 years of education)
Grade 7
ABET level 3 (8 years of education)
Grade 5
ABET level 2 (6 years of education)
Grade 3
ABET level 1 (4 years of education)
Pending Changes
Qualification
Framework
Higher
Education
Qualifications Framework
(HEQF)
Quality Councils
Council on Higher Education
(CHE) with its Higher Education
Quality Committee (HEQC)
General
and Further Education Umalusi
and Training Qualifications
Framework (GFETQF)
Occupational
Qualifications
Framework (OQF)
Quality Council for Trades and
Occupations (QCTO)
Department of Labour


Skills Development Act passed in 1998 with the
intention of:
 Develop skills of S.A. workforce
 Increase levels of investment in education &
training in the labour market
 Improve the return on investment
 Encourage employers to use the workplace as an
active learning environment
 Provide employees with opportunities to acquire
new skills
Set up the Seta system and the grant claim
processes
The Seta System


23 different Seta’s to cater for each industry’s need
2 main functions:

To identify & address skills needs in their sector.
Through:
•
•
•
•

Compile & implement of the sector skills plan
The SDL grant claim process (WSP & ATR)
Establish & promote learnerships
Discretionary grants & special schemes
Quality assure education & training in their sector.
Through their ETQA they:
• Accredit training providers (quality checks,
monitoring & moderations)
The NQF
Dept of
Education
SA Qualifications
Authority (SAQA)
8
7
6
5
(HETC)
Higher
(FETC)
4
3
2
Further
SKILLS DEVELOPMENT STRATEGY
Education
National Skills
Authority (NSA)
(GETC) General
Education
1
ABET
Standards
Advisory
Panels
Dept of
Labour
Education
SCHOOL
SETAs
NLRD
Sectoral Education
& Training Authority
ETQA’s
Education & Training
Quality Assurers
Standards
Generating
Bodies
Providers
Learners
SARS
SGB’s
Companies
1% Levy
Section 2
Assessment and the NQF
Unit standards –
what are they?

A unit standard is:


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A collection of knowledge, skills and attributes in which a
candidate must prove competence (in a structured
assessment) to gain credits on the NQF
a “portable module of competency”
A unit standard document describes:


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a coherent and meaningful outcome of learning that we
want recognised nationally (title),
the smaller more manageable outcomes that make up the
main outcome (specific outcomes),
the standards of performance required as
proof of competence (assessment criteria).
You can see unit standards & qualifications
registered on the NQF on www.saqa.org.za
Assessment
By completing an assessment learners are
declared competent and awarded a unit
standard(s) and credits on the NQF
Assessment is therefore:
 A structured process for gathering evidence
and making a judgment about an
individual’s performance in relation to
registered national standard(s)
More about assessment….

Assessment will reflect your:


Practical competence – perform a set of tasks
Foundational competence – understand what &
why you are doing the task

Reflexive competence – you can integrate what
you know and perform in a different context

Good assessment is:
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Structured
Transparent
Negotiated
Objective
More about assessment….

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Formative assessment: This takes place during the
process of learning and teaching
Summative assessment: This is carried out against a
registered unit standard and usually takes place at the
end of a learning programme.
Types of assessment:

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Observation
Demonstrating & questioning
Exams & Tests
Oral tests
Projects/assignments
Computer based training
Role play simulations
What type of assessment works best for you?
What is RPL?
A process whereby people are given formal
recognition for the skills & knowledge they
already have, regardless of where the learning
took place.
They will complete an assessment, similar to
what is described above and in return will be
certificated and granted unit standards in
accordance with their competence.
Need more information?
Your workbook has lots of information on these
topics.
Have a look under Section 1 and 2 for more
detail
The workbook can be found on the Website:
www.fasset.org.za
National Picture activity
Can you see how these structures relate to
each other? Their functions?
Can you see what the role & functions are
of the people involved and the structures in
place??
Section 3
Developing the Strategic
Role of the SDF
What do SDF’s do?
What do you think SDF’s do?
 What skills would they need?
 What knowledge would they have to
have?
 What attributes would they have?

SDF Roles

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Promote a learning culture in organisations
Co-ordinate planned education, training and
development in an organisation
Advise on the alignment of skills development
objectives and practices with strategic objectives in
an organisation
Advise on the establishment and implementation of a
quality management system for skill development
practices in organisations
Assist the employer and employees to develop a
workplace skills plan which complies with the
requirements of the Seta (including a training
committee)
Serve as a resource with regard to all aspects of
skills development & Seta initiatives
In other words you are a:
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Facilitator: To facilitate the development of an employer’s
skills development strategy.
Expert: To serve as an expert resource for accrediting the
employer and for the employment and accreditation of
appropriate learnerships and skills programmes.
Administrator: To draft and submit the workplace skills plans
and annual training reports.
Advisor: To advise the employers and employees on the
national skills development strategy and on the
implementation of its workplace skills plans.
Education and needs evaluator: To assess the skills
development needs of the organisation.
Mediator: To serve as a contact person between the
employer and the relevant Seta.
SDF skills
Planning
 Organising & coordinating
 Communicating
 Facilitating
 Listening & questioning
 Researching
 Evaluating

SDF Knowledge & Attributes

Knowledge:

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SD legislation
Business strategy:
• Vision
• Mission
• Operational issues

Attributes:
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Relationship building
Objectivity
Integrity
Conflict resolution
Training Committees
What do you think training committees
should do?
 What does your committee do?

Objectives of the
Training Committee
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Provide input to and endorse workplace skills plan (WSP).
Advise the organisation on implementation of the WSP.
Ensure WSP addresses employment equity (EE) issues and EE plan.
Compliance with international and national legislation.
Provide input to and ensure compliance to skills development quality
assurance system.
Monitor and report on implementation of skills development strategies.
Ensure support of learners throughout skills development
implementation.
Monitor and report on skills development budget expenditure.
Communicate with key skills development stakeholders (internal and
external).
Create awareness of and promote skills audits and individual
development plans.
Role of the Training Committee
Monitoring;
Budget (cost centers, people,
comply to plan)
WSP/ EE plan
Communication;
Road shows/ newsletters
Obtain buy-in and commitment
Promote concept
Liaise with others
Other;
Re-introduce cultural
diversity training
SGB involvement
Implementation strategy
Support EE plan
Assessment System;
Assessors
RPL
Quality Assurance
Systems
Learnerships
Head office policies
and procedures
Training
Committee
Compliance with legislation;
SDF
WSP
Implementation
Timeframes
Reporting
International
Skills Audit and Development
Plans;
Job profiles
SWOT skills analysis
People assessment/
career pathways
Evaluation
TC mandate;
establish milestones
capacity building
vision, mission, scope
job profiles for committee (role
of individual vs role of group)
and responsibilities
time to invest
Section 4
Developing and
implementing a WSP
WSP process

Why is planning your organisation’s training &
development important?

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Buy-in & co-operation
Certainty – resource allocation
Assists with change and transformation issues
Implementation and measurement
Where are you now and
where do you want to be??
WSP Process:

Understanding all the influences or “inputs” into your training plan.
These could include:

National issues – legislation (OHS?), industry expectations
(CPD?), macro economic issues, market changes etc.
Can you think of anymore?

Company issues – Vision & mission, business strategy &
objectives, transformation (EE & BEE), productivity, succession
& career planning, health & safety, budget, skills gaps etc.

Individual issues – individual requests & ambitions,
employee performance/competency issues, personal
development plans, soft skills & ABET etc.
Activity
What are the issues in your environment?
National
 Company &
 Individual

WSP planning process cont.
Ensuring inputs from all areas are
included – i.e. top down & bottom up
 Prioritise and sort in consultation with
your training committee (& sometimes
line management)
 Allocate training providers to
beneficiaries
 Capture information into the WSP
 Obtain buy-in and sign off

Conducting Skills Audits

An organisational skills audit will entail:

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

Understanding vision, mission, strategy
and objectives of the business
Determining what the skills are required if
the organisation is to achieve goals
Assessing current skills
Identifying the gap and facilitating the
bridging of that gap
Scarce & Critical Skills
The Dept of Labour has also mandated the
Seta’s in recent years to gather urgent data on
Scarce and Critical Skills.


Scarce Skills: people to fill job vacancies are scarce
Critical skills: specific skill that is “critical” to the full
functioning of a person within their job
These skills are linked to a coding system to enable
cross sector and national research – these are
called OFO codes (Organising Framework for
Occupations)
The ATR/WSP Template
Take 10 minutes to have a look through the
template.
 Can you see:
The training you completed last year?
 Skills priorities for last year and this
upcoming year?
 The employee profile? Disabled & employee
categories?
 The training you are planning this year?

Section 5
Levies and Grants
Where your money goes . . .
Your
Company
Receive up to 70% back
from successful claims
During the year you can claim
for:
Mandatory Grants: Workplace Skills
Plan (WSP) and Annual Training
Report (ATR)
Fasset
Receive up to 20% back
to Fasset
Submit grant claim
Allocates the levy
Receive 50% back of levy paid
SARS
Submit ATR & WSP to SETA
Pays Skills Development
Levy to SARS
(1% of your company’s
total remuneration)
Strategic Cash
Grants
SETA retains
10% levy for
admin
purposes
20% of levy
goes to the
National Skills
Fund for
learnerships
The Seta year
9th Levy Year:

1 April 2008 to 31 March 2009 Submission
deadline is 30 June 2008 (with extension to 31 July
2008 in case of Force Majeur)

This is for the combined document:


ATR (2007 – 2008)
WSP (2008 – 2009)
And will lead to a 50% of your annual
SDL grant rebate
Strategic Cash Grant
This is a grant that includes your remaining 20% of
annual SDL. You can claim this through
undertaking education and training interventions in
certain strategic skills priority areas for the financial
year 2008/09 from 1 April 2008 to 31 March 2009.
See www.fasset.org.za for more details on the
strategic skills priorities and the criteria for claiming
these grants
Learnership Cash Grant
Learnership Cash Grants are available for:


SDL Paying employers
Non-levy paying employers
For the employment of black learners, the grant is as follows:

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1 year (12 months), R 11,000 – increased from R10,000
2 year (24 months), R 16,000 – increased from R15,000
3 year (36 months), R 27,000 – increased from R25,000
For the employment of learners with a disability:


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1 year (12 months), R 19,250
2 year (24 months), R 28,000
3 year (36 months), R 47,250
Learnership Cash Grant
Tax rebate available for all learners on
a enrolled on a learnership!
See www.fasset.org.za for more details on the criteria
for claiming these grants
ABET Programme


Designed for adult learners to improve literacy
and numeracy skills
Enable them to further their path on the NQF
ABET consists of 5 levels:
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ABET level Basic (Pre-ABET)
ABET level 1 (= Std 1 / Grade 3)
ABET level 2 (= Std 3 / Grade 5)
ABET level 3 (= Std 5 / Grade 7)
ABET level 4 (= Std 7 / Grade 9)
Programme will deliver ABET levels 1-4.
Each level takes approximately 120 hours per learning
ABET Programme
Contact :
Mr Samson Baloyi - Triple E Training
Tel: (011) 953-1663
Cell: 083 627 4556
Fax: (011) 660-5827
E-mail: samson@eee.co.za
Development Projects
All development Projects are geared towards
addressing the poor demographic profile
within the sector in line with the NSDS targets.
The current projects are:
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Bonani Workplace Readiness Programme 2007 – 2010
Thusanani Workplace Readiness Programme 2007 – 2009
Thuthuka Programmes
University of Fort Hare (UFH) Postgraduate Programme
Full time CTA Programme
ORT CAT Work Readiness Programme
Full details of development projects available on
www.fasset.org.za under Fasset Development Projects.
Section 6
Understanding
learnerships
Learnerships
What do you think a learnership is?
And what is it NOT?
Learnerships

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An apprenticeship on steroids!
SAQA Qualification - structured programmes.
Public documents registered by ETQA’s
18.1 (previously employed) or 18.2
(unemployed)
Across the NQF
3-way contract – employment contract
terminates at the end of the learnership
Difference between learnership &
apprenticeships
APPRENTICESHIPS
LEARNERSHIPS

Focus on practical skills only, with
some theory at technical college

Combine theory and practice, and include
“non-trade” areas at different levels, for
different occupations

Aimed at younger people starting
work

Available for all generations

Aimed at new entrants/students to
the job market

Available to new entrants and existing
employees

Time-based learning

Competency-based learning that allows
learner to move at their own pace

Controlled by Industry Training
Boards now the SETAs

Three party agreement, signed by the
employer, Training provider and learner,
registered with SETA

Trade test at Central Organisation
of Trade Testing now called Indlela
to qualify

Competency based assessment against
registered national unit standards to be
awarded a national qualification
Section 7
Implementing and
managing learnerships
What do you need to do to
implement a learnership?
1. Get a list of registered learnerships from the
Department of Labour or Fasset
2. Match these to your defined skills needs
3. Gain accreditation as an employer (and/or
training provider) with the relevant ETQA
4. Sign a learnership agreement with the training
provider and the learner and employ learners
(sign an employment contract)
5. Discuss and agree to the curriculum for the
learnership with the training provider
What do you need to do to
implement a learnership cont.….
5. Provide learning to the learners according to the
learnership curriculum
6. Work closely with the training provider in
managing the learnership process
7. Provide support to the learner through mentoring
and feedback
8. Assess the learner
9. Moderate assessment and assessors
10. Keep records and submit reports to the ETQA
The learnership agreement
Rights & obligations:



Learner:
 Must be afforded the opportunity to practice what they learn
theoretically
 Employee rights as per the contract of employment
 Must practice what they have learnt theoretically
 Must keep commitments to employer and training provider
Employer:
 Keep funding responsibilities (training provider, assessment,
stipend etc)
 Mentor & coach and provide/support assessment processes
Training Provider:
 Training provision – materials etc
 Assessment processes?
In other words a learnership
must include:





Clear documented understanding of what is
expected of all role-players
Planned, systematic experience of a range
of work activities
Specified learning and assessment tasks
Scheduled times for learners to come
together
Clear guidelines on what and how learners
will be assessed
Funding and Grants
•
•
•
•
•
•
Employer must fund the learnership
Unemployed/pre-employed learner will be paid an
allowance
Learner gains work place experience
Learner learns at the training provider
Previously employed learner will receive a
negotiated salary
Employed learner may also need to be
reimbursed for learning material and travel costs
Employers must get the approval from Seta for
the grant before they proceed with an agreement
with the learner
Learnership costs

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Cost of training provision
Equipment and technology
Assessment
Training and capacity building
Travel
Accommodation (if required)
Allowances
The role of the Fasset ETQA:
1.
2.
3.
4.
5.
6.
7.
Check the status of previously registered companies
and training centers and where the required
standards are met, issue accreditation
Accredit training providers
Evaluate and moderate assessment
Advise employers on which accredited training
providers to use
Assist with the evaluation of skills development
programmes
Conduct quality systems audits
Facilitate the training of workplace assessors
Quality Assurance Partners
(previously: agent ETQA’S)
1. Institute of Commercial and Financial
Accountants (CFA)
2. Association of Certified Chartered
Accountants (ACCA)
3. Institute of Chartered Secretaries and
Administrators (ICSA)/Chartered Institute of
Business Management (CIBM)/ Institute of
Business Studies (IBS)
Fasset information
requirements
1. The number of learners enrolling for
programmes, though the learnership
agreements that are registered
2. Learner progress and qualifications, credits
achieved
3. Post learnership tracking of learner’s
progress
Reporting and administration
systems needed for a learnership

Original or copies of the following:




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

Learner agreements/contracts
Standard forms and reports
Assessment guides
Training manuals
Employment contracts
Code of conduct
Certificates
Grievance and appeal discussions/proceedings
Progress reports
Placement records
Same examples of Fasset
learnerships…
Title
NLRD
number
NQF
level
Professional body
Chartered Management
Accountant
20400
7
Chartered Institute of
Management Accountants
(CIMA)
Accounting Technician
20402
5
Fasset
Registered Bookkeeper
20363
4
Institute of Certified
Bookkeepers (ICB)
National Diploma: Technical
Financial Accountant
36213
5
Institute of Certified Bookkeepers
(ICB)
Certificate in Business
Accounting
24418
5
Chartered Institute of Management
Accountants (CIMA)
Any thoughts?
Do you think learnerships are a good
idea?
 Could you implement learnerships in
your organisation?
 Would you know how to?

Tools to assist you in your
SDF role



Fasset website: www.fasset.org.za
On the website you can gain access to the following:
 Download all the reports you are required to complete
for the grants
 Latest Fasset information
 List of all the relevant Fasset contacts
 List of Fasset learnerships
 List of SIC Codes
Telephone a Fasset skills advisor who is always
willing to assist you in your role as SDF
Questions?
It has been a privilege – thank you!
Andrea van der Westhuizen
andrea@thrive.co.za
0861 THRIVE (847483)