Transcript LBT Learning Presentation

LBT Learning (Pty) Ltd
SOUTH AFRICAN NATIONAL SKILLS
AUTHORITY
http.//www.lbt.co.za
© LBT Learning (Pty) Ltd
LBT Learning (Pty) Ltd
NATIONAL SKILLS AUTHORITY
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NSA Vision: Skills for productive citizenship for all
• skills: financial and other support should be directed towards the acquisition of skills that are
needed by employers and communities and that increasingly will reflect qualifications and
standards that are part of the National Qualifications Framework.
• productive citizenship: Citizenship must also include the right to actively contribute and
participate in making decisions that affect investment and work.
• for all: the vision is an inclusive one. The NSA seeks to create opportunities for those in work
as well as for the unemployed.
This Vision is underpinned by five guiding principles:
• the promotion of equity
• demand-led
• flexibility and decentralisation
• partnership and cooperation
• efficiency and effectiveness
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WHY DO WE NEED A SKILL STRATEGY?
South Africa is still one of the most divided countries in the world…
Of our 40 million people
14 million are economically active
…..
Those with
formal jobs
and income
8 million
Sme
1.4 m
Unemployed
4.6 million
Supporting 14 million young and old people and 13 million others who are not
economically active
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WHY DO WE NEED A SKILL STRATEGY?
Poverty has a racial and gender face:
Those with
formal jobs
and income
8 million
Sme
1.4 m
Of the 4.6 million unemployed 4.2 million are
black and 58% are women
Supporting the 27 million people who are not economically active - majority black
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WHY DO WE NEED A SKILL STRATEGY?
Our population is young and thousands more school-leavers are looking for jobs every year:
School leavers
1999 - 512 000
Those with
formal jobs
and income
8 million
Sme
1.4 m
Unemployed
4.6 million
Supporting the 18 million young people under the age of 20
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WHY DO WE NEED A SKILL STRATEGY?
We need a Skill Strategy
to support Economic and Employment Growth and Social
Development!
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SKILLS DEVELOPMENT STRATEGY SUPPORTS FORMAL SECTOR JOB
GROWTH
Levy / grant system provides incentive for employers to skill workers ...
Enterprise
Via DoL : 80% to SETA
SARS
20% to NSF
NSF
SETA
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SKILLS DEVELOPMENT STRATEGY SUPPORTS WORKPLACE GROWTH
STRATEGY
Grant is triggered by Skills Plan
Grant
Skills Plan
Skills Plan is prepared by
SDF and SD Team
Developed by Skills
Development Facilitator
and Workplace Skills
Team
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SKILLS DEVELOPMENT STRATEGY ALSO SUPPORTS FORMAL SECTOR
EMPLOYMENT EQUITY
Growth Plan
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Skills Plan must support
both
Growth Plan and Equity Plan
Equity Plan
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SKILLS FOR JOB GROWTH IN THE SME SECTOR
Skills Development initiatives must compliment other support measures:
Micro Credit
Technology support
Business support
Marketing & exports
Skills Development
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SKILLS FOR ACCESS TO THE LM BY THE YOUNG
School-leaver profile For 1999
512 000 sat for the matriculation examination
49% passed – 240 000
12% got exemption – 61 000
So… the rest have no qualifications…
Nearly quarter of a million young people in 1 year!
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SKILLS FOR ACCESS TO THE LM BY THE YOUNG
18(2) Learnerships
depend on learners being able to access
relevant work experience
Targets will be set, incentives designed and national campaigns conducted to
persuade employers
- be they large or small, public or private –
to provide work experience so
that young people can be assisted
to enter productive employment
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NATIONAL SKILLS FUND
Funding envelopes:
a. Development of learnerships & skills programmes
b. Learnerships
c. Skills programmes
d. Industry support for new investment
e. NSF services
Total projected income: R500 million
R100 m
Fiscus
R160 m
Levy income
R 15 m
European Union
Other (Poverty Relief etc)
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SKILLS DEVELOPMENT SUPPORTS QUALITY LIFELONG LEARNING
ALL Skills Plans
Progressively
•Expressed as standards and qualifications
•Quality assured by SETA's and other ETQAs
•Provide learners with nationally accredited certificates, which are industry recognized
•Provide the basis for further career pathing and lifelong learning
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Diagram of the South African Qualification Authority Structure
Department of
Education
National Standard Body
(NSB)
Standard Generating
Body (SGB)
Department of
Labour
South African Qualification
Authority (SAQA)
Education Training Quality
Assuror (ETQA)
Sector Education Training
Authority (SETA)
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South African Qualification Authority (SAQA)
The South African Qualifications Authority (SAQA) is the controlling body for:
• Adult Basic Education and Training (ABET)
• Further Education and Training (FET)
• Higher Education and Training (HET) training in South Africa.
SAQA reports directly to the Department of Education (DOE) and the Department of
Labour (DOL).
DOE
DOL
SAQA
NSB
ETQA
SGB
SETA
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National Standard Body (NSB)
Standard Generating Body
(SGB)
• 12 National Standards Bodies (NSB’s)
• The SGB comprises of a maximum
• Responsible for all sectors of industry
of 25 volunteers from the industry.
• Function: Set minimum standards
within South Africa.
to comply with to obtain a National
• The NSB’s have Standards
Generating Bodies (SGB’s) for each
Certificate or Diploma in the specific
field within a specific sector.
field.
DOE
DOL
SAQA
NSB
ETQA
SGB
SETA
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Education Training Quality Assurer
(ETQA)
Sector Education Training
Authority (SETA)
• SETA register a learnership
• To monitor the SETA.
(course) at the DOL.
• To evaluate the Learnership
• The SETA must appoint training
designed by the SETA.
providers.
• To evaluate the Training Provider/s
• Responsible for the training and
appointed by the SETA.
placement of unemployed after
• To monitor the Training Provider/s.
training.
DOE
DOL
SAQA
NSB
ETQA
SGB
SETA
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SETA FUNCTIONS
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Develop a sector skills plan
Implement its sector skills plan by
Establishing learnerships
Approving workplace skills plans
Allocating grants
Monitoring education and training in its sector
Promote learnerships by
Identify workplaces for practical work experience
Support the development of learning materials
Improve the facilitation of learning
Assist in learnership agreements / register agreements.
Apply to be accredited as ETQA with SAQA
Liaise with the NSA and employment services
Report to the Director General of Labour
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SECTOR SKILLS PLAN
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Competitiveness analysis (drivers of change e.g. globalisation, new processes, new
products, new markets)
Service improvements for public service in sector
Equity and social issues (e.g. existing inequalities, legislation, government policy)
Current skills profile and skills supply structure
Desired future industry strategy and objectives
Sector Plan actions – individuals, companies, SETA, education and training providers
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SKILLS DEVELOPMENT ACT, 1998 (Act 97 of 1998)
Requirements
The Skills Development Act defines training standards and has certain specific implications for
employers, namely:
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Payment of a Skills Development Levy (1% of total payroll expenses).
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Must have an appointed Skills Development Facilitator (SDF).
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The SDF must plan and develop the company’s Skills Development Plan.
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Must submit the plan annually to the relevant Sector Education and Training
Authority (SETA).
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Must implement the Skills Development Plan.
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Draft an annual training report.
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Serve as contact person between the employer and
the relevant SETA.
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SKILLS DEVELOPMENT ACT, 1998 (Act 97 of 1998)
Benefits
An Employer that complies with the Skills Development legislation, may claim grants for the
following:
– Appointment of a qualified Skills Development Facilitator and submission of a Workplace
Skills Plan to the relevant SETA.
– Implementation of the approved Workplace Skills Plan.
– The qualification of persons trained on the approved Workplace Skills Plan, by registered
or accredited training provider.
Employer can reclaim up to 70% of the Skills Development Levy by complying with the
legislation.
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OUTCOMES-BASED EDUCATION
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Skills-based training
On the job competency is measured prior to certification.
A learnership is done over a period of time and encompasses:
– Theory training, with ongoing assessment, using at least 3 assessment methods.
– On the job training to practice skills learnt, prior to continuing with next level of training.
– Mentoring during the on the job training.
– Have to be assessed & declared competent in a particular competency prior to continuing with
course.
– Have to study 10 hours per credit, and the number of credits in a learnership are determined
by the NQF level of the course.
• NQF 3 – 120 credits = 1200 hours
• Hours are divided up into classroom & on the job, and a log book is kept. Insufficient hours will result in
learner not being declared competent.
• A typical breakdown is 30% classroom & 70% on-the-job, but can vary according to the study topic.
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OUTCOMES-BASED VS CONVENTIONAL EDUCATION
Conventional
Outcomes-based
• Embedding knowledge.
• Embedding knowledge, skills and
• Students are taught and must give proof
of learning academically.
• The teacher teaches the class.
• Student participation during the class is
minimal.
• The teacher gives personal attention only
to those who require it.
attributes.
• Learners are mentored and must give
proof of learning and understanding
academically and practically.
• The facilitator facilitates the class and
leads them in the right direction.
• Learner participation during the class
is encouraged.
• The facilitator gives personal attention to
all.
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OUTCOMES-BASED VS CONVENTIONAL EDUCATION
Conventional
Outcomes-based
• Number of students is usually 30+
• Number of learners is restricted to a
• No interaction during class is permitted
• Classroom layout is rows and columns
maximum of 20
• Interaction during class is encouraged
• Classroom layout is groups at circular
tables
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OUTCOMES-BASED METHODOLOGY
PRESENTATION
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Module presentation done by means of group discussions.
Learners do not refer to study material during presentations.
Learners are encouraged to speak from their own experience and express their thoughts on the
subject matter under discussion.
FACILITATION
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Facilitator encourages all learners to participate in discussions.
Facilitators role is to guide learners and facilitate discussions, not to lecture.
Training material provided to learner is to be used as reading material during personal time, and at
the learner’s leisure.
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OUTCOMES-BASED METHODOLOGY
PROCEDURE
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Learners are tested prior to courses and will be granted Recognition for Prior Learning (RPL)
where competent.
Once they have attended the course, a workplace-training program will have to be followed, where
the learner is placed in the care of a mentor.
On completion of the workplace-training programme, final assessment will take place.
Once the learner has been declared competent, a certificate will be issued for the credits earned.
Three methods of assessment will be applied to each competency and the learner will have to
demonstrate proficiency in each assessment method.
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HOW DOES THIS AFFECT US?
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As individuals:
– We are afforded the opportunity to gain a nationally recognised qualification applicable to our
specific field of employment.
– These qualifications are structured to grow with us as we progress up a career path.
– We receive quality assured training – fly-by-nights will be a thing of the past.
– Our employers will receive a financial benefit for training we receive, making training a more
attractive proposition.
– Our existing skills will be taking into account in the qualification process. A skilled worker can
be given recognition for prior learning and will receive credits towards the national
qualification.
– A National Qualification may become a requirement for employment in the future.
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HOW DOES THIS AFFECT US?
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As employers:
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We have to pay a levy of 1% of payroll a month.
This levy will probably go up to around 4% of payroll over the next few years.
An increased admin burden.
The opportunity to train our staff in nationally recognised qualifications at all levels, so
increasing over-all skills levels and efficiency.
Quality assured training providers, as training material, training companies, assessors and
facilitators all have to be individually accredited by the SETA with which they are registered
and are subject to surprise spot checks at any given time.
Will have to use accredited training providers and programs in order to claim the levy, except
where no standards have been generated as yet.
Where an employer has an in-house training programme, will have to set up a training unit
and get it accredited.
Will be able to claim levy grants for training provided and will have access to discretionary
grants to fund training.
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HOW DOES THIS AFFECT US?
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As employers:
– Grants are: 15% of levy for submission of Skills Plan, 50% of levy for implementation of the
Skills Plan, 5% for discretionary grants.
– Will be incentivised to train our staff in a structured way and will be financially rewarded for
doing so.
– Have to appoint Skills Development Facilitators and submit Skills Plans.
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HOW DOES THIS AFFECT US?
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As training providers:
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Will have to undergo an accreditation process and meet SETA quality requirements.
Will have to have accredited facilitators and assessors.
Will have to prove financial viability ability to manage and maintain quality.
Will be subject to random quality checks.
Are not assured of accreditation, as some SETA’s are limiting number of accredited training
providers.
Will have to maintain a learner database and quality assured systems.
Wil have to provide learner support systems (pastoral support) before, during and after
training.
Will have to expand staff complement to cope with new jobs required (Facilitator, Assessor,
Invigilator, Moderator, Quality Manager).
In the future will probably not legally be allowed to train if are not accredited.