FASSET SKILLS DEVELOPMENT FACILITATOR WORKSHOP

An Introduction to the Role of the SDF

Presented By: Thrive Learning Facilitation

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: Understanding Learnerships

Section 1

Understanding the Structures & Relationships between SAQA and SDA Legislation

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)

Your Company Where your money goes . . .

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) Strategic Cash Grants

Pays Skills Development Levy to SARS (1% of your company’s total remuneration)

SARS

Allocates the levy to Fasset

Fasset

SETA retains 10% levy for admin purposes 20% of levy goes to the National Skills Fund for learnerships

Department of Education

  SAQA Act passed in 1995 SAQA responsible for:   Overseeing the development & implementation of the NQF Formulates policy & criteria for registration of various bodies (ETQA/NSB’s/SGB’s)   Responsible for registration of unit standards & Qualifications Ensure the unit standards & qualifications are Internationally comparable

Dept of Education SA Qualifications Authority (SAQA) NSB’s National Standards Boards SGB’s Standards Generating Bodies 4 3 2 8 7 6 5 The NQF (HETC) Higher Education (FETC) Further Education 1 ABET (GETC) General Education SCHOOL NLRD ETQA’s Education & Training Quality Assurers Dept of Labour SKILLS DEVELOPMENT STRATEGY National Skills Authority (NSA) SETAs Sectoral Education & Training Authority SARS Providers Companies 1% Levy

Section 2

Assessment and the NQF

NATIONAL QUALIFICATIONS FRAMEWORK

 NQF – A vehicle for

:

   The eradication of unjustness The achievement of reconstruction & development goals The transformation & the promotion of quality in education & training  It does this by:      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

8 7 6 5 4 3 2 1

Band

Higher Education & Training Band Further Education & Training Band General Education & Training Band Types of qualifications & certificates Doctorates, Further research degrees Higher degrees, Professional qualifications First degrees, Higher diplomas Diplomas, Occupational Certificates School/College/Trade Certificates E.g. Matric or N4 School/College/Trade Certificates E.g. Grade 11 or N3 School/College/Trade Certificates E.g. Grade 10 or N2 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)

Unit standards

–

what are they?

 A unit standard is:   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:   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

–

why you are doing the task understand what &

Reflexive competence

–

you can integrate what you know and perform in a different context

 Good assessment is:  Structured  Transparent  Negotiated  Objective

More about assessment….

   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:        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?

You can find additional information on this section in the Fasset Booklets:  Implementing the SAQA and SDA legislation in the workplace;  Implementing and conducting assessment an assessment in the workplace;  Working with assessment guides.

This 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

      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:

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:  SD legislation  Business strategy: • • • Vision Mission Operational issues  Attributes:  Relationship building  Objectivity  Integrity  Conflict resolution

Training Committees



What do

you

should do?

think training committees



What does your committee do?

Objectives of the Training Committee

          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 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 Communication; Road shows/ newsletters Obtain buy-in and commitment Promote concept Liaise with others

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

Need more information?

You can find additional information on this section in the Fasset Booklet:  Skills Planning

This can be found on the Website: www.fasset.org.za

Section 4

Developing and implementing a WSP

WSP process

 Why is planning your organisation’s training & development important?

  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:  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

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?

Levies and Grants

The Seta year

8 th Levy Year:

 1 April 2007 to 31 March 2008 Submission deadline is 30 June 2007 (with extension to 31 July 2007 in case of Force Majeur)  This is for the combined document:  ATR (2006 – 2007)  WSP (2007 – 2008)

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 2007/08 from 1 April 2007 to 31 March 2008. See www.fasset.org.za

for more details on the strategic skills priorities and the criteria for claiming these grants

Need more information?

You can find additional information on this section in the Fasset Booklet:  Skills Planning

This can be found on the Website: www.fasset.org.za

Section 5

Understanding learnerships

Learnerships What do you think a learnership

is

?

And what is it

NOT

?

Learnerships

 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

Focus on practical skills only, with some theory at technical college 

LEARNERSHIPS

Combine theory and practice, and include “non-trade” areas at different levels, for different occupations      Aimed at younger people starting work Aimed at new entrants/students to the job market   Time-based learning  Controlled by Industry Training Boards now the SETAs Trade test at Central Organisation of Trade Testing now called Indlela to qualify   Available for all generations Available to new entrants and existing employees Competency-based learning that allows learner to move at their own pace Three party agreement, signed by the employer, Training provider and learner, registered with SETA Competency based assessment against registered national unit standards to be awarded a national qualification

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

 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 3.

achieved Post learnership tracking of learner’s progress

Reporting and administration systems needed for a learnership



Original or copies of the following

:  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

Chartered Management Accountant Accounting Technician Registered Bookkeeper National Diploma: Technical Financial Accountant Certificate in Business Accounting

NLRD number

20400 20402

NQF level Professional body

7 5 Chartered Institute of Management Accountants (CIMA) Fasset 20363 36213 24418 4 5 5 Institute of Certified Bookkeepers (ICB) Institute of Certified Bookkeepers (ICB) 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?

Need more information?

You can find additional information on this section in the Fasset Booklet:  Implementing learnerships

This can be found on the Website: www.fasset.org.za

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      SDF Booklets which will assist you in developing your competence further 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