TRAINING COMMITTEE CAPACITY BUILDING

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TRAINING COMMITTEE CAPACITY BUILDING

• 01 AUGUST 2005
• KHANYISA TRAINING AND DEVELOPMENT

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OBJECTIVES

• Understand the benefits of implementing
  learnerships
• Understand project implementation approach
• Understand role players, roles and
  responsibilities

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LEARNERSHIP DEFINED

• A learnership is a training programme that
  combines theory with relevant practice on-the-job
  and culminates in a qualification that is
  registered on the NQF. It is based on legally
  binding agreements between an employer, a learner
  and a training provider. It can be offered to
  both employed and unemployed learners.

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SKILLS DEVELOPMENT IN SOUTH AFRICA
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UNFAIR DISCRIMINATION

• Race
• Gender
• Disability
• Age
• Unqualified vs formal education and training

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GLOBALISATION

• Technology
• Competition
• Skills / education

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THE IMPACT OF THE LEARNERSHIP EVALUATED

• Determine cost effectiveness and impact of the
  learnership
• Determine impact of the programme in improving
  employability of the learners
• Evaluate the appropriateness of the design of the
  learnership
• Evaluate bottlenecks in the system

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HIGH UNEMPLOYMENT

• Blacks
• Women
• Rural
• Youth

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SEPARATION OF EDUCATION

• World of work
• World of education
• Apprenticeships low numbers/Vocational
• Segmentation and limited movement

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CHALLENGES

• Skills shortages
• SMMEs
• Youth unemployment
• Inadequate provision of technical and vocational
  education and training opportunities
• Employer commitment in strategic human resource
  training and development and quality assurance

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LEARNERSHIP REQUIREMENTS
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UNIT STANDARDS DEVELOPED

• UNIT STANDARDS ARE
• Building blocks of the framework and a
  qualification
• A set of learning outcomes to be met for the
  acquisition of competence
• People measured against unit standards and not
  against each other
• Recognition of prior learning

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THE LEARNERSHIP REGISTRATION

• Fundamental, core and elective unit standards
  identified
• Curriculum developed
• Qualification designed
• Learnership registered (registration no.)
• Assessment split for each unit standard
  identified (notional hours)

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MANAGE THE PROCESS OF IMPLEMENTATION

• Planning workshops
• Discretionary grant/ funding
• Management team
• Communication system
• Reporting system
• Monitoring system
• SETA requirements/administration

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THE WORKPLACE MEETS THE REQUIREMENTS AND HAS THE
CAPACITY TO PROVIDE APPROPRIATE TRAINING IN THE
WORKPLACE

• SDF registered
• Training committee is established
• Internal policies and procedures in place (HR)
• Resources available (physical, human and
  financial)
• Workplace mentors and assessor identified,trained
  and registered
• Workforce and staff/ union briefed about the
  learnership to establish buy-in

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TRAINING PROVIDER MEETS ALL THE REQUIREMENTS AND
HAS THE CAPACITY TO PROVIDE E T

• Provider accredited
• Provider understands SETA reporting processes
• QMS is in place
• Training material in line with unit standards
• Assessors certified and registered
• Assessment guides developed
• ETD Practitioners registered with ETDP SETA
• Learnership agreements employment contracts
  signed
• Sufficient learner support ensured

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MENTORS AND ASSESSORS SELECTED

• Decide on selection criteria
• Describe roles and responsibilities
• Add the execution of these roles to the job
  descriptions of those selected
• Develop their capacity
• Decide who will perform these functions where
  there is insufficient capacity

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APPROPRIATE GUIDES DEVELOPED

• Co-operation and communication system between
  workplace and provider/s ensured
• Clarify who will conduct assessments/RPL/monitorin
  g/record keeping
• Develop criteria for selection and RPL
• Develop rotation schedule for learners
• Develop training, assessment and moderation
  schedule

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DEVELOP POLICIES AND PROCEDURES

• Learner recruitment and selection
• Assessor processes
• Moderation processes
• Appeals processes
• Disciplinary procedures

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ASSESSMENT

• A Structured process for gathering evidence and
  making judgements about an individuals
  performance in relation to registered national
• standards and qualifications

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ASSESSORS REGISTERED

• The registration of assessors is a means of
  ensuring that whoever assesses learner competence
  meets a consistent set of criteria agreed by SAQA
• NOTE All registered assessors must have met the
  requirements of the generic assessor standard and
  be certified by ETDP SETA

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ASSESSOR REQUIREMENTS

• The registered assessor must be able to
  demonstrate competence in relation to the
  specified standards and qualifications at (or
  above) the level of the qualification in question
• The assessor should have both occupational and
  contextual expertise in their field of assessment

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THE IDEAL ASSESSOR

• Has planning, administration and management
  skills to ensure that the reporting requirements
  are reliable and secure
• Is able to communicate efficiently with learners
• Is able to establish a trusting relationship with
  learners
• Acts with integrity and maintains confidentiality
• Is a subject matter expert

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THE ROLE OF THE ASSESSOR

• Inform the learner about the unit
  standard/qualification requirements
• Support and guide the learner in the collection
  of evidence
• Helps the learner plan for the assessment
• Conduct the assessment and provide feedback

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ASSESSMENT PROCESS

• Collect evidence and organise a portfolio
• Assessor judges the evidence against assessment
  criteria
• Internal moderator evaluates assessment process
  and practices
• SETA/ETQA moderates assessment and moderation
  practices
• SETA/ETQA awards credits/qualification to learner

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INTERNAL MODERATION

• This process ensures that assessments conducted
  are consistent, accurate and well-designed
• An internal moderator provides support, advise
  and guidance to the assessors

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SIGN CONTRACT OF EMPLOYMENT (18.2 )

• Must be signed by both the learner and the
  employer and must contain
• Full name and address of the employer
• Name of the learner and the learnership
• Place of work where the learner is permitted
• Date on which the employment began due to be
  terminated
• Learners ordinary hours, times and days of work
• Learner allowance, rate of pay for overtime,
  other cash payments, frequency of remuneration
• Leave to which the learner is entitled

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OTHER IMPLEMENTATION CONSIDERATIONS

• Assessment co-ordinator (to oversee all
  assessments and ensure all assessments meet ETQA
  requirements
• Learnership Management Committee (lead employer,
  lead provider and SETA)
• Centralisation and decentralization of processes
• Consideration of learners with disabilities
• RPL decision, how equity will be achieved through
  the learnership

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RPL

• RECOGNITION OF PRIOR LEARNING
• RPL means the comparison of the previous
  learning and experience of a learner howsoever
  obtained against the learning outcomes required
  for a specified qualification, and the acceptance
  for purposes of qualification of that which meets
  the requirements. (national standards bodies
  regulations no. 18787 of march 1998)
• To, through assessment, give credits to learning
  which has already been acquired in different
  ways
• RPL PROCESS
• Identify what the candidate knows
• Matching the candidates skills, knowledge and
  experience to specific standards
• Assessing
• Crediting

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Uses of RPL

• Personal development / certification
• Progression into a learning programme
• Promotion
• Career pathing

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BENEFITS OF RPL

• TO THE LEARNER
• Reduces duplication of learning
• Enables completion of formal studies in a shorter
  time period
• Identification of gaps in learners competencies
• TO THE PROVIDERS
• Decreases adhoc credit transfer
• Identifies learners needs

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BENEFITS FOR EMPLOYERS IN IMPLEMENTING
LEARNERSHIPS

• Grants
• Productivity
• Motivated workforce
• Reduced expenses
• Tax incentives

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BENEFITS FOR EMPLOYEES

• Motivation and self esteem
• Qualification
• Learn while you work
• Experiential learning
• Productivity
• Marketable skills
• Quality of life

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BENEFITS FOR THE SOCIETY

• Economic growth
• Reduced unemployment
• Culture of life-long learning

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COMPETENCE
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PRACTICAL COMPETENCE

• THE DEMONSTRATED ABILITY TO PERFORM A SET OF
  TASKS IN AN AUTHENTIC CONTEXT

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FOUNDATIONAL COMPETENCE

• The demonstrated understanding of what the
  learner is doing and why.

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REFLEXIVE COMPETENCE

• The demonstrated ability to integrate performance
  with understanding, so as to show that the
  learner is able to adopt to changed circumstances
  appropriately and responsibly and to explain the
  reason behind an action

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LEARNING OUTCOMES
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OUTCOMES

• High quality, culminating demonstrations of
  significant learning in context not a score of
  a grade, but the end product of a clearly defined
  process (William G. Spady 1994)

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ESSENTIAL/CRITICAL CROSS FIELD OUTCOMES

• These outcomes are general or generic and apply
  across all fields of learning
• They help the learner to achieve the specific
  outcomes
• They focus on building the capacity to apply
  knowledge, skills and attitude in an integrated
  way in learning/work/life

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SPECIFIC OUTCOMES

• Contextually demonstrated knowledge, skills and
  attitudes confimed to a specific field of
  learning
• The achievement leads to the award of a credit
• They are building blocks which enable the
  learners to achieve overall competence in a field
  of learning

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LEARNERSHIP INITIATION CHECKLIST

• Buy-in
• Unit Standards
• Identify Internal Learnership Co-ordinator
• Accreditation and availability of Providers
• Employer Readiness
• Funding
• Establish Project Team
• Define Roles and Responsibilities

• Capacity to accommodate learners (Office Space
  etc)
• Geographical Spread
• Project Plan
• Budgeting
• Selection of Learners
• Identification of Unit Standards /qualification

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LEARNERSHIP IMPLEMENTATION CHECKLIST

• LEARNERS
• Select Recruit Learners
• Learners with Disabilities
• RPL
• Learnership Agreement
• EMPLOYERS
• Communication
• Process Learnership Agreements
• Induct Learners
• Database Management
• Identify and Prepare Mentors

• Allocate Mentors
• Resolve Allowance and Salary Issues
• Submit Funding application
• Capacity Building (Mentors, Assessors,
  Moderators, SDF / Project Leader etc)
• Contracts (Learnership, Employment)
• Submit agreements to SETA
• Monitoring of Logbook
• Learner Guidance Support
• Compliance to Legislation SETA requirements
• Retention / placement Strategy

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IMPLEMENTATION CHECKLIST

• TRAINING PROVIDERS
• Deliver training initiatives as per Training Plan
• Mentor and Assess Learners
• Orientation of Learners
• Learner Guidance Support
• Maintain Learner Records

• Support workplace learning mentoring
• Develop Training Material and align to Unit
  Standards.
• Develop and Implement a Quality Management System
  
• Accreditation
• Assessments and Internal Moderation

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MONITORING CHECKLIST

• Identify criteria for evaluation and monitoring
• Implement monitoring and reporting systems
• Ensure that Mentorship is conducted effectively
• Record keeping (Attendance

• Registers, Learner Feedback reports, Logbooks
  etc.)
• All contracts have been signed and copies
  submitted to SETA
• Adherence to the Implementation Plan
• Take corrective action where variances are
  identified

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INDUCTION PROGRAMME CHECKLIST

• Your organizational goals
• Policies and procedures
• Rights and obligations of all role players
  (learners, provider and host company)
• Learning programme explained
• Assessment and appeal processes
• Remuneration
• Grievance procedures

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EMPLOYER RESPONSIBILITIES

• Compliance to Legislation (Basic Conditions of
  Employment Act, EEA, OHSA)
• Provide learner with appropriate training in the
  work environment to achieve outcomes
• Provide facilities to train learner
• Supervise the learner
• Release the learner to attend institutional
  training
• Pay Allowances
• Maintain records
• Liaise with Training provider, Project Manager
  and TETA
• Contractual agreements

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TRAINING PROVIDER RESPONSIBILITIES

• Deliver training initiatives as per Training Plan
• Mentor and Assess Learners
• Orientation of Learners To learning Environment
• Learner Guidance Support
• Facilitate Bridging Programme
• Maintain Learner Records
• Support workplace learning mentoring
• Communication
• Develop Training Material and link to Unit
  Standards.
• Develop and Implement a Quality Management System
• Accreditation
• Assessments and Internal Moderation

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PROJECT MANAGER RESPONSIBILITIES

• Liaison with SETA, Provider and Learner
• Support to company and Learner
• Facilitate Induction Workshop
• Assessor, mentor and moderator Training
• Database Management
• Facilitate the signing of Tripartite Agreement
• Co-ordinate and Manage Learners
• Training and assessment schedule

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SETA / TETA RESPONSIBILITIES

• Disbursement of Allowances
• Monitor Learnerships
• Monitor Training Provider
• Register Learnerships
• Register Assessors
• Register Moderators
• Certification of Learners
• External Moderation
• Curriculum Development
• Overall Quality Assurance

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ACRONYMS AND DEFINITIONS
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ACRONYMS DEFINITIONS

• ASSESSOR
• Someone who collects, interprets and makes
  judgements about evidence relating to the
  learners outputs
• ETDP
• Education, Training Development Practitioner
• CORE
• Learning which relates specifically to the
  discipline, it is mostly compulsory and essential
  to that field
• CRITICAL CROSS FIELD OUTCOMES
• General competencies such as problem solving,
  organising and managing oneself, and
  communication. These should be inherent and
  enhanced in all learning as part of achieving a
  unit standard
• ELECTIVE
• Learning in an area of choice which allows some
  specialisation

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ACRONYMS AND DEFINITIONS

• Skills Programme
• A Skills programme is an occupationally directed
  programme which is presented by an accredited
  provider and when completed will constitute
  credits towards an NQF registered qualification

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ACRONYMS AND DEFINITIONS

• SETA
• Sector Education and training authority
• Ensures that the skills requirements within the
  sector are identified. Ensure that education and
  training meets agreed standards within the NQF
• SGBs
• Standard Generating Bodies
• They generate unit standards and qualifications
  in accordance with SAQA requirements in
  identified sub-fields
• ETQAs
• Education and Training Quality Assurers
• They promote quality among constituent providers,
  accredit providers in terms of quality management
  and certify learners

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ACRONYMS

• ESSENTIAL EMBEDDED KNOWLEDGE
• Theoretical knowledge and understanding which
  underpins competent performance. Includes
  context and wider knowledge of the field in which
  work is done
• FORMATIVE ASSESSMENT
• Assessment during the learning process in the
  form of tests and assignments which facilitate
  learning but does not contribute a mark towards
  the final assessment
• FUNDAMENTAL
• Numeracy, communication, elementary research,
  information technology, group dynamics and people
  skills
• NQF
• National Qualifications Framework

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ACRONYMS

• OBE
• Outcomes Based Education
• RANGE STATEMENT
• Scope and complexity of competence expected.
  Covers the where, when, what and who with issues
  surrounding the standard, i.e. context
• RPL
• Recognition of Prior Learning
• SAQA
• South African Qualifications Authority
• SETA
• Sector Education and Training Authority
• SPECIFIC OUTCOMES
• Summative assessment generally occurs at the end
  of a learning process e.g. a final test,
  examination or practical project which tests
  overall knowledge, understanding and skills.
  Summative assessment counts towards a final
  mark. An assignment completed during a programme
  and which contributes a mark towards the overall
  mark can be seen as part of summative assessment.

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NOTES