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Published 25 May 2015 by SAHB Publishing (Pty) Ltd, Reg Nr: 2015/014644/07
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FOREWORD
From the Editor
I consider editing and co-authoring the Skills Handbook a
huge responsibility.
This work brings me into contact with a diverse range of
specialists, officials, professionals, workers, practitioners,
researchers and innovators whom few other people get to
meet collectively in the same space of time. As a result I get
a birds eye view of the most exciting and highest potential
breakthroughs in the field of skills development in South
Africa.
In response my aim is to:
link up people and organisations in order to amplify their
efforts
Picture: Copyright Pieter de Ras
Note on the cover:
The 2015/16 Skills Handbook is published in memory of the
workers who died in Marikana on 16 August 2012 and in the
hope that skills development and good HR practices can play
a part in preventing such a tragedy from ever recurring. Thank
you to Pieter de Ras for permission to use this photo.
Note on copyright:
This book is published under Creative Commons license.
Please re-use fair-use portions of the information in this book
free of charge, if you are a non-profit or government agency.
Alternatively reference the content of the book, citing this publication as source in the format shown on the inside front cover.
Include the version number because paragraph numbering
changes with each version.
Mike Stuart
Editor
Johannesburg, South Africa
25 May 2015
FOREWORD
From the South African Board for People Practice
South Africa is a land of contrast and in no other country in the
world do we have so many dichotomies, not only in society,
but also in its skills development system. It is a system of
extremes from world class, well-resourced and sophisticated training centres at the top corporations on the one hand,
to rural areas in which no or little learning infrastructure
exists on the other hand. Skills development practitioners
are confronted with the need to simultaneously incorporate
seemingly opposing learning philosophies ranging from informal learning to formal learning, from class-room learning
to e-learning, from rich theoretical approaches to practical
work-based learning. Yet, the inequality in skills development mirrors the inequality in society, and the need for effective and meaningful skills development in South Africa
cannot be over-emphasised. However, the business need to
ensure a skilled workforce enabled to deliver their best for
their employers and customers has become one of the most
important factors in leveraging talent and skills development
for driving organisational performance in an increasing competitive business environment.
The Skills Development Handbook, now in its 15th year has
become the definitive annual resource for skills development
professionals and business leaders in South Africa. The SA
Board for People Practices (SABPP), the HR quality assurance
and professional body, has been on an exciting journey to develop the first national HR standards in the world. Learning
and Development (L&D) has been one of the 13 HR standard
elements. In addition, a further five L&D Professional Practice Standards were developed in 2014 to support and reinforce the HR system. These standards were Learning Needs
Analysis, Design and Development, Learning Evaluation,
Mentoring and Coaching, Leadership Development and Onthe-Job Skills Development. In this way, SABPP has provided
leadership to the skills development community in applying
these standards in practice. Likewise, as an Assessment
Quality Partner (AQP), SABPP supports all efforts to improve
the quality assurance of qualifications registered in the new
skills development system, an area well covered in this text.
The Skills Handbook achieves what no other publication
has attained, and that is to mediate the diverse approaches
outlined above into an integrated and synergistic resource
catering for the needs of multiple stakeholders from government, to learners, to employers, to learning providers, to
consultants, regulatory agencies and professional bodies.
We encourage all readers to use this handbook as a rich resource for improving skills development at work, at learning
2
Marius Meyer
CEO
Johannesburg, SA
25 May 2015
FOREWORD
From the Department of Higher Education & Training
The publication of the Skills Handbook 2015/16 comes one
year after our Department published the White Paper for
Post-school Education & Training, providing a clear strategic
vision for this sector for the period up until 2030. At the centre
of the White Paper is building an expanded, effective and
integrated post-school system.
Education and training remains the most effective weapon at
our disposal as a nation to deal with poverty, unemployment
and inequality, as espoused in the countrys National
Development Plan. Platforms like the Skills Handbook
present an important launch pad for all interested players in
skills development to interact with developments, successes
and challenges on this front.
Since the launch of the NQF in 1995 with the SAQA Act, this
country has invested a huge amount of energy and time in
working and re-working effective approaches to education
and training, so that we could unravel the systematic damage
done to our collective human capital, over the past centuries
under apartheid. And once we have done that, to go on to
become an engine and inspiration for inclusive development
on this continent and wherever inequality exists.
We are well on the way to seeing the fruit of all this hard
work. Though it is sometimes hard to see the wood from the
trees when you are inside the forest, we must sometimes pull
back and observe our progress from an objective distance.
Visitors and researchers from other countries help in this
regard by observing both the huge scale of our challenges
and also the success we have achieved to date. That is not to
say that there is no work still remaining. On the contrary we
who are at the fore-front of the skills struggle are the first to
admit that there is no time to waste, and no margin for error.
We recognise our historic responsibility to ensure that South
African society is skilled and educated.
I am glad to see on the cover of this book the tagline Every
workplace a learning space.
This has been a key motto of our Department and it implies
a close partnership between workplaces and institutions of
learning. Our department, together with organised labour
and organised business stakeholders have agreed in the
National Skills Accord signed in July of 2011 to promote
expanded access to training opportunities in both educational
institutions and workplaces.
Dr Blade Nzimande, MP
Minister: Higher Education & Training
Pretoria, SA
25 May 2015
TABLE OF CONTENTS
PRE-ORDER EDITION
The Pre-order Edition is available for download on pre-ordering the Print Edition of the Skills Handbook. It is updated approximately monthly and a new download link will be emailed to you whenever updates are available. Pre-ordering the Print Edition
entitles you to all updates of the Pre-order Edition until your Print Edition is available. To view the full list of articles available in
the Print Edition, see the pages following: Table of Contents: Print Edition.
FOREWORDS
CHAPTERS
13
ARTISAN DEVELOPMENT....................................................................................... 16
ARTISAN DEVELOPMENT - FUNDING.................................................................. 26
ARTISAN DEVELOPMENT - HISTORY OF............................................................. 32
NAMB - NATIONAL ARTISAN MODERATION BODY........................................... 38
SETA SECTOR - GRANT REGULATIONS, AMENDED........................................ 41
SETAS - FINANCE AND ACCOUNTING SERVICES SETA FASSET............... 46
49
93
CONTRIBUTOR BIOGRAPHIES
94
95
ACRONYMS
96
TABLE OF CONTENTS
PRINT EDITION
The Print Edition covers 249 topics presented as 1 - 6 page articles, in alphabetical order, like an encyclopedia. The mind maps
below show how the topics are structured in heirachical order. Not all topics are shown in the pages following, as the maps
would not fit. To view the detailed mind maps of the topics, visit www.SkillsHandbook.co.za and click on Table of Contents.
PLANS
Strategies and Frameworks are the two main sub-headings. Lists is a useful collection of tabular data and its placement here is
somewhat arbitrary. The strategies and frameworks listed here should ideally inform the programmes and process that follow.
TABLE OF CONTENTS
PRINT EDITION
PROGRAMMES
In this edition we are focusing on artisan development programmes and workplace learning programmes. Funding programmes are covered under Processes > Funding.
TABLE OF CONTENTS
PRINT EDITION
PARTICIPANTS (SECTORS)
We see participants as being comprised of organisations and sectors. While the SETA, TVET and HE sectors are squarely
the responsibility of the Department of Higher Education & Training, the green sector and public sector are national priorities
due to their impact on the environment, job creation, and service delivery. The public sector employs about 1,3 million people,
34,000 HR practitioners and spends about R4 billion per year on education and training.
TABLE OF CONTENTS
PRINT EDITION
PARTICIPANTS (ORGANISATIONS)
There are a multitude of organisations working in the post-school sector. Raising awareness of their focus areas and capabilities
is one of the aims of this publication so that duplication and overlap can make way for synergistic relationships.
10
TABLE OF CONTENTS
PRINT EDITION
PROCESSES
We have grouped all skills development processes here, but notice that they have national, sectoral, organisational, and personal levels of application. This map can also be seen as representing the learning value cycle, starting with planning, moving
to funding, then design, delivery and quality assurance. A quality loop hopefully results in quality assurance informing better
planning, which restarts the cycle . Quality assurance is also ideally embedded in every part of the value chain.
11
TABLE OF CONTENTS
PRINT EDITION
PEOPLE
These are interviews with people who play important roles in the skills development landscape. We interviewed them looking
for expressions of vision and leadership to help refine the why and how of skills development. Some are leaders, some are
implementers. We are always on the lookout for practical visionaries to interview, so please contact us (page 1) if you have
suggestions.
12
CHAPTERS
INTRODUCTION
What follows this page are the 249 articles in the Skills Handbook, presented in alphabetical order. This Pre-order Edition
however contains 6 articles and is distributed free to all pre-orders of the final publication. To view the full list of articles that will
be available in the Print Edition, visit www.SkillsHandbook.co.za and click on Table of Contents.
UPDATES
Updates are issued monthly, or more frequently, as new articles are added to this section of the book. Revisions will also be
made to existing articles on an ongoing basis to continually improve their quality and ensure they are up to date with ongoing
developments.
PARAGRAPH NUMBERING
Paragraphs are numbered to facilitate referencing, however with each update of the book the numbering may change. Please
therefore cite the version number of the publication whenever you cite the book. The version number can be found on the
inside front cover.
13
14
15
Artisan Development
1. For important background to this article, see the articles, Artisan Development - History of (pg 32) and
Artisan Development - Funding (pg 26).
OVERVIEW
2. During 2008, the Skills Development Act, Act 97 of
1998, was amended to strengthen the national policy
that governs artisan development in South Africa. One of
the critical outcomes of the amendment was the establishment of a National Artisan Moderation Body (NAMB)
on 30 November 2010 in the Department of Higher Education and Training (DHET). DHET is now aligning
national artisan development with the new policy.
3. The National Development Plan sets a target of
30,000 qualified artisans a year by 2030. Currently some
14,000 are qualifying annually, out of 27,000 enrolled.
The number of artisans produced every year is expected to increase to 24,000 per annum by 2019, to meet
the needs of a growing economy, according to the Medium-Term Strategic Framework1 of the country. This
clearly illustrates the intention within government that
there must be rapid progress towards the NDP target.
4. If you are unfamiliar with the topic of artisan development, start with the heading See also at the end of this
document to get the necessary background.
Additional need by
2024
Projected gap
Bricklayer
12,000
12,000
Electrician
15,000
Millwright
7,500
Boilermaker
10,000
2,000
Carpenter and
Joiner
9,000
10,500
Not quantified in
report
Large gap
projected; only 2
qualified in last 3
years
Plumber
10,000
10,000
Pipe fitter
Not quantified in
report
Strong and
growing demand
projected
Painter
10,000
11,000
Plasterer
5,000
6,000
Welder
10,500
3,000
Rigger
Not quantified
Moulder
500
400
Structural plater
1,400
1,800
RELEVANCE
5. South Africas shortage of skills, especially competent artisans, is a key factor in the countrys low economic growth rate.
6. South Africas Higher Education and Training Minister, Blade Nzimande, has stated that developing
qualified artisans is vital in South Africas fight against
poverty and unemployment. He has said on numerous
occasions that the development of qualified artisans to
support the economy is a high priority for his department and for the government.
7. According to the National Development Plan2, South
Africas exports to advanced economies have slowed in
response to lower demand, but this has been offset by
increased demand from Asia and higher prices for raw
materials.
Not quantified
16
3
Department of Higher Education and Training. Skills for and through SIPS,
First Edition (Pretoria: September 2014): Chapter 7.
Artisan Development
(Continued)
LEGISLATION AND POLICY
11. See List of Legislation for a table of all relevant
skills development legislation.
12. Artisan development is connected to the legislation and policy governing the entire skills development sub-system of the post-school education and
training sector. However the legislation and policy
documents below are of particular relevance to artisan
development:
Name
Year
Type
Notes
1998
Act
1999
Act
2000
Regu- Details the process for registering learnerships and learnership agreelations ments
2003
Act
2008
Act
Major update to Skills Development Act (see QCTO and NAMB among
others)
2012
Regu- Definition and criteria to classify an occupation as a trade plus list of trade
lations occupations (previously called designated trades)
1981
Act
2012
Regu- Purpose is to implement a single national artisan trade testing and certifilations cation system across all economic sectors quality assured by the Quality
Council for Trade and Occupations
NQF Act Nr 67
2008
Act
2013
Policy
2012
2014
Policy
17
Artisan Development
(Continued)
PARTICIPANTS
13. The importance of artisan development nationally is
reflected in the wide range of stakeholder and technical
forums.
Stakeholder forums
14. These include:
ss
HRDC
ss
G-SETA
ss
SETA-AD
ss
SOC-AD
ss
DHET-RAITT
Technical forums
15. These include:
ss
NAMF
ss
QCTO-NAMB
ss
ARPL
ss
DSA-pilot
ss
NADDAF
19. The second step is the provision of fundamental theory. Fundamental vocational engineering theory, which
is taught primarily at public TVET colleges, is currently
provided in the form of Nated courses, NC(V)4, or a
technical / academic Matric5. Many people starting an
apprenticeship have a Nated background. The Nated
courses are perceived to be outdated. The NC(V)
is viewed by some critics as too general and lacking
practical training. The QCTO has initiated a process of
developing occupational qualifications for trades. There
are currently eight new registered qualifications listed
on the QCTO website. This is will require time and
investment in curriculum design specialists as well as
industry experts as part of ensuring the relevance and
usability of such qualifications in the workplace.
20. Learners who do not achieve adequate mathematics and science results (from Nated or Matric programmes) can enrol onto the GTPP (General Trade
Preparation Programme) bridging programme prior to
being accepted onto an apprenticeship programme.
The GTPP was initially a DHET pilot project at College
of Cape Town TVET College and is now being rolled
out to other TVET colleges across the country. In some
instances people with a Matric go to a TVET College, do
a NC(V) programme, and then do a Nated programme
in the hope of getting contracted by an employer onto an
artisan learning programme. This is a lengthy and costly process that often leads to a fragmented approach to
the training of artisans.
21. Lecturer capacity within TVET colleges to deliver
trade related training remains a challenge and is often
raised as a concern by employers. The DHET intends
to channel resources into capacitating TVET lecturers
and upgrading their qualifications (refer to the article on
TVET Sector - The turnaround strategy).
4
5
Artisan Development
(Continued)
22. Fundamental theory lays the foundation for entry
into an artisan development path. In practice this happens in most instances of artisan development before
an apprenticeship agreement is signed with an employer. The challenge of this approach is that the integration
of fundamental, practical and workplace training does
not happen in an integrated manner, and frequently
the practical and workplace learning commences long
after fundamental training has been completed.
Step 3: Learner agreement contracting and
administration
23. Learner programme registration is the third step,
where an agreement is signed between an artisan
learner and an employer. The SETA to which the employer pays the skills levy (as custodian of artisan
learner agreements and contracts) registers the apprenticeship agreement. At this point the learner enters
the workplace and commences with practical workshop
and workplace training (step four and five).
Step 4: Occupational knowledge learning
24. Step four relates to trade knowledge and practical
training, which normally takes place in workshops at
TVET Colleges or private training providers. Due to a
common negative perception by industry on the quality
of training at TVET Colleges, the frequently out-dated
equipment in workshops and the capacity of college
lecturers, this may take place at private providers.
Step 5: Workplace learning
25. Step five is about workplace experience - taking
artisan learners into the workplace where they are
practically trained, developed and mentored. Here they
become exposed to the application of trade theory of
their chosen artisan trade under the guidance of an experienced, qualified artisan.
Step 6: Trade testing and recognition of prior
learning
26. Step six refers to trade testing or summative assessment6. This happens at accredited trade test centres
across the country, many of these currently being private institutions. Frequently a training provider is also
accredited as a trade test centre, which holds the potential risk of their being both referee and player. The
DHET plans to develop a policy and process that will
address potential fraud and irregularities.
Summative assessment = the final assessment before completing a programme, usually preceded by formative assessments
19
Artisan Development
(Continued)
trade-specific and is known as an Artisan Certificate of
Competence.
3.
4.
5.
6.
Title
Date
1 Sep 2008
11 Mar 2010
2 Apr 2012
8 Dec 2014
25 Nov 2013
White Paper
20 Nov 2013
Green Paper
30 Apr 2012
QUALIFICATION CHANGES
40. Artisan development falls in the TVET stream of
the post-school education and training system, and this
stream is undergoing significant change to improve
the quality of qualifications. One aspect of this relates
to the QCTO, which was established in March 2010 to
oversee the development of occupational qualifications
(as opposed to general qualifications). The QCTO is
also reviewing the Nated programmes. Another area
where TVET curriculum reform is being driven from
is within Umalusi, where a policy review process will
begin during 2015. A third development which will impact new qualifications is the proposed establishment
of SAIVCET. The Ministerial Task Team on the South
African Institute for Vocational and Continuing Education and Training (SAIVCET) recommended the establishment of this institute, with one of its objectives being
curriculum innovation and design.
8
20
2.
39. The following documents from the NASDC document library can be referenced for more information
(available on http://nadsc.dhet.gov.za):
34. Similarly, there is a need for a structured monitoring and evaluation system that implements research to
provide answers as to whether the artisan development
system is on the right track, that is, whether people
qualifying are absorbed into the labour market and
whether industry is satisfied with the quality of artisans
produced.
1.
http://www.hsrc.ac.za/en/departments/education-and-skills-development/lmip
Artisan Development
(Continued)
The new QCTO trade qualifications
41. See main article QCTO - Trades.
42. Through QCTO processes, the following new vocational qualifications have been registered and can be
viewed online9 via the QCTO website:
ss
Electrician
ss
Electroplater
ss
ss
ss
Melter
ss
ss
Plumber
ss
Toolmaker
Curricula
50. DHET is currently reviewing all vocational curricula
in order to ensure they are up to date and linked to labour market requirements. This will address the issue of
the confusion around learning pathways and the greater
desirability of some learning pathways over others.
CURRENT CHALLENGES
Providers
52. DHET is also implementing the TVET college turnaround strategy, which will help to improve the linkages
between colleges and employers, and therefore make
artisan development more widely available and accessible (see the article TVET Sector - The turnaround
strategy for details).
Work placements
53. Due to the steady decline in artisan development
until about ten years ago, and the fact that State-Owned
Enterprises do not train large numbers of artisans any
longer, obtaining sufficient workplaces for the number of
apprentices that need to be trained remains a challenge
to the system. The rigorous requirements for workplace
approval make it difficult for smaller companies to
participate in artisan development, the availability of
qualified mentors is challenging, as well as the grant
constraints in terms of SETA funding availability.
54. One of the key challenges has been the reliance
on large employers, particularly historically the StateOwned Enterprises and large manufacturing and mining companies. These companies find it increasingly
difficult to provide long term employment for artisans
http://www.qcto.org.za/index.php/registered-qualifications
21
Artisan Development
(Continued)
because of the changing nature of work and the economic recession.
55. Small and medium sized companies should ideally
provide employment opportunities in the trades, as is
the case in Switzerland, but in South Africa they find it
difficult to participate. merSETA plans to commission
research into the involvement of small companies in
artisan development during 2015. One of the challenges that small companies experience is the capacity to
provide the range of workplace experience required
and quality supervision of artisan learners. Interventions
such as mentor programmes and rotation between two
or more companies may be options worth exploring.
22
why Switzerland has one of the lowest youth unemployment rates in Europe. Both vocational and professional
qualifications are flexible and students can pursue additional learning and change careers with relative ease.
Trade associations such as employer bodies determine
the curricula and learning programmes. TVET schools
generally work with host companies on what is referred
to as a dual-track approach to learning: students learn
theoretical principles at the VET school part-time and
do an apprenticeship at a host company part time to
gain practical skills.11 Such projects can generate income for the school and serve an economic purpose
for companies.
Artisan Development
(Continued)
Dual system apprenticeship model
63. The dual system is used in Germany, Austria and
Switzerland to train a variety of occupations including
artisans across a wide range of industry sectors such
as banking, retail and ICT. Around 60 per cent of young
people in Germany take part in the dual system of vocational training. It is termed 'dual' because training
takes place both in the company (3 - 4 days a week)
and part-time (1 - 2 days a week) in a vocational school.
The company provides practical training, and the vocational school supplements this on the job learning with
theoretical instruction. It is open to school leavers and is
financed mainly by companies.13
64. The Minister of HET was impressed by the dual
system in Germany and commissioned research into
the feasibility of adopting it in South Africa.
65. A pilot dual system project is currently underway
at three TVET colleges around the country. Umfolozi
College in Richards Bay is training electricians, Port
Elizabeth College is training mechatronics14 technicians
and West Coast College in Saldanha is training welders. The project is being coordinated by the Swiss South
African Co-operation Initiative.
FUTURE
66. The artisan development system has undergone
rapid change since the inauguration of the new Department of Higher Education & Training in 2009. Some of
the recent changes have yet to bear fruit.
67. The intent of government to increase the number
and quality of artisans is clear. The quality of the skills
analysis for the number and types of trades required
does need refinement, but the need for infrastructure
development and maintenance, the rapid changes in
manufacturing and production technology, and the
move toward greening the economy, all signal a clear
need for an increased investment in artisan development by the private sector, SETAs and the fiscus.
68. The new QCTO trade qualifications are mostly still
under development and it will take time before the first
13
14
Mechatronics technicians are a relatively new breed of artisan in South Africa.
They work on integrated production systems and can repair and maintain mechanical, electrical, electronic, computer and communication systems. a robot is
a good example of such an integrated system.
few cohorts of apprentices progress through these qualifications so that improvements can be measured.
69. Capacity building at TVET Colleges to position
them to become preferred providers of the theory and
initial practical skills components, is ongoing. It will
however take time for employers to build trust in the
delivery capacity of these institutions and in the quality
of programmes they offer and the quality of trainees that
they produce.
70. More workplaces are needed for the workplace
experience component of the apprenticeship. The ideal
situation would be where a learner is contracted by an
employer before the commencement of their theoretical
training and that theory, practical (workshop) and workplace training happens in an integrated manner over
a three-year period, as was the practice in the country
before the decline of artisan training in the mid-1980s.
71. The development and implementation of a workplace mentor development programme may facilitate
this process, and consideration could be given to the
use of retired qualified artisans to act as trainers and
mentors.
72. Other future developments include the finalisation
of the Trade Test Regulations. The purpose of these
Regulations is to implement a single national artisan
trade testing and certification system across all economic sectors and to eliminate the current industry and
sector based artisan trade testing system. The intention
is also to improve access to and the quality of trade
testing and to allow for the development of a national,
single, standardised approach to recognition of prior
learning for all artisan trade occupations. They were
gazetted for public comment on 31 August 2012 but the
Regulations have not yet been finalised.
73. See the article Artisan Development - Success
Stories for details on emerging good practice. This
includes Columbus Steels success in using retired artisans to mentor apprentices, a model developed under
merSETAs Accelerated Artisan Training Programme.
74. See the article Artisan Development - Dual system
model for information on a new approach to artisan
development, based on the German system, which is
being piloted by some companies together with TVET
colleges in South Africa.
23
Artisan Development
(Continued)
RESOURCES
ss
LINKS
ss
ss
ss
Research
-- The LMIP website has several research documents
relating to artisan development. Visit http://www.
lmip.org.za and click on the lnk Repository, then
search for documents with the keyword artisan. For
example:
Mbatha, N, Wildschut, A, Mncwango, B,
Ngazimbi, X, Twalo, T. LMIP Report 2: Towards
understanding the distinctive nature of artisan
training: Implications for skills planning in South
Africa (Pretoria: Labour Market Intelligence
Partnership, 2014)
MerSETA, HSRC. Studying Artisans in the
Manufacturing, Engineering and Related Services
Sector (Pretoria, HSRC, 2014)
The HRD Council of SA has published several
research documents into artisan development
as part of the work of the Artisan Development
Technical Task Team. These include:
Growing priority skills in South Africa final report
on JIPSA
-- The NASDC website has a research page here:
http://nadsc.dhet.gov.za/
-- There are pockets of monitoring and evaluation
research conducted in the past by individual
SETAs, such as the merSETA Learnership and
Apprenticeship Impact Assessment, commissioned
in 2008.
The merSETA commissioned research into quality
measurement practices for TVET Colleges:
MerSETA and University of Bremen. Project
Report: Comet-pilot Test South Africa (April 2012)
ss
International trends
-- The International Network on Innovative
Apprenticeship. An Architecture for Modern
Apprenticeships - Standards for Structure,
Organisation and Governance; (INAP Commissions,
2012)
-- Federal Office for Professional Education and
Technology OPET. Facts and Figures: Vocational
and Professional Education in Switzerland. (2012)
-- Reinhard, K. Essay: The German Berufsakademie
Work-Integrated Learning Programme: A Potential
Higher Education Model for East and West. (AsiaPacific Journal for Cooperative Education, August
2006): 16 - 21
24
SEE ALSO
ss
Apprenticeships
ss
ss
ss
ss
ss
ss
ss
ss
ss
Learnership Grants
ss
Legislation, List of
ss
ss
ss
NSDS III
ss
PIVOTAL Programmes
ss
ss
QCTO Trades
ss
ss
CONTRIBUTORS
75. View short profiles of the contributors in the section
Contributor Biographies (pg 94).
-- Brian Angus
-- Blanche Engelbrecht
-- Janet Lopes
-- Christoph Vorwerk
25
BACKGROUND
2. Artisan training is an expensive and time-consuming
exercise. It takes anywhere from 2 - 4 years to train an
artisan, and it costs between R200,000 to R650,000 depending on the trade. The figure of R300,000 was used
as the basis for the development of this new policy.
3. This makes it hard for small and medium sized employers to train artisans in large numbers, but even large
employers can go badly wrong if they take on a large
group of artisans and run into funding or administration
problems.
4. Government on the other hand has identified artisan
development as a key strategy to boost the manufacturing and engineering components of our economy
(which are needed to grow exports), and to support job
creation by absorbing school leavers and unemployed
people into well-paying jobs. So government needs to
get employers to scale up their current artisan training
efforts to go well beyond "training for their own need" in
order to increase the pool of available artisans for the
big Strategic Integrated Projects (SIPs).
5. This is one of the reasons that artisan development
is one of the key priorities of the HRD Council. In June
last year the Council identified funding and learner administration blockages as one of three key constraints to
26
8. Given these difficulties in planning and administering apprentices, its no surprise that only the largest
employers showed an appetite for artisan development,
and it was still difficult to get them to "train beyond need"
to create some surplus for the rest of the country.
9. So in response the Dept Higher Education and Training launched the Policy for a Generic National Artisan
Learner Grant Funding and Administration System on
11 July 2013.
10. The new policy means that qualifying employers
will be able to access R139,350 per new learner artisan
(spread over the duration of the learning programme,
usually 2 - 3 years). Its a lot of money, but still well below
the full cost of most artisan learning programmes:
employers also have to factor in the cost of machinery
and supervision, as apprentices must have access to
PRINCIPLES
13. This is a summary of some of the key elements of
the policy.
Flexibility
16. The National Skills Fund will still be able to fund artisan development directly with employers if necessary
(for example to achieve a specific national goal that may
be cross-sectoral), but the amount will be the same.
ss
Consistency
19. Employers operating across one or more of the
twenty one sectors of the economy will no longer have to
jump through sector-specific requirements for hosting
apprentices - there will be one national set of workplace
approval criteria applicable to all employers (expected
to be published around end September 2013 - please
revisit this post for updates which will be noted in red
text )
20. The quality assurance of this process is delegated
to the National Artisan Moderating Body by the QCTO
(Quality Council for Trades & Occupations). Currently
the NAMB will quality assure this process through the
SETAs.
21. Payment of the R139,350 will be made in 4 tranches
of R34,837.50 each, after key milestones have been met
by the employer and validated by the SETA. The specific milestones and criteria can be viewed in the policy
document and are summarised below
Efficiency
22. Previously the NSF and SETAs would sometimes
co-fund artisan training and this could make the process
more bureaucratic and expensive, as there would be
two sets of project management and reporting costs
27
3.
4.
5.
ss
ss
32. See the main article for more detail on the BBBEE
Codes and skills development.
SETA incentives
33. Artisan development qualifies as PIVOTAL training
under the SETA Grant Regulations, and therefore falls
under the 80% of discretionary grant funding earmarked
for PIVOTAL grants.
34. Prior to the launch of the Generic National Artisan
Learner Grant Funding and Administration System in
June 2013, SETAs would offer their own mix of artisan
development grants which varied widely in size and
frequency. Since the implementation of the new funding
system, SETAs still target different trades depending
on the skills needs of their sectors, but the size and frequency of the grants is now standardised.
ANALYSIS
35. While government has not linked the new artisan
funding framework to other training initiatives, the efficiencies, the quality of data and decision making allowed by the framework, and the potential for cross-sectoral synergies, will certainly catch the attention of policy
makers and HRD Council members who are looking to
get more value from the SETA system, at less cost.
RESOURCES
37. Here is a list of documents you can download to get
more information on the launch and the policy:
1.
2.
3.
4.
5.
6.
LINKS
FREQUENTLY ASKED QUESTIONS
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ss
ss
If 1% of payroll translates to R14 billion per annum from companies paying the
Skills Development Levy, then this figure is six times that
29
ss
ss
ss
Apprenticeships
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ss
ss
ss
ss
ss
ss
ss
ss
Learnership Grants
ss
Legislation, List of
ss
ss
ss
NSDS III
ss
PIVOTAL Programmes
ss
ss
QCTO Trades
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30
SEE ALSO
31
OVERVIEW
2. Understanding the history of artisan development in
South Africa allows you to make sense of the current environment, and may also prevent the repetition of steps
taken in the past.
Sector fragmentation
4. One difficulty created by the system of sector-based
training boards was that each had its own set of conditions of apprenticeship and its own training schedules
for common trades such as plumber, electrician, fitter or
mechanic. This practice continued under the SETAs as
a number of sections for Manpower Training Act were
retained under the Skills Development Act until the revision of the Skills Development Act. The revision has
since allowed NAMB to move to a situation where all
trade test centres use a single trade test per trade, since
late 2013, and a single set of provisions now govern the
training schedules for apprenticeships.
2
3
1
32
Now ArcelorMittal
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ss
ss
9. Schedules of training for designated trades had generally not been updated since the advent of SETAs and
there is evidence of variation in apprentice training as
well as assessment standards and the quality of trade
tests at decentralised trade test centres.
10. Capacity to offer the theoretical or foundational
component of artisan training has been neglected at
TVET colleges which have not been able to keep up
to date with new products, technology and changing
forms of work organisation. This has resulted in outdated curricula, learning materials, equipment and
trainers. Attempts by both industry and government to
address these shortfalls through partnership arrangements at institution level in particular projects, the introduction of a new National Certificate (Vocational), and a
revised curriculum system, have yet to be implemented
in a systemic and sustainable manner. The decline in
apprenticeship training cannot be addressed by simply
increasing apprentice intake. The key to producing high
33
34
17. Some of these challenges were related to the newness of the SETA system and the National Qualifications
Framework, other challenges were specific to certain
sectors and certain qualifications only. In certain cases
the experienced deficiencies were due to rapidly changing technologies, such as the advent of mechatronics
and moulded plastics technologies, which placed additional challenges on learning programmes and quality
assurance systems.
18. Employers in sectors such as engineering, where
there was a long history of conventional apprentice training, often did not embark on the training of learners on
learnerships since they felt that the learnership model
was more suitable for semi-skilled or operator training.
NEW LEGISLATION
23. The DHET was established following the May
2009 elections as a merger of the skills development
branch of the Department of Labour, and the vocational
and higher education branches of the Department of
Education.
24. In the 2008 amendments to the Skills Development
Act8, a series of improvements to the artisan development system had been provided for, and DHET now
implemented these. This included establishing a chief
directorate for National Artisan Development within
DHET. It consists of three sub-directorates:
-- National Artisan Development
-- the National Artisan Moderation Body (NAMB)
-- RPL & Assessment
25. A fourth sub-directorate, the National Artisan Development Support Centre (NADSC) was set up at Ekurhuleni East TVET College.
26. The intention with the establishment of the chief directorate was to centralise, standardise and streamline
the system of artisan development. The chief directorate
6
Joint Initiative on Priority Skills Acquisition (JIPSA). Growing Priority Skills
in South Africa. Final Report on JIPSA (Pretoria, March 2010): 27
7
Joint Initiative on Priority Skills Acquisition (JIPSA). Consolidated Report:
Artisans (Pretoria, October 2009): 1
8
The Skills Development Amendment Act (2008) in conjunction with the National
Qualifications Act (2008)
35
1.
2.
3.
12
36
38. There has been much discussion on the target setting process and some concerns have been expressed
that targets have been set without detailed analysis of
the demands of industry.
CONCLUSION
41. Challenges found in todays artisan development
system have several causes, and originate long before
the 1994 democratic elections. Transitioning the system
effectively from the now privatised state-owned enterprises, into the new sector-focused SETA system would
have been difficult in itself, but the implementation of
the new National Qualifications Framework (NQF)
added several more layers of complexity to artisan
development.
42. Even since 2008, the artisan development environment has continued to witness massive systemic
changes. The NQF has morphed into three sub-frameworks, including the new Occupational Qualifications
Sub-framework, under the QCTO, and a new Department of Higher Education & Training has also been
established to consolidate all post-school education
and training, merging functions previously situated
in the Department of Labour and the Department of
Education.
Human Resource Development Council. 2014 - 2018: National Integrated
Human Resource Development Plan; (HRDC): 34
15
Officially titled Skills For & Through SIPs
14
RESOURCES
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Historical background
-- The JIPSA Consolidated Report: Artisans (2009)
SEE ALSO
ss
Legislation, List of
ss
ss
CONTRIBUTORS
44. View short profiles of the contributors in the section
Contributor Biographies (pg 94).
-- Brian Angus
-- Blanche Engelbrecht
ss
Apprenticeships
-- Janet Lopes
ss
-- Christoph Vorwerk
ss
ss
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ss
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37
8. The artisan development unit within DHET was previously called INDLELA3, and prior to that the Central
Organization for Trade Testing (COTT).
HISTORY
5. See main article Artisan Development - History of
(pg 32) for more history of the artisan system.
6. Skills development (which includes artisan development) is regulated by a single national policy regime
that is based on the primary legislation of the Skills Development Act, Act 97 of 1998. The Skills Development
Act falls under the responsibility of the Minister of Higher Education and Training in South Africa.
7. During 2008, the Skills Development Act was amended2 to strengthen the national policy that governs artisan development in South Africa. One of the critical
outcomes of the amendment was the establishment
of a National Artisan Moderation Body (NAMB) on 30
November 2010 within the DHET to coordinate artisan
development in the country. The national artisan development system is being rebuilt from a low base, with
the NAMB being responsible for the revival and growth
of artisan development. The National Development Plan
sets a target of 30,000 qualified artisans a year by 2030.
Currently some 14,000 are qualifying annually on average and so this is an ambitious target.
OBJECTIVES
11. The operational objective of the NAMB is:
12. to plan, develop, implement, coordinate,
monitor and evaluate a single national artisan
development system, and support the growth
of the public TVET College system by linking
all quality assurance artisan learning processes with TVET Colleges.
13. The new strategic and operational plans of the
NAMB were not available at the time of going to
publication.
38
3
Meaning The Way in Zulu. INDLELA is also the name of the primary DHET
trade test centre at Olifantsfontein, where the NAMB is based and is an acronym
for Institute for the National Development of Learnerships, Employment Skills
and Labour Assessments
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ss
ss
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15. Government Gazette Nr 356254 Listing of Occupations as Trades for which Artisan Qualifications are
Required delegated the functions of an Assessment
Quality Partner to the NAMB from the Quality Council
for Trades and Occupations. This was provided for in
Section 26I of the Skills Development Amendment Act
2008.
FUNCTIONS
??
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ss
ss
ss
ss
ss
??
CONTACT DETAILS
Indlela Head Office
Telephone
Fax
Email
Postal address
Physical address
SERVICES
18. The NAMB has a database through which they collect artisan related information and details that are required in order to record and keep track of all qualified
artisans that are available within the country as well as
their progress regarding employment and work based
training. It can be used for reporting, placement and
record keeping. This will indicate how many artisans
Website
http://nadsc.dhet.gov.za/
31 August 2012
39
LINKS
List of accredited testing centres
This list is available at http://nadsc.dhet.gov.za (click on
other links)
A list of 17 testing centres, with information of the trades
for which they are accredited, is available on the NADSC
website. It is recommended that you contact NAMB if you do
not find a testing centre for the trade you are interested in in
your area
List of accredited skills providers
This list is available at http://nadsc.dhet.gov.za (click on
other links)
A list of 28 accredited providers, with information of the
trades for which they are accredited, is available on the
NADSC website. It can be expected that this is a changing
figure, and is is recommended that you contact NAMB if you
do not find a provider for the trade you are interested in in
your area
40
SEE ALSO
ss
ss
ss
ss
Legislation, List of
ss
ss
NSDS III
ss
ss
CONTRIBUTORS
21. View short profiles of the contributors in the section
Contributor Biographies (pg 94).
-- Blanche Engelbrecht
PURPOSE
2. The Grant Regulations mainly govern the SETA allocation of mandatory and discretionary grants from the
skills levy contributions paid by employers.
3. The intention of these amendments was to:
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ss
ss
ss
ss
ss
BACKGROUND
4. The See also heading at the end of this article links
to related articlea in this publication which will provide
background on the funding of the skills development
system.
5. Employers with an annual payroll exceeding
R500,000 are required by law to pay 1% of payroll as
a Skills Development Levy (SDL) to the South African
Revenue Service (SARS). Of this, 80% is transferred to
SETAs to utilise as grants to facilitate skills development. The total amount collected from employers per
annum is approximately R13 billion2. Employers are
liable to a portion of this levy to be paid back to them by
their SETA should they meet qualifying criteria.
Professional, Vocational, Technical and Academic Learning (PIVOTAL) programmes leading to qualifications or part qualifications
2
The total levy income for 2014/15 was R13,2 billion as reported in the Department of Higher Education & Training Strategic Plan 2015/16 available at
https://pmg.org.za/committee-meeting/20537/
1
6. Prior to the December 2012 Amendments, employers could receive 50% of the levy they paid back as a
mandatory grant, and an additional 20% of all collected
levies were available as discretionary grants.
10. DHET has also issued a 17 page guideline document on implementation of the regulations for SETAs
(see Resources below) which is well worth reading in order to understand the intention behind the
regulations..
CHANGES
SETA funds
11. SETAs may use 10 % of their skills levy income
for administration costs (a reduction from 12% under the
earlier grant regulations). Half a percent of their administration budget is paid over to the QCTO to assist with
their administration costs.
41
Mandatory grants
The intention of the legislation and regulations is that
mandatory grants are used as an incentive to employers
to plan and implement training for their employees and
create training and work experience opportunities for
unemployed people.
Department of Higher Education & Training. Guidelines on the
Implementation of SETA Grant Regulations (Pretoria: Government
Printing Works, 2013): 10.
Discretionary grants
The purpose of the discretionary grants is for the
SETA to use them to implement their SSP. These are
not grants that employers are entitled to, but grants the
SETA deploys to achieve its objectives in relation to the
development of the sector.
Department of Higher Education & Training. Guidelines on the
Implementation of SETA Grant Regulations (Pretoria: Government
Printing Works, 2013): 10.
16. The remaining skills levy funds (50% of the employers contribution) are available in the form of discretionary grants. Whereas the mandatory grant is seen as an
incentive to employers, the discretionary grant is seen
as a lever to fund the implementation of the SETAs Sector Skills Plan.
42
Other changes
Regularity of payments
22. The DHET also uses the amendments to address irregular payments from SETAs to employers, especially
small businesses:
Employers who are genuinely planning and implementing training should be able to do so on the basis
of a regular flow of funds, and not be in a position of
having to chase their SETA for payment or experience
cash flow problems. This is important for all companies,
but in particular smaller companies. It is a commitment
of government to pay what is due to small businesses
timeously and SETAs must show commitment to that by
paying what is owed to small businesses on time.
Department of Higher Education & Training. Guidelines on the
Implementation of SETA Grant Regulations (Pretoria: Government
Printing Works, 2013): 10.
ANALYSIS
Disincentive to employer participation
24. The reduction in the mandatory grant is significant
and employers will have to increasingly access discretionary grants to fund their skills development projects.
25. Some employers, especially small and medium
sized employers, have expressed the opinion that the
effort to submit a WSP and ATR, as required to access
the grant, is simply not worth the effort and they will rather write-off the levy. If this becomes a trend across
the economy, it is unfortunate, as the WSP and ATRs are
important tools that SETAs utilise to assist in determining scarce skills in their respective sectors. DHET is
currently engaged in a process to improve the quality of
scarce skills information, and this could be affected by
less employer participation (see Labour Market Intelligence Partnership).
26. Another challenge is that the submission of a WSP
and ATR is a prerequisite for a company to access
SETA discretionary funds. If there is a decrease in the
number of companies submitting these documents,
fewer companies will be able to access discretionary
funds for skills development.
order to attract SETA funding. This will require curriculum innovation and reform. Universities of technology
and TVET colleges are better placed to offer such programmes, but even traditional research driven universities can partner with other institutions to offer suitable
programmes.
28. The potential weakness of this approach is the lack
of a transitional funding mechanism to support for the
valuable role that certain private providers have up until
now been playing in the provision of shorter courses
and Continuing Professional Development, for example
in the IT, Communications and other technology driven
industries.
29. In largely focusing on skills development towards
full NQF qualifications, one of the challenges is that such
qualifications are primarily aimed at preparing youth
for formal employment, where work opportunities are
decreasing. Little incentive is provided in the regulations for shorter technical skills courses and Continuing
Professional Development. There is also less scope for
SMEs, NGOs and community based organisations to
partake in such a system, as they typically need shorter
learning programmes geared to immediate needs in
the organisation, rather than longer and more expensive
qualifications.
30. The DHET guidelines however also state: ... a
more reasonable balance between private and public provision... cannot be determined by the Department, but must be based on a sound analysis of supply
side conditions in each sector, including the capacity
that exists across the country and the relevance of the
various programme options to the needs of the sector.
The guidelines go on to emphasise SETA policies and
procedures should not prohibit public providers from
participating.
ss
33. See the article White Paper for Post-school Education & Training for more detail on the strategy behind
the amended grant regulations.
THE FUTURE
34. Business Unity South Africa (BUSA) has challenged
the legality of the amendments, and at the time of going
to print (see inside front cover), this matter has not yet
been heard in the courts (it is scheduled for 22 - 26 June
2015). In the meantime, SETAs are operating on the
basis of the amended regulations.
35. New grant regulations may follow the inauguration
of NSDS IV which will run from 2017 - 2022 but given
that the White Paper on Post-school Education & Training was issued in January 2014, and outlines the DHETs
vision up until 2030, it is not likely that any major changes will occur in the regulations.
??
??
??
ss
44
ss
RESOURCES
ss
??
SEE ALSO
ss
ss
Learnership Grants
ss
Legislation, List of
ss
ss
ss
ss
NSDS III
ss
Pivotal Programmes
ss
ss
ss
ss
ss
ss
ss
ss
ss
CONTRIBUTORS
36. View short profiles of the contributors in the section
Contributor Biographies (pg 94).
-- Blanche Engelbrecht
45
KEY STATS
ABOUT US
Fasset is the Finance and Accounting Services Sector Education and
Training Authority (SETA).
The Financial and Accounting Services Sector refers to the organisations served by Fasset.
This sector includes:
investment entities and trusts
and company secretary services; stockbroking and financial
ACHIEVEMENTS
Fasset has retained its reputation for
being a performance-driven organisation. The Setas fourteenth year of
operation, and third year of the implementation of NSDS III, has proven
a very successful year.
During the 2013/2014 financial year
Fasset received an Award from the
Auditor-General of South Africa for a
clean PFMA Audit Report in category National F. Fasset was one of only
five public entities to be recognised.
This achievement confirms that Fasset is living the shared organisational
values of professionalism, accountability and ethics.
Adopting a pipeline approach to
skills development, Fasset funds
46
14 unqualified audits
Over 4 200 levy-paying and nonlevy-paying organisations
30 registered Learnerships
Registered 4 273 new learners
on Fasset Learnerships
33 820 learners have completed
Fasset Learnerships
Allocated over R573 million to
Development Projects and 19
114 individuals have benefitted
from these
dates, are providing them with the
workplace experience required to
complete their TVET qualification.
Many employers are now seeing
these learners as an alternative pool
for mid-level recruitment.
Fasset continues to build its workplace skills pipeline and support
continuous professional development through the Setas Lifelong
Learning programme where the
number of attendees since inception
is now over 116 000.
SETAs - FASSET
(Continued)
PLANS 2014/15
Prospects for the year ahead are
good with a strong national focus on
capacitating TVET Colleges, coupled with better public awareness
of these offerings, among employers
and learners alike, will enhance employment prospects for many young
South Africans.
CONTACT DETAILS
Name
Position
Telephone
Cheryl James
fassetcallcentre@fasset.org.za
Lesego Lebuso
fassetcallcentre@fasset.org.za
Lauren Derman
Director: Research
fassetcallcentre@fasset.org.za
Natercia Faustino
fassetcallcentre@fasset.org.za
Romaana McKinnon
Communications Manager
fassetcallcentre@fasset.org.za
fassetcallcentre@fasset.org.za
48
PROVIDER INDEX
BY SPECIALISATION
Advertisers are requested to select a single section placement, or specialisation, for each advert. This helps readers identify
service providers in specific fields of interest. The specialisation is self-reported data. Each advert in this publication is hyperlinked to the providers website.
49
50
51
Banking
52
Accredited Providers
BANKSETA
www.bankseta.org.za
086 102 0002
1. Please verify with the SETA above that
the providers accreditation has not
expired
Phone
ASISA Academy
557048
557072
0115315300
557068
0117897549
557067
Provider Name
Mind-the-gap
Website
0117048000
557081
0825522577
557045
0114673215
Compuscan Academy
557033
Culhane Consulting
557034
557077
0861115767
557082
0113133911
EG Solutions
557056
557062
Geometric Progression
557066
557070
0317029682
557047
0112769030
557027
557085
557042
0218867617
IQbusiness Solutions
557086
557075
0118231107
557041
0114873388
Lionize Consulting
557084
557058
0118059661
557064
0711333139
557046
557024
557080
011 4921128
SISO Foundation
557069
0118861240
557003
0116363515
557083
557022
557026
0118339121
WASA
557074
0733565177
www.chartall.co.za
www.iqbusiness.co.za
BEE
Level
NQF
Levels
1-5
3-6
4-5
Change Management
53
54
Educational Institutions
55
56
Provider Directory
Provider Directory
57
58
Educational Institutions
Educational Institutions
59
60
Educational Institutions
Educational Institutions
61
62
e-Learning
e-Learning
63
64
65
66
HR Practitioner Training
IT Training (MICT)
67
68
IT Training (MICT)
Leadership
69
70
Leadership
Learnerships
71
72
Organisational Consulting
73
74
Organisational Consulting
Organisational Consulting
75
76
77
78
79
80
81
82
83
84
85
86
88
90
91
92
PROVIDER INDEX
ALPHABETICAL
Abakholwe Community Developers 85
HWSETA 66
IQbusiness Solutions 52
Agriskills Transfer 61
Khulisane Academy 64
Argo 70
LPI 83, 92
BankSETA 4
Boston Group, The 50, 56, 61, 65, 72, 73, 80, 94
Change Management Facilitation 53, 67, 73
Chartall Business College 52, 79, 92
CompuScan Academy 53, 71, 78
David Cartwright Attorneys 67
Edu-Loan 60
EOH 14, 26, 37, 48, 50, 53, 63, 64, 68, 71, 78, 83, 88, 90, 92
South African Board for People Practices (SABPP) 54, 67, 73,
84, 96
Southern African Institute of Government Auditors 77
Telos Partners SA 53
FR Research 64, 83
Fuel Online 62
Contributor Biographies
ANGUS, BRIAN
LOPES, JANET
ss
ENGELBRECHT, BLANCHE
Blanche was Skills Planning Manager at FoodBev SETA for
12 years, and then Acting CEO. For the past 18 months she
has been involved in a range of consulting projects in the
skills development arena. As part of a small consulting team,
they did an expenditure and performance review for National
Treasury on artisan development, drafted sector skills plans
for two SETAs, and assisted TVET Colleges to start implementing green skills in their curricula. Blanche can be contacted at: blanche.engel@gmail.com.
Blanche contributed to the following chapters:
ss
ss
ss
ss
ss
ss
VORWERK, CHRISTOPH
Chris Vorwerk has an extensive background in education
and industrial training. He developed and helped implement
a training plan for the plastics industry in the mid-1990s,
which eventually reached 14,000 of the 30,000 employees
in the industry and which persisted informally long after the
SETAs took over. This plan pre-figured many components
of the NQF and the national skills strategy. He has been
active at company, industry, SETA and national policy level
since the early 1990s. He has also been involved in facilitating the development of unit standards and qualification,
the development of curricula and learning materials for unit
standards-based qualifications and the implementation of
learnerships. Chris has provided technical support to the Department of Labour (via GTZ) since 2004 and has been part
of its NQF Review Task Team since it was established. His
main interest is in the re-invigorating the power of workplace
learning.
Chris contributed to the following chapters:
94
ss
ss
CONTACT DETAILS
CONTACT DETAILS OF SETAS
More contact detail information will follow in the next version update of this publication. This will include regional contact
details of SETAs, public TVET college and campus details, public university details, and key national and provincial contact
details. Should any of the contact details below be incorrect please let us know.
HEAD OFFICE
TELEPHONE
SETA ABBREVIATION
AGRISETA
Agricultural
www.agriseta.co.za
BANKSETA
Banking
www.bankseta.org.za
www.cathsseta.org.za
CATHSSETA
WEBSITE
CETA
Construction
www.ceta.org.za
CHIETA
Chemical Industries
www.chieta.org.za
ETDPSETA
www.etdpseta.org.za
EWSETA
www.ewseta.org.za
FASSET
www.fasset.org.za
FOODBEV
www.foodbev.co.za
FPMSETA
www.fpmseta.org.za
HWSETA
www.hwseta.org.za
INSETA
Insurance
www.inseta.org.za
LGSETA
Local Government
www.lgseta.co.za
MERSETA
www.merseta.org.za
MICTSETA
www.mict.org.za
MQA
www.mqa.org.za
PSETA
Public Sector
www.pseta.org.za
SASSETA
www.sasseta.org.za
SSETA
Services SETA
www.serviceseta.org.za
TETA
Transport SETA
www.teta.org.za
W&RSETA
www.wrseta.org.za
95
ACRONYMS
ABET............... Adult Basic Education and Training
ATR.................. Annual Training Report
CEP................. Communities of Expert Practice
CHE ................ Council on Higher Education
DHET............... Department of Higher Education & Training
DTI .................. Department of Trade and Industry
ETD................. Education, Training & Development
ETDP............... Education, Training and Development Practices
FET.................. Further Education & Training
HE(T)............... Higher Education (& Training)
HESA............... Higher Education South Africa
HR................... Human Resources
HSRC ............. Human Sciences Research Council
ICT .................. Information and communications technology
L&D.................. Learning and Development
N-programme . Nated/Report 191 Programme
NATED............. National Technical Education
NAMB ............. National Artisan Moderating Body
NC (V).............. National Curriculum (Vocational)
NDP ................ National Development Plan
NEDLAC ......... National Economic Development and Labour Council
NOPF............... National Occupational Pathways Framework
NQF................. National Qualifications Framework
NSA ................ National Skills Authority
NSC................. National Senior Certificate
NSDS............... National Skills Development Strategy
NSDS II ........... Second National Skills Development Strategy
NSDS III .......... Third National Skills Development Strategy
NSDS IV.......... Fourth National Skills Development Strategy
NSF ................ National Skills Fund
NSFAS............. National Student Financial Aid Scheme
OFO................. Organising Framework for Occupations
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Version 0.1
Published 25 May 2015
OUTSIDE BACK
COVER
Contents:
ARTISAN DEVELOPMENT
ARTISAN DEVELOPMENT - FUNDING
ARTISAN DEVELOPMENT - HISTORY OF
NAMB - NATIONAL ARTISAN MODERATION BODY
SETA SECTOR - GRANT REGULATIONS, AMENDED
SETAS - FINANCE AND ACCOUNTING SERVICES SETA FASSET
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