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CHIETA Skills Development Committee Toolkit: November 2017 1

Skills Development Committee Toolkit

November 2017


Purpose of the Skills Development Committee Toolkit

The purpose of the toolkit is to improve the functionality of Skills Development Committees at companies,

by providing skills planning information (skills development act, skills development levies act, SETAs, SETA

NSDS objectives, Sector Skills Plan and Grant Regulations), clarify training needs, the role of skills

development facilitators and skills development committees in the skills planning, training and

development environment.

The toolkit provides information on the BBBEE codes and skills development implications and the OFO

codes, as capacity building information that will assist in improving the functionality of Skills Development

Committees at companies.


Contents

ACTS AND LEGISLATION

SKILLS DEVELOPMENT ACT

SKILLS DEVELOPMENT LEVIES ACT

SKILLS DEVELOPMENT COMMITTEE (SDC)

SKILLS DEVELOPMENT FACILITATOR

LANDSCAPE

DEPARTMENT OF HIGHER EDUCATION AND TRAINING (DHET)

NATIONAL SKILLS AUTHORITY (NSA)

NATIONAL SKILLS FUND (NSF)

SECTOR EDUCATION AND TRAINING AUTHORITIES (SETAS)

NATIONAL ARTISAN MODERATION BODY (NAMB)

QUALITY COUNCIL OF TRADES & OCCUPATIONS (QCTO)

SOUTH AFRICAN QUALIFICATIONS AUTHORITY (SAQA)

REGULATIONS, POLICIES AND FRAMEWORKS

SETA GRANT REGULATIONS

IPAP II

NATIONAL SKILLS DEVELOPMENT STRATEGY III

SETA LEARNING PROGRAMMES -

7-STEPS TO BECOMING AN ARTISAN

SKILLS PROGRAMMES

LEARNERSHIPS

RECOGNITION OF PRIOR LEARNING (RPL)


FRAMEWORKS -

OCCUPATIONAL QUALIFICATIONS FRAMEWORK

NATIONAL QUALIFICATION FRAMEWORK

THE BROAD-BASED BLACK ECONOMIC EMPOWERMENT

HELPFUL DOCUMENTS

Centres of Specialisation in the TVET College Sector : Published by the DHET

CHIETA Skills Development Committee Survey 06 July 2017 : CHIETA

Guidelines for the Establishment of the Training Committee

Practical Guide - skills development impact evaluation : International Labour Office

Recognition of Prior Learning : SAQA

Skills Development Facilitator and Committee Guidelines

Towards an OECD skills strategy : OECD

Training Committee Constitution and TOR

CHIETA Funding model for Learning Programmes

Skills Development Act

CHIETA Funding Policy

Procedure for the submission of WSP-ATR and PIVOTAL Training Plan (Annexure 1: Page 34 of CHIETA

funding policy)

Skills Development Committees (SDCs) or Training Committees (Annexure 2: Page 35 of CHIETA funding

policy)

Consultation (Annexure 3: Page 36 of the CHIETA funding policy)

Learning Programme Matrix (Annexure 4: Page 37 of CHIETA funding policy)

National Development Plan Vision 2030

Industrial Policy Action Plan (IPAP) 2017_18 to 2019_20

List of all FAQ’s

Skills Development Facilitator Profile


GLOSSARY

AET Adult Education and Training.

Accreditation Systems and procedures to determine whether or not training providers have the capacity to provide high quality education and training against specified unit standards and qualifications. If the ETQA determines that the training provider does have this capacity, then they accredit the provider, usually for a particular period of time. Accreditation is necessary as it provides a guarantee to all users of an accredited training provider that the provider complies with the required standards for learning and assessment services. It also means that all learners can be assured of a quality learning and assessment experience and that the credits and qualifications they achieve through these services will be nationally and internationally recognised, regardless of where or how they were obtained.

Apprenticeship • An apprenticeship is a system of training a new generation of practitioners of a trade or profession with on-the-job training and often some accompanying study (classroom work and reading)

• Apprenticeship also enables practitioners to gain a license to practice in a regulated profession. Most of their training is done while working for an employer who helps the apprentices learn their trade or profession, in exchange for their continued labour for an agreed period after they have achieved measurable competencies.

• Apprenticeships typically last 3 to 6 years.

People who successfully complete an apprenticeship reach the "journeyman" or professional certification level of competence.

Assessor A person who is qualified against the registered unit standards for assessors and is registered as an assessor with the ETQA function of a SETA or with a professional body ETQA.

Assessment A structured process for gathering evidence and making judgments about an individual’s performance in relation to registered national standards and qualifications.

Band The three education and training areas used to locate qualifications – namely General Education , Further Education and Training and Higher Education.

CHE Council of Higher Education

CHIETA Chemical Industries Education and Training Authority


Competencies Competence is defined as the behaviours that employees must have, or must acquire in order to achieve high levels of performance based on skills, knowledge and behaviours.

Credit A credit is the value assigned by SAQA to 10 notional learning hours.

Credit-bearing

short course

A ‘credit bearing short course’ is a type of short learning programme for which credits against nationally registered unit standards are acquired. A credit bearing short course differs from a skills programme in that the short course will result in the acquisition of credits against any unit standard or set of unit standards, whereas a skills programme must result in the acquisition of credits against unit standards that contribute to a full qualification.

Critical Outcomes Critical outcomes are generic skills which can be applied in most situations in work and life (e.g. problem- solving skills). Each unit standard will incorporate a number of critical outcomes.

DHET Department of Higher Education and Training

ETQA Education and Training Quality Assurance (body)

FET Further Education and Training

Full qualification Full qualifications are a cluster of unit standards with a defined number of credits combined together, using ‘rules of combination’ defined by SAQA, to form a qualification.

GET General Education and Training

Grant An amount of money received from the CHIETA on fulfilment of certain requirements relating to skills development. Grants are divided into: mandatory grants and discretionary grants.

HET Higher Education and Training

Implementation Report

A report compiled by the organisation and submitted to the CHIETA detailing training conducted for a specified period.

IPAD Industrial Policy Action Plan

Learnership A learnership is a learning ‘pathway’ or route which must include structured learning (e.g. in a ‘classroom’) as well as practical work experience, and must result in the acquisition of a full qualification registered on the NQF. Learnerships are also occupationally-based, and must be registered with a SETA and comply with its stipulated requirements.


Learning Outcomes Learning outcomes are the knowledge, skills and attitudes which a learner is able to demonstrate within a particular context. They are the result of formal, non-formal or informal learning processes.

Level Level indicates the complexity of outcomes and the level of knowledge required of a learner to successfully achieve a unit standard or qualification at level on the NQF.

Moderation A process of ensuring that the learners who are being assessed are being assessed in a consistent manner. This assists in ensuring that all assessors who assess a particular unit standard or qualification are making similar and consistent judgments about learner’s performance, using similar methods. It also focuses on ensuring consistency between assessments being conducted by service providers i.e. where there are two or more service providers providing training on the same unit standard, the way in which they are assessing should be consistent.

NAMB National Artisan Moderation Body

The Department of Higher Education and Training (DHET) launched the National Artisan Moderation Body (NAMB) in order to coordinate artisan development in South Africa, and thereby strengthen the country’s skills base.

NATIONAL SKILLS DEVELOPMENT STRATEGY

The NSDS is the overarching strategic guide for skills development and provides direction to sector skills planning and implementation in the SETAs. It provides a framework for the skills development levy resource utilisation of these institutions as well the NSF, and sets out the linkages with, and responsibilities of, other education and training stakeholders

NQF National Qualifications Framework

NSA National Skills Authority

NSF National Skills Fund

Notional learning hours

Notional learning hours which is the amount of time (in hours) which the average learner would take, learning under average conditions, to acquire competence in the unit standard under review. These learning hours are not only contact hours with the trainer but include time spent completing assignments etc.

Outcomes Based Education

Outcomes Based Education (OBE) is an education system which focuses on the learning which learners are able to demonstrate (i.e. learning outcomes) rather than on the content which they have been exposed to. It is intended to better equip learners for active participation in social and economic life and for lifelong learning.


QCTO Quality Council of Trades and Occupations (QCTO) role is to oversee the design, implementation, assessment and certification of occupational qualifications on the Occupational Qualifications Sub-Framework (OQSF).

QMS Quality Management System

Qualification A qualification is formal recognition of the achievement of the required number and range of credits and such other requirements at specific levels of the NQF as may be determined by relevant bodies. In other words, it is a cluster of unit standards and is registered on the NQF.

RPL Recognition of Prior Learning. RPL is a particular type of assessment. It is the acknowledgement of learning that has taken place before, irrespective of whether the learning was acquired formally or informally e.g. through formal education and training at an institution of learning or through on the job training, in-house training, experience etc.

Record of Learner Achievement

The history of the learner’s achievements. They should be updated regularly and communicated to the SETA for reporting and recording on the National Learners Records Database.

Rules of Combination

Rules of combination are the rules regarding the combination of credits into a qualification. The National Standards Body that is developing the qualification will make sure that the unit standards that are selected for the qualification are combined in a way that ‘makes sense’ i.e. you wouldn’t have unit standards with outcomes related to nursing skills in a management qualification. The NSB must also ensure that the qualification consists of fundamental, core and elective learning.

SAQA South African Qualifications Authority

SARS South African Revenue Service

SDF As set out in the Organising Framework for Occupations version 12, a Skills Development Facilitator (SDF) is a person who "Analyses the skills requirements within an organisation and coordinates the execution of the personal development plans of employees, monitors the implementation of the workplace skills plan and reports accordingly' (OFO Number :242302)

SETA Sector Education and Training Authority

SIC Codes Standard Industrial Classification Codes


Short learning programme

A ‘short learning programme’ describes all short programmes, whether credits are awarded or not. This includes skills programmes, credit bearing short courses and non-credit bearing short courses.

Skills Audit A skills audit is about finding out what skills you have in your organisation. In order for this information to be useful, it is best to start by finding out what skills you need in your organisation, and then you can compare the skills that you have against the skills that you need – this process is usually called a skills gap analysis, and is the core part of a skills audit.

Skills Development Levy

Percent of total remuneration paid or payable by an employer to employees during a month and paid to SARS in terms of the Skills Development Act.

Skills Programme A skills programme is a short learning programme which is occupationally-based (which means that it is aimed at the acquisition of skills which are used in the workplace) and which will, when completed (i.e. when assessment has taken place) result in the acquisition of credits against unit standards contribute to a full qualification.

The Skills Development Act (Chapter 5) specifies how skills programmes should be dealt with, including how to resolve disputes which may arise in relation to skills programmes.

Specific Outcomes Specific outcomes are outcomes demonstrated in a specific context and reflect knowledge and skills in the particular area in which the learner is located.

The achievement of specific outcomes enables a learner to acquire credits on the NQF.

Training Committee

Committee of employee representatives which the employer is obliged to consult over skills development issues including the appointment of an SDF in terms of the Regulations to the Skills Development Act.

Training Provider Organisation delivering training. Ideally the training provider should be accredited with an ETQA.

Unit standard A unit standard is a group of registered statements of desired education and training outcomes and their associated assessment criteria. In other words, a description of outcomes (both critical and specific) and related knowledge requirements and how these can be assessed.

Unit standards are generated by Standards Generating Bodies (SGBs), checked with National Standards Bodies (NSBs) and then registered on the NQF. They are the “currency” in which learning is traded on the NQF.

Each unit standard has a number of credits attached to it. There are no specified minimum or maximum credits which a unit standard should be made up of so the number of credits of unit standards varies significantly.


Verification A process of ensuring that assessments are credible and legitimate.

A person carrying out this part of the assessment system would validate the work of assessors (among others), by ensuring that assessors have conducted assessment in the correct way and that assessments have been checked for consistency.

It is a means of ensuring that credit is only awarded for learning against the outcomes that have been specified in the NQF registered unit standards, or qualifications.

WSP Workplace Skills Plan. WSP’s describe what skills are needed, who needs the skills, how they will get the skills and how much it will cost.

A Workplace Skills Plan is:

A plan developed every year at enterprise level that describes an organisation’s training and skills

development strategy that will help it to meet its overall objectives and targets;

A key source of information about the sector – in terms of demographics, existing qualifications, and training and development priorities for the forthcoming year;

A document that will inform the CHIETA strategic priorities in the development of its Sector Skills Plan.

Whole qualification

Whole qualifications are non-unit standards based qualifications, for example, a degree at a University.


Skills Development Training Committee

Provides an overview of the roles and

responsibilities of the Skills Development

Committee

ROLES OF THE

COMMITTEE

Highlights the Acts and Legislation that drives the Skills Development

landscape.

You are provided with and overview of each

act with a link to the full documents

ACTS AND

LEGISLATION

Provides an overview of the different structures

involved in the skills development landscape

LANDSCAPE

Provides the reader with additional Reading,

Tools and Guidelines

HELPFUL

DOCUMENTS

Provides explanations and definitions of

bodies / structures referred to in the Acts,

legislation and structures

REGULATIONS,

POLICIES AND

FRAMEWORKS



The purpose of the act is to:

• Develop the skills of the South African workforce (improve the quality of life of workers, improve productivity in the workplace and the competitiveness of employers)

• Increase the level of investment in education and training in the labour market and to improve the return on that investment

• Encourage employers to use the workplace as an active learning environment, provide employees with the opportunities to acquire new skills, provide opportunities for new entrants to the labour market to gain work experience and employ persons who find it difficult to be employed

• Improve the employment prospects of persons previously disadvantaged by unfair discrimination and to redress those disadvantages through training and education

• Ensure the quality of education and training in and out of the workplace

• Assist work-seekers to find work, retrenched workers to re-enter the labour market and employers to find qualified employees

• To provide and regulate employment services

Provides an overview of the roles and responsibilities of the Skills Development Committee

ACTS AND

LEGISLATION


SKILL DEVELOPMENT LEVIES ACT


What is the purpose of the Skills Development Act?

The purpose of the act is to:

(a) to develop the skills of the South African workforce-- i. to improve the quality of life of workers, their prospects of work and labour mobility;

ii. to improve productivity in the workplace and the competitiveness of employers;

iii. to promote self-employment; and

iv. to improve the delivery of social services; (b) to increase the levels of investment in education and training in the labour market and to improve the

return on that investment; (c) to encourage employers--

i. to use the workplace as an active learning environment;

ii. to provide employees with the opportunities to acquire new skills;

iii. to provide opportunities for new entrants to the labour market to gain work experience; and

iv. to employ persons who find it difficult to be employed;

(d) to encourage workers to participate in learnership and other training programmes; (e) to improve the employment prospects of persons previously disadvantaged by unfair discrimination and

to redress those disadvantages through training and education; ( f ) to ensure the quality of education and training in and for the workplace;

(g) to assist-- i. work-seekers to find work;

ii. retrenched workers to re-enter the labour market;

iii. employers to find qualified employees; and (h) to provide and regulate employment services. Those purposes are to be achieved by-- (a) establishing an institutional and financial framework comprising-

i. the National Skills Authority;

ii. the National Skills Fund;

iii. a skills development levy-grant scheme as contemplated in the Skills Development Levies Act;

iv. SETAs;

v. labour centres; and

vi. the Skills Development Planning Unit; (b) encouraging partnerships between the public and private sectors of the economy to provide education

and training in and for the workplace; and (c) co-operating with the South African Qualifications Authority.


SKILLS DEVELOPMENT LEVIES ACT

The purpose of the Skills Development Levies Act

This Act regulates a compulsory levy scheme to fund education and training in businesses within various

sectors in South Africa. It aims to expand the knowledge and competencies of the labour force and in so

doing increase the supply of skilled labour in South Africa, providing for greater productivity and

employability.

The criteria currently used for employers to become eligible to pay Skills Levies

• SARS collects all SDLs of which 20% goes to the National Skills Fund and 80% to the SETAs. SETAs

retain 10.5% for their own administration, 0.5% the Quality Council for Trades and Occupation

(QCTO) for quality assurance, 20% is dispersed back to compliant and participating employers

(Mandatory Grant) and allocate 49% to their Pivotal pool of funds.

• 80% of this Pivotal pool of funds is available to employers in the form of a Pivotal Grant (subject to

application and success submission of a Pivotal Grant Plan) and 20% is reserved for Discretional

funding of compliant employers (subject to application/allocation).

• Non-compliant or non-participating employers’ Mandatory Grant is swept into the discretionary

pool. SETAs may also apply for additional funding from the National Skills Fund for special projects.

Should the SETA not use the funds at their disposal they are swept back to the National Skills Fund

(NSF).

What is the aim of the skills development levy?

The levy grant scheme, legislated through the Skills Development Levies Act, 1999, serves to fund the skills

development initiative in the country. The intention is to encourage a planned and structured approach to

learning, and to increase employment prospects for work seekers. Participating fully in the scheme will allow

you benefit from incentives and to reap the benefits of a better skilled and more productive workforce.


Who must pay the levy?

The levy is calculated as 1% of your wage bill, payable monthly. All employers who are registered with the

South African Revenue Service (SARS) for PAYE and have an annual payroll in excess of R500 000 must

register with SARS to pay for the skills development levy

How does an employer register for the levy?

Every employer who is liable to pay the levy must register with SARS by completing the registration form,

Form SDL 101, which is available from all SARS offices. In order to register the employer must:

Obtain a registration form (SDL 101) from any SARS office, if not received by mail;

Choose from a list of registered Sector Education and Training Authorities (SETAs) as indicated in the SETA classification guide provided with the registration form, the one SETA most representative of your activities, and

Choose a standard industry code (SIC) from the SETA classification guide which most accurately describes the nature of your business.

Are any employers exempt from paying the levy?

Yes. The exemptions are applicable if certain provisions are met. You will be able to apply for such exemptions, which you will find in the SDL 101 form, issued by the Commissioner of SARS. SARS will ultimately determine whether you qualify for an exemption or not.

To whom are levies payable?

Levies are payable to the South African Revenue Service, which acts as a collecting agency for the applicable SETA.

When are levies payable?

Each month SARS will provide all registered employers with a "Return for Remittance" form (SDL 201), which enables you to calculate the amount payable and effect payment

By when is the levy payable?

The levy must be paid to SARS not later than SEVEN days after the end of the month in respect of which the levy is payable, under cover of a SDL 201 return form.

Is there any interest and penalty incurred for late or non-payment?

SARS will impose both interest and penalties for late or non-payment of levies


ILLUSTRATION OF THE SKILLS DEVELOPMENT LEVY SPLIT


SKILLS DEVELOPMENT COMMITTEE (SDC)

A Skills Development Committee is a selected group of people from within an organisation that help to

create, write and implement the Workplace Skills Plan for that organisation.

Output of SDC

• Identify strategic training objectives of the organisation

• Make Recommendations on the training and development needs of employees

• Support and provide assistance to the SDF in the development of the Workplace Skills Plan and the

annual training report in line with SETA requirements

• Gather information from employees in the workplace on training needs

• Give feedback to employees in the workplace

• Provide Accurate training records

• Continuously track training progress

• Ensure appropriate training providers sourced.

Training Committee Constitution and Terms of Reference

SDF-SDC Guidelines

Provides a guideline on what the roles and responsibilities are of

the Skills Development Committee and its members

ROLES OF THE

COMMITTEE


The Skills Development Committee members will have the ability to:

• Contribute towards the identification of accurate training priorities for their organisation

• Support the Skills Development Facilitator in gathering and disseminating accurate information

about skills development issues within the organisation

• Support the Skills Development Facilitator in establishing and continuously improving the learning

culture within the organisation

The Skills Development Committee members will have knowledge of:

• Skills Development concepts and practices

• The various Acts prescribing their existence and defining their activities

• The outputs of the Committee

• The roles and responsibilities of individual members of the Committee

• The process to be followed in the identification of the training priorities as it relates to the specific

organisation’s needs and challenges

• The various components, which will result in successfully establishing and continuously improving a

learning culture inside the particular organisation.

The Skills Development Committee members will have the ability to:

• Contribute towards the identification of accurate training priorities for their organisation

• Support the Skills Development Facilitator in gathering and disseminating accurate information

about skills development issues within the organisation

• Support the Skills Development Facilitator in establishing and continuously improving the learning

culture within the organisation.


SKILLS DEVELOPMENT FACILITATOR

As set out in the Organising Framework for Occupations version 12, a Skills Development Facilitator (SDF) is

a person who "Analyses the skills requirements within an organisation and coordinates the execution of the

personal development plans of employees, monitors the implementation of the workplace skills plan and

reports accordingly' (OFO Number :242302)

THE ROLE OF THE SKILLS DEVELOPMENT FACILITATOR IS TO:

Study and analyse the various jobs performed in an establishment by various means, including

interviews with workers, supervisors and management, and writing detailed job or occupation

descriptions from information obtained

Prepare occupational information or working on occupational classification systems

Advise and work on these areas and on other aspects of job and occupation analyses in fields such

as personnel administration, workforce research and planning, training and other occupational

information and vocational guidance as might be required.

Study and advise individuals on employment opportunities, career choices and further education

or training that may be desirable in terms of the company need and the career path chosen by

individual employees.

Identify by means of a professional needs analysis the training needs and requirements of

individuals within the company.

From this it is easy to see that a professionally qualified SDF is responsible for much more than just

completing the Annual training report and the Workplace skills plan.

A professionally qualified SDF should be involved in all areas for which they have been trained and

HR managers should ensure the SDF is allowed to perform in these areas if the desired company

results are to be achieved.

A professional SDF should be qualified as such and should have achieved competency in the

following Unit Standards at least

Advising on and implementation of Quality management Systems for skills development

Conducting analysis to determine outcomes of training.

Conducting skills development administration

Coordinating skills development interventions

SDF-SDC Guidelines



Utilise their skills in advising others on outcomes based education within the context of the NQF

Developing the organisations training and development plans.

Should the SDF be qualified as required and if their skills and abilities are utilised correctly and

constructively then their role will be sustainable and they will be placed in an invaluable position

and will most certainly add value to any organisation.

SDF’s who study the six unit standards outlined would be more qualified to complete the functions

of a professional SDF.

The SDF’ should work in close association with the skills Development forum as well as the EE

forum and should keep the forum members advised and updated on progress made in relation to

the training needs of employees and the overall training and progression planning objectives of

the company. It stands to reason therefore that the SDF should be a member of these forums.


DEPARTMENT OF HIGHER EDUCATION AND TRAINING (DHET)

The Department of Higher Education and Training (DHET) was established in 2009 when the former

Department of Education was divided into two sections: Basic Education and Higher Education and Training

DHET Mandate

• The mandate of the new Department included aspects of skills development which had previously

resided in the Department of Labour.

• The new Department was specifically established to focus on post-school education and training

holistically and has extended its scope of operations extensively.

DHET Vision

• Our vision is of a South Africa in which we have a differentiated and fully-inclusive post-school

system that allows South Africans to access relevant post-school education and training, in order to

fulfil the economic and social goals of participation in an inclusive economy and society.

Provides an overview of the different structures involved in

the skills development landscape

LANDSCAPE

Department of Higher Education and Training ( DHET )

National Skills Authority (NSA )

National Skills Fund (NSF)

Sector Education and Training Authorities (SETAs)

National Artisan Moderation Body (NAMB)

Quality Council of Trades and Occupations (QCTO)

South African Qualifications Authority (SAQA)

http://www.dhet.gov.za

/SitePages/SkillsDevelo

pmentNew.aspx

Skills Development Branch

Tel: 012 312 5222

Fax: 086 298 9641

Branch Coordinator (Acting)

Telephone +27 12 312

http://www.dhet.gov.za/SitePages/SkillsDevelopmentNew.aspx












DHET Mission

• It is the mission of the Department of Higher Education and Training to develop capable, well-

educated and skilled citizens who are able to compete in a sustainable, diversified and knowledge-

intensive international economy, which meets the development goals of our country.

The purpose of the Skills Development branch is to promote and monitor the national skills development

strategy.

Further, it is responsible for developing and implementing appropriate legislation and policies for a

sustained quality and accessible post-school education and training system.

OVERVIEW

The strategic objectives for the Skills Development branch are:

• To provide a dynamic interface between the workplace and learning institutions and to promote

quality learning at work and for work

• To promote alignment of skills development outputs to the needs of the workplace and to the

broader growth needs of the country's economy

• Provide funds to support projects that are national priorities in the national skills development

strategy that advance the human resource development strategy of South Africa and that support

the national skills authority in its work.

Sector Education and Training Authority (SETA) Coordination Directorate

The Directorate is responsible for:

• Developing and maintaining a definitive list of scarce and critical skills and publishing an annual

report on the state of skills

• Developing and communicating regulations for skills planning

• Developing and implementing a plan for national skills development planning and support

• Maintaining and updating an accurate and accessible Organising Framework for Occupations list

• Ensure that Performance, Monitoring and Evaluation planning and reporting is effectively

developed and implemented in alignment with Departmental requirements and is used to monitor

and evaluate the current National Skills Development Strategy (NSDS) implementation


• Developing and implementing a branch management information system in alignment with

Departmental requirements to facilitate the provision of performance information to staff,

institutions, learners and citizens

• Developing a centralised contract information management system for learner training schemes,

interfacing with SETA systems

• Managing annual Service Level Agreements between the department and the SETAs and monitoring

them in line with the SLA regulation

• Developing and reviewing skills development legislation, regulations, policies, systems and guideline

• Developing and aligning Sector Skills Plans to the current National Skills Development Strategy

• Monitoring and promoting the effective implementation of transformative social inclusion and

cohesion policies throughout the skills development sector.

Please click on the link to view DHET FAQ’s


NATIONAL SKILLS AUTHORITY (NSA)

This entity is responsible for:

• Developing a national policy framework on work integrated learning

• Setting up a national integrated database and management information system on work integrated

learning

• Fostering a national skills development policy by conducting research on the return on investment

on short courses, the improvement of governance and management of the SETAs and the NSA and

the role of the public service in reviving the economy through skills development

• Monitoring and reporting on the implementation of NSDS III NSF projects

• Capacitating and strengthening skills development of key stakeholders

• Conducting investigations in relation to poor governance and management of the SETAs

NOTE

Refer to the Skills Development Act for more detail

http://www.nationalskil

lsauthority.org.za/

Dr Thabo

Mashongoane, Director, National

Skills Authority

(012) 312 5066

[email protected]

http://www.nationalskillsauthority.org.za/






mailto:[email protected]




NATIONAL SKILLS FUND (NSF)

This entity is responsible for:

• Funding projects identified in the NSDS as national properties

• Funding projects related to the achievement of the purpose of the Act as determined by the

Director-General

• Administering the fund within the prescribed limits as regulate.

Our vision

Funding to skill our nation

Our mission

To provide funding for national skills development towards a capable workforce for an inclusive growth path

Our seven values

The National Skills Fund upholds the following seven values:

1. Passion 2. Integrity 3. Collaborative 4. Accountability 5. Service Excellence 6. Objective 7. Developmental

Strategic outcome-oriented goals

The strategic goal of the NSF is to provide funds to support projects that are national priorities in the National Skills Development Strategy (NSDS), that advance the Human Resource Development Strategy (HRDS) of South Africa and that support the National Skills Authority in its work.

Legislative and other mandates

Established in terms of the Skills Development Act

The National Skills Fund was established in 1999 in terms of section 27 of the Skills Development Act, 1998 (Act No. 97 of 1998).

http://www.dhet.gov.za

/SitePages/NSF.aspx

Tel: 086 9990 673

Fax: 087 236 4899

http://www.dhet.gov.za/SitePages/NSF.aspx








The money in the fund may be used for the primary objectives as defined by the prescripts of the Skills Development Act.

These are:

1. To fund projects identified in the national skills development strategy as national priorities (section 28(1) of the Skills Development Act)

2. To fund projects related to the achievement of the purposes of the Skills Development Act as the Director-General determines (section 28(1) of the Skills Development Act)

3. To administer the Fund within the prescribed limit (section 28(3) of the Skills Development Act). Regulations to prescribe the limit for the administration of the Fund at 10% of revenue has been approved and published in Notice No. R.1030, Government Gazette No. 33740 dated 8 November 2010

4. To fund any activity undertaken by the Minister to achieve a national standard of good practice in skills development (section 30B. of the Skills Development Act).

NSF's current main revenue sources

1. 20 percent of the skills development levies as contemplated in the Skills Development Levies Act, 1999 (Act No. 9 of 1999);

2. Interest earned on investments held at the Public Investment Corporation; and 3. Uncommitted surpluses from the SETAs that are transferred to the NSF in terms of SETA grant

regulation 3(12).

The National Skills Fund may also receive revenue from the following sources:

1. The skills development levies collected and transferred to the Fund, in terms of the Skills Development Levies Act, 1999 (Act No. 9 of 1999), in respect of those employers or sectors for which there are no SETAs

2. Money appropriated by Parliament for the Fund 3. Donations to the Fund 4. Money received from any other source.

Retention of accumulated surplus

In terms of section 29(3) of the Skills Development Act, 1998 (Act No. 97 of 1998), the unexpended balance in the Fund at the end of the financial year must be carried forward to the next financial year as a credit to the Fund.

NSF is a Schedule 3A public entity

On 12 October 2012, the Minister of Finance listed the National Skills Fund as a Schedule 3A public entity in terms of the Public Finance Management Act, 1999 (Act No 1. of 1999) (PFMA), retrospectively effective from 1 April 2012 (Notice number 821 in Government Gazette No. 35759). Prior to the listing as a public entity, the National Skills Fund operated as a programme under the Skills Development Branch of the Department of Higher Education and Training (DHET).


Key legislation applicable to the NSF

The following key pieces of legislation are applicable to the NSF:

1. Skills Development Act, 1998 (Act No. 97 of 1998), as amended; 2. Skills Development Levies Act, 1999 (Act No. 9 of 1999), as amended; 3. Public Finance Management Act, 1999 (Act No. 1 of 1999), as amended and Treasury Regulations;

and 4. Public Service Act, 1994 (Act No. 38 of 1994), as amended.

What are Priority sectors?

Priority sectors have been prioritized for investment and growth in the Industrial Policy Framework, and the

New Growth Path and related policy instruments. These sectors include agriculture, mining, manufacturing,

tourism and high-level services with infrastructure development as the key driver cross-cutting different

sectors with projects in energy, transport, communications, water, and housing.

What is a Management Information System (MIS) for skills planning?

An MIS is a structured system of information designed to support decision-making to maximise efficiency and

effectiveness in achieving organisational goals. i.e. HEMIS.

What is a ‘credible institutional mechanism for skills planning’?

The core of an institutional mechanism for skills planning will comprise; i) management information systems

ii) standardised frameworks for the assessment of skills supply, shortages and vacancies in the country iii)

and mechanisms to interface operational systems. These essential components will ensure credibility,

validity, utility and integrity of various data sources used for skills planning. Optimal functioning of the

mechanism depends on an institutional context equipped with capacity to sustain it, and with the analytic

skills to create information and intelligence from the data to support skills planning decisions.

What is an artisan?

"A person that has been certified as competent to perform a listed trade in accordance with this Act" (Skills

Development Act 97 of 1998). In general, it offers an on-the-job experience to a craftsman.


What is an indicator system?

A set of indictors that in combination can provide a coherent overview of the strengths and weaknesses of a

system to inform decisions.

What is an indicator?

In the context of skills planning, an indicator provides a quantitative measure of education or labour market

conditions. It can be used to monitor and may afford insight into the future direction of conditions such as

skills supply and demand.

What is an Occupational Category?

The terms 'job', 'occupation' and 'career' are often treated as interchangeable. However in the context of

labour market analysis, an occupational category is defined as 'A set of jobs whose main tasks and duties are

characterised by a high degree of similarity (skill specialisation).' (Department of Higher Education and

Training 2013, 6). At a highly aggregated level, ‘professional’ is an occupational category whereas at a

disaggregated level, a particular professional might be a 'biomedical engineer'.

What is an occupational structure?

'Occupational structure' refers to the overall distribution of occupations across different sectors of the labour

market and also to the distribution of workers between these occupations. The occupational structure

impacts on social inequality.

What is FETMIS?

The Further Education and Training Management Information System contains data relating to the condition

in, and performance of, the FET colleges.

What is HEMIS?

The Higher Education Management Information System contains various kinds of data (student and staff

numbers, curriculum, financial) relating broadly to the conditions in, and performance of, higher education

institutions. (e.g. number of graduates in different fields of study, signaling the supply of skills to specific

sectors.)


What is skill forecasting?

Skills forecasting involves using various data sources, including information on supply and demand for labour,

to make long term projections that inform policy responses and strategies (i.e. education and training

strategies in education sector).

What is skills development in a South African context?

The Skills Development Act seeks to empower the South African workforce with skills, ensure employees

access more opportunities for skill acquisition; create space for the new entrants to the labour market to

gain work experience, introduce transformative tools through training and education to redress unfair

discrimination practices in the labour market against the disadvantaged groups. This Act emphasizes the

provision and regulation of employment services to ensure its purposes are realised.

What is the Labour Market Intelligence Partnership (LMIP)?

The LMIP is a partnership between the Department of Higher Education and Training (DHET) and a national

research consortium led by the Human Sciences Research Council (HSRC) to support the creation of a

credible institutional mechanism for skills planning. The consortium which has been commissioned by the

DHET '…aims to set up systems for reliable data indicating skills needs, supply and demand in our labour

market in a manner that will enable our country, including government and business to plan better for

human resources development needs for our country' Minister Blade Nzimande, DHET.

What is the National Skills Fund?

This fund was established in 1999 in terms of the Skills development Act, 1998, to finance activities of the

National Skills Development Strategy (National Skills Fund Projects 2006-2009, 2).

Which government departments are involved in the LMIP?

Other than the lead Department of Higher Education and Training government departments or institutions

involved in the LMIP, include Departments of: Basic Education, Economic Development, Finance, Home

Affairs, Labour, Perfomance Monitoring and Evaluation, Public Service and Administration, Rural

Development and Land Reform, Science and Technology, Trade and Industry and the National Planning

Commission. These departments: contribute databases with information relating to supply and demand of

skills, formulate policy – such as economic and social policy - that impact on supply and demand in the labour

market, and are key users of information for skills planning.


Who are the core partners of the LMIP?

The core partners of the LMIP are the Department of Higher Education, the Human Sciences Research

Council as leader of a research consortium that includes, the Development Policy Research Unit (DPRU) at

the University of Cape Town, and the Centre for Researching Education and Labour (REAL) of the University

of Witwatersrand. Other partners include private and public research institutes, universities, and

independent consultants.

Who is the funders of the LMIP?

The Department of Higher Education and Training (DHET) accessed funds from the National Skills Fund (NSF)

and the National treasury to fund the LMIP.


SECTOR EDUCATION AND TRAINING AUTHORITIES (SETAs)

WHAT IS A SETA

A Sector Education & Training Authority (SETA) is a body established under the Skills Development Act (RSA,

1998c) whose main purpose is to contribute to the improvement of skills in South Africa through achieving a

more favourable balance between demand and supply, and by ensuring that education and training:

Acknowledges and enhances the skills of the current work force (in addition to ensuring that new

entrants to the labour market are adequately trained)

Meets agreed standards within a national framework

Is provided subject to validation and quality assurance

Where appropriate, is benchmarked against international standards (NTB, 1999)

The full list of SETA functions is contained in the Skills Development Act (RSA, 1998c). Those which affect

SAQA's work most directly are SETAs that:

Are accredited by SAQA as ETQAs within the economic sector (distinguished in Regulation 2(3) of the

ETQA Regulations (RSA, 1998a) from the education & training sector and the social sector), and

therefore fulfil all the functions of ETQAs as set out in Regulation 9 (RSA, 1998a)

Monitor education and training in the sector

http://www.chieta.org.za CHIETA Head Office 2 Clamart Road, Richmond Johannesburg Tel: 011 628 7000 Fax: 011 726 7777

Western Cape Unit B2, Cnr Race Course & Omuramba Roads Montague Gardens, Milnerton, Tel: 021 551 1113/4 Fax: 021 552 9376

Kwazulu-Natal Suite 1603, 16th Floor, The Embassy Building, 199 Smith Street, Durban Tel: 031 368 4040 Fax: 031 368 3836

http://www.chieta.org.za/









ESTABLISHMENT OF SETA

• The Minister may, in the prescribed manner, establish a sector education and training authority

with a constitution for any national economic sector.

• The Minister must determine a discrete sector for the purposes of subsection (1) by reference to

categories of employers and for the purposes of that determination take into account – the

education and training needs of employers and employees that--use similar materials, processes

and technologies; make similar products; or render similar services;

• the potential of the proposed sector for coherent occupational structures and career pathing;

• the scope of any national strategies for economic growth and development;

• the organisational structures of the trade unions, employer organisations and government in closely

related sectors;

• any consensus that there may be between organised labour, organised employers and relevant

government departments as to the definition of any sector; and

• the financial and organisational ability of the proposed sector to support a SETA.

NOTE


FUNCTIONS OF SETA

A SETA must:

• develop a sector skills plan within the framework of the national skills development strategy

• implement its sector skills plan by-establishing learnerships; approving workplace skills plans;

allocating grants in the prescribed manner to employers, education and training providers and

workers; and monitoring education and training in the sector;

• promote learnerships by identifying workplaces for practical work experience; supporting the

development of learning materials; improving the facilitation of learning; and assisting in the

conclusion of learnership agreements

• register learnership agreements;


• within a week from its establishment, apply to the South African Qualifications Authority for

accreditation as a body contemplated in section 5 (1) (a) (ii) (bb) and must, within 18 months from

the date of that application, be so accredited;

• collect and disburse the skills development levies in its sector;

• Liaise with the National Skills Authority on the national skills development policy, the national skills

development strategy and its sector skills plan

• Report to the Director-General on the implementation of its sector skills plan

• liaise with the employment services of the Department and any education body established under

any law regulating education in the Republic to improve information-about employment

opportunities; and between education and training providers and the labour market;

• appoint staff necessary for the performance of its functions

• perform any other duties imposed by this Act or consistent with the purposes of this Act.

COMPOSITION OF SETA

A SETA may consist only of members representing

• organised labour;

• organised employers, including small business;

• relevant government departments; and

• if the Minister, after consultation with the members referred to in paragraph (a), (b) and (c),

considers it appropriate for the sector--any interested professional body; any bargaining council

with jurisdiction in the sector.

SECTOR SKILLS PLANNING

• South Africa has embarked on a skills development revolution in an attempt to address skills

development as a skilled workforce is critical for economic growth and development.

• Of great importance in this endeavour is the role of research in continuously providing the solutions

through the process and generate knowledge to enhance innovation and creativity in skills

development delivery

• Core to this research is the importance of planning, design of support interventions and measuring,

performance and impact assessment of various interventions

• Assess and evaluate progress, successes and failures in the skills development process, this task

requires cooperation, partnerships and collaboration by both the public and private sector as key


role players with agencies such as Sector Education and Training Authorities (SETAs) facilitating

linkages and acting as conduits between industry and government as well as beneficiaries of skills

development broadly.

• Furthermore the SETAs are tasked to develop and annually update the Sector Skills Plan (SSP)

according to the Skills Development Act (1998).

• These SSPs require an investment by SETAs on research.

The purposes of the SSP among others include but are not limited to the following:

• Inform the supply and demand side for skills planning

• Enable forecasting to determine future needs per economic sector

• Determine funding priorities via the SETA levy grant system

• Analyse the Workplace Skills Plans and Annual Training Reports for companies to determine priority

focus areas

• Guide the SETA’s strategy planning and execution

• Inform the curricula development processes on industry needs


In December 2012 the Department of Higher Education and Training published the SETA grant regulations

regarding monies received by a SETA and related matters.

The intent of the regulations is to:

• Improve the quantity and quality of labour market information received by SETA’s in the form of

WSP, ATR and PIVOTAL training reports, to inform planning.

• Promote the NQF registered and quality assured PIVOTAL programmes that address priority scarce

and critical skills needs identified in sector skills plans.

NOTE

Refer to the CHIETA funding policy (Section 10 and 11) for more detail on MANDATORY and

DISCRETIONARY GRANTS


Mandatory Grants

In terms of Regulation No. 9867, a mandatory grant must be paid to all employers who meet the prescribed

eligibility criteria. This mandatory grant will not be in excess of 20% of the total skills development levies paid

by the employer.

Mandatory Grants means funds designated as mandatory grants contemplated in Regulation 4 to fund

education and training programmes

As per Sub-Regulation 5(2), employers are eligible to claim the mandatory grant if they have:

(a) Have registered with the Commissioner in terms of section 3 (1) of the Skills Development Levies Act;

(b) Have paid the levies directly to the commissioner in the manner and within the period determined in

Section 6 of the Skills Development Levies Act;

(c) Are up to date with the levy payments to the Commissioner at the time of the approval and in respect of

the period for which an application is made;

(d) Have submitted a WSP and ATR in the required format and in the required timeframe, and which meets

the criteria for implementation established and approved by the CHIETA;

(e) Medium (50- 149 Employees) and larger companies (> 150 Employees) must consult with employee

representatives on the drafting and finalisation of the WSP/ATR. Where employers have recognition

agreements with a trade union or multiple trades unions, they must have submitted a WSP and ATR

which has been subject to consultation with the recognised trade unions and the WSP and ATR must be

signed off by the labour representative appointed by the recognised trade union, using the format

prescribed by the CHIETA.

(f) In instances where no consensus is reached between the employer and employee representatives on

the WSP/ATR submission a written explanation must be submitted by the company with the submission,

with proof of the consultation process. The CHIETA will evaluate the explanation on a case by case basis

and based on the merit of the situation approve the submission. All supporting documents including

proof of banking details must be submitted with the WSP/ATR final submission no later than the

regulated timeframes

Note that an employer may submit only one application per SDL number, and the employer name must

correlate with information received from South African Revenue Services (SARS) and DHET

Discretionary Grants

In terms of the Grant Regulations No 35940 of 03 December 2012, a discretionary grant means the money

allocated within the SETA to be spent on discretionary grants and projects contemplated in regulation 3 (2)


(C) to (9) as read with regulation 6. Regulation 6 refers to allocation of discretionary grants by a SETA.

Discretionary grants are allocated at the SETA’s discretion. to achieve its objectives in relation to the

development of the chemical sector. Discretionary grants must not be seen as a mechanism for reaching

numerical targets but as a means of achieving impact in the chemical sector.

Key to Discretionary Grants in the new Regulations is the concept of PIVOTAL grants, which must comprise

80% of all funding for discretionary grants.

In terms of Sub-Regulation 6 of the new Grant Regulations:

(1) A SETA may determine and allocate a discretionary grant in support of the implementation of its Sector

Skills Plan, Strategic Plan and Annual Performance Plan.

(2) A SETA must develop its SSP by taking account of national strategic goals as set out in the NSDS,

National Skills Accord and other relevant national priorities.

(3) The APP must make clear how the SETA will allocate discretionary grants in a manner that prioritises the

offering of skills development programmes to address sector needs through public education and

training institutions;

(4) A SETA must, on an annual basis, and in accordance with any guidelines issued by DHET, approve a

Discretionary Grants Policy, specifying how the SETA discretionary funds will be allocated to meet

sector needs as set out in the SSP;

(5) The Discretionary Grants Policy must set out the funding framework, the different delivery modes and

project types that will be deployed and the mechanism for SETA member organisations, as

contemplated in sub-regulation (10), to access the discretionary grants;

(6) The Discretionary Grants Policy must set out how PIVOTAL programmes can be delivered through public

education and training institutions;

(7) A SETA must prepare and distribute grant application and project proposal forms in a manner that

enables within the sector national access and opportunities for a legal person or enterprises of different

sizes (including small and micro enterprises, non-governmental organisations and cooperatives in the

sector to apply for any category of grant or participate in any type of skills development programmes as

identified in the SETA Discretionary Grants Policy;

(8) The Discretionary Grants Policy must embrace the principles of transparency, openness, access and

fairness.

(9) The Discretionary Grants Policy must -


(i) Indicate the purpose of the various grants, funding frameworks and projects and specify what is

intended to be funded from the grant, including any administrative costs that may be considered

appropriate by the Accounting Authority;

(ii) Provide procedures and communication strategy with potential beneficiaries as contemplated in

sub regulation (10) that set out timeframes for processing of applications, communication of

decisions, and payment schedules;

(iii) Determine the proportion of discretionary grants that can be used for administration or project

management purposes in the various grant and project categories provided it indicates that a up

to maximum of 7.5% of (budget and spend of) any grant or SETA funded project may be used for

administration or project management costs; the CHIETA shall allocate project costs to the CHIETA

Office to perform on the Monitoring & Evaluation, project management functions and;

(iv) Ensure that value for money (impact report and learner tracer studies) is achieved and generally

ensure that funds are spent on skills development to meet the sector needs.

(10) A discretionary grant may be paid to a legal person, including –

(i) a public education and training institution;

(ii) an employer or enterprise within the jurisdiction of a SETA, including an employer or enterprise

not required to pay a skills development levy in terms of Skills Development Levies Act; the

CHIETA shall ensure a gradual decrease of funding to private providers and increase participation

of workplace and public TVETs.

(iii) other legal person contemplated in sub regulation (7) that meets the criteria for the payment of

such grant; or

(iv) an employer contemplated in section 30 and 30 (A) of the Act who has submitted to its relevant

line SETA or Public Service SETA within the time frames specified in regulation 4 (2) and 4 (3), a

format contained in Annexure 2.

(11) A key focus of SETAs must be to address scarce and critical skills through programmes that are

designed to address such skills needs, and which include work integrated learning.

(12) At least 80% of discretionary grant funding must be allocated to PIVOTAL programmes.

(13) A SETA may allocate a maximum of 20% to funding of programmes other than PIVOTAL programmes,

to develop the sector in accordance with the priorities outlined in the SSP. Allocation of discretionary

grants by the CHIETA must consider the needs and size of the chemical industry subsectors.


(14) In order to obtain discretionary grant funding for PIVOTAL programmes from a SETA, a legal person

falling into the categories set out in sub-regulation (1) must complete and submit a PIVOTAL Plan using

the WSP/ATR source data sections that identify PIVOTAL training. The PIVOTAL training report is an

abridged source data sheet containing details of people busy with PIVOTAL training programmes,

made available to employers in the same system used for the WSP/ATR submission process, as part of

the discretionary grant approval cycle. Non Profit Organisations, TVETs, Universities and Non Levy

paying and small employers do not need to submit a PIVOTAL Plan and Report

(15) Companies employing more than 50 employees will also be required to complete the prescribed

PIVOTAL Plan and report;

WHAT IS THE OFO

• Organising Framework for Occupations (OFO)

“ …is a coded occupational classification system. It is the DHET’s key tool for identifying, reporting and

monitoring skills demand and supply in the South African labour market.”

constructed from the bottom up by:

o Analysing jobs and identifying similarities in terms of tasks and skills

o Categorising similar jobs into occupations; and

o Classifying these occupations into occupational groups

o A job is a set of tasks and duties carried out or meant to be carried out, by one person for a

particular employer, including self employment.

o An occupation is a set of jobs whose main tasks and duties are characterised by a high degree of

similarity skills specialisation.

OFO has nothing to do with:

– seniority

– remuneration

– job level or grade

It’s about the output of the job

WHY THE OFO

• enables the identification of scarce, critical and PIVOTAL skills in the labour market.


• Employers can use it to broaden the indicators and drivers of scarce skills that they take into

account when developing the annual WSPs and SSPs

• To track the scarcity of skills on the basis of Labour Market demands.

• For employers to provide information at occupation level so that the SETAs are able to roll this up

the right level to enable identification of common skills development needs and interventions-

direct link to the development of occupational qualifications

OFO adds value in skills development planning and implementation purposes in that it:

• provides a common language when talking about occupations

• captures jobs in the form of occupations

• groups occupations into successively broader categories and hierarchal levels based on similarity of

tasks, skills and knowledge

HOW IS THE OFO STRUCTURED

8 Categories = Major groups

• Managers

• Professionals

• Technicians and associate professionals

• Clerical support workers

• Services and sales workers

• Skilled agricultural ,forestry, fisheries, craft and related trades workers

• Plant and machine operators and assemblers

• Elementary occupations


2015-311101- CHEMISTRY TECHNICIAN

3 Major group Technicians and associate professionals perform mostly technical

and related tasks connected with research and the application of

scientific or artistic concepts and operational methods, and

government or business regulations.

31 Sub Major group Science and engineering associate professionals perform technical

tasks connected with research and operational methods in science

and engineering. They supervise and control technical and

operational aspects of mining, manufacturing, construction and

other engineering operations, and operate technical equipment

including aircraft and ships.

311 Minor group Physical and engineering science technicians perform technical

tasks to aid in research on and the practical application of

concepts, principles and operational methods particular to physical

sciences including such areas as engineering, technical drawing or

economic efficiency of production processes.

3111 Unit group Chemical and physical science technicians perform technical tasks

to aid in research in chemistry, physics, geology, geophysics,

meteorology and astronomy, and in the development of industrial,

medical, military and other practical applications of research

results.

311101 Occupation Performs laboratory tests on organic and inorganic chemicals,

analyses test data and carries out technical functions in support of

chemists or chemical engineers and technologists in a wide variety

of areas such as fuels, pharmaceuticals, paints, metals, plastics,

textiles, detergents, paper, fertilisers and cosmetics.

Specialisation or

Alternative titles

Chemical Instrument Officer; Chemical Lab Technician/ Analyst;

Chemical Process Analyst; Chemical Technician ( Food; Fuel; Gas;

Paint; Liquefied Petroleum Gas; Leather)


HOW IT RELATES TO WSP-ATR

• SETAS required to use OFO in their SSP updates for adequate skills planning purposes

• WSP – ATR important research tools used by CHIETA ( source data information collected – individual

employee info from CHIETA companies)

• OFO used in WSPs-ATRs to talk about occupations

• Detailed analysis of company data for skills planning for the sector now possible because of

common language on occupations and skills needs

WHO USES THE OFO

• Employers to uses the OFO in the Annexure 1 reporting template for Workplace Skills Plans/ATR

• QCTO for occupational qualification development processes and certification

• NAMB for implementation of listed trades

• University and VCET branch for planning purposes

• Career Development Services uses the OFO for developing learning Pathways

• SETA Learnership applications for registration must include related occupations that are reflected

on the OFO

• Compilation of the PIVOTAL skills list by SETAs

WHAT'S NEW

• DHET has developed the OFO register system which also gives access to SETAs for engagement

• To register, capture and make decisions on all the inputs received from SETAs

• SETAS will now upload their requests via the system for the OFO task team to evaluate them

• The OFO system will automatically update the website for implementation

• OFO Portal is still to be finalized

How will I know what to do to comply with the requirements?

Your SETA will send you all the necessary information, including the requirements and timetable for action by

you, as well contact details for assistance to ensure you receive the maximum benefit from the skills

development and SETA initiatives.


How do I decide where to register?

Look at the core business of each legal entity within your organisation.

For example, one of your subsidiaries may be involved in manufacturing, another in agriculture and another

in construction, while your holding company is largely involved in providing Financial Services to the Group.

Register each legal entity with the relevant SETA.

Why is it that government departments affiliated to the line function CHIETA are not allowed to claim for

the grant when we are paying the levy?

Government departments are only required to pay the 10% admin portion of the skills development levy

(which is calculated as a percentage of 1% of payroll spend).

No employers are able to claim back on the admin portion of the money paid to the SETA as the SETA uses

this 10% for administrative expenses.

Employers would pay 100% levy which is split up as follows :

ILLUSTRATION OF THE SKILLS DEVELOPMENT LEVY SPLIT

Can we receive the Act, etc, in Afrikaans?

The legislation is not available in Afrikaans.


I am a new company who wishes to register with CHIETA at SARS - what do I do?

All applications for registration with a SETA need to fall under the scope of coverage that the proposed SETA

claimed.

Those claims were classified using an extended coding system for industrial classifications. As an employer,

you do not have to launch an application for registration with a particular SETA.

If you did not receive a registration form from SARS, SARS or CHIETA will assist you with the process of

selecting the relevant code.

I am an SMME and do not plan my training at the beginning of the year. Do I have to complete a

Workplace Skills Plan and am I entitled to claim the Workplace Skills Plan training grant for training done

during the year even if I have not submitted

All employers are required to submit a Workplace Skills Plan to CHIETA if they you wish to claim the

Workplace Skills Planning Grant. We insist on this for a number of reasons.

Firstly, the regulations indicate that the submission of a Workplace Skills Plan is a requirement for the

claiming of other grants.

Secondly, one of the main aims of the Skills Development Act is to foster and develop a culture of planning

for skills development and training in South Africa.

Therefore all employers, big or small, are encouraged to develop the habit of planning for training and

development of their staff, and integrating this into their business and organizational development process.

CHIETA will be glad to assist you with this process if you require it.

How do state organisations benefit from registering with CHIETA?

The administrative portion that state departments pay to relevant SETAs will allow them to benefit from a

number of SETA activities. In the case of CHIETA, state departments contributing towards the administrative

budget of CHIETA may make use of the following benefits:

CHIETA's role in the development of skills programmes

CHIETA's role in the registration of learnerships

CHIETA's role in the registration of skills programmes

Access to CHIETA's discretionary cash grants

ETQA functions

Accreditation of Constituent Providers


Quality Promotion

Monitoring, Assessing and Moderating

Assessment and Assessment systems

Certification

What is an SMME?

SMME is an acronym that stands for Small Medium and Micro Enterprise and in the financial services sector

refers to employers employing no more than 50 employees.

The definition, according to the National Small Business Act (102 of 1996), broadly refers to:

Micro – between 1 and 5 employees

Very Small – no more than 10 employees

Small – no more than 50 employees

Medium – no more than 100 employees

Large – 101+ employees

Is CHIETA a governmental organisation or a private organisation with which we must be affiliated?

CHIETA is not a private organisation. It was established in terms of the Skills Development Act of 1998. Levies

are collected by SARS and then the proportional share is transferred to CHIETA.

How can I get involved with the CHIETA and make a contribution?

You can become a member of one of the working committees:

Learnerships – develop, implement and monitor learnerships

Quality Assurance – establish and monitor the implementation of a quality management system. Monitor the

development of new standards or qualifications or modifications to existing standards or qualifications and

recommend such standards or qualifications to NSBs and SAQA

Skills Plan – Assess education and training provision in the sector and identify deficiencies. Determine

education and training priorities for the sector. Monitor the implementation of Workplace Skills Plans

Marketing and Communication – communicate and promote CHIETA's activities and objectives to all

stakeholders


Who should register with CHIETA?

[THIS QUESTION NEEDS TO BE ANSWERED WITH RESPECT TO CHEMICAL INDUSTRIES, NOT FINANCIAL

SERVICES.]. Look at which SIC Code you fall into

Why should small employers participate in CHIETA?

It is very simple for employers to claim back 20% of their skills development levy paid to SARS if they

complete a training plan (WSP) and Training Report which is submitted to the CHIETA in the prescribed

format.

This means that the employer may claim back 20% for a training plan and a training report. In addition to

this, employers may claim back 10% of their skills development levy paid to SARS as a discretionary cash

grant if they are training in strategic areas.

Employers may also get involved in other interventions CHIETA is undertaking:

Free assessor training

Free assistance in completing WSP

Piloting of learnerships

Special project funding

The submission of WSP is a requirement for access to other grants such a free training. All that is required is

for employers to submit a training plan and a training report in order to access the financial benefits outlined

above. Planning for training is good business practice!

Please define / explain Investment Entities and Trusts.

A trust is a business entity that is different from other business entities such as companies, partnerships, etc,

and has different tax structures to other business entities.

A trust may not administer itself and needs external administration in terms of relevant legislation, and must

have a set of audited financial statements.

Those registering under the SIC Code Investment Entities and Trusts (81904) are responsible for

administering trusts and these administrative persons would be financial people such as accountants,

bookkeepers, etc.

Those registering under this SIC code should be aware that the trust itself, i.e. the business entity, does not

fall under CHIETA, rather the entity that is administering the trust falls under CHIETA. For example, Deloitte

and Touché have a special division that administers trusts.


This division would register with CHIETA and pay their Skills Development Levy to CHIETA. The SIC code

explanation could be read as or rephrased as: 81904 Investment Entities and Administration of Trusts.

We are a new management consulting firm, offering in-house training to our clients, in all industry sectors.

The trainees will be selected by our client for training purposes and will follow lengthy training.

The SETAs work on a levy grant system.

This means that companies must register for and pay their Skills Development Levy to the South African

Revenue Services.

SARS then allocates this money (via the Department of Labour) to each of the SETAs according to the SETA

that each specific company has registered with.

The company would choose to register with the SETA whose scope covers their main business activity.

Your organisation, for example, is a management consulting business that does in-house training. If your

main business is consulting, you would register with FASSET, which is the SETA for Finance, Accounting,

Management Consulting and Other Financial services.

I want to have South African qualifications (national or private) evaluated and the ‘M+’ rating determined.

How can SAQA help me?

The core function of SAQA is to oversee the development and implementation of a National Qualifications

Framework (NQF), which will, inter alia, facilitate the registration of all South African qualification onto eight

levels of education and training. This process accounts for learning outcomes and is not compatible with a

time-based system such as the 'M+' system.

What is SAQA’s position in terms of the HSRC ratings accorded by the CEEQ to private education and

training programmes during the 90s?

In the early 90s the Centre for the Evaluation of Qualifications (CEEQ), then residing with the Human Sciences

Research Council (HSRC), initiated the co-ordination of the evaluation of specific courses (not institutions).

The aim of this exercise was to compare the content of courses with the content of courses offered in the

formal sector, following which the CEEQ recommended particular levels of recognition according to the

existing formal framework of that period. These were mostly expressed in terms of year levels of study after

completion of the Senior Certificate.

The aim of the Directory of HSRC-rated courses offered in the private education and training sector was to

give an overview of the HSRC rating accorded for a specific period of time only, on the basis of formal


applications, the completion of the evaluation process, and the resultant evaluation outcomes according to

the series of specific steps. Ratings contained in this publication should therefore not be seen as an

alternative to the accreditation process overseen by SAQA and the status of programmes and/or institutions

as determined accordingly.

I need my South African qualifications evaluated for study / work purposes abroad. What must I do?

Recognition of South African qualifications in foreign countries is the prerogative of credential evaluating

agencies in the host countries. Evaluations for the abovementioned purposes will therefore only convey

information on the qualifications in question, within the South African context and not in relation to a

qualification in the host country, in order to assist foreign evaluating bodies without prescription.

For this service, offered by the Centre for Evaluation of Educational Qualifications (CEEQ), the normal

application procedure applies.

The contact details of overseas evaluating agencies can be provided by the CEEQ.

What is the CEEQ’s role regarding admission of prospective students at South African institutions of

learning, professional registration in regulated professions, or employment?

The role of the Centre for the Evaluation of Educational Qualifications (CEEQ) is to advise on the appropriate

levels of recognition of foreign qualifications, as determined according to specific criteria outlined above.

Since this does not entail an in-depth comparison of content (curricula, projects, research reports) in specific

areas of specialisation, or the establishment of learning outcomes in the sense of actual knowledge and

competency, it is necessary that providers, professional bodies and employers accept a partnership role in

furthering the assessment according to internal criteria for the specific context.

This may warrant an adaptation of the recommended placement and require support in terms of upgrading

that may be necessary, as well as the monitoring of progress. Feedback to SAQA about the appropriateness

of the initial evaluation is seen as crucial information and is therefore invited.

What is the legal status of these evaluations?

The evaluation of foreign qualifications used to be assigned to the Human Sciences Research Council (HSRC)

in the HSRC Act, Act 23 of 1968. The function was transferred to the South African Qualifications Authority as

a going concern with effect from 1 July 1999. The recommendations made on certificates of evaluation are

advisory in nature and not prescriptive or binding on other institutions.


What are the criteria for evaluation of foreign qualifications?

The evaluation of foreign qualifications follows international practice as agreed to by countries in the

European region and as outlined in the Lisbon Convention of 1997.

Evaluations aim to determine the 'local currency' of foreign qualifications. The evaluation procedure is based

mainly on the structural analysis of foreign education systems and the attributes of qualifications obtained in

these, compared to the South African context in terms of indicators such as:

Status of the awarding institution in the country of origin

Purpose of study

Admission requirements

Duration and mode of study

Credit weighting

Course composition and requirements

Learning outcomes as indicated by the professional and/or academic status of the qualification holder

SAQA evaluations offer general placement recommendations, which should preferably be supplemented by

purpose-specific assessments.

What must I do to have my foreign (non-South African) qualifications evaluated? What is the cost

involved? How long does it take?

Application guidelines include the following information:

What we need to do an evaluation (contact information, documentation and payment)

When evaluation results can be expected

Other important notes on the evaluation procedure

How do I know which ETQA I should be registered with once I have been trained as an assessor?

You can contact SAQA to find out which SETA you belong to; it will probably be the SETA that your company

is registered with and paying the levy to.

Do teachers have to be certificated and registered as assessors?

Yes, as stipulated in the Criteria and Guidelines for the Registration of Assessors, everyone who assesses

learning should be certificated by the ETDP SETA and registered by the relevant ETQA in each sector.

What do I do if I want to be registered as an assessor?

You have to undergo training on the generic assessor unit standard with a provider that is registered


/accredited by the ETDP SETA. If you are an assessor at present, you only need to be assessed for

competence on the generic assessor unit standard by the ETDP SETA.

Does SAQA provide guidelines on the ideal relationship between formative and summative assessment in

an integrated assessment system?

SAQA has developed guidelines for assessment that are contained in the documents titled: Criteria and

Guidelines for the Assessment of NQF Registered Standards and Qualifications and the Criteria and

Guidelines for the Registration of Assessors.

The ideal relationship between formative and summative assessment has to be considered within the notion

of continuous assessment and an understanding of the difference in purpose of formative and summative

assessment. Continuous assessment embraces both formative and summative assessment.

The NQF system allows for both types of assessment to be administered on a continuous basis over the

course of a structured learning experience. For more information, refer particularly to the Criteria and

Guidelines for the Assessment of NQF Registered Standards and Qualifications document.

Does SAQA sign a Memorandum of Understanding (MOU) with ETQAs or is this an issue between ETQAs?

The purpose of an MOU is to make a formal written agreement in order to address the areas of common

interest in terms of the primary focus between the parties affected by these areas.

SAQA's role is to provide assistance where possible to ensure that the ETQA functions are carried out

efficiently and smoothly. SAQA oversees the process of developing MOUs and does not sign an MOU with

ETQAs.

Does SAQA have a Quality Management System (QMS) that stakeholders can emulate?

SAQA does not prescribe a Quality Management System (QMS) model but has developed documents to

guide the stakeholders on the minimum requirements for a QMS.

These documents are called Quality Management Systems for ETQAs and Quality Management Systems for

Providers.

The Directorate Quality Assurance and Development is also involved in the printing process of these

documents for further distribution.


Are consultants and Small Micro and Medium Enterprises (SMMEs) supposed to meet the generic criteria

for accreditation as education and training providers or are there special criteria for them since they are

not institution based providers?

All types of education and training providers should meet the generic criteria for accreditation.

The criteria are broad requirements that need to be contextualised. In addition, a developmental approach

should be adopted by ETQAs in the accreditation of providers.

Will any action be taken against schools that are not registered and/or accredited?

The rationale for the policy of registration and accreditation is to have a public register that informs the

public of which institutions are legal and have an acceptable quality management and assurance system for

the education and training they provide.

Institutions that are accredited and registered will be obliged to display their registration and accreditation

certificates.

As the register of registered and accredited institutions will be public, the public will be in a position to

ascertain the status of an institution before registering as learners.

Do all private schools and further education and training establishments have to be registered and

accredited to provide education and training?

Yes, all private schools and further education and training establishments have to be accredited by the

General and Further Education and Training Quality Assurance Body (GENFETQA) and be registered by the

Department of Education.

Can a non-registered provider that wishes to be accredited as a provider of education and training in terms

of regulation 13(a) of the ETQA Regulations apply to register with the ETQA from which it seeks

accreditation.

ETQAs accredit providers – they do not register providers. The Department of Education, under the Schools

Act of 1996, HET Act of 1997 and FET Act of 1998, registers providers. According to these acts all providers,

public and private, providing education and training in the three bands – GET, FET and HET – must be

registered. This regulation therefore says that registration as a provider must be with the Department of

Education in terms of the relevant Act, and accreditation to offer specific national qualifications must be with

the appropriate accredited ETQA.


What does regulation 3(2)(g) of the ETQA Regulations mean?

3(2)(g) - An organisation seeking accreditation as an Education and Training Quality Assurance Body shall

demonstrate that "the function of external quality assurance is separate from and independent of the

function of provision of education and training".


NATIONAL ARTISAN MODERATION BODY (NAMB)

http://www.dhet.gov.za/

SitePages/SkillsDevelopm

entNew.aspx#

NAMB

Tel: 011 206 1000 Fax: 011 316 4763 Email: [email protected] Old Pretoria/Kempton Park Rd, Olifantsfontein










The National Artisan Moderation Body (NAMB) is helping South Africa to move away from designations of a

non-sector-based artisan training system for listed trades, to the benefit of all artisans in South Africa.

the Department of Higher Education and Training (DHET) launched the National Artisan Moderation Body

(NAMB) in order to coordinate artisan development in South Africa, and thereby strengthen the country’s

skills base.

NAMB was launched in terms of Section 26A of Skills Development Act 97 of 1998. According to the act,

NAMB’s functions are to:

Monitor the performance of accredited artisan trade test centres;

Moderate artisan trade tests;

Develop, maintain and apply a national data base of instruments for assessing and moderating

artisan trade tests;

Develop and maintain a national data base of registered artisan trade assessors and moderators;

Record artisan achievements;

Attend to appeals against assessment decisions; and

Make recommendations to the Quality Council for Trades and Occupations (QCTO) on the

certification of artisans.

NATIONAL ARTISAN MODERATION BODY (NAMB) AND THE NEW TRADE TEST PROCESS

There were two ways to become a certificated artisan and both of these practices are still around, though

the MTA was repealed and artisan development is now legislated under Chapter 6A of the SDA.

Section 13:

A Section 13 qualified artisan was formally indentured as an ‘apprentice’ at a single employer for the

duration of the apprenticeship as outlined in the conditions of apprenticeships. Apprentices employed by

companies under Section 13, were required to complete N-courses to cover the trade theory component

at public or private Technical and Vocational Education and Training (TVET) College, and do their practical

training at Sector Education and Training Authority (SETA) / Quality Council for Trades and Occupations

(QCTO) accredited skills development providers (either externally or internally with the employer). The

company where they are employed provided the workplace learning in line with the training schedule of

the relevant trade. Previously, certification was done by Industry Training boards, SETAs and the

Department of Labour later Higher Education and Training, but since October 2013 the QCTO is issuing all

Trade certificates known as the “red seal”.


Section 13 candidates need to complete their trade test within the contracted period.

Section 28:

The other way is known as a Section 28 certification which involves the Recognition of Prior Learning

(RPL). This is meant for people not contracted as apprentices but employed as skilled/semi-skilled

workers with several years’ experience who have experience in the entire scope of the trade and wish to

write the same trade test as the apprentices. It involves providing sufficient verifiable evidence attesting

to work experience. Section 28 candidates have an unlimited time period to complete their trade test.

The New Qualification (current situation):

During the past decade, it became clear that the knowledge economy requires a different, more flexibly-

skilled worker who can contribute to greater profitability and productivity. It was evident that education

should align with the needs of industry to ensure successful employment of workers.

In 2009 the Department of Higher Education and Training (DHET) was established and the Sector

Education and Training Authorities (SETAs) and Further Education and Training Colleges (FETs) became

part of the legislative competence of DHET as a starting point in changing apprenticeships and

learnerships in South Africa working towards creating a more flexibly skilled worker.

The NQF Act replaced the South African Qualifications Authority (SAQA) Act of 1995 and three Quality

Councils (QCs) were established to replace the previous Education and Training Quality Assurance (ETQA)

function. The Quality Council for Trades and Occupations (QCTO) is now responsible for quality assurance

and the certification process for new trade and occupational qualifications.

The National Artisan Moderation Body (NAMB) has a key function to link all quality assurance artisan

learning processes with FET colleges and to:

develop and moderate artisan trade tests,

develop and manage the national database of registered artisan trade assessors and moderators,

record artisan achievements and

recommend certification of artisans to the QCTO.

On successful completion of a trade test at an accredited trade test centre, SETA’s and INDLELA will

submit results and supporting documentation to NAMB for recommendation of certification to the

QCTO under section 26D(4) of the SDA.


All accredited trade test centres will report to the NAMB as per pre-determined requirements to

enable the NAMB to monitor performance. In this sense, the NAMB will act as an “ombudsman” for

artisan development and any concern regarding the quality of artisan development may be reported

to NAMB.


QUALITY COUNCIL OF TRADES & OCCUPATIONS (QCTO)

• The Quality Council for Trades and Occupations (QCTO) is a Quality Council established in terms of

the Skills Development Act

• It's role is to oversee the design, implementation, assessment and certification of occupational

qualifications on the Occupational Qualifications Sub-Framework (OQSF).

• The QCTO is one of three Quality Councils (QCs) responsible for a part of the National Qualifications

Framework (NQF).

• Collectively, the Quality Councils and the South African Qualifications Authority (whose role is to

advance the objectives of the NQF and oversee its development and implementation), all work for

the good of both learners and employers.

• Another important role for the QCTO is to offer guidance to service providers who must be

accredited by the QCTO to offer occupational qualifications.

Following the format of the organizing framework for Occupations (QFO), occupational qualifications are

categorised into the eight major employment groups.

• Managers;

• Professionals;

• Technicians and Associate Professionals;

• Clerical Support Workers;

• Service and Sales Workers;

• Skilled agriculture, forestry, fisheries, craft and related trades

• Plant and Machine Operators and Assemblers; and Elementary Occupations.

http://www.qcto.org.za/ Phone: 012 003 1800 Physical Address: 256 Glyn Street, Hatfield, Pretoria, 0083

http://www.qcto.org.za/







SERVICES

• Development of Occupational Qualifications

• The mission is to develop and quality assure occupational qualifications that are responsive to the

labour market needs and developmental state initiatives.

• Organisations or individuals wishing to develop such qualifications will find more information in the

reports, policies and application methodologies such as -

Qualifications Database,

Qualifications Development Facilitators,

Qualifications For Public Comment,

Qualifications recommended for Registration,

Registered Qualifications,

Accredited Skills Development Providers,

OQD Communique 1 of 2015 Important dates-Qualification Evaluation Cycles for 2015 and

other matters,

De-registration of Historically Registered (Legacy) Qualifications on the Occupational

Qualifications Sub-framework (OQSF),

Skills Development Provider Accreditation Application Form,

Realignment of Historically Registered Qualifications Application Form,

Application Form to develop an Occupational Qualification

OCCUPATIONAL QUALITY ASSURANCE

• Through its Quality Assurance function the QCTO will ensure that those people who have completed

their studies for an occupational qualification, and have successfully passed the final external

integrated summative assessment, meet the required standards.

• Those who meet the criteria are awarded an occupational certificate. This ensures prospective

employers and customers can be confident that those holding occupational certificates are fully

qualified to do the work stated on the certificate.

• The QCTO abides by the principle that an occupation is the title we give an individual who is capable

of doing a number of tasks associated with a specific job title. An occupational qualification will

certify that this is the case.


CERTIFICATION

The QCTO is mandated to perform quality assurance functions on occupational qualifications registered on

the Occupational Qualifications Sub-Framework of the National Qualifications Framework, which includes

the certification of occupational qualifications.

THE QCTO CAN VERIFY TRADE CERTIFICATES ISSUED BY THE FOLLOWING ENTITIES/DEPARTMENTS:

• Department of Manpower / Labour

• Department of Higher Education and Training

• QCTO

• Replacement certificates issued by the QCTO

• Homelands (TBVC)

• Transkei

• Venda

• Bophuthatswana

• Venda

• Ciskei

The QCTO also issues certificates for Occupational Qualifications registered on the Occupational

Qualifications Sub-Framework (OQSF) of the National Qualifications Framework. (QCTO is mandated to

ensure that these certificates are credible both nationally and internationally).

The following certificates can be issued

• Trade Certificates:

for trades recorded on the National Learner Records Database of the South African

Qualifications Authority but without associated occupational qualifications

• Occupational Certificates:

for learners who have proven competence against occupational qualifications or part

qualifications, but excluding occupational qualifications for listed trades.


SOUTH AFRICAN QUALIFICATIONS AUTHORITY (SAQA)

The South African Qualifications Authority (SAQA) is a juristic person - that is an entity given a legal

personality by the law. The South African Qualifications Authority Board is a body of 12 members appointed

by the Minister of Higher Education and Training

The South African Qualifications Authority (SAQA) was established by Parliament to:

• Advance the objectives of the NQF;

• Oversee the further development and implementation of the NQF;

• Co-ordinate the Sub-Frameworks.

SAQA has the following role with respect to qualifications:

• SAQA must develop and implement policy and criteria, after consultation with the QCs for the

development, registration and publication of qualifications and part-qualifications

• SAQA must register a qualification or part-qualification recommended by a QC if it meets the

relevant criteria;

• SAQA must develop policy and criteria, after consultation with the QCs, for assessment, recognition

of prior learning and credit accumulation and transfer

Services

• Verify South African Qualification Achievements

• National Learners' Records Database

• Recognised Professional Bodies and Registered Professional Designations

• Qualifications and Part Qualifications

• Evaluation of Foreign Qualifications

http://www.saqa.org.za [email protected] Helpdesk: 0860 111 673 Switchboard: (012) 431 5000 Fax: (012) 431 5147 Street address: SAQA House 1067 Arcadia Street, Hatfield Pretoria

http://www.saqa.org.za


http://www.saqa.org.za/


mailto:[email protected]





The SETA Grant Regulations promulgated in December 2012 are intended to improve planning, eliminate

wasteful expenditure and the unnecessary build-up of reserves, and speed up payments to those receiving

grants. The Regulations address concerns with regards to poor planning, wasteful spending, unnecessary

build-up of reserves and slow payments to those receiving grants. The Regulations also introduce a new

percentage breakdown of the allocation of mandatory and discretionary grants, and a new type of grant, the

PIVOTAL grant.

Specifically, the Regulations:

Require SETAs to contribute to the cost of the Quality Council for Trades and Occupations (QCTO) for

occupational qualifications and programmes registered at NQF Levels 1 – 6.

Provides explanations and definitions of bodies / structures referred to in the Acts, legislation

and structures

REGULATIONS, POLICIES

AND FRAMEWORKS

SETA Grant Regulations

IPAP II

National Skills Development Strategy III

SETA LEARNING PROGRAMMES

7-Steps to Becoming an Artisan

Skills Programmes

Learnerships

Recognition of Prior Learning (RPL )

Skills Development Facilitator

Skills Development Committee

FRAMEWORKS

Occupational Qualifications Framework

National Qualifications Framework

The Broad-Based Black Economic Empowerment


Intend to improve the quantity and quality of labour market information received by the SETAs in the

form of workplace skills plans, annual training reports and PIVOTAL training reports to inform better

skills planning in the sectors and thus nationally

Promote National Qualifications Framework (NQF) registered and quality assured PIVOTAL

programmes that address priority l skills needs identified in the CHIETA Sector Skills Plan including

scarce and critical skills. PIVOTAL programmes address key skills needs in the sectors and include

classroom and workplace learning as well as structured programmes which are pegged at NQF Levels

2 – 10.

Create a framework within which expanded use is made by the sectors of public education and

training providers for the provision of skills development programmes. This refers specifically to

public TVET Colleges, Universities of Technology and Universities for the provisioning of skills.

The CHIETA has considered the following policy options:

Option 1: Direct funds to PIVOTAL programme

80% of CHIETA DG Funding to PIVOTAL programmes

20% of CHIETA DG funding to NON-PIVOTAL programmes

Option 2: Contain administrative costs

Admin costs under projects will be paid from the CHIETA 10% admin levy income

Project management costs will be paid out of the 20% Non-PIVOTAL DG funds

Project costs will be regarded as direct costs if they are critical to the success of the project

Project costs will not exceed 7.5% of total project costs

Option 3: Reduce carry over and eliminate “reserves

CHIETA shall disburse or commit through signed MoAs 95% of the DG funds available by the end of

March each year

Option 4: Provide for funding of the QCTO

CHIETA will consider its QCTO scope of work and transfer up to 0.5% of total levy paid by the

employer


IPAP II

While the National Development Plan (NDP) provides an overall vision and framework for most of the other

policies and plans, the Industrial Policy Action Plan (IPAP) and the projects steered by the dti and some of the

infrastructure projects have a direct bearing on the Chemicals Industry.

Industrial Policy Action Plan (IPAP II)

The second Industrial Policy Action Plan (IPAP II) was released in February 2010 and is now in its eighth

iteration. The plan has been revised and updated every year with new or re-vised action programmes and

milestones set for each year. While IPAP is mainly aimed at the growth of the industry, the provision of the

right skills is a crucial prerequisite for its im-plementation and therefore CHIETA’s skills development

initiatives need to tie in and sup-port the Plan. The 2016 IPAP focuses on various industries of which the

following belong to the Chemicals Industry.

The development of biochemical regional value chain and Special Economic Zone (SEZ)

This intervention will focus on enabling chemical producers to transition to greener prod-ucts and production

techniques and the development of new upstream and downstream market opportunities, export

opportunities and job creation (Department of Trade and In-dustry, 2016, p. 121). IPAP also foresees the

development of a Chemical SEZ, although this is still in a conceptual phase.

Pharmaceuticals and medical devices

The 2016 IPAP includes two interventions for the pharmaceuticals industry: 1) The devel-opment of a

Pharmaceuticals Industry Development Plan and 2) the establishment of an in-dustry upgrading and

operational excellence in pharmaceutical manufacturing programme (Ibid, p.115 -116). Interventions for the

medical devices industry include: 1) The develop-ment of regulatory standards and support for certification

in SA and 2) the development of a support mechanist to subsidise access compliance to regulatory

requirements to ISO 13485 (Ibid, p. 117 – 118).


Fertilisers

In IPAP 2016 the dti plans to improve local manufacturers’ access to key fertiliser inputs.

Project Ketlaphela

The Ketlaphela Project is a government driven initiative aimed at establishing a fully back-ward integrated

pharmaceutical company bridging the gap between the research and de-velopment capabilities in South

Africa, by adding chemical manufacturing (API), integrated with secondary pharmaceutical manufacturing

(tablet formulation), targeting the burden of diseases, initially for South Africa and subsequently expanding

into 15 states of the Southern African Development Community (SADC).


NATIONAL SKILLS DEVELOPMENT STRATEGY III

The NSDS is the overarching strategic guide for skills development and provides direction to sector skills

planning and implementation in the SETAs. It provides a framework for the skills development levy resource

utilisation of these institutions as well the NSF, and sets out the linkages with, and responsibilities of, other

education and training stakeholders.

NSDS III has the following pillars

• Sector strategies (aligned to government and industry development strategies), programmes and

projects developed with, and supported by, sector stakeholders.

• Relevant sector-based programmes addressing the needs of unemployed people and firsttime

entrants to the labour market will be developed and piloted by SETAs

• SETA funds will primarily be used to fund the skills development needs of employers and workers in

their sector.

• the utilisation of SETA discretionary funds must be guided by the goals of NSDS III

• Incentives for training and skills development capacity in the cooperative, NGO and trade union

sectors, including community and worker education initiatives, contributing to effective training of

youth and adults.

• Partnerships between public and private training providers, between providers and SETA’s and

between SETA’s, addressing cross-sectoral and inter-sectoral needs.

• An increased focus on skills for rural development to support government’s prioritisation of rural

development.


SETA LEARNING PROGRAMMES

7-STEPS TO BECOMING AN ARTISAN


Step 1: Career Guidance and Management

The implementation of an effective career guidance and management system for trade occupations is

essential to ensure that persons wishing to become artisans, especially young people, fully understand the

possibilities, scope and activities of artisans within industry. A system has been implemented to provide

information and market artisan careers amongst South Africans to ensure sufficient entrance of learners

into artisan trade occupations.

Step 2: General or Vocational or Fundamental Knowledge Learning

To ensure effective throughput and success rates within occupational learning, strong fundamental

knowledge is required of subjects such as Mathematics, Science, Drawing and the Technical Language used

in the technical working environment. This fundamental knowledge will prepare the learners for effective

learning and mastering of the three occupational learning components which forms part of artisan trade

training, occupational knowledge, practical and workplace training.

Step 3: Learner Agreement Registration and Contracting

The employer will apply an industry specific selection process prior to entering into an agreement and

contract with the learner, as the employer will want to ensure that the learners are fully suited to the

industry they want to practise their trade in. Employers are also required to consider national

transformation objectives to ensure equity in the workplace as determined by relevant legislation. The

learning programme agreement and contract will be a tripartite agreement between the employer, the

learner and accredited training provider. A relevant SETA facilitates and registers the agreement and

contract for the duration of the artisan learning programme.

Step 4: Occupational Knowledge and Practical Learning

The learner then commences with the occupational knowledge and practical learning that is specific to the

artisan trade. This specific trade occupational knowledge and practical component may be offered by the

same or different providers that offered the generic or vocational or fundamental knowledge. This will

depend on the accreditation scope of the Skills Development Provider. The specific trade occupational

knowledge is contextualized within the learning process to specific tasks required such as fault finding,

manufacturing, repair, services etc. The occupational trade knowledge may also have components of

mathematics, science, drawing and technical language specific to the trade.


Step 5: Workplace Learning

During the workplace learning process the occupational knowledge and practical learning assimilated during

the previous step are applied in the workplace. The artisan learner is exposed to real life situations within

the workplace including all aspects of the artisan occupation such as work ethics, safety, responsibilities and

quality performance of work required by industry. In all artisan trades this is the most significant and most

difficult of the various learning processes and therefore the artisan learner is supported in the workplace by

a qualified workplace mentor, previously known as the journeyman.

Step 6: Trade Testing and Recognition of Prior Learning

All Trade Testing in South Africa will in the near future be regulated by national Trade Test Regulations

issued under Section 26D(5) of the Skills Development Act that are applicable to all Trade Test Centres

whether they are operated by private, government or state owned companies. These national,

decentralized trade test centres must be accredited by the Quality Council for Trades and Occupations

before they will be allowed to conduct national trade tests. The national trade test includes practical tasks

that a learner must complete within a specified periods of time as determined by the National Artisan

Moderation Body or NAMB.

The national trade testing system is also being built to include a customized artisan development aligned

Recognition of Prior Learning (RPL) system that will offer persons who have assimilated knowledge and skills

related to an artisan trade through workplace activities to also enter a well-supported process that will

result in access to a national trade test.

Step 7: Assurance and Certification

Assurance and Certification Quality assurance will be built into each and every step of the national 7-Step

Programme. It is therefore not an isolated activity focusing on the final external summative assessment or

trade testing only, but is implemented right form the qualification development, learner selection,

accreditation and delivery processes.

NOTE

Refer to CHIETA Funding model for Learning Programmes for grant payments


What is an apprenticeship?

• An apprenticeship is a system of training a new generation of practitioners of

a trade or profession with on-the-job training and often some accompanying study (classroom work

and reading)

• Apprenticeship also enables practitioners to gain a license to practice in a regulated profession.

Most of their training is done while working for an employer who helps the apprentices learn their

trade or profession, in exchange for their continued labour for an agreed period after they have

achieved measurable competencies.

• Apprenticeships typically last 3 to 6 years.

• People who successfully complete an apprenticeship reach the "journeyman" or professional

certification level of competence.


SKILLS PROGRAMMES

• Skills programmes involve training that is based on a job;

• Skills programmes involve training that counts as credits towards a registered qualification

• Skills programmes involve training that uses training providers.

• Skills programmes are Based on Legislation in Section 20, of the Skills Development Act

• Anyone who develops a skills programme can apply for grants from a Sector Education and Training

Authority (SETA); or subsidies from the Department of Labour.

NOTE


What is the difference between a SKILLS PROGRAMME and a LEARNERSHIP?

SKILLS PROGRAM

Skills programmes tend to be short courses (1 day, a week, a month, etc.), consisting of either one or more

unit standards, which when added together can eventually lead to a qualification.

With a Skills programme, a learner can learn a specific amount of work, which consists of a group of unit

standards, instead of having to complete an entire qualification as in the case of a Learnership. The exit

points of skills programmes are in most instances prescribed by the needs of the learners.

A learner would be able to choose those unit standards of a learnership that make sense to him or her whilst

gradually developing a qualification.


LEARNERSHIPS

A Learnership is a structured learning programme that has been formally registered with the department of

labour and contains both practical (70%) and theoretical (30%) components.

Learnerships are of a specified nature, level and duration (usually one year) resulting in a nationally

recognised qualification. Learnerships are provided by employers (both large and small) in conjunction with

the learner, the relevant SETA (sector education and training authority), and or an accredited training

provider.

Generally, learnerships are work based and enable successful, competent learners the opportunity to

progress in a job. Each learner is required to enter into a standard contract, obtainable through a SETA,

which regulates the learnership process.

There are three main components:

FUNDAMENTAL – which is about achieving the competence required to undertake the qualification

and provides the foundation for further learning. In other words literacy, numeracy and life skills to an

agreed level of competency.

CORE – which competencies better equip the learner for the occupation? This should also include issues

such as health and safety, entrepreneurship and so forth. The majority of the qualification must be

located here as it contextualises the qualification, and

ELECTIVE – this ensures specific standards for specific occupations. In other words it affords the

Learnership the opportunity to become highly specialised around a specific occupation.


LEARNERSHIPS

A Learnership is a structured learning programme that has been formally registered with the department of

labour and contains both practical (70%) and theoretical (30%) components.

Learnerships are of a specified nature, level and duration (usually one year) resulting in a nationally

recognised qualification. Learnerships are provided by employers (both large and small) in conjunction with

the learner, the relevant SETA (sector education and training authority), and or an accredited training

provider.

Generally, learnerships are work based and enable successful, competent learners the opportunity to

progress in a job. Each learner is required to enter into a standard contract, obtainable through a SETA,

which regulates the learnership process.

NOTE


What is a learnership?

• A learnership is a work based learning programme that leads to an NQF registered qualification.

Learnerships are directly related to an occupation or field of work, for example, electrical

engineering, hairdressing or project management.

• Learnerships are managed by Sector Education and Training Authorities (SETAs). They were

introduced by government to help skill learners and to prepare them for the workplace.

• Learnership programmes can help you to gain the necessary skills and workplace experience that

will open up better employment or self employment opportunities.

• Learnerships are based on legally binding agreement between an employer, a learner and a Training

Provider. This agreement is intended to spell out the tasks and duties of the employer, the learner


and the Training Provider. It is designed to ensure the quality of the training and to protect the

interests of each party.

• A learnership requires that a learner enter into a fixed term employment contract with the

company whilst studying towards a qualification registered on the National Qualifications

Framework (NQF), which is in line with the learnership (the cost of the qualification falls to the

Company). Once the qualification is completed, the learnership will also end.

Why are learnerships important?

• Learnerships promote access to education and training, as they allow you to work and get started

on your career while also studying for an educational qualification.

• SETAs oversee learnerships and ensure that they offer qualifications related to a specific occupation

or sector of the economy. All 21 SETAs have developed NQF-aligned programmes that will help you

gain recognised qualifications while getting on-the-job experience.

• SETAs manage the registration of learnerships in order to meet the skills development needs across

the sectors.

How do learnerships work?

• Learnerships require you to complete a theoretical course as well as practical training, which is

done at a workplace, in order to graduate.

• The workplace component of the qualification involves hands-on, practical learning under the

guidance of a mentor, while the theoretical component is provided by an education and training

provider. Together they form an integrated and comprehensive learning programme.

The number of credits needed to graduate varies from learnership to learnership, so make sure that you

understand the minimum requirements if you want to complete a learnership. Find out from the relevant

SETA.

How can I implement a learnership?

The following steps have to be taken before the implementation of a learnership:


Choose a learnership

As a training provider you have to determine which learnerships you can provide training for. A list of

available learnerships can be accessed from the Department of Labour’s website at www.labour.gov.za

Ensure you are accredited

As a training provider, you need to ensure that you are accredited with a SETA in order to provide training

for a learnership. Non-accredited training providers cannot implement learnerships. A prerequisite for

accreditation as a 4 training provider will be that you have developed a curriculum for the learnership(s)

according to standards as prescribed in the South African Qualifications Authority Act, 1995 and that you

follow sound education and training and development practices. You also need to register as an Education

and Training Development Practitioner

Identify employers

Once you have determined which learnerships you are able to provide training for, you need to ensure that

you have identified suitable employers that are able to provide relevant workplace learning

Agree on the recruitment and selection of learners

Once you have identified potential employers, you need to reach agreement with them on the number of

learners they will employ, the selection criteria for learners, and the recruitment and selection of learners.

Recruit and select learners

Learners can be people that are already employed by their employers, or they can be unemployed people.

The Department of Labour is able to assist with the recruitment and selection of unemployed learners.

Please ask your nearest labour centre for the brochure on recruitment and selection services offered by

Department of Labour.

Sign a learnership agreement

Before starting the learnership, you need to ensure that a learnership agreement is signed by the employer,

the learner and your organisation. The learnership agreement is a legal contract that binds an employer, a

learner and a training provider into a relationship for the duration of the learnership. It specifies: What

learning outcomes must be achieved Employer’s responsibilities and rights Learner’s responsibilities and

rights , and rights and responsibilities as a training provider.


The training provider has the right of access to the learners’ books and learning material and the workplace,

if required.

The training provider is responsible for: Giving the training set out in the learnership Supporting the learner

Keeping records of training provided Assessing learner competence as outlined in the learnership Reporting

to the employer.

How to participate in a learnership?

• By now you have already put some thought into your career path, and as a result you will be able to

identify a learnership that will support your career goals.

• Your career path should be influenced by your interests, skills and strengths.

• The responsibility rests with you to investigate and research the different learnership options.

• You should find out as much as you can, including information on the criteria and requirements for

entering a learnership.

What are the benefits for learners?

• You may have better employment opportunities after completing a learnership

• You have a fixed-term employment contract for the duration of the learnership;

• Learnerships improve on the job performance so you are able to do things relevant to the job;

• You obtain a nationally-recognised qualification that is relevant to the sector

• You earn a learner allowance for the duration of the learnership.

How much does a learnership cost?

• Learnerships are generally funded by a relevant SETA

Will the learner be paid?

• There is a specified minimum learner allowance that must be paid to unemployed learners in a

learnership

• This is not a salary but covers expenses like travel and meals. Again, you should contact the relevant

SETA for more information.

Note:

The amount paid as a learner allowance depends on the SETA, type of learnership and the level of

qualification. The allowances and conditions are agreed to with each learner before the commencement of

the learnership.


How long does it take to complete a learnership?

• Learnerships will last as long as it takes to complete the qualification.

• This means that if the duration of the qualification is two years, then the learnership will last for

that period of time.

What does a learner receive on completion?

• During the learnership, learners will be required to complete assignments, tasks and practical tests

and projects.

• They will be formally assessed in the classroom and workplace.

• If all these assignments are completed successfully, they will be awarded an NQF-registered

qualification, that is recognised nationally.

• They will receive a certificate stating the qualification and the area of skill development.

What is required to enter into a learnership?

• If you are accepted you will need to sign two legal documents:

1. Learnership Agreement: this is an agreement signed by you, the organisation employing you, and

the education and provider offering the theoretical training component of the learnership. This

agreement clearly outlines the rights and responsibilities of all three parties.

2. Employment contract: this is a contract you will sign with the employ er, which is only valid for

the time period of the learnership.

Will I get a job after completing the learnership?

• Employment is not guaranteed, but once you have successfully completed your learnership, you will

be in a much better position to market yourself as you will now have both work experience and

theoretical training.

• You may also be in a better position to start your own business and generate an income that way.

• Can a learnership be terminated ?

• Yes, a learnership can be terminated under certain circumstances:

• An employer can terminate the contract of a learnership if:

• The duration specified in the learnership agreement has expired;

• The employer and learner have agreed in writing to terminate the learnership agreement, or if

there is no such agreement, the SETA t hat registered the agreement approves the termination; or


• The learner is fairly dismissed for a reason related to the learner’s conduct or capacity as an

employee.

• For more information, contact the SETA that manages the learnerships in the field in which you are

interested.

Benefits to the employer

• Through the learnership process, the employer is able to increase the level of skills of his/her

employees. More skilled employees:

• Are more likely to do the correct thing the first time and make fewer mistakes.

• Are more likely to ‘get the best’ out of machines

• Tend to be more independent workers Are more motivated because they know why what they are

doing is 3 important to the overall business and they might be less likely to leave their jobs.

There are also significant financial incentives for employers offering learnerships. These take the form of:

Cash Grants

• A cash grant reflecting the basic cost that will be incurred for the learnership will be provided to an

employer by their SETA.

• The employer must contact their SETA first to determine if they are eligible for a learnership grant.

• The learnership grants are discretionary, and a SETA will only pay these to an employer if they have

adequate funds available Tax Incentives An employer also qualifies for tax incentives if the

learnership agreement is registered formally with their SETA.

• Employers are eligible for two tax incentives, one at the beginning of the learnership and one at the

successful completion of the learnership.

• Employers should consult the SARS website www.sars.gov.za or their SETAs for further information

on the tax incentives available.


RECOGNITION OF PRIOR LEARNING (RPL)

• The Recognition of Prior Learning (RPL) is a process through which formal, non-formal and

informal learning are measured, mediated for recognition across different contexts and certified against

the requirements for credit, access, inclusion or advancement in the formal education and training

system or workplace. The aim is to make it possible to obtain formal recognition for knowledge gained

throughout life, such as in workplaces and own reading or experiences. The RPL process also entails

providing support to a candidate to ensure that knowledge is discovered and displayed in terms of a

relevant qualification registered on the National Qualifications Framework (NQF). - See more at:

http://www.saqa.org.za/list.php?e=rpl

http://www.saqa.org.za/list.php?e=rpl


FRAMEWORKS

OCCUPATIONAL QUALIFICATIONS FRAMEWORK

Purpose of Occupational Qualifications Framework

• To address the needs of the labour market

• To provide the certification of Occupational Competence, Meaningful skills related to specific

occupations as described in the "Organising Framework for Occupations' (OFO), It will clearly

identify the needs of industry and the labour market in general

• To provide certification to clarify the relationship between workplace based learning and the GET,

FET and HET bands, clarify issues related to access to and mobility or progressions within education,

training and career paths

• Alignment with research and evaluation of the SETA system which proposed a more focused

mandate for SETAs (moving quality assurance to the QCTO, and skills planning to the DHET)

• Recognition that many occupations are cross-sectoral and are not optimally served by the current

sectoral focus of SETAs

• Recognition that institutional learning (generally funded by the fiscus, or voted funds) and

workplace learning (generally funded by the Skills Development Levy) are complimentary to

occupational learning and therefore need to be funded in a complimentary manner and from a

cross-sectoral perspective


NATIONAL QUALIFICATION FRAMEWORK

http://www.saqa.org.za/list.php?e=NQF






The South African National Qualifications Framework

• The National Qualifications Framework Act 67 of 2008 provides for the National Qualifications

Framework (NQF). The NQF is a comprehensive system, approved by the Minister of Higher

Education and Training, for the classification, registration and publication of articulated and quality-

assured national qualifications and part-qualifications.

• The South African NQF is a single integrated system comprising three co-ordinated qualifications

Sub-Frameworks for General and further Education and Training, Higher Education and Trades and

Occupations.

Objectives of the NQF

• The objectives of the NQF are to:

• Create a single integrated national framework for learning achievements;

• Facilitate access to, and mobility and progression within, education, training and career paths;

• Enhance the quality of education and training;

• Accelerate the redress of past unfair discrimination in education, training and employment

opportunities.

• The objectives of the NQF are designed to contribute to the full personal development of each

learner and the social and economic development of the nation at large.

Sub-Frameworks

The NQF is a single integrated system which comprises of three co-ordinated qualifications Sub-

Frameworks. These are:

• General and Further Education and Training Sub-Framework (GFETQSF)

• The Higher Education Qualifications Sub-Framework (HEQSF)

• The Occupational Qualifications Sub-Framework (OQSF)

The Sub-Frameworks have qualifications registered at the following NQF levels:

• GFETQSF - levels 1 to 4;

• HEQSF - levels 5 to 10;

• OQSF - levels 1 to 6. For NQF levels 7 and 8 the Quality Council for Trades and Occupations can

motivate for a qualification only in collaboration with a recognised professional body and the

Council on Higher Education, in a process co-ordinated by SAQA.


THE BROAD-BASED BLACK ECONOMIC EMPOWERMENT –

DEPARTMENT OF TRADE AND INDUSTRY (DTI)

NOTE

Refer to the CHIETA funding policy (Section 12 THE REVISED BROADBASED BLACK ECONOMIC

EMPOWERMENT CODES OF GOOD PRACTICE) for more detail

INTRODUCTION

• Broad-Based Black Economic Empowerment (B-BBEE) is a key part of the broad development

objectives and is aimed at achieving Government’s outcome 4 on inclusive economy and job

creation.

• The mandate : -

• Section 9 ( 2) of the Constitution of the Republic of South Africa:

• “Equality includes the full and equal enjoyment of all rights and freedoms. To promote the

achievement of equality, legislative and other measures designed to protect or advance persons

or categories of persons disadvantaged by unfair discrimination maybe taken.”

GENERAL PRINCIPLES

Contribute to the achievement of the country’s economic growth and social development goals by

developing skills that will enrich the creation of decent work and sustainable livelihoods

Promote the development of industry skills base in critical sectors of production and value-added

manufacturing , which are largely labour incentive industries;

http://www.thedti.gov.za Telephone 0861 843 384 (12) 394 9500 E-mail [email protected]

http://www.thedti.gov.za




http://www.thedti.gov.za/




Support “Professional, Vocational, Technical, and Academic Learning Programmes”, achieved by

means of professional placements, work integrated learning, apprenticeships, learnerships and

internships that meet the critical needs for economic growth and social development.

Strengthen the skills and human resource base by encouraging support of skills development

initiatives within an emphasis on skills development and career pathing for all working people in

order to support employment creation.

THE REVISED BROADBASED BLACK ECONOMIC EMPOWERMENT CODES OF GOOD PRACTICE

New Codes of Good Practice in relation to BBBEE were issued in October 2012 (Notice No. 800 Government

Gazette No. 35754, 5 October 2012). In terms of the measurement of the skills development element of

broadbased black economic empowerment , clause 2.1 specifies the skills development expenditure on

learning programmes for black employees and black employees with disabilities as a percentage of the

leviable amount;

Clause 2.1.1 refers to number of black people (employees) participating in learnerships,

apprenticeships or internships as a percentage of employees;

Clause 2.1.2 refers to number of black people (unemployed) participating in learnerships,

apprenticeships or internships as a percentage of employees;

Clause 2.1.3 are bonus points for number of black people absorbed by the measured and industry at

the end of the learnership programme;

In terms of threshold requirements in clause 2.4.1 a measured entity must achieve a minimum of 40% of the

target set out in the skills development scorecard and in clause 2.4.2 noncompliance with the threshold

targets will result in the achieved BEE Status Level being discounted.

Clause 3 covers key measured principles and in subsection 3.1, it is specified that a measured entity will

receive points on the skills development score card only if:

• They have developed the following SETA documents: the Workplace Skills Plans, Annual Training

Report and PIVOTAL report; and

They have implemented programmes targeted at developing priority skills generally and specifically

for the black people.


SKILLS DEVELOPMENT

The principle of EAP is applicable in the Skills Development as per the Management Control Element;

KEY MEASUREMENT PRINCIPLES

• In order for the Measured Entity to receive points on the Skills Development Element

• Workplace Skills Plan, an Annual Training Report and Pivotal Report which are SETA approved; and

• Implementation of Priority Skills programme generally, and more specifically for black people.

• The 6 % compliance target includes external training expenditure for unemployed black people.

• A trainee tracking tool has to be developed in order for the Measured Entity to score for absorption

category

• If less than 100% of the trainees are absorbed the percentage achieved or absorbed will be

recognised.

SUBMINIMUM AND DISCOUNTING PRINCIPLE

• A Measured Entity must achieve a minimum of 40% of the overall points set in the Skills

Development Element

• Non-compliance to the threshold targets will result in the overall achieved BBBEE status level being

discounted

SKILLS DEVELOPMENT EXPENDITURE

• includes any legitimate expenses incurred for any Learning Programme offered by a Measured

Entity to its employees evidenced by an invoice or appropriate internal accounting record.

• arising from Informal and workplace Learning Programmes or from Category F and G Learning

Programmes under the Learning Programmes Matrix cannot represent more than 15% of the total

value of Skills Development Expenditure.

• legitimate training costs such as accommodation and catering cannot exceed 15% of the total value

of Skills Development Expenditure


Category Skills Development Element Weighting

points Compliance

Target

2.1.1 Skills Development Expenditure on any programme specified in the Learning Programme Matrix for black people as a percentage of the Leviable Amount

1.1.1.1 Skills Development Expenditure on Learning Programmes specified in the Learning Programme Matrix for black people as a percentage of Leviable Amount.

8 6 %

1.1.1.2 Skills Development Expenditure on Learning Programmes specified in the Learning Programme Matrix for black employees with disabilities as a percentage of Leviable Amount.

4 0.3%

1.1.2 Learnerships, Apprenticeships, and Internships

1.1.2.1 Number of black people participating in Learnerships, Apprenticeships and internships as a percentage of total employees

4 2.5%

1.1.2.2 Number of black unemployed people participating in training specified in the learning programme matrix as a percentage of number of employees

4 2.5%

Bonus points:

2.1.3 Number of black people absorbed by the Measured and Industry Entity at the end of the Learnerships programme

5 100%


The following PDF documents have been provided as support to the SDC Toolkit –

Centres of Specialisation in the TVET College Sector : Published by the DHET

CHIETA Skills Development Committee Survey 06 July 2017 : CHIETA

Guidelines for the Establishment of the Training Committee

Practical Guide - skills development impact evaluation : International Labour Office

Recognition of Prior Learning : SAQA

Skills Development Facilitator and Committee Guidelines

Towards an OECD skills strategy : OECD

Training Committee Constitution and TOR

CHIETA Funding model for Learning Programmes

Skills Development Act

CHIETA Funding Policy

Procedure for the submission of WSP-ATR and PIVOTAL Training Plan (Annexure 1: Page 34 of CHIETA

funding policy)

Skills Development Committees (SDCs) or Training Committees (Annexure 2: Page 35 of CHIETA funding

policy)

Provides the reader with additional Reading, Tools

and Guidelines

HELPFUL DOCUMENTS


Consultation (Annexure 3: Page 36 of the CHIETA funding policy)

Learning Programme Matrix (Annexure 4: Page 37 of CHIETA funding policy)

National Development Plan Vision 2030

Industrial Policy Action Plan (IPAP) 2017_18 to 2019_20

List of all FAQ’s



CONTACT INFORMATION CHIETA CALL CENTRE: 0860 244 382 CHIETA ANTI-FRAUD HOTLINE: 0800 204 489 Head Office: Tel: +27 11 628 7000 KwaZulu-Natal/ Eastern Cape: Tel: +27 31 368 4040 Gauteng: Tel: +27 11 628 7000 Western Cape: Tel: +27 21 551 1113/4 Email: [email protected] CHIETA website: www.chieta.org.za

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