Workplace Skills Plan (WSP) Grant Application & Guidelines€¦ · Web viewThis grant application...

Updated 12 July 2005 AgriSETA

Workplace Skills Plan (WSP) Grant Application & GuidelinesEmployers employing 50 or MORE employees For the period 1 April 2005 to 31 March 2006Physical Address: 529 Belvedere street Arcadia, Pretoria.| Website www.agriseta.co.za| Phone: (012) 325-1655 | Fax: (012) 325-1677 | email: [email protected]

GUIDELINES

The Workplace Skills Planning (WSPG) application is fixed as a percentage of levies paid by an employer. An employer who makes an application on time and in the proper manner will receive 50% of the total of the levies paid in 2005/6. This grant application has been prepared in terms of Annexure 2, Skills Development Act, 1998, Seta Grant Regulations, Application for Mandatory Grant by Employer [Regulation 6(1)(A)].

The Workplace Skills Planning (WSPG) and the Annual Training Report (ATR) Grant are central to the skills development system, which is responsive to the economic and social needs of South Africa. The ATR allows employers to monitor the achievement of the skills priorities and skills development objectives that were outlined in the WSP. Where there are variations between the WSP and the ATR, the ATR provides employers and Skills Development Facilitator's (SDFs) with an opportunity to analyse reasons for non-completion of planned training.

CONFIDENTIALITY

AgriSETA recognises the need for absolute discretion in respect of the information requested in the grant application and employers are assured that all information received will be treated with the highest regard for confidentiality. Information received in the grant applications are aggregated for the purposes of the Sector Skills Plan (SSP), research and strategic directives.

SUBMISSION GUIDELINES

If the employer does not claim a mandatory grant by the deadline date, the Seta must immediately (in terms of the relevant regulations) transfer the employer’s unclaimed mandatory grant funds to the discretionary grant fund.

In terms of the relevant regulations, requests for extensions and late grant submissions will not be accepted by the Seta. The only exception to this is where an application for the WSP is submitted within 6 months of registration in the case of an employer who has registered for the first time in terms of section 5(1) of the Skills Development Levies (SDL) Act.

A Seta may not pay any grant to an employer who is liable to pay the SDL in terms of section 3(1) of the SDL Act unless the employer:

o has registered with the Commissioner in terms of the SDL Acto has paid the levies directly to the Commissioner in the manner and within the period determined in the SDL

Acto is up to date with the levy payments to the Commissioner at the time of approval and in respect of the

period for which an application is madeo has submitted a WSP within the timeframes prescribedo is registered with AgriSETA and the levy contributions are up-to-date Employers who fail to meet the prescribed criteria will forfeit the grant. The WSPG and ATR completed correctly and submitted in the required format. The WSPG must be submitted to AgriSETA by no later than 30 September 2005 in terms of the

Department of Labour deadline. The deadline of 30 September is applicable for only 2005; thereafter the deadline will revert to 30 June for all employers to submit their WSPG and ATR.

The following is to be noted:o Please include your SDL number on each page of the application form.o Please ensure that the SDF and the relevant Authorised Signatory sign each page of the grant application

form. Names may not be typed in this space, signatures must be manually completed. Kindly ensure that all sections are completed in full.

o Please retain a copy of the grant application for your own record.o Should a section or page not be applicable to your own organisation, please clearly mark that section not

applicable (NA) and draw a line through the section.o This documentation is applicable to employers employing 50 or MORE employees only.

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A1 DETAILS OF EMPLOYER

Complete the information in the table below.

1. Name of organisation

2. Postal address

City and province

Postal code

3. Physical addressIf the workplace skills plan or training report is submitted on behalf of one or more establishments, please attach a list of names and addresses, including physical and postal addresses. Also include the size of each establishment and telephone number.

4. SDL number (include the SDL number and name of main and linked SDLs)

Linked L number

Linked L number

5. Telephone number

6. Fax number

7. E-mail address

8. Have banking details been completed (see authorization page at end of application)? YES / NO

9. Total employment (defined as total workforce in respect of which SDL have been paid to SARS)

10. * Name(s) of Skills Development Facilitator(s) (SDF)

11. SDF address (if different from address of organisation indicated above)

12. Contact details of SDF

a. Telephone number

b. Mobile telephone number

c. Fax number

d. E-mail address

13. Date of submission

* See attached criteria for appointment /nomination of a Skills Development Facilitator

SDLSignatories Employer representative

Employee representative

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A2 CURRENT EMPLOYMENT PROFILE at 1 April 2005

This is defined as the total workforce in respect of which SDL have been paid to SARS. Please include all permanent staff including, partners, directors and learners (irrespective of whether or not they are exempt for the SDL). Do not include other employees for whom you do not pay SDL e.g. temporary workers. -

Number of beneficiaries per population group

African Coloured Indian/Asian White Total

* Occupation Categories M F D M F D M F D M F D M F D

Legislators, Senior Officials, Managers & Owner Managers

Professionals

Technicians & Associated Professionals

Clerks & Administrative Workers

Service & Sales Workers

Skilled Agricultural & Fishery Workers

Skilled Workers, Craft & Related Trades

Plant & Machine Operators & Assemblers

Labourers & Elementary Occupations

Permanent Staff Total

Seasonal workers/ Contractors Total

Grand TotalIn the table above: M=Male, F=Female, D=Person with disability

* See attached definitions of Occupational Groups



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A3 ANNUAL SKILLS PRIORITIES (Strategic skills development priorities for the current financial year)

Please list the three most important skills priorities (NOT courses but eg. Technical skills or export readiness, etc.) Once the skills priorities have been listed, estimate (with a tick in the appropriate box) at which educational level such a priority will most likely be addressed, eg. Technical skills at levels one and two and export readiness estimated at level 4 (The education and training levels are described in the section “Guidelines for completion of the application form” towards the end of this document). Note: AgriSETA requires only the three most important skills priotities. Should you wish to add more skills priorities, please feel free to do so.

Annual Skills Priorities

Level of planned education and training (beneficiaries of training) SAQA Registered?

Skills Priorities General Further Higher SAQA ID No (If SAQA

registered)No. List education and training priorities

GeneralUp to and incl. Level

12 3 4 5 6 7 8 Yes No

e.g. Technical Skills X X 4 Export readiness X

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.



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A4 WORKPLACE SKILLS PLAN (for the current financial year)

This table identifies those beneficiaries that will participate in learning interventions. Please indicate the number of beneficiaries who will receive training and NOT the number of programmes to be run during the course of the year. Count each planned recipient of training once only.


African Coloured Indians Whites Total

Occupation Categories * People to be trained during current financial year

Priority number as listed

in the prevsios

table

M F D M F D M F D M F D M F D

Legislators, Senior Officials, Managers & Owner Managers

Current employees (at this level)

Current employees (earmarked for development at this level)External new recruits (including 18(2) learners at this level and above)

Professionals Current employees (at this level)


Technicians & Associated Professionals



Clerks & Administrative Workers Current employees (at this level)


Service & Sales Workers Current employees (at this level)


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African Coloured Indians Whites Total

Occupation Categories * People to be trained during current financial year

Priority number as listed

in the prevsios

table

M F D M F D M F D M F D M F D

Skilled Agricultural & Fishery Workers Current employees (at this level)


Skilled Workers, Craft & Related Trades workers Current employees (at this level)


Plant & Machine Operators & Assemblers



Labourers & Elementary Occupations



TOTAL Current employees (at this level)

TOTAL Current employees (earmarked for development at this level)

TOTAL External new recruits (including 18(2) learners at this level and above)

In the table above: M=Male, F=Female, D=Person with disability* See attached definition of people to be trained

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A5 DEVELOPMENT AND CONSULTATIVE PROCESS (1 APRIL 2005 – 31 MARCH 2006)

It is recommended that organisations with more than 50 employees establish a Training/Skills Development Committee. It is incumbent upon the SDF to ensure that all levels of the organisation are represented in the Committee. It is preferred that employees are consulted about the person designated as SDF. Employees should also be informed of the WSP and the implementation of the WSP. This committee should reflect the interests of employees from all occupational categories in the organisation’s workforce.

Add more lines if required. Please retain supportive documents should it be required by AgriSETA, e.g. minutes.

1. Which of the following processes were used to develop the WSP?

1. Training/Skills Development Committee2. Employees were consulted3. Employees were not consulted4. Other e.g. performance appraisal system, please specify5.

Should you wish to expand on your choice above, please do so in the space below:



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A5 AUTHORISATION

Name of Authorised Signatory

(e.g. Owner, Managing Partner, Trustee)

………………………..……. ……….the Authorised Signatory, and ………………………..……. the Skills Development Facilitator, declare that this

application for a Workplace Skills Planning Grant 2005/6 in respect of …...…………….……….. ……..(insert SDL number/s) is to the best of our knowledge true and correct. We understand that AgriSETA may independently verify the information. We also understand that it is an offence in terms of section 33(b) of the Act to knowingly furnish any false information in this application and that we may be fined or imprisoned for one year if we are found guilty of knowingly furnishing such false information. This organisation is up-to-date with levy payments to SARS. This is proof that consultation has occurred between employer and employees (through the Training/Skills Development Committee if applicable).

Signed (SDF) Date

Signed (Authorised Signatory) e.g. Owner, Managing Partner, Trustee Date

On behalf of Training Committee (Employer Representative)


Signed Date

On behalf of Training Committee (Employee Representative)


Signed Date

Please complete this section in full even if you have submitted banking details before. Organisations completing a consolidated grant submission must complete a separate banking details form for each SDL number where banking details differ.

Registered Name

Trading Name

Postal address Postal code

Skills Development Levy number

Details of Company/Entity bank account are as follows:

Name of Bank Branch

Address of Bank

Branch code Account number

Type of account Please tick the appropriate box () Savings Current

Attach at least one of the following to confirm banking details:

copy of cheque original cancelled cheque letter from the bank confirming the details

To Whom it May Concern: The Company/Entity authorises AgriSETA to pay any amounts, which may accrue, to the Company/Entity into the Company’s/Entity’s account with the bank reflected above. The Company/Entity understands that the credit transfers, which it has authorised, will be processed by computer through a system known as the “ACB ELECTRONIC TRANSFER SERVICES”. The Company/Entity also understands that no additional advice of payment will be printed on the Company’s/Entity’s bank statement or any accompanying voucher. The Company/Entity may cancel this authority by giving thirty (30) days written notice to this effect, such notice to be sent by prepaid registered post.

Name Identity No.

Job title Date

Signed by the employer representative whose details appear above and who warrants that he/ she is duly authorised to bind the company

WSP 2005/6 Employers 50+

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GUIDELINES FOR COMPLETION OF THE APPLICATION FORM

DEFINITION OF KEY TERMSCURRENT EMPLOYEES (EARMARKED FOR DEVELOPMENT AT THIS LEVEL) is required in order to determine which and how many individuals are intended for promotion i.e. from lower levels in the organisation to higher levels in the organization

EXTERNAL NEW RECRUITS (INCLUDING 18(2) LEARNERS AT THIS LEVEL AND ABOVE) are individuals needed during the WSP period as a result of business expansion, intention to train etc … The individuals that will be externally recruited, will not be currently employed in the organization. This information is required to identify growth opportunities within the sector. The word ‘level’ refers to NQF level.

.

The NATIONAL QUALIFICATIONS FRAMEWORK (NQF) provides principles and guidelines for recording learner achievements. Based on nationally recognised qualifications. The NQF encourages life-long learning. Qualifications have been divided into eight bands as indicated in the table. If your training and education interventions have been registered with SAQA please provide the SAQA ID number.

FET

BAND LEVEL EDUCATION & TRAINING INTERVENTIONGETGeneral education and training 1 ABET Level 4/ Grade 9

National certificates

FETFurther education and training

2National certificates3

4

HETHigher education and training

5 National diplomas National certificates

6 National first degrees Higher diplomas

7 Professional qualifications Honours degrees

8Post-doctoral research degrees Doctorates Masters degrees

FET consists of all learning and training programmes from Levels 2 to 4 on the National Qualifications Framework (NQF), or the equivalent of Grades 10 to 12 in the school system. Learners enter FET after the completion of the compulsory phase of education at Grade 9 or level 1 of the NQF. FET is not compulsory education. By definition, it has no age limit. Its goal is to promote life-long learning and education on the job. The mission of FET is to foster intermediate to high-level skills, lay the foundation for HE, facilitate the transition from school to work, develop well-educated, autonomous citizens and provide opportunities for life-long learning through the articulation of learning programmes. (Source: www.damelin.org.za 31 May 2005).

Higher Education learning programmes (HE) fall within Levels 5 to 8 on the National Qualifications Framework, and include certificate, diploma and degree as well as postgraduate programmes. Higher Education takes place in public universities and private higher education institutions, and in some further education colleges. In the typical culture of HE, learners are encouraged to develop independent critical thinking skills.

BAND LEVEL EDUCATION & TRAINING INTERVENTIONGETGeneral education and training 1 ABET Level 4/ Grade 9

National certificates

FETFurther education and training

2National certificates3

4

HETHigher education and training

5 National diplomas National certificates

6 National first degrees Higher diplomas

7 Professional qualifications Honours degrees

8Post-doctoral research degrees Doctorates Masters degrees

EDUCATION AND TRAINING INTERVENTIONS may include the following:


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Learnerships Short courses (internal or external) Skills programmes Certificates, Diplomas or Degrees On-the-job training In-house courses Mentoring schemes Literacy and numeracy training Life skills training

These interventions can be presented by private training providers, Technikons, Colleges or Universities


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CRITERIA FOR THE APPOINTMENT/NOMINATION OF A SKILLS DEVELOPMENT FACILITATORS

1. Appointment of Skills Development Facilitator

1. Every employer must appoint an employee or any other person who is formally contracted to the employer as a Skills Development Facilitator.

2. Employees with fewer than 50 employees or with a sales turnover less than that specified in Schedule 4 to the Employment Equity Act, 1998 (Act 55 of 1998) may jointly appoint a Skills Development Facilitator.

3. The employer must submit to the Seta the name and contact details of the person who is to serve as Skills Development Facilitator for the financial year on or before 1 April of each year.

4. If the Skills Development Facilitator leaves the employer’s service, the employer must forthwith:a. appoint a new Skills Development Facilitator; andb. submit the name and contact details of the new facilitator to the Seta

5. A Seta may publish criteria for the appointment of Skills Development Facilitators.

Functions to be performed by the Skills Development Facilitator

1. The functions of a Skills Development Facilitator are to:a. assist the employer and employees to develop a Workplace Skills Plan which complies with

the requirements of the Seta;b. submit the Workplace Skills Plan to the relevant Seta;c. advise the employer on the implementation of the Workplace Skills Plan;d. assist the employer to draft an annual training report on the implementation of the

Workplace Skills Plan which complies with the Setas requirements;e. advise the employer on the quality assurance requirements set by the Seta;f. act as a contact person between the employer and the sector Seta; andg. serve as a resource with regard to all aspects of skills development.

2. The employer must provide the Skills Development Facilitator with the resources, facilities and training necessary to perform the functions set out in sub-item (1).

2. Consultation with employees

1. An employer with more than 50 employees must take reasonable steps to consult and attempt to reach agreement on the appointment/nomination of a Skills Development Facilitator, the Workplace Skills Plan and the report on the implementation of the Workplace Skills Plan:

a. with a representative trade union representing members at the workplace and its employees or representatives nominated by them; or

b. if no representative trade union represents members at the workplace, with its employees or representatives nominated by them.

2. The employees or their nominated representative with whom an employer consults in terms of sub-item (1), taken as a whole, must reflect the interests of employees from across all occupational categories and levels of the employer’s workforce.

3. Sub-items (1) and (2) do not apply if an employer and a registered trade union have concluded a collective agreement in terms of section 86(1) of the Labour Relations Act, conferring joint decision-making on a workplace forum in respect of the matters contemplated by sub-item (1).

DEFINITIONS OF OCCUPATIONAL GROUPS

Legislators, Senior Officials, Managers & Owner Managers (Major Group 1) Legislators, senior officials and managers who determine, formulate, plan, direct or advise on government policies,

as well as those of special-interest organisations, formulate laws, public rules and regulations, represent governments and act on their behalf, oversee the interpretation and implementation of government policies and legislation, or plan, direct, and coordinate the policies and activities of enterprises or organisations, or their internal departments or sections. Supervision of other workers may be included.

In some instances where specific professional, technical or operational skills and knowledge may be required of workers at legislative, administrative or managerial level, it may be difficult to decide in which category a specific job belongs. In these instances, additional information on the main tasks of the job in question is essential. If the main tasks require the operational application of specific professional knowledge or a particular technical skill, then the job belongs in a different major group. If, however, professional knowledge or technical skill serves only as a basis for legislative, administrative or managerial tasks, then the job belongs in this major group. For example, if one of the main tasks is to allocate research and development funds on the basis of financial knowledge, then the job belongs in this major group.

Examples include: Executive Managers (CEO, Country Managing Partner), Senior Managers (Managing Director, Senior Partner, Partner, Senior Manager), Middle Manager, and Manager.

Professionals (Major Group 2) People who possess a high level of professional knowledge and experience in a field of physical and life sciences

or the social sciences and humanities. Professionals increase the existing stock of knowledge, apply scientific or artistic concepts and theories, teach about the foregoing in a systematic manner, or engage in any combination of these three activities.

Tasks performed by professionals usually include: conducting analysis and research, and developing concepts, theories and operational methods, and advising on or applying existing knowledge related to physical sciences including mathematics, engineering and technology, and to life sciences including the medical profession, as well as to social sciences and humanities; teaching the theory and practice of one or more disciplines at different educational levels; teaching and educating handicapped persons; providing various business, legal and social services; creating and performing works of art; providing spiritual guidance; preparing scientific papers and reports. Supervision of other workers may be included.

Depending on the specific tasks and degree of responsibility in executing them, as well as on the national educational and training requirements, it might be appropriate to classify some of the occupations that are identified here into Major Group 3, Technicians and Associate Professionals. Such like cases are to be found in particular among teaching occupations, nursing occupations and social services occupations.

Examples include: Financial and Accounting Professionals, Information Management and Analysis Professionals, Human Resources Professionals, Legal Professionals, Operations Management Professionals and Economists, Sales and Marketing Professionals, Computer Programmers, IT Technicians, Accountants, Payroll Manager, Teaching Professionals, Management Consultants, Attorneys.

Technicians & Associated Professionals (Major Group 3) People who possess technical knowledge and experience in a field of the physical and life sciences or the social

sciences and humanities. 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, and teach at certain educational levels.

Tasks performed by technicians and associate professionals usually include: undertaking and carrying out technical work connected with research and the application of concepts and operational methods in the fields of physical sciences including engineering and technology, life sciences including the medical profession, and social sciences and humanities. Tasks also include: teaching children at primary and pre primary levels; teaching and educating handicapped persons; initiating and carrying out various technical services related to trade, finance, administration, including administration of a number of government laws and regulations, and to social work; providing artistic and sports entertainment; executing some religious tasks. Supervision of other workers may be included. Technicians and associate professionals may receive guidance from senior government officials, Managers or Professionals. It should be noted that, depending on the specific tasks and degree of responsibility in executing them, as well as on the national educational and training requirements, it might be appropriate to classify some of the occupations that are identified here into Major Group 2, Professionals. Examples are to be found in particular among teaching occupations, nursing occupations and social services occupations.

Examples include: Associate Accounting and Financial Professionals, Associate Financial and Accounting Professionals, Associate Information Management and Analysis Professionals, Associate Human Resources, Associate Legal Professionals, Associate Operations Management Professionals and Economists, Associate Sales and Marketing Professionals, Associate Engineering and Technology Professionals, Articled Clerks, Trainee Account/Audit clerks.

Clerks & Administrative Workers (Major Group 4) Clerks record, organise, store, compute and retrieve information related to the work in question, and perform a

number of clerical duties especially in connection with money-handling operations, travel arrangements, requests for information, and appointments.

Tasks performed by clerks usually include: stenography, typing, and operating word processors and other office machines; entering data into computers; carrying out secretarial duties; recording and computing numerical data; keeping records relating to stocks, production and transport; keeping records relating to passenger and freight transport; carrying out clerical duties in libraries; filing documents; carrying out duties in connection with mail services;

preparing and checking material for printing; writing on behalf of illiterate persons; performing money-handling operations; dealing with travel arrangements; supplying information requested by clients and making appointments; operating a telephone switchboard. Supervision of other workers may be included.

Examples include: Bookkeepers, Data Capture Clerks, Accounts Clerks, Tax clerks, Secretarial staff and typists, Receptionists, Cashiers/Tellers, Switchboard Operators, Administrative Assistants, Administrative Clerks, Filing Clerks, Post room Clerks, Printing Assistants.

Service & Sales Workers (Major Group 5) Service workers and shop and market sales workers provide personal and protective services related to travel,

housekeeping, catering, personal care, or protection against fire and unlawful acts, or they pose as models for artistic creation and display, or demonstrate and sell goods in wholesale or retail shops and similar establishments, as well as at stalls and on markets.

Tasks performed by service workers and shop and market sales workers usually include: organisation and provision of services during travel; housekeeping; preparation and serving of food and beverages; child care; rudimentary nursing and related care at homes or in institutions; personal care, such as hairdressing or beauty treatment; companionship; astrology and fortune-telling; embalming; funeral arrangements; protection of individuals and property against fire and unlawful acts and enforcement of law and order; posing as models for advertising, artistic creation and display of goods; selling goods in wholesale or retail establishments, as well as at stalls and on markets; demonstrating goods to potential customers. Supervision of other workers may be included.

Examples include: Service Workers, Shop and Market Sales workers, Delivery Workers, Cleaning Workers, Security Worker, Technical and Maintenance workers, Shop Attendants, ‘Tea ladies’, Retail Sales Workers.

Skilled Agricultural & Fishery Workers (Major Group 6) Skilled agricultural and fishery workers grow and harvest field or tree and shrub crops, gather wild fruits and plants,

breed, tend or hunt animals, produce a variety of animal husbandry products, cultivate, conserve and exploit forests, breed or catch fish and cultivate or gather other forms of aquatic life in order to provide food, shelter and income for themselves and their households.

Tasks performed by skilled agricultural and fishery workers usually include: preparing the soil; sowing, planting, spraying, fertilising and harvesting field crops; growing fruit and other tree and shrub crops; growing garden vegetables and horticultural products; gathering wild fruits and plants; breeding, raising, tending or hunting animals mainly to obtain meat, milk, hair, fur, skin, sericultural, apiarian or other products; cultivating, conserving and exploiting forests; breeding or catching fish; cultivating or gathering other forms of aquatic life; storing and carrying out some basic processing of their produce; selling their products to purchasers, marketing organisations or at markets. Supervision of other workers may be included.

Examples include: Farmers, Crop Growers, Fishermen, Horticulturists, Forestry Workers etc

Skilled Workers, Craft & Related Trades (Major Group 7) Craft and related workers apply their specific knowledge and skills in the fields of mining and construction, form

metal, erect metal structures, set machine tools, or make, fit, maintain and repair machinery, equipment or tools, carry out printing work as well as produce or process foodstuffs, textiles, or wooden, metal and other articles, including handicraft goods.

The work is carried out by hand and by hand-powered and other tools which are used to reduce the amount of physical effort and time required for specific tasks, as well as to improve the quality of the products, The tasks call for an understanding of all stages of the production process, the materials and tools used, and the nature and purpose of the final product. Tasks performed by craft and related trades workers usually include: extracting and working solid minerals; constructing, maintaining and repairing buildings and other structures; casting, welding and shaping metal; installing and erecting heavy metal structures, tackle and related equipment; making machinery, tools, equipment, and other metal articles; setting for operators, or setting and operating various machine tools; fitting, maintaining and repairing industrial machinery, including engines and vehicles, as wells as electrical and electronic instruments and other equipment; making precision instruments, jewellery, household and other precious-metal articles, pottery, glass and related products; producing handicrafts; executing printing work; producing and processing foodstuffs and various articles made of wood, textiles, leather and related materials. Supervision of other workers may be included.

Examples include: Miners, Ore Processors, Bricklayers, Carpenters, Plumbers, Electricians, Painters, Aircraft Mechanics, Welders, Glass-Makers, Fitter And Turners, Boiler Makers, Clothes and Shoemakers, Locksmiths etc

Plant & Machine Operators & Assemblers (Major Group 8) Plant and machine operators and assemblers operate and monitor industrial and agricultural machinery and

equipment on the spot or by remote control, drive and operate trains, motor vehicles and mobile machinery and equipment, or assemble products from component parts according to strict specifications and procedures.

The work mainly calls for experience with and an understanding of industrial and agricultural machinery and equipment as well as an ability to cope with machine-paced operations and to adapt to technological innovations.

Tasks performed by plant and machine operators and assemblers usually include: operating and monitoring mining or other industrial machinery and equipment for processing metal, minerals, glass, ceramics, wood, paper, or chemicals, as well as operating and monitoring water-treating or electrical-power-generating installations, and related plant; operating and monitoring machinery and equipment used to produce articles made of metal, minerals, chemicals, rubber, plastics, wood, paper, textiles, fur, or leather, and which process foodstuffs and related products operating printing and bookbinding machines; driving and operating trains and motor vehicles; driving, operating and monitoring mobile industrial and agricultural machinery and equipment; assembling products from component parts according to strict specifications and procedures. Supervision of other workers may be included.

Examples include: Lathe Operators, Railway Signalers, Production Supervisors, Motor Mechanics, Mine Drills Operators, Assembly Line Workers etc

Labourers & Elementary Occupations (Major Group 9) People who perform mostly simple and routine tasks, involving the use of hand-tools and in some cases

considerable physical effort, and generally only limited personal initiative and judgment. Tasks performed by workers in elementary occupations usually include: selling goods in streets and public places,

or from door to door; providing various street services; cleaning, washing, pressing; taking care of apartment houses, hotels, offices and other buildings; washing windows and other glass surfaces of buildings; delivering messages or goods; carrying luggage; door keeping and property watching; stocking vending machines or reading and emptying meters; collecting garbage; sweeping streets and similar places; performing various simple farming, fishing, hunting or trapping tasks performing simple tasks connected with mining, construction and manufacturing including product-sorting and simple hand-assembling of components; packing by hand; freight handling; pedaling or hand-guiding vehicles to transport passengers and goods; driving animal-drawn vehicles or machinery. Supervision of other workers may be included.

Examples include: News Vendors, Tinkers, Char-workers, Sweepers, Garbage Collectors, Kitchen Workers, Farm-Hands, Door-To-Door And Telephone Sales Persons, Construction Workers, Quarry Workers, Security Guards, Caretakers etc

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