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US ID: 15221 Provide information and advice regarding skills development and related issues
Page 1
Learner Guide v1 ©ympg Review Date: June 2014
50331 National Certificate: Occupationally
Directed Education, Training and Development
Practices
LEARNER GUIDE
Module : 06- Evaluate HRD
interventions
SAQA: 15221 Provide information and advice regarding
skills development and related issues
CREDITS: 04
NQF LEVEL: 05
US ID: 15221 Provide information and advice regarding skills development and related issues
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Learner Guide v1 ©ympg Review Date: June 2014
TABLE OF CONTENT
Unit: 01 Provide information and advice on
legislation related to skills
development.
12
Unit: 02 Provide information and advice
concerning learning and
assessment.
25
Unit: 03 Provide advice to an organisation
concerning the promotion of skills
development.
30
RESOURCES
38
US ID: 15221 Provide information and advice regarding skills development and related issues
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Learner Guide v1 ©ympg Review Date: June 2014
SECTION A: PROGRAMME/MODULE INFORMATION
1. Introduction
2. Module Introduction
3. Purpose of the Module
4. Duration & Notional Hour Grid
5. Programme delivery structure
SECTION B: LEARNING MAP
1. Purpose
2. Specific Outcomes
3. Learner Support Pack
4. Formative Assessment
5. Summative assessment
SECTION C: SELF-REFLECTION
Addendums: Templates
US ID: 15221 Provide information and advice regarding skills development and related issues
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Learner Guide v1 ©ympg Review Date: June 2014
SECTION A: PROGRAMME/MODULE INFORMATION
1. Introduction
The learning experiences are designed to enable the learners to master the learning
content at the appropriate level.
The Learner Pack for this module contains the following documents/prescribed books:
Learner Orientation Guide
Learner Guide
Prescribed Material
Portfolio of Evidence
Logbook
2. Module Introduction
The module introduction with the facilitator will cover:
Overview of the module, including tasks and activities - expectations
Timetable
The Learner Guide
The Learner Portfolio of Evidence
Assessment: The importance of completing all tasks in the PoE; the neat and orderly
submission of evidence in the PoE; all forms completed and signed
Exit leaning outcomes Component
The Summative Assessment
Programme Assessment timetable schedule
US ID: 15221 Provide information and advice regarding skills development and related issues
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Learner Guide v1 ©ympg Review Date: June 2014
3. Purpose of the Module
NQF Unit Standard 15221 Provide information and advice regarding skills development and related issues
Field Field 03 - Business, Commerce and Management Studies
Subfield Human Resources
NQF Level Credit Value 04
Range of assessment methods and tools used
during the training session
Case Studies
Demonstrations
Discussions, questioning and feedback sessions
Group and small group work
Oral and Written Individual and Group Exercises
Practical Assignments
Practical, workplace-related Examples
Presentations and Observations
Questioning and Feedback Sessions
Skills practices
US ID: 15221 Provide information and advice regarding skills development and related issues
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Learner Guide v1 ©ympg Review Date: June 2014
1st/2nd /3rd/4th Semester
Quadmester system divides the academic year into four terms, up to 12 weeks each, and generally
counts the summer as one of the terms.
Pro
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24
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38
US ID: 15221 Provide information and advice regarding skills development and related issues
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Learner Guide v1 ©ympg Review Date: June 2014
Notes to the Learn
Learner Guide Introduction
Dear Learner,
Welcome to this Learning Programme. We trust that this Learning
Programme will be of great value to you during your studies and in your
future career.
To succeed in anything in life requires a lot of hard work.
It will be expected of you to work through this study guide with a great
deal of attention. It provides you with information on how to work
through the material, details exactly what will be expected of you and
what objectives you need to achieve during the study of this Learning
Programme. You will have to:
Complete your assignments with dedication and submit them in time.
Complete the self-study sections for your own benefit. The self-study
sections provide you with the opportunity to practice what you have
learnt.
Act as adult learners.
US ID: 15221 Provide information and advice regarding skills development and related issues
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Learner Guide v1 ©ympg Review Date: June 2014
Competencies
Essential Embedded
Knowledge of:
Legislation and regulations pertaining to the skills development acts and the NATIONAL QUALIFICATIONS FRAMEWORK
Organisational mission, vision, goals, strategies and
implementation plans
Critical Cross Field Outcomes
provide information related to skills development, including relevant legislation, learning and assessment,
advise an organisation concerning the alignment of skills development practices to the information provided; and
advise on the promotion of skills development.
US ID: 15221 Provide information and advice regarding skills development and related issues
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Learner Guide v1 ©ympg Review Date: June 2014
SECTION B: LEARNING MAP
1. Introduction Legislation relative to skills development is identified and outlined in terms of purposes and key elements.
2. Explanations are provided concerning the benefits, challenges and responsibilities of the legislation for organisations, providers and individuals. Common misconceptions and misgivings are identified and clarified.
3. Descriptions of the mechanisms for the implementation of the legislation are consistent with the Acts.
4. Structures are described in terms of their composition, function and relationships in line with current published definitions.
5. The processes and requirements for participation in the structures are described in line with current published definitions.
6. Information and advice is provided in a way that aligns the objectives of the legislation with the strategic objectives of the organisation. Consideration is taken of the various workplace pressures that may be encountered.
7. Conclusion
1. Introduction Information and advice is relevant to the established needs of the party concerned.
2. The information is sufficiently detailed to allow parties to make informed decisions concerning learning pathways and sources and mechanisms for learning and assessment.
3. Conclusion
UNIT 2 Provide information and
advice concerning learning and assessment.
UNIT 1 Provide information and
advice on legislation related to skills development.
US ID: 15221 Provide information and advice regarding skills development and related issues
Page 10
Learner Guide v1 ©ympg Review Date: June 2014
1. Introduction Barriers to the implementation of skills development plans are identified and advice provided contributes to the removal of such barriers.
2. Advice contributes to the development of effective advocacy campaigns to sensitise people and organisations to the concept, context, purpose, mechanisms and structures related to skills development.
3. Advice is given in a manner that is sensitive to various target groups.
4. Skills development activities are monitored and trends are evaluated resulting in sensible advice concerning the improvement of skills development.
5. Advice is given in a manner that helps to remove the emotional, educational, cultural and economic factors that constitute barriers to effective skills development
6. Conclusion
UNIT 3 Provide advice to an
organisation concerning the promotion of skills development.
ICONS
Icons Type of assessment Description
Formative knowledge
assessment:
This comprises of questions
to assess your knowledge.
You must obtain at least
80% in each assessment
criterion.
Self-reflexive assessment You will be required to
answer a few reflexive
questions.
Teamwork Self-Assessment
Form
After you completed this
course, you will be required
to assess your own
behaviour regarding team
work.
Work place experience After you completed this
course, you will be required
to assess your own
behaviour regarding work
experience.
Project research After you completed this
course, you will be required
to assess your own
behaviour regarding
research.
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
Unit: 1
Unit Outcomes
At the end of this unit you should be able to:
Unit3 Unit2 Unit1
1. Exit Learning Outcomes: 2. Introduction Legislation relative to skills development is identified and outlined in
terms of purposes and key elements. 3. Explanations are provided concerning the benefits, challenges and responsibilities
of the legislation for organisations, providers and individuals. Common misconceptions and misgivings are identified and clarified.
4. Descriptions of the mechanisms for the implementation of the legislation are consistent with the Acts.
5. Structures are described in terms of their composition, function and relationships in line with current published definitions.
6. The processes and requirements for participation in the structures are described in line with current published definitions.
7. Information and advice is provided in a way that aligns the objectives of the legislation with the strategic objectives of the organisation. Consideration is taken of the various workplace pressures that may be encountered.
Conclusion
Provide information and advice
on legislation related to skills
development.
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
Page | 13
Learner guide Date of review: June 2015
The functions of the SDF
The following are the specific functions of the skills development facilitator:
1. Assist the employer and workers with the development of a workplace skills plan
2. Submit the workplace skills plan to the relevant SETA
3. Advise the employer on the implementation of the workplace skills plan
4. Assist the employer with the drafting of an annual training report in relation to the
approved workplace skills plan
5. Advise the employer on the quality assurance requirements as set by the relevant
SETA
6. Served as a contact person between the employer and the relevant SETA
The skills development facilitator should be registered with the SETA, and should be able to
meet the competency guidelines for a skills development facilitator.
Who can be a SDF?
An employer must appoint a competent skills development facilitator who is able to
perform the functions stated above and who is one of the following:
1. an employee, or
2. a formally contracted, external person, or
3. a person who is jointly employed by a number of employers to assess the skills
development needs of the group of employers and workers concerned.
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RECAP AND REVISION
US15221: Provide information and advice
regarding skills development and related
issues
Legislation related to the Skills
Development Strategy
South African Qualifications Authority Act 55 of
1998 – will be replaced in 2009 by the NQF
Act
Skills Development Act 97 of 1999 – to be
amended
Skills Development Levies Act 9 of 1999 –
amended
Employment Equity Act 58 of 1998
Labour Relations Act 66 of 1995 as amended
ETQA’S
Quality Council for Trades and Occupations
will replace the ETQA’S at the 23 seta’s
QA functions have not been finalised
National Skills Authority
The NSA:
Advises the Minister of Labour on the nature and
implementation of Skills Development Policy and
Strategy;
Liaises with and oversees the workings of Sector
Education and Training Authorities (SETAs)
Standard Generating Bodies (SGBs)
Generate unit standards and qualifications in sub-
fields and levels and recommend these to SAQA
Recommend criteria for registration of assessors
and moderators
Sector Education and Training
Authorities (SETAs)
Have the following functions:
To develop a strategic focus and sector skills
plans
Establish and register Learnerships
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Learner guide Date of review: June 2015
Perform ETQA functions
Allocate grants
Monitor education and training
SETA
Agriculture (Agri-SETA)
Banking SETA
Chemical Industries (Chieta)
Clothing, Textiles, Fabrics and Leather
Industries (CTFL SETA)
Construction (CETA)
Education, Training and Development
Practices (ETDP SETA)
Energy Sector (ESETA)
Food and Beverages Industry (Foodbev
SETA)
Forest Industries (FIETA)
Health and Welfare (HWSETA)
Information Systems, Electronics and
Telecommunication Technologies (ISETT)
Insurance (INSETA)
Local Government, Water and Related
Services (LDWSETA)
Media, Advertising, Publishing, Printing
and Packaging (MAPPP)
Mining (MQA)
Manufacturing, Engineering and Related
Services (MERSETA)
Safety and Security (SASSETA)
Public Services (PSETA)
Services (SERVICE SETA)
Tourism, Hospitality and Sports (THETA)
Transport (TETA)
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
Skills Development Act 97 of 1999 – to be
amended
Purpose:
To improve the skills of the workforce
To increase investment in education and training
To promote the workplace as a learning
environment
To improve the prospects of those who were
previously disadvantaged
Improve productivity of South African workers
To encourage competitiveness
To encourage self-employment
Skills Development Levies Act 9 of
1999
WHO PAYS THE LEVY?
All employers with a payroll of more than
R500 000 per annum
HOW MUCH DO THEY PAY?
1% of their total payroll
WHO IS THE LEVY PAID TO?
SARS
20% Goes to the National Skills Fund
80% to the SETA
Wholesale and Retail (WRSETA)
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Learner guide Date of review: June 2015
SETA Retains 10% for admin and operational
costs
50% Can be distributed to constituent employers,
based on ART
10% is distributed as a discretionary grant
EMPLOYMENT EQUITY ACT
Introduced to prevent discrimination in the
workplace on the basis of:
Race, Age, Gender, Sexual Preference, Physical
or Mental Handicap and Social Class etc.
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
12 FIELDS OF LEARNING
1. Agriculture and Nature Conservation
2: Culture and the Arts
3: Business, Commerce and Management
4: Communication Studies and Language
5: Education, Training and Development
6: Manufacturing, Engineering and Technology
7: Human and Social Studies
8: Law, Military Sciences and Security
9: Health Sciences and Social Service
10: Physical, Mathematical, Computer and Life
Sciences
11: Services
12: Physical Planning and Construction
NATIONAL QUALIFICATIONS
FRAMEWORK
SEE NEW NQF ON PAGE 10
QUALIFICATIONS AND CREDITS
NATIONAL CERTIFICATE
(120 CREDITS)
NATIONAL FIRST DIPLOMA
(240 CREDITS)
NATIONAL FIRST DEGREE
(360 CREDITS)
CREDITS A CREDIT IS THE VALUE OR WEIGHT
ASSIGNED TO A PARTICULAR STANDARD
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Learner guide Date of review: June 2015
OR QUALIFICATION
1 CREDIT = 10 NOTIONAL HOURS
A Notional Hour is an indication of the time it
will take the average learner to achieve
competence in the unit standard
UNIT STANDARDS
UNIT STANDARDS ARE
“UNITS OF COMPETENCE”
OR
“BUILDING BLOCKS”
OF ANY QUALIFICATION
REGISTERED ON THE NQF
ALL SOUTH AFRICAN UNIT STANDARDS
INCLUDE THE FOLLOWING:
US TITLE
SAQA LOGO
US NUMBER
NQF LEVEL
CREDITS
REGISTRATION START AND END DATE
PURPOSE
LEARNING ASSUMED TO BE IN PLACE
SPECIFICE OUTCOMES
ASSESSMENT CRITERIA
ESSENTIAL EMBEDDED KNOWLEDGE
ACCREDITATION PROCESS
RANGE STATEMENTS
CRITICAL CROSS-FIELD OUTCOMES
ANY OTHER INFORMATION REGARDING
THE UNIT STANDARD
RECOGNITION OF PRIOR LEARNING
IS A WAY OF RECOGNISING WHAT PEOPLE
ALREADY KNOW AND CAN DO
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
TWO TYPES OF RPL
1. THE RECOGNITION OF PRIOR
ACCREDITED LEARNING
2. THE RECOGNITION OF PRIOR
EXPERIENTIAL LEARNING
THE NEW NQF
F
O
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N
D
A
T
I
O
N
N
A
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I
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N
A
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S
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N
A
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SAQA
NQF
1
2
3
4
5
6
7
8
9
10
General Education &
Training Certificate
(Grade 9)
Adult Basic
Certificate of Education
National Certificate:
Vocational Level 2
National Senior
Certificate (Grade 12)
Adult National
Senior Certificate National Certificate:
Vocational Level 3
National Certificate:
Vocational Level 4
Advanced National
Certificate Vocational
Higher Certificates
Diplomas
Advanced Certificates
Bachelor Degree
Advanced Diploma
Postgraduate Degrees (Honors)
Professional Qualifications
Masters Degrees
Doctoral Degrees
CCHHIILLDDRREENN AADDUULLTTSS aatt WWOORRKKPPLLAACCEESS AADDUULLTTSS iinn SSCCHHOOOOLL
GETFET-QF
UMALUSI
DOE
HE-QF
CHE~HEQC
DOE
OQF
QCTO
SETAS
DOL
Increase in Quality
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
Formative assessment
Role play
Activity: 1.1
Instructions Identify Legislation relative to skills development and outline in terms of purposes and key elements.
Method Individual Activity
Media Method Flipchart
Answers:
CCFO
DEMONSTRATING
Marks 10
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
Page | 22
Learner guide Date of review: June 2015
Project
Group Activity: 1.2
Instructions Identify Explanations provided concerning the benefits,
challenges and responsibilities of the legislation for organisations, providers and individuals and clarify Common misconceptions and misgivings.
CCFO
COMMUNICATING
Method Group Activity
Answers:
Media Method Flipchart
Research PROJECT
Activity: 1.3
Instructions Which Descriptions of the mechanisms for the implementation
of the legislation are consistent with the Acts?
CCFO Collecting
Method Group Activity
Media Method Flipchart
Answers
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
Page | 23
Learner guide Date of review: June 2015
Summative assessment
Simulation
ACTIVITY 1.1
Instructions Describe Structures in terms of their composition, function and
relationships in line with current published definitions.
CCFO
ORGANISING
Method Group Activity
Media Method Flipchart
Mark 10
Answer:
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
Page | 24
Learner guide Date of review: June 2015
Essay
Take some time to reflect on what you have learnt in this module and assess your knowledge against the following pointers. Write down your answers. Should you not
be able to complete each of these statements, go back to your notes and check on
your understanding? You can also discuss the answers with a colleague.
How do you provide information and advice on legislation related to skills development?
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
Page | 25
Learner guide Date of review: June 2015
Unit: 2
Unit Outcomes
At the end of this unit you should be able to:
Unit3 Unit2 Unit1
1. Exit Learning Outcomes: 2. Introduction Information and advice is relevant to the established needs of the
party concerned. 3. The information is sufficiently detailed to allow parties to make informed decisions
concerning learning pathways and sources and mechanisms for learning and assessment.
Conclusion
Provide information and advice
concerning learning and
assessment.
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
Page | 26
Learner guide Date of review: June 2015
Process Overview
An overview of the process of claiming Skills Development Levies are illustrated below:
DEVELOP A WSP
Obtain business detail according to WSP format
Determine beneficiaries for relevant skills year according to skills matrix and include this in WSP
Obtain authorization and emplo yee representation
DEVELOP ATR
Collect proof of training (attendance)
Obtain authorization from management and employee representation
Use relevant SETA form
SUBMIT TO RELEVANT SETA
WSP Claim Form (Mandatory Grants)
Authorization Page
Proof of SDL contribution
Confirmation of client bank details
Before 30 June each year
MONITOR PROGRESS AND QA
Assist in identification and interpretation of quality assurance
Plan, prepare and assist in the design of a quality management system for skills development practices
Collate and store data related to skills development
IMPLEMENT SD INTERVENTIONS
Identify and prioritise learners’ learning requirements
Plan and organize learning interventions
Coordinate learning interventions
Review and report on learning interventions
CONDUCT SKILLS AUDIT
Obtain input via training committee to staff members
Compile a skills matrix
Identify training interventions
Identify training providers
Compile a budget for training
SUBMIT TO SETA
ATR Claim Form (Mandatory Grants)
Authorization page
Proof of SDL contribution
Attendance registers
Receipts for training done
REGISTER AS SDF WITH SETA
Determine Employer Affiliation with SETA
Obtain appointment as SDF
Complete and submit SDF registration form to relevant SETA
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Learner guide Date of review: June 2015
Formative assessment
Role play
Activity: 1.4
Instructions Which Information and advice is relevant to the established
needs of the party concerned?
Method Individual Activity
Media Method Flipchart
Answers:
CCFO
DEMONSTRATING
Marks 10
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Page | 28
Learner guide Date of review: June 2015
Project
Group Activity: 1.5
Instructions Which information is sufficiently detailed to allow parties to
make informed decisions concerning learning pathways and sources and mechanisms for learning and assessment?
CCFO
COMMUNICATING
Method Group Activity
Answers:
Media Method Flipchart
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
Page | 29
Learner guide Date of review: June 2015
Essay
Take some time to reflect on what you have learnt in this module and assess your knowledge against the following pointers. Write down your answers. Should you not
be able to complete each of these statements, go back to your notes and check on
your understanding? You can also discuss the answers with a colleague.
How do you provide information and advice concerning learning and assessment?
Unit1
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
Page | 30
Learner guide Date of review: June 2015
Unit: 3
Unit Outcomes
At the end of this unit you should be able to:
Unit3 Unit2 Unit1
1. Exit Learning Outcomes: 2. Introduction Barriers to the implementation of skills development plans are
identified and advice provided contributes to the removal of such barriers. 3. Advice contributes to the development of effective advocacy campaigns to sensitise
people and organisations to the concept, context, purpose, mechanisms and structures related to skills development.
4. Advice is given in a manner that is sensitive to various target groups. 5. Skills development activities are monitored and trends are evaluated resulting in
sensible advice concerning the improvement of skills development. 6. Advice is given in a manner that helps to remove the emotional, educational, cultural
and economic factors that constitute barriers to effective skills development 7. Conclusion
Provide advice to an organisation
concerning the promotion of skills
development.
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
Page | 31
Learner guide Date of review: June 2015
The ideal way to approach the development of an Organisational training and Development
Plan (TDP) or Workplace Skills Plan (WSP) is to treat the plan not as an isolated
administrative chore to track and facilitate training but as a key business tool to examine the
direction of the business as a whole and lace training in its strategic place within that
context. Although this implies a bit more work that just doing the bare minimum to get your
skills development levy grant back, you will see the benefits impact your whole business
and ensure that every cent you spend on training is a cent added to the momentum of your
company’s chosen forward direction. For ease of reference we will use the term workplace
skills plan (WSP) throughout this section.
A WSP is a document that outlines the planned training and education interventions for a
specific organisation in the coming year. It is created out of and in-depth evaluation of the
business goals and an understanding of the challenges and forces at work both for and
against the organisation in the wider business environment. The WSP should cover all
skills development training and refers to:
Strategic priorities for skills development
Sectoral/national skills plans
Linkages to employment equity
Key stakeholders in the process
1. Training Committee
A training 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.
Any organisation that has more than 50 employees is obliged to form a training committee.
The committee should be constituted in line with the occupational categories and levels in
the Employment Equity Act to ensure representation of all employees within the company.
Where there is a recognised trade union in place within the organisation, a trade union
should nominate its own representatives using their own nomination structure. A
representative from the HR department and the training department should also be included
on the training committee. Don’t forget to include representatives for both hourly and
monthly paid employees when formulating representation on the training committee.
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Learner guide Date of review: June 2015
Companies with less than 50 employees may still find it useful to appoint one or two
employees to the training committee to make it more representative of the needs of
learners and to help the SDF by giving feedback on the calibre of training provided and the
effectiveness of training interventions. A training committee is necessary because a
Workplace Skills Plan will carry no credibility or organisational commitment unless it has
been formed with the input and contributions of all those who will be affected by it.
They will also help develop the Workplace Skills Plan in line with SETA requirements and
consult with employees in the workplace on training needs. They ensure that feedback is
given to employees in the workplace on skills development and keep accurate training
records.
In the past, companies decided on their training strategies with little or no consultation
beyond top management. This is part of the reason why South African companies have
found training to be generally ineffective learning interventions that are imposed on people.
They used to have considerably less impact than those where learners play some role in
the choice of learning program content, venue times or means of assessment.
Furthermore, before the NQF came into being, training was provided with little thought as to
how it could benefit the learners’ long term career prospects. Now that training and
education have to take place in the context of quality assurance, life-long learning and the
impact from training interventions. But to make the new training system work, there must
be a closer partnership than before between management and employees – hence training
committees.
1. Sector Education and Training Authorities (SETA)
SETAs will assist in a number of ways:
They will encourage and help employers to prepare workplace skills plans. They
will also pay a grant to an employer who prepares a plan. The SETAs will monitor
these plans and their implementation. A workplace skills plan matches strategies
and activities in the workplace to the skills that workers require.
The SETAs will liaise with the skills development facilitator so that each employer
knows about skills development. The facilitator will be the point of contact between
the employer and SETA.
SETAs will also be involved in the implementation of the National Skills
Development Strategy. Each will agree the contribution its sector will make to the
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Learner guide Date of review: June 2015
achievement of the national targets. A SETA will need to be actively encouraging
employers to ensure that these targets will be met.
2. Organisations
Organisations that prepare and submit workplace skills plans have the following
obligations:
They must appoint a training committee, and get collaboration for their workplace
skills plans from everyone in the organisation at all levels
Ensure that the workplace skills plan forms an integral part of the human resource
development program of the organisation, and is not simply a paper exercise aimed
at getting levy money back
Make sure that systems and processes are in place to monitor the implementation
of the workplace skills plan and that training results in return on investment for the
organisation
Identify and record challenges to implementation of the workplace skills plan.
Monitor the cost of training and keep track of funds paid out for training and skills
development in the organisation.
3. The Skills Development Facilitator (SDF)
In addition to having a good understanding of the National Qualifications Framework, the
SDF will be expected to perform the following functions:
Conduct a Training Needs Analysis and develop organisation’s Workplace Skills
Plan
Compile reports on the organisation’s implementation of its Workplace Skills Plan
Prepare, submit and steer the organisation’s application for accreditation as a
training and development site or to manage the contracting out of training and
development to accredited providers
Advise on and monitor implementation of the workplace skills plan including training
delivery assessment and quality assurance.
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
Formative assessment
Role play
Activity: 1.6
Instructions Which Barriers to the implementation of skills development plans are identified and advice provided contributes to the removal of such barriers?
Method Individual Activity
Media Method Flipchart
Answers:
CCFO
DEMONSTRATING
Marks 10
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
Project
Group Activity: 1.7
Instructions Which Advice contributes to the development of effective
advocacy campaigns to sensitise people and organisations to the concept, context, purpose, mechanisms and structures related to skills development?
CCFO
COMMUNICATING
Method Group Activity
Answers:
Media Method Flipchart
Research PROJECT
Activity: 1.8
Instructions Which Advice is given in a manner that is sensitive to various
target groups?
CCFO Collecting
Method Group Activity
Media Method Flipchart
Answers
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
Summative assessment
Simulation
ACTIVITY 1.2
Instructions Which Skills development activities are monitored and trends
are evaluated resulting in sensible advice concerning the improvement of skills development?
CCFO
ORGANISING
Method Group Activity
Media Method Flipchart
Mark 10
Answer:
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
Essay
Take some time to reflect on what you have learnt in this module and assess your knowledge against the following pointers. Write down your answers. Should you not
be able to complete each of these statements, go back to your notes and check on
your understanding? You can also discuss the answers with a colleague.
How do you provide advice to an organisation concerning the promotion of skills development?
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
References
Prescribed Booklist
Learning unit Supplier
15221 Provide information
and advice regarding skills
development and related
issues
Yellow Media Publishers
Senior learning material Developer:
Ms Duduzile Zwane
www.yellowmedia.co.za
dudu@yellowmedia.co.za
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
SECTION C: SELF REFLECTION
I enjoyed/did not enjoy this module because:
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I enjoyed/did not enjoy this module because:
_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
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I found group work ___________________________________!!!
The most interesting thing I learnt was:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
I feel I have gained the necessary skills and knowledge to:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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______________________________________________________________
Please add the following to this module:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Some comments from my classmates about my participation in class:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
_____________________________________________________________
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
Self-Assessment
Self-Assessment:
You have come to the end of this module – please take the time to review what you have learnt to date, and conduct a self-assessment against the learning outcomes of this module by following the instructions below:
Rate your understanding of each of the outcomes listed below: Keys: - no understanding - Some idea - Completely comfortable
NO OUTCOME
SELF RATING
1. Provide information and advice on legislation related to skills development.
2. Provide information and advice concerning learning and assessment.
3. Provide advice to an organisation concerning the promotion of skills development.
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
Learner Evaluation Form
Learning Programme Name
Facilitator Name
Learner name (Optional)
Dates of Facilitation
Employer / Work site
Date of Evaluation
Learner Tip:
Please complete the Evaluation Form as thoroughly as you are able to, in order for us to continuously improve our training quality! The purpose of the Evaluation Form is to evaluate the following:
logistics and support
facilitation
training material
assessment Your honest and detailed input is therefore of great value to us, and we appreciate your assistance in completing this evaluation form!
SAQA ID: 15221 Provide information and advice regarding skills development and related issues
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Learner guide Date of review: June 2015
A Logistics and Support Evaluation
No Criteria / Question
Po
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1 Was communication regarding attendance of the programme efficient and effective?
2 Was the Programme Coordinator helpful and efficient?
3 Was the training equipment and material used effective and prepared?
4 Was the training venue conducive to learning (set-up for convenience of learners, comfortable in terms of temperature, etc.)?
Additional Comments on Logistics and Support
No Criteria / Question
Po
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B Facilitator Evaluation 1 The Facilitator was prepared and knowledgeable on the
subject of the programme
2 The Facilitator encouraged learner participation and input
3 The Facilitator made use of a variety of methods, exercises, activities and discussions
4 The Facilitator used the material in a structured and effective manner
5 The Facilitator was understandable, approachable and respectful of the learners
6 The Facilitator was punctual and kept to the schedule
Additional Comments on Facilitation
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Learner guide Date of review: June 2015
No Criteria / Question
Po
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1 2 3 4 5
C Learning Programme Evaluation 1 The learning outcomes of the programme are
relevant and suitable.
2 The content of the programme was relevant and suitable for the target group.
3 The length of the facilitation was suitable for the programme.
4 The learning material assisted in learning new knowledge and skills to apply in a practical manner.
5 The Learning Material was free from spelling and grammar errors
6 Hand-outs and Exercises are clear, concise and relevant to the outcomes and content.
7 Learning material is generally of a high standard, and user friendly
Additional Comments on Learning Programme
D Assessment Evaluation
No Criteria / Question
Po
or
Be
low
Sta
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Ex
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lle
nt
1 2 3 4 5
1 A clear overview provided of the assessment requirements of the programme was provided
2 The assessment process and time lines were clearly explained
3 All assessment activities and activities were discussed
Additional Comments on Assessment
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Learner guide Date of review: June 2015
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