brochure - home | etdp seta information - etdp seta at a glance - achieving the institutional...

At the cutting edge of skills development

BrochureInformation

- ETDP SETA at a g lance

- Achiev ing the Inst i tut ional Mechanism for Ski l ls P lanning

- Sk i l ls Development Support for Publ ic Schools, TVET Col leges and Higher Educat ion Inst i tut ions

- TVET Col lege lecturers supported to gain industry exposure - WIL

- Supports Youth Development inc luding Youth With Disabi l i t ies

- Recogni t ion of Pr ior Learn ing (RPL)

E d u c a t i o n , Tr a i n i n g a n d D e v e l o p m e n t P r a c t i c e s , S e c t o r E d u c a t i o n a n d Tr a i n i n g A u t h o r i t y

At the cutting edge of skills development

Info

E T D P S E T A I N F O R M A T I O N B R O C H U R E

At a glance

Overview

The Education, Training and Development Practices

Sector Education and Training Authority (ETDP SETA) was

established in March 2000 and re-established in November

2010 for 2011 – 2016 in terms of the Skil ls Development

Act (No. 97 of 1998) (as amended). The SETAs were further

re-established from 01 April 2018 to 31 March 2020.

Our mandate is to promote and facil itate skil ls development

in the Education, Training and Development (ETD) sector

for the benefit of employers, workers and employees in the

sector to enable our people to participate actively in the

South African economy.

In short, the ETDP SETA is tasked with aligning the ETD

sector’s skil ls need with appropriate and relevant training

and development.

Vision, Mission & Values

The vision of the ETDP SETA is to be a promoter and

facil itator in the development and improvement of the

skil ls profi le of the sector’s workforce in order to benefit

employers, workers and employees in the sector.

The ETDP SETA holds as its mission, the promotion,

facil itation and development of an education, training and

development sector in which:

• The skil l levels of employees and workers are raised

• There is a healthy balance between supply and

demand in the labour market

• There are diverse, flexible routes for initial and in-

service education and training

• A variety of career paths are available

• The quality of education and training provision is

improved

• The levy grant scheme is efficiently administered

ETDP SETA

4


• There is regular l iaison with providers, other SETAs,

the Department of Higher Education and Training, the

Department of Basic Education, the National Skil ls

Authority and South African Qualif ications Authority

• Internal and external communication is effective in

order to advance national human and resource skil ls

development

• Dialogue and interaction between public and private

entities in the sector with regard to skil ls transfer and

training delivery is encouraged, and

• Employers, workers and employees in the sector

benefit from quality training, high productivity and

harmonious mutual dependencies.

We commit ourselves to:

• Transparency and fair conduct

• Honesty and integrity

• Courteousness and caring

• Honouring deadlines

• Promoting equity amongst all our stakeholders

• Cooperative governance, and

• Striving for continuous improvement.

Service Delivery Credo

To be at the cutting edge of Skil ls Development within

the ETD sector, contributing to the social and economic

development of the people of South Africa.

Programmes

The ETDP SETA’s skil ls development interventions are

offered through Learnerships, Graduate Internships,

Student Internships (Workplace Experience) and Skil ls

Programmes. The following are the ETDP SETA’s primary

focus learnerships and qualif ications:

In short, the ETDP SETA is tasked with aligning the ETD sector’s skills need with appropriate and relevant training and development.“

5


• Adult Education and Training (AET)

• Early Childhood Development (ECD)

• Occupationally Directed Education and Training (OD - ETD)

• Community Development Practices

• Youth Development Practices; and

• Trade Union Practice.

In addition to the learnerships, the ETDP SETA offers a

variety of skil ls development programmes which have

primary and non primary focus. The ETDP SETA’s primary

focus skil ls programmes include:

• Mentorship

• Assessor

• Moderator

• Skil ls Development Facil itator Training

• Facil itation of Learning

• Material and Curriculum Development Training.

The non primary focus skil ls programmes include:

• Leadership and Management

• Project Management, and

• Financial Management.

Careers in the Education, Training and Development Sector

Careers in this sector include but are not l imited to:

• Teaching and Management Development

• Trade Union Practitioner

• Community Development Practitioner

• Assessor, Moderator and Coaching

• Youth Development Practitioner

• Subject Advisor and Curriculum Developer

• Skil ls Development Facil itator

• Quality Assurance Specialist, and

• AET and ECD Practitioners.

Work Skills Plan (WSP)

All employers and organisations in the ETD Sector are

required to submit their Workplace Skil ls Plan and Reports

(WSPRs) in order to receive the Mandatory Grant. These

are submitted on or before 30 April of each year.

Skills Planning - Sector Skills Plan

The ETDP SETA’s approach to skil ls development needs

and assessment in the ETD sector is inclusive and

6

informed by its constituencies. The organisation

conducts extensive research annually to

determine skil ls gaps and training needs within the

ETD sector. This approach ensures that the ETDP

SETA develops training programmes that address

constituency needs and enters into partnerships with

accredited institutions to promote and facil itate training.

The findings of the research conducted are documented

in the Sector Skil ls Plan, published annually by the ETDP

SETA.

Education, Training and Development Quality Assurance

It is equally crucial that the ETDP SETA facil itates

and promotes the training of accredited training and

development providers to guarantee quality. Thus, the

ETDP SETA accredits training providers to ensure that

world class programmes are delivered across

all offerings. Moreover, the ETDP SETA

continually monitors and evaluates

all training and development

programmes within its

scope.

7


The ETDP SETA f ive-year Strategic Outcome Goal 2

states that the SETA wil l “Labour market information

(LMI) mechanism in place to inform sector ski l ls planning

through credible and empir ical research.” In achieving

this Strategic Goal, the ETDP SETA identi f ied the need

to become a centre of excel lence in providing evidence-

based intel l igence about ski l ls demand and supply for i ts

stakeholders and constituencies to have a Sector Ski l ls

Plan (SSP) that is used as a tool for planning.

This has been achieved through the establ ishment of six

Research Chairs in publ ic higher education institutions

spread across f ive provinces. Each Research Chair is

assisted by two research interns, one at Masters and the

other at PhD level:

Eastern Cape Research ChairName of Research Chair

Youth Unemployment, Employment and Empowerment

Research Chair – Nelson Mandela Metropol itan University

(NMMU).

Research Focus Area/s

To conduct research on access and avai labi l i ty of training

oppor tunities and jobs; suppor t mechanisms; types of

youth development programmes and del ivery models for

out of school youth.

Gauteng Research ChairName of Research Chair

TVET College lecturer development Research Chair –

University of Witwatersrand (Wits).

Research Focus Areas

To conduct Technical Vocational Education and Training

(TVET) empir ical research relating to ski l ls planning and

TVET lecturer professional development.

The Institutional Mechanism For Skills Planning

Achieving

8


KwaZulu-Natal Research ChairName of Research Chair

Monitor ing, Evaluation and Impact Assessment Research

Chair – University of KwaZulu Natal (UKZN).


To provide exper tise in conducting evaluation and impact

studies on ETDP SETA funded and non-funded learning

programmes.

North West Research ChairName of Research Chair

ECD and Schooling Research Chair – Nor th West

University (NWU).


To conduct empir ical research relating to publ ic

and pr ivate schools including Grade R; and teacher

professional development.

Western Cape Research ChairName of Research Chair

Work Integrated Learning (WIL) and Recognition of Pr ior

Knowledge (RPL) Research Chair – Cape Peninsula

University of Technology (CPUT).


Work Integrated Learning (WIL), and to conduct research

in the context of vocational education and training

including Recognition Prior Learning (RPL).

Each Research Chair is assisted by two research interns, one at Masters and the other at PhD level.“

9


Support For Public Schools, TVET Colleges and Higher Education Institutions

Skills Development

One of the goals of the ETDP SETA’s Five Year Strategic

Plan (2015/16 - 2019/20) is to adequately capacitate ed-

ucators and lecturers for ef fective teaching and learning

in schools, publ ic TVET col leges and Higher Educations

Institutions. The ETDP SETA’s Annual Per formance Plan

(APP) has a dedicated programme focusing on the pub-

l ic TVET col leges, ti t led “Qual ity teaching and learning

in Schools, TVET col leges and Higher Education Institu-

tions”.

Over the past seven years of implementing the extend-

ed NSDS II I, the ETDP SETA has through Programme

2 has implemented and continues to implement ski l ls

development projects aimed at strengthening the public

schooling, TVET col lege and HEI systems. It is envisaged

that this approach wil l contr ibute to the achievement of

national economic and industr ial development goals and

plans as outl ined in the Medium Term Strategic Frame-

work (MST) 2014 - 2019 targets and the National Devel-

opment Plan – Vision 2030 goals. These projects include

amongst others, the fol lowing:

• Placement and training of school administrators in

publ ic schools

• Enrolment of key and strategic government of f icials in

publ ic administration and management development

programmes

• Training of teachers in ICT ski l ls programmes and

ICT learnerships

• Enrolment of TVET College senior management

in Leadership and Management Development

Programme

• Development of a National Curr iculum Framework for

one TVET College Lecturer Qual i f ication

• TVET College lecturers suppor ted to gain industry

exposure through Work Integrated Learning (WIL).

• TVET College lecturers development on scarce and

cr it ical ski l ls programmes.

• Placement and training of 313 Career Development

Of f icers in the 50 TVET Colleges

• Suppor t for HEIs for lecturer development

• Suppor t for academics in research or HEIs at Masters

and PhD levels (NGAP)

10


In implementing these projects, the ETDP SETA adopted

the par tnership approach. To this end, the SETA has

entered into par tnership agreements with the South

Afr ican College Principal Organisation (SACPO) and

indiv idual publ ic TVET Colleges; the Universit ies South

Afr ica (USAf ) and the indiv idual Higher education

Institutions at a provincial level. The implementation

of al l these projects are coordinated through the

ETDP SETA’s nine provincial of f ices.

To implement these projects, the ETDP SETA

adopted the par tnership approach. To this end

it has entered into par tnership agreements

with the South Afr ican College Principal

Organisation (SACPO) and indiv idual provincial

TVET Colleges; the Universit ies South Afr ica (USA)

and the indiv idual HE institutions at a provincial level. Al l

projects are implemented by the ETDP SETA provincial

of f ices.

11


supported to gain industry exposure - Work Integrated Learning (WIL)

TVET College lecturers

The White Paper For Post-School Education and Training

published in November 2013, places Work Integrated

Learning central to the core business of the SETAs and

the TVET col leges.

“Within the context of the ETDP SETA, workplace

experience required by lecturers will also be prioritised

over the next few years to ensure that their training is up

to date with workplace needs and to provide lecturers with

a better understanding of the needs of employers in their

respective fields.”

Industry based WIL for TVET col lege lecturers is a

form of cumulative init ia l and continuing professional

development that takes place through periodic industry

placements and other forms of on-site engagement with

employers.

Understanding Work Integrated Learning (WIL) for lecturers

• WIL is an umbrel la term for any purposeful ly-designed

learning programme that integrates theoretical

knowledge with authentic practice in the workplace.

• The workplace-based component of a WIL

programme involves learning in and from real

workplaces through industry v isits, placements and

other types of interaction.

• TVET lecturer WIL programmes include professional

qual i f ications and continuing professional

development (CPD) programmes.

• The WIL component of professional qual i f ications

includes a classroom-based element and a workplace

or industry-based element.

12


Why WIL for lecturers?

• It exposes lecturers to current technology, processes

and systems in their industry.

• Lecturers gain update knowledge and ski l ls in l ine

with industry practice.

The overal l goal for the WIL project for lecturers is to

enable TVET col leges to provide qual i ty education and

training that is al igned to industry and prepares students

for the world of work.

A broader understanding of WIL for lecturers

• It is not only a f ive day placement in a workplace

• It is not once of f but cumulative and includes per iodic

placement and other forms of on-site engagement

with employers

• It can vary in length and involve a var iety of activ it ies

• The type and length should be suitable to the

purpose.

The White Paper For Post-School Education and Training published in November 2013, places Work Integrated Learning central to the core business of the SETAs and the TVET colleges.“

13


Types of WIL engagements

TYPE LENGTH ACTIVITIES

Type 1: Study trip Exploratory or orientation-focused visit to a workplace

½ - 1 day Workplace visit/excursionInduction/orientationAttending meeting or seminar Monitoring students on WILFocused observation or engagement in practical activities

Type 2: Short placement A few days spent in a workplace to experience and understand what is done there

2-5 days Can include above elements. Longer time allows for a number of activities to be completed or more time on an activity.

Type 3: Lengthy placement Extended period in workplace to develop skills / competence in that industry or type of work

Weeks or months

Can include above elements. More practical engagement. Can include training

14

E T D P S E T A I N F O R M A T I O N B R O C H U R EE T D P S E T A I N F O R M A T I O N B R O C H U R E

15

Supports Youth Development; including youth with disabilities

ETDP SETA

The ETDP SETA has a focused strategy to address

transformational and developmental goals prescribed

in the National Skil ls Development Strategy (NSDS III)

relating to women; youth; rurality; black and people with

disabil it ies. In addressing the youth employabil ity and

disabil ity challenges, it has set itself a target to have 5% of

all its skil ls development programmes’ beneficiaries being

people with disabil it ies, 60% of which must be young

people.

In terms of youth development, the ETDP SETA has a

dedicated programme for unemployed youth in its Annual

Performance Plan (APP) called “Programme 4 – Access,

success and progression into high level skil ls and support

for work experiential learning “. and progression into high

level skil ls and support for work. The Programme has a

number of projects (sub-programmes) aimed at developing

young people for employabil ity or self employment.

In achieving the transformational and developmental

goals, the ETDP SETA is currently implementing the

following projects:

1616


• Providing unemployed youth who have successfully

completed Grade 12 with bursaries, to further their

studies towards higher certif icates, diplomas and

degrees in their chosen fields of study

• Placement of TVET College and Universities of

Technology (UoTs) students in workplace experience

to satisfy the requirements of their learning

programmes for successful completion

• Affording young people who failed Grade 12 a

second chance through the Matric Second Chance/

Re-write Programme.

• Increasing youth employabil ity through the placement

of young people in Internships to enable them to

gain workplace experience; and

• Enroll ing of young people, with a special focus

on youth with disabil it ies, in various learnership

programmes to enable them to acquire a qualif ication

while gaining workplace experience. In this project

young people are a paid a monthly stipend and

additional financial support is provided for youth with

disabil it ies towards reasonable accommodation.

In addressing the youth employability and disability challenges, it has set itself a target to have 5% of all its skills development programmes’ beneficiaries being people with disabilities.“

1717


What is RPL

The National Pol icy for the Implementation of the

Recognition of Pr ior Learning (SAQA, 2013:5) explains

RPL as the ‘pr inciples and the processes through which

the pr ior knowledge and or ski l ls of a person are made

visible, mediated and are assessed for the purposes

of alternative access and admission, recognition and

cer ti f ication, or fur ther learning and development’.

Therefore, RPL can be regarded as an assessment

process of an indiv idual’s learning achieved outside

the formal education and training environment. The

main purpose is to determine and conf irm the extent to

which a candidate has achieved the required learning

outcomes or competency standards associated with

a specif ic qual i f ication. The term ‘recognition’ covers

acknowledgement of current competencies regardless of

how, when or where learning took place. This means also

recognizing learning which has its source in l i fe and work

experience, including learning gained through non-formal

learning and training programmes in the workplace.

Scope

The ETDP SETA has init iated a pi lot project on the

Recognition of Pr ior Learning (RPL). The scope of the

pi lot project covers two NQF Level 4 programmes, namely

the Fur ther Education and Training Cer ti f icate: Ear ly

Chi ldhood Development (ECD) and the Fur ther Education

and Training Cer ti f icate: Community Development. In

both cases, there are thousands of workers and/or

practit ioners who have years of experience working in

these sectors without formal qual i f ications. Some work

independently or under government, whi le others work

within the NGO sector. This is the pr imary target group for

the pi lot project. During the f irst phase of the pi lot project,

eight Technical, Vocational Education and Training (TVET)

col leges signed Service Level Agreements to par tner

with the ETDP SETA in the introduction of the RPL project

of which seven institutions have achieved accreditation

as RPL Assessment Centres.

Learning (RPL) - Information about the Early Childhood Development (ECD) and Community Development (Commdev) Pilot Project

Recognition Of Prior

18


Two of the eight TVET col leges were involved with the

pi lot for Community Development, whi lst the remaining

six were involved with the ECD RPL pi lot dur ing the f irst

phase of the project. Candidates were enrol led at the

var ious col leges. As par t of the implementation of the

second phase of the project, learners have been enrol led

at 7 of the col leges. Table 1 below presents the summary

of the scope of the project.

Table 1

Scope of the pilot projectCandidates

Phase 1 Phase 2

Western Cape

Boland TVET College

Qualif ication: ECD Level 4

35 40

College Of Cape Town TVET College

Qualification: ECD Level 450 40

Nor thl ink TVET Col lege

Qualification: ECD Level 435 40

20


Scope of the pilot projectCandidates

Phase 1 Phase 2

Eastern Cape

Eastcape Midlands

TVET College

Qualification: ECD Level 4

100 40

Buffalo City TVET College

Qualification: ECD Level 4100 -

North West

Orbit TVET Col lege

Qualification: CommDev Level 4

100 50

Vuselela TVET Col lege

Programme: CommDev100 50

KwaZulu-Natal

Umgungundlovu TVET Col lege

Qualification: ECD Level 4

115 40

Qualification Structure

Both qual i f ications have three components, namely:

• Fundamentals

• Core

• Electives.

NB: To be declared competent, candidates wil l have to

achieve competency against the Exit Level Outcomes

(ELOs) of the qual i f ications. The gap analyses conducted

as par t of the RPL screening process wil l determine unit

standards that would have to be studied by the candidates

in order to ful f i l the integrated assessment of the ELOs.

The RPL System

Once completed, the envisaged framework for the RPL

system wil l have four elements, namely:

• The RPL Policy

• The Recognition Procedures

• RPL Tools and Instruments

• Qual ity Assurance Guidel ines.

It is expected that al l RPL processes wil l adhere to the

requirements as determined by the SAQA pol icy as wel l

as the pol icies of the ETDPSETA as the qual i ty assurance

body for these qual i f ications.

21

Selection of Candidates

To select RPL candidates the fol lowing cr iter ia are used:

• Highest educational standard (at least grade 9)

• Age (18 – 45 years)

• at least 3 years relevant experience in the sector

• Relevant training courses/workshops attended

• South Afr ican cit izenship and resident in the

targeted municipal distr ict.

Support for Candidates

RPL is a form of competency-based assessment and rel ies

mainly on col lecting and presenting evidence. The rules

of evidence require that evidence must be relevant, val id,

suf f icient, current and authentic. Candidates wil l receive

suppor t and guidance from well-trained RPL assessors/

faci l i tators throughout the recognition process. This wil l

be provided through:

• Structured indiv idual interviews or group tutor ials

and meetings

• Writ ten study guides, handbooks and assessment

tasks and activ it ies and structured feedback

• E-communication such as via emails, discussion

forums, and video-conferencing [when centres are

ful ly establ ished].

2222


Recognition Process

In l ine with the pol icy (SAQA, 2013) RPL wil l be conducted

as a mediated process to determine the extent to which

candidates wil l be able to demonstrate the required

learning outcomes or competency standards associated

with the specif ic qual i f ication. The RPL methodology

wil l use both the standardised diagnostic and integrated

summative assessments. Assessment of practical ski l ls

at the workplace or in simulated environments wil l a lso be

conducted. Ultimately, the por t fol io of evidence (PoE) wil l

be the main instrument used to present evidence.

Portfolio of Evidence (PoE)

RPL assessors/faci l i tators must assist candidates

in developing their PoEs. Detai led guidel ines and

instructions for gather ing and presenting evidence are

provided to both assessors and candidates. Samples of

formative assessments wil l be included in the PoE and a

statement of results wil l be prepared by each assessor/

faci l i tator. Examples of documents that wi l l be contained

in the PoE are:

• Val id South Afr ican Identity Document

• Curr iculum vitae, testimonials or let ters of reference

• Copies of academic records/cer ti f icates

• Repor ts/ Testimonials from supervisors

• Life experience information through essays,

interviews, etc.

• Training record including examples of assignments

and or research repor ts writ ten by the candidate

• Record of assessments and statements of results

• Ref lections, work journal/diar ies.

NB: In the end, assessors wil l base the f inal per formance

decisions on balanced evidence (combination of new

learning as per the gap analysis and histor ical evidence /

natural ly occurr ing evidence) that covers the ful l spectrum

of the qual i f ication.

Pathways

General ly, there are two main pathways by which RPL

can be done. The f irst combines training ( learning) and

assessment. The other is the assessment only pathway.

In l ine with the national pol icy, the RPL process wil l use

the combination pathway as shown below:

a) Steps in the RPL Process

The RPL process has three steps, namely:

STEP 1: Screening and selection

• Pre-registration information

23


• Selection and developing candidate prof i les

• Groups of candidates assigned to assessors/

faci l i tators

• Conduct an induction and or ientation programme,

including administration of the Prof i l ing Instrument.

STEP 2: Evidence and assessment

• A range of diagnostic assessment activ it ies is done

• Assessor/faci l i tator guides candidates about what

and how to col lect evidence

• Summative assessments are done against each Exit

Level Outcome and its cluster of unit standards as

prescr ibed in the qual i f ication

• Por t fol io of Evidence (PoE) is developed by each

candidate

• PoE is submit ted and marked by the assessor

• Assessor prepares and submits the mark-sheets for

the three components of the qual i f ication

• Successful candidates are al lowed to write the f inal

exit integrated summative assessment

• Moderation and ver i f ication of al l results takes

place.

STEP 3: Feedback, Decision-making and judgment

• Constructive feedback is given to al l candidates

regardless of the outcome of assessment

• Successful candidates are awarded credits/a ful l

qual i f ication

• Unsuccessful candidates undergo fur ther

learning and development, i.e. remediation and

intervention(s). Fol low-up suppor t is also given to

help candidates

• Candidates get a second chance to resubmit PoE

• If successful, candidates get a second chance

to write the f inal exit integrated summative

assessment.

• Candidates that are found ‘competent’ receive

credits for a par t or a ful l qual i f ication.

Final Exit Integrated Summative Assessment

A standardized instrument wil l be used for the f inal

RPL exit integrated summative assessment that wi l l be

conducted.

Certificates

The cer ti f icates wil l be issued to candidates who have

been found competent. The RPL assessments must be

compliant with al l appl icable assessment, moderation and

ver i f ication pol icies and procedures of the ETDP SETA as

well as those of SAQA in order to be endorsed. For more

information about the ETDP SETA and its of fer ings, v isit

www.etdpseta.org.za

24


NOTES

25


NOTES

26

brochure - home | etdp seta information - etdp seta at a glance - achieving the institutional...

Documents