education and train in get options uf version

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E D U C A T I O N A N D T R A I N I N GSERIES

EDUCATION

AND TRAINING

SERIESA Guide for Young People

ANDT

RA

INING

EDUC

ATION


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EDUCATION AND TRAINING OPTIONS IN SOUTH AFRICA

CONTACT, INFORMATION AND COUNSELLING

Umsobomvu Youth Funds (UYF) Contact Informationand Contact Counselling (CIC) programme enables

access to economic participation by providing

information and counselling support on career

development, employment and entrepreneurship.

This information is provided through Youth Advisory

Centre (YACs), a Call Centre and an Internet Portal

dedicated to youth.

PURPOSE

PERMISSION TO REPRODUCE

This material may be used, reproduced, stored or

transmitted for non-commercial purposes. However,

copyright of the Umsobomvu Youth Fund is to beacknowledged. It is not to be used, reproduced,

stored or transmitted for commercial purposes

without the written consent from the Umsobomvu

Umsobomvu Youth Fund, 2003

ISBN 0-95847023-3-2

2

The guide, Education and Training Options: A Guide

for Young People is part of the Umsobomvu Youth

Fund: Youth Information Kit publications. The series

was developed to provide information to young

people on career development, employment,

entrepreneurship, citizenship and health and

wellbeing. The guide was compiled by the

Development@Work/ LINK Consortium.


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3E D U C A T I O N A N D T R A I N I N GSERIES


THE UMSOBOMVU YOUTH FUND YOUTH INFORMATION KIT

AL SO CONT AI NS TH E FO LL OW IN G PU BL IC AT IO NS:

INFORMATION

CATEGORY

TITLES

EMPLOYMENT Finding Work: A Guide for Young PeopleYou and the Workplace: A Guide for Young PeopleUsing Labour Market Information: A Guide for Young PeopleFact Sheet: Special Public Works ProgrammesIndustry Profiles

SELF EMPLOYMENT From Idea to Opportunity: A Guide for Young PeopleGetting Business Finance: A Guide for Young EntrepreneursStarting Your Own Business: A Guide for Young EntrepreneursWriting a Business Pan: A Guide for Young EntrepreneursStarting a Co-operative: A Guide for Young PeopleNetworking Your Way To Business Success: A Guide for Young Entrepreneurs

EDUCATION

AND TRAINING

Career Planning and Development: A Guide for Young PeopleEducation and Training Options in South Africa: A Guide for Young PeopleA Learners Guide to Higher and Distance EducationCareers and Occupations Directory for Young People

CITIZENSHIP Fact Sheet: Establishing and Running Community CommitteesFact Sheet: Types of Organisations Working In and With CommunitiesFact Sheet: How to Raise FundsFact Sheet: Public Participation Getting Involved in Decision-Making thatwill Affect Your CommunityFact Sheet: What are My Rights and Responsibilities as a Volunteer?Fact Sheet: Why Should I Volunteer

Fact Sheet: Making Use of VolunteersIs my Community Project Working? A Basic Guide to EvaluationLets get Involved with Our Communities: A GuideUnderstanding my Communitys Needs: A GuideDeveloping Life-Skills for Citizenship: A GuideGet Active: Youre A South African!My Rights and Responsibilities as a South African CitizenWhat Does Democracy Mean for Me?The Nuts and Bolts of Volunteer Programmes and PolicyUnderstanding Volunteering: A Guide for Young People

HEALTH

AND WELLBEING

Coping with Teenage Pregnancy: A Guide for Young PeopleDealing with HIV/ AIDS in the Workplace: A Guide for Young PeopleFact Sheet: Substance Abuse and Addiction

Fact Sheet: Do I Have a Substance Abuse Problem?Fact Sheet: How Substance Abuse Affect Your LifeFact Sheet: Sexually Transmitted InfectionsFact Sheet: Preventing HIV/ AIDSFact Sheet: Voluntary Testing and CounsellingFact Sheet: Positive LivingFact Sheet: Healthy EatingFact Sheet: The ABCs of Good HealthFact Sheet: Leisure and FitnessSafe Sex Revolution: A Guide For Young People


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Contents

X Learning for Life 5X Were going riding on a freeway 5

The National Qualifications Framework (NQF) 6X So, what are your options? 16

What are learnerships and skills programmes? 16Down and out The case of Mpho! 20Learning at work - The case of Itumeleng! 21Experience counts - The case of Vusi! 22Take a chance The case of Lindiwe 24

X Learning for Life! 25X Further reading 25X More contacts 26


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LEARNING FOR LIFE

Eish Joe! Now Im lekka confused! This woman working at the localDepartment of Labour office speaks a language that I dont

understand. I went to ask them for information to get into anapprenticeship with one of these motorcar companies because Ihave been looking for a job for a while now without any success. Itold her that I spent a few months at the technical college in townand that I have done some odd jobs. You know what she said? Shesaid there are no more apprenticeships. They have some other newthing they call a learnership. You know whats more? She says that thewhole education and training system has changed! Apparently, theskills I picked up in doing my odd jobs and the few courses Icompleted while at the college can now be recognised in the wholecountry! Can you imagine? Why did nobody bother to tell me thewhole system has changed! Maybe I must stop standing on the stoepat the shop and find out more about this story. Maybe there are even

some opportunities in the new system for me. You know how it is man!Anything new can be your tata ma chance tomorrow!, explainsFana when he meets up with Joe in town. So where will you getinformation? Where will you start?, asks Joe.

Fana looks at Joe with a blank expression on his face! Didnt think ofthat, he says.

If you have tried to understand the changes that have takenplace in education and training over the past nine years andhave just become more confused, then this is the guide for you.This guide has been put together to assist you to understandthe education and training system in the country.

WERE GOING RIDING ON A FREEWAY

Yes! The best way to describe the new education and training systemin the country is by comparing it to a freeway. Have you ever beenon a freeway? The freeway is the main road to get you from point Ato B. There are a number of exits that lead you off the freeway. In thesame way there are a number of ramps that take you onto thefreeway. This means you can get on and off whenever you want to.You can therefore take different paths and still get to the same place!If there are some road works ahead, you can take a turnoff and get

back on to the freeway at a later stage. While you were off thefreeway, you probably travelled through one of the back roads andmay have seen new places and passed many different people onthe road. When you get onto the freeway at a later stage you will notbe at the same point you were before.

The new education and training system works in the same way.It provides everyone with the same opportunity to learn, even ifyou have been out of the formal education and training system


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for a while. The informal learning and experience you gainwhile you are outside of the formal education and trainingenvironment also counts! The National QualificationsFramework (NQF) is the framework that makes all this possible.Lets see what the NQF is, how it works and why its important

for you to know about it.

The National Qualifications Framework (NQF)

The what? Yes, the National Qualifications Framework or NQF!

Why do you learn? Why do you go for training? Why do youinvest money in developing your skills? Well, the most obviousanswer is that you want to get a qualification that can help youfind a good job or help you to start your own business. If youget a good job or start a successful business you can earn an

income and can take care of yourself and others close to yousuch as your family.

Have you ever wondered what qualifications are and wherewe get our qualifications? Or how they are developed andorganised? How do you qualify for a specific career option withqualifications from different institutions or training providers?

The NQF addresses all these questions and challenges.

A qualification is a learning outcome. It means the formalrecognition of your achievement of learning. The NQF providesthe overall framework within which all the education andtraining in the country is organised. The NQF is organisedaccording to Levels and Bands. This is what it looks like:

Remember, in the old days, there were many cases wherethe qualifications you received from one institution were notrecognised by others!


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NQF level NQF Band Type of Qualification

8

7

6

HET 5

Higher

Educationand

Training

Certificates, Diplomas,

Degrees, Higher diplomas,Masters Degrees, Doctorates,

etc.

4

3

FET 2

Further

Education

and

Training

Grade 10 12

Short courses, Colleges and

Workplace Certificates

GET

1

GeneralEducation

and

Training

Grade 0 9

Pre-school

ABET 1 - 4

X Qualifications

As stated earlier, a qualification is the recognition of thelearning you have achieved. A qualification is described interms of learning outcomes by what you know and what youcan do! There are two types of outcomes:

Critical cross-field outcomes Specific outcomes

These are general outcomes thatare the same across all fields olearning. They include: identifyingand solving problems; workingeffectively with others; organisingyourself; collecting and analysinginformation; communicating; usingscience and technology;understanding ourselves in relationto the rest of the world.

These are outcomes that arespecific to particular sectors ojobs, for example, computeprogramming skills

We use qualifications as the way to describe a specific learningoutcome because it is the best way to measure your ability todo something. A qualification is further broken down into unitstandards. The unit standard is the basic building block for aqualification. It can be described as the expected outcome oflearning for which you will get a credit.


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A qualification needs to be approved by the South AfricanQualifications Authority (SAQA) before it can be registered onthe NQF.

X Levels

The NQF has eight different levels starting from level one, whichis roughly equivalent to standard 7 or grade 9, up to level eight,which covers doctoral degrees.

Each level is described in such a way that it shows the difficultyof what you learn at each level and the skills that you acquire.All the standards and qualifications that are registered on theNQF are placed on a particular level. The level is useful whenyou wish to choose which qualification to pursue. For example,if you left school while in grade five, it is unlikely that you wouldbe able to attempt a qualification at level 8 of the NQF unlessyou have done a large amount of learning since you leftschool.

As you complete each level you are then able to move to the

next level, building on what you know. These levels allow you toplan your career and learning pathway, allowing you to moveup or across the NQF. It is somewhat like stepping stones madeof building blocks. The one level supports and leads to the next:

X Bands

X Early childhood development

A lot of kids start their education early; they go to day-careand pre-schools. There is a difference between the two. Day-care centres generally do not offer any formal lessons, while at

You should know this! You need to know what learning outcomesyou must achieve to get a certain qualification. In the case ofcritical cross-field outcomes you can obtain unit standards in onefield that can contribute to a qualification in another field. In this

wa ou can move from one t e of learnin or from one career to

General Education and Trainin

Further Education and Trainin

Hi her Education and Trainin


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pre-school the children go through formal lessons to developthemselves and to prepare them for school. There are identifiedstages in the physical, mental and emotional states of childrenthat need to be developed before they are able to cope withschool. This stage of education is called Early Childhood

Development (ECD).

X General education and training

This phase begins in Grade One and ends in Grade Nine. Thisband also includes Adult Basic Education and Training (ABET)levels 1 to 4. Note that ABET level 4 is not the same as NQF level4! The qualification you get at this level is a National Certificate,called a General Education and Training Certificate.

It gives the learner a general and basic education that is aimedat providing you with a basic grounding that will allow you tomove to different environments whether to employment or

further education and training. This is the first exit level: youcan leave school with a certificate or qualification after a set ofexaminations. This qualification may be registered with the NQFat level 1. This is an official registration. Any further type ofeducation that a person undergoes should be registered onthe NQF. You will accumulate NQF levels as you undertakefurther courses. This is a really important principle of the neweducation system: the idea of Lifelong Learning.

X Further education and trainingThis band includes NQF levels 2 to 4. It leads to a FurtherEducation and Training Certificate (FETC) that will in timereplace what is commonly known as a matriculation certificate.As with the previous level this band deals with NationalCertificates. This is the next official exit level. This is a VERYimportant certificate. You will be asked to produce a certifiedcopy of this when you apply for a job.

What do you actually do in this phase? Well it is a really excitingphase of education where you get to choose what subjects you wantto do. So that means that there is a lot of decision-making regardingsubject choices that can have consequences if you go on to do anyother qualifications later on. (Especially if you apply to University orTechnikon). There are also various types of schools that you canchoose to go to. If you go to a normal academic school, it will offer

subjects that will prepare you for a job, university or technikon. Otherschools such as technical colleges offer subjects directly related towork and jobs. For example, if you wanted to be a chef, you wouldgo to a school that falls under or caters for the Tourism and Hospitalityindustry. You would then be able to choose subjects that will reallyprepare you for the industry. You would be able to do cooking as asubject.


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X Higher Education and TrainingThis band covers NQF levels 5 to 8. This is the level popularlyknown as tertiary education. At this level we get qualificationssuch as National Diplomas and National Degrees. Most of theinstitutions operating in this band will still require you to have a

matriculation certificate or an FETC to gain access to theirprogrammes.

X Kinds of institutions

Within the first two bands, General and Further Education thesystem is fairly open regarding who the training provider is. Inthese two bands you will find providers such as formal schools(public or government owned, and private), communityorganisations, Further Education and Training Colleges (FETColleges - formerly known as Technical Colleges) and variousworkplace training providers.

In the Higher Education and Training band one gets mainlyUniversities and Technikons. There are however other trainingproviders who are officially recognised (accredited) to providetraining at this level, such as professional institutes, even thoughthey are not universities or technikons. Some of the FET Collegesalso provide qualifications at this level.

X Important structures in the system

Without the appropriate structures it will be difficult to make thissystem work. That is why a number of structures have beencreated to support the development and implementation ofthe system. You need to know who is doing what so that youcan get help from the right people. Lets see whos who in thezoo:

X The Department of Education (DoE)

The Department of Education (DoE) is one of the maingovernment departments responsible for making sure that theeducation and training system in the country works. Some ofthe important functions of the Department include:

X Developing the policy and legislative framework on which theeducation and training system rests;

X Conducting research on all aspects of the education and trainingsystem to assist in developing and maintaining the system;

X Providing support to provinces and higher education institutions inthe implementation of national policy, norms and standards.

The DoE is specifically responsible for the educationcomponent within the education (at schools) and training (inthe workplace) system. This means that the DoE is responsiblefor the:


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X Early childhood development (ECD);X Primary schools (GET);X Secondary schools (GET);X Further Education and Training (FET);X

Higher Education and Training at Technikons and Universities (HET)

Although there appears to be a separation between theeducation and training parts of the system this is not the case.The system has been designed to avoid this type of separationbecause education and training are seen as equally importantfor preparing young people for the world of work.

Department of Education Contact Details:

Telephone number: (012) 312 5911Fax number: (012) 325 6260Physical address: Sol Plaatje House

123 Schoeman StreetPretoria

Postal address: Private Bag X895Pretoria, 0001

Web site: www.education.pwv.gov.za

X The Department of Labour (DoL)

The Department of Labour is responsible for making sure thatthe national education and training system is implemented

from a training point of view. This means that the Department ismainly responsible for the training of people for, and in theworkplace. Through its provincial offices and more than 100Labour Centres across the country, the DoL provides a range ofservices that include:

X Skills development planning that provides labour marketinformation on skills needs and priorities;

X Skills development funding through the National Skills Fund thattargets marginalised groups;

X Employment services such as providing information onemployment opportunities, registering unemployed persons andunemployment benefits; and

X Liaising with stakeholders

One of the important issues is the link between the DoE and theDoL. These two government departments are vital role playersand both have a stake in the development andimplementation of an Act called the South AfricanQualifications Authority (SAQA) Act. This Act joined education(traditionally under DoE) and training (traditionally under the


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DoL) together to form a single body. SAQA is the custodian ofthe National Qualifications Framework.

Department of Labour Contact Details:

Telephone number: (012) 312 4000Fax number: (012) 322 0413Physical address: Laboria Building

Schoeman StreetPretoria

Postal address: Private Bag X499Pretoria 0001

Web site: www.labour.gov.za

National Skills Authority

Telephone number: (012) 309 4783Fax: number: (012) 320 1942

Skills Development Planning Unit

Telephone number: (012) 309 4783Fax number: (012) 320 0792

X South African Qualifications Authority (SAQA)

This body was established through the SAQA Act of 1995, and isthe body that brings education and training together into asingle framework called the National Qualifications Framework(NQF). The framework links learners to qualifications and toproviders of education and training.

In order to level the playing fields, SAQA has identifiededucational areas and has put together key stakeholders todevelop the standards and qualifications that relate to eachidentified educational area.

These people have been involved in developing all the buildingblocks for one aspect of the National Qualifications Framework.They have developed all the outcomes and linked outcomesinto larger areas of learning called unit standards. Several unitstandards combined may form a skills programme or alearnership or a certificate, a diploma, or a degree. This iscalled Outcomes Based Education (OBE) as all the education

and training is based on outcomes and they form buildingblocks in the framework.

SAQA is also responsible for the Quality Assurance of all learningin the country. To assist with this, the 25 SETAs all have a qualityassurance division responsible for quality assurance in theirsector.


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The South African Qualifications Authority Contact Details:

Helpdesk number: 086 010 3188Office number: (012) 431 5000Fax number: (012) 431 5039Email: [email protected] Site: www.saqa.org.za

Street Address: Hatfield Forum West1067 Arcadia Street,Hatfield, Pretoria

Postal Address: PostnetSuite248PrivateBagX06Waterkloof, 0145

Sector Education and Training Authorities

25 economic sectors were identified in the South Africaneconomy. In order to assist each sector with the education andtraining within the sector, a Sector Education and TrainingAuthority (SETA) has been set up. The SETAs report to theDepartment of Labour and link closely with the Department ofEducation. Their functions are broadly:

X The quality assurance within a sector. This means that the SETA isresponsible for provider accreditation, programme evaluationand learner achievement verification in their own sector.

X The development, registration, implementation and funding oflearnerships and skills programmes in the sector.

X The administration of the skills development levies of the sector.The DoL collects the levies and allocates the levies to SETAs

according to their membership. The SETAs are also involved in thedistribution of funds for National Skills Fund projects that providessupport to unemployed people in the country.

X Other role players

There are a few other role players in the system that makes itpossible for the system to function. These are:

Private providers:

These are private organisations that offer education and/ or trainingfor financial gain. They spread across all areas of the system, fromECD, GET, FET and HET. They play an important role in the delivery ofshort courses and have moved across the educational spectrum. Allprivate providers need to be accredited by a Quality Assurance bodyand all their programmes need to be evaluated for quality purposes.

Non-government organisations (NGOs) and Community Based

organisations: They also offer courses and may have access tofunding that may put them in a position to assist the most needy in thecountry with education and training.


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X A national education and training system that

presents a framework for all education and trainingin the country;

X Achieving qualifications that are based on learningoutcomes and made up of unit standards;

X Different levels that indicate expected outcomesand the complexity of learning at the various levels;

X Provision of qualifications within different bands;and

X Ensuring the quality of learning through theestablishment of education and training quality

Ensuring the right quality

One of the most important aspects of the new system that isaimed at protecting learners is education and training qualityassurance. What does quality assurance mean? Quality

assurance is about making sure that the learning provided bythe different institutions and providers adheres to the requiredstandards of the NQF. This involves the accreditation ofproviders to deliver accredited training.

We have all heard of fly-by-night training providers. They promise toprovide high quality learning programmes and recruit students whopay for admission to these programmes. The one day they may bethere, going about their business and the next day they may begone! Gone with all your money!

The accreditation of providers is done to protect learners againstsituations like this. Providers need to go though a process of

accreditation that ensures that providers are registered; have aquality management system; are able to develop, deliver andevaluate learning programmes that lead to registered standards orqualifications; have the necessary financial, administrative andphysical resources; have the required policies and practices for themanagement of off-site practical or work-site components whereappropriate; have the policies and practices for the management ofassessment which includes appeals systems; have the necessaryreporting procedures; and have the ability to achieve the desiredoutcomes.

SAQA is also responsible for the accreditation of these quality

assurance bodies. These bodies fall mainly into the following

categories:

X Section Education and Training Authorities (SETAs), for example,the Services SETA;

X Statutory professional bodies such as the South African NursingCouncil;

X Non-statutory professional bodies such as the South AfricanInstitute of Chartered Accountants; and

X Education and training sub-system sectors such as the Council forHigher Education

To summarise, the NQF provides for.


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The benefits of the new system are

The old education system focused on learners knowing lots ofdifferent things and being able to show this knowledge in tests

and exams. The new system has changed the focus to whatthe learner can do with their knowledge as opposed to merelytesting what the learner knows. This does not take away thefact that education will always have a body of knowledge thatthe learner will have to go through. The change is in the way inwhich this knowledge is presented, how the learner processesthe knowledge and applies it in practical situations.

The greatest shift is in the testing and examining area of theeducation system. In the past, some teachers would testlearners in say Geography, and expect the learner to almostreproduce the textbook. Well what value does that have? A lot

of learners just learned how to write exams and did well, orlearned the day before the test and forgot everything within aweek. The new system encourages learners to produceevidence of learning in different forms and at different times.This evidence may include objects you have made, writtenprojects, oral presentations, exams and other forms ofassessment. This makes sure that learners can apply theirknowledge in the future.

X The national system ensures an agreed set of standards for eachfield of learning that means that you are free to move from onelearning institution, organisation or company because what youhave learned before will be recognised across the country.

X It means that you can now compare your education and trainingoptions because they are all assessed against a nationally agreedset of standards.

X Informal learning is recognised so that you can get the samequalification as someone who has gone though formal training ifyou are able to show that you can do the same task.

X Career planning becomes easier because the system is made upof building blocks that you can use in different sectors andoccupations.

Watch out, there is a new language

A new language has developed alongside the new educationand training system. Here are some of the changes:


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SO, WHAT ARE YOUR OPTIONS?

The new system sounds like a good idea. You may think that it isabout time that we move way from a system that provided uswith education based on our race and replace it with anational system that provides more equal opportunities. But, tomake the system work for you, you need to know what youroptions are. You need to know what is available if you areunemployed, just finishing school or if you are workingsomewhere but want to develop yourself further.

Before we investigate the options, we need to highlight twospecific measures that are aimed at young people. These arelearnerships andskills programmes.

What are learnerships and skills programmes?

There are some important similarities between a learnershipand a skills programme. The first is that they are both aboutgaining useful skills that can be applied in a work environment.

Also, they are both linked to the standards and qualificationsregistered in the NQF.

A learnership provides for an agreement to be signed betweenan employer, the learner (employee for the purposes of alearnership) and a training provider. The aim of this agreementis that the parties agree that the learner will receive structuredlearning from the provider as well as structured workplace

What is OUT: What is IN:

Teachers Educators

Pupils Learners

Christian NationalEducation (CNE)

Outcomes Based Education(OBE)

Knowledge Knowledge and Competence

Continuous testing Building of a portfolio ofevidence

Exams Outcomes based assessment

What you know What you can do, how youapply your knowledge

Standards Grades

School subjects Areas of learning


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experience to fulfill the requirements of the qualification (seeexample of a learnership at the end of this guide).

Askills programme may not necessarily result in a qualificationeven though it is still based on registered unit standards. There isalso no signed agreement as required in the learnership. A fewskills programmes put together may result in a qualification.

A learnership is primarily aimed at providing you with anopportunity to gain a qualification while based in theworkplace. It should be clear that there is no specific promise oflong-term employment if your contract is only for a learnership.You should also be aware that the signing of the learnershipagreement commits the three parties to doing specific things.

Whats in it for you?

This means that if you are involved in a learnership you gainaccess to training and workplace experience that leads toa registered qualification. Your qualification will be equal toother qualifications that have been earned from otherinstitutions such as FET Colleges. This is important when oneconsiders that, previously, learning earned in the workplacewas considered by some to be inferior to that earned fromformal learning institutions. You also get the benefit of beingin the workplace and gaining experience as an employeeduring the learnership. This is different from the experienceof many qualified people who only see the inside of theworkplace after they have already qualified. It also

rovides ou with an allowance that will hel make


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The rights and obligations of the parties to the learnership agreement

are:

The learner has the following obligations:

X work for the employer as part of the learning process;X be available for and participate in all learning and work experience

required by the learnership;

X comply with workplace policies and procedures;X complete any timesheets or any written assessment tools supplied by

the employer to record relevant workplace experience; and

X attend all study periods and theoretical learning sessions with thetraining provider and undertake all learning conscientiously.

The training provider has the following obligations:

X Provide education and training in terms of the learnership;X Provide the learner with support as required by the learnership;X Record, monitor and retain details of training provided to the learner in

terms of the learnership;

X Conduct off-the-job assessment in terms of the learnership, or cause itto be conducted; and

X Provide reports to the employer on the learners performance.

The employer has the following obligations:

X The employer must comply with its duties in terms of all the applicablelegislation

X Provide the learner with appropriate training in the work environment toachieve the relevant outcomes required by the learnership;

X Provide appropriate facilities to train the learner in accordance with theworkplace component of learning;

X Provide the learner with adequate supervision at work;X Release the learner during normal working hours to attend off-the-job

education and training required by the learnership;X Pay the learner the agreed learning allowance both while the learner is

working for the employer and while the learner is attending approved off-the-job training;

X Conduct on-the-job assessment, or cause it to be conducted;X Keep up to date records of learning and periodically discuss progress

with the learner;

X If the learner was not in the employ of the employer at the time ofconcluding this Agreement, advise the learner of the terms andconditions of his or her employ, including the learning allowance; andworkplace policies and procedures.

X Apply the same disciplinary, grievance and dispute resolutionprocedures to the learner as to other employees.

What rights do you have as a learner?

X To be educated and trained in terms of this Agreement;X To have access to the required resources to receive training in terms of

the learnership;

X To have his or her performance in training assessed and have access tothe assessment results;

X To receive a certificate upon successful completion of the learning;X To raise grievances in writing with the SETA concerning any

shortcomings in the training.


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What about the employers rights?

X The learner is required to perform duties in terms of the learnershipagreement; and

X The learner must comply with the rules and regulations concerning the

employers business concern.

What about the rights of the training provider?

X The registered training provider has the right of access to the learnersbooks, learning materials and workplace, if required.

As can be seen above, all the parties to the learnership haverights and obligations that they have to enforce in order for thelearnership to be successful. It is important that as a learner youare aware of this to prevent yourself from being abused, butalso to ensure that you improve your chances of successfully

completing your learnership. Be aware that, should you belooking for long-term employment, a good showing during yourlearnership may improve your chances of being employed.

Does a skills programme come with similar rights and

obligations?

Unlike the learnership, the skills programme does not have anagreement that has to be signed by the parties. The partiesinvolved in the skills programme can decide how they willmanage their relationship. It is important to ensure though, thatthe skills programme is registered with the SETA. Some SETAs

already have guidelines regarding the implementation of skillsprogrammes and these should then be followed where theyexist.

Lets continue by exploring more broadly what options youhave available in the new system, by looking at a fewexamples:

[Note: The options presented here are broad categories. They

may not necessarily apply to you. Sometimes various options

can be combined. You need to explore further what options

are available to you and how you can use them to youradvantage!]


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Down and out The case of Mpho!

Mpho grew up in a rural area of Northern KwaZulu-Natal. She went toschool and completed grade five in 1995. In 1996 her mother fell ill

and she left school to attend to her sick mother, her father and fivesiblings. In 1997, her mother died and her father fell ill and also died atthe end of 1997. She was destitute and has relied on the generosity ofher community to get through. A few people in the villageoccasionally give the family some food and she plants somesubsistence crops when she has money to buy seeds. How can thenew education and training system support Mpho? She is a Blackwoman with very little education and she lives in a rural area. Whatare her options?

What are her options?

As a first priority Mpho needs to develop her reading andwriting skills. Mpho needs to find out whether there is anorganisation that provides Adult Basic Education and Training(ABET) in her area. The National Skills Fund has made availablelarge amounts of money for programmes targeting people inMphos situation. These projects are implemented through theSETAs. The SETAs generally use NGOs, CBOs or private trainingproviders to deliver ABET programmes.

ABET falls within the General Education and Training (GET) band onthe NQF and is provided at levels 1-4. This will give Mpho a generaland basic education that is aimed at providing her with a groundingthat will allow her to move on to the Further Education and Training

(FET) band. This is the first exit level: This qualification may beregistered with the NQF at level 1.

Mpho can also identify short learning programmes that cangive her credits towards a qualification. She can do this eitherduring her studies or after she has completed the ABET level 4course. Remember a qualification is made up of unit standardsthat give you credits towards a qualification.

Who should she contact?

Mpho should find out whether there is a local NGO or CBO that

provides ABET training. These organisations may be able toprovide her with information on other organisations that provideABET training if they do not provide such training themselves.Mpho can also contact the National Skills Fund to find out ifthere are ABET training providers that have NSF funding in herarea.

Mpho can find out from the SETAs whether there are any plans to

support the delivery of specific learning programmes in her area.


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NOTES


Where can she get funding?

There are many ABET training and skills programmes that arefunded by the government through the NSF or by other donor

organisations. In some instances, the funding support will covercosts such as transport costs and a daily allowance. However,this will all depend on the design of the programme.

Learning at work - The case of Itumeleng!

Itumeleng completed Grade 12 in 2000; he was then registered onthe NQF at level four. In 2001, he registered for an Administratorscourse at a local private provider. His parents helped him out with theone-year course fees. He completed the course and got a certificate.This was registered as a skills programme at level five and was addedto his name on the NQF. In January 2002 he started looking for a job.

By April he was employed as an administrator in a large company. Sofar so good!

Itumeleng wants to get ahead. He does not want to stay in the samejob for too long. He wants to move up the corporate ladder. Heknows that learning and qualifications are vital to get ahead intodays world. What should he do next?

What are his options?

Itumeleng decides to go and speak to the human resourcedevelopment manager in the company to draw up a skillsprofile and uses this to compare it with his job profile. Together

with the manager, they identify his skills gaps and analyse hisjob profile against his current skills. This gives him an indicationof his skills gaps. The manager and the company SkillsDevelopment Facilitator (SDF) her role is to consult allemployees and to set up a skills development committee andcomplete the Workplace Skills Plan then agree on adevelopment plan for Itumeleng. Itumeleng is sent on acomputer course to improve his computer skills. He completesthe course - at level five on the NQF and these courses areregistered against his name. The courses are paid for by theskills development grants that the company receives from theirSETA.

In the following year Itumeleng will go for further training injunior management. The company has charted his career pathand the learning programmes that will support his chosencareer path.


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NOTES


Who should he contact?

If you are employed you should contact your human resources

manager or SDF and request assistance for education andtraining programmes. The manager should assist you indeveloping a career path and in identifying the courses andprogrammes to support your career development. Request acopy of the company Workplace Skills Plan and look at thetraining priorities. Ensure that you are represented in theconsultation and decision-making processes around the WSP.

Where can he get funding?

The cost for most in-service training should be covered by theemployer. This may not be the case in all companies. Look

carefully at the Human Resource Policy of the company beforeyou enroll for any course. Dont assume that the company willcover the costs until your manager and the Human ResourcesManager sign this off.

The company may not cover any course outside your careerwithin the company. Lets say for example that Itumeleng isinterested in photography; the chances are slim that thecompany will pay for him to attend training in Photography.

Some companies require an employee to remain with thecompany for a specified time after the completion of studies.They may also allocate a number of days for study leave andexam leave. Check it all out carefully!

Experience counts - The case of Vusi!

Vusi is 32 years of age and has been working for a small electricalcompany for 14 years. He started off this job as an assistant to theelectrician; he carried tools and passed tools to the electrician whilehe fixed things for clients. Shortly after he started working for theelectrician he showed an interest in learning all about theelectricians work. The electrician began to explain things to him, andslowly taught him to do simple and then more complicated jobs. Vusi

now has his own assistant and works independently and is teachinghis assistant. He, however, has no formal qualification. Vusi can onlyread a few words, and write simple words, and sign his name.

What are his options?

One day the Construction SETA contacted the electricalcompany and asked the owner if he employed anyone whomhe thought had potential to become an electrician. The owner


23/30


NOTES


immediately said that Vusi was a definite candidate. Vusi wasthen enrolled in a Learnership at level 4 on the NQF with theConstruction SETA.

When he started the programme about the electrical work, it

was very clear to his educator that Vusi had a very goodknowledge of how to work with electricity. He had been taughtwell and had all the practical experience needed to becomean electrician. Unfortunately, he could not read or write. Aspart of all learnerships a learner must pass what is termedfundamental learning. This includes language, maths and lifeskills. Although Vusi knew a lot about electricity, he had toattend classes to improve his fundamental knowledge.

The educator also took Vusi through a Recognition of PriorLearning (RPL) programme to assess his knowledge and skillsrelated to electrical work at level four. He used the outcomes

as per the course outline to assess him. This would be exactlythe same assessment used for a candidate if they had beenthrough the course. During this process the educator identifiedand assessed all the areas where Vusi was able to demonstratehis competence and identified all the gaps in his knowledgeand skills. Vusi was then given an outline of a programme forhim to attend a few classes to gain this knowledge. Once hehad completed this he was assessed and awarded hisqualification. This part of the course would normally have takentwo years to complete but for Vusi it only took three monthsafter the provider had RPL-ed him. This saved money and time.

The Construction SETA paid for all Vusis tuition but did not givehim a learner allowance because he was already employed.

Once Vusi finishes all the fundamental learning and completesthe learnership, he will be awarded a qualification and hisqualification will be registered against his name on the NQF.

Who should he contact?

Study the list of SETAs at the back of this guide if you areinterested in applying for a learnership or skills programme.Phone the SETA you are most interested in and ask to talk tosomeone in the Learnership division. They will be able to assist

you. Your local DoL may also be in a position to assist you.Dont be put off if there are no learnerships available at themoment, the system is growing all the time.

Where can he get funding?

Learnerships are all qualifications. The length of the learnershipwill vary depending on the level and subject. As a guide,however, a learnership should not be shorter than six months


24/30


25/30


NOTES


Where can she get funding?

Lindiwe will constantly need to improve her skills to remain in asmall business. She should take advantage of the opportunitiesfor lifelong learning. The costs of these courses will differ,

depending on the length and the topics. As her business grows,she will need to know about paying taxes, employing people,registering a business, etc. This is an ongoing process.

LEARNING FOR LIFE!

The new education and training system presents opportunitiesfor all of us. It is especially designed to help young peoplemake a success of learning for life!

FURTHER READING

Department of Labour, (undated), Implementing the NationalSkills Development Strategy: The Role of the Education and

Training Authorities and the Department of Labours Provincial

Offices, Department of Labour, Pretoria.

Department of Labour, (2001), National Skills DevelopmentStrategy: Setting the Context, Department of Labour, Pretoria.

Department of Labour, (2001), Ensuring Quality in Educationand Training: The Role of Education and Training Quality

Assurance Bodies, Department of Labour, Pretoria.

Department of Labour, (2001), The National Skills DevelopmentStrategy April 2001 March 2005: Skills for Productive Citizens for

All, Department of Labour, Pretoria.


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NOTES


MORE CONTACTS

Name of

organisation

The Umsobomvu Youth Fund (UYF)

What does theorganisationdo?

The organisation was established to facilitate andpromote the creation of jobs and skillsdevelopment for South African youth through theimplementation of three programmes:

X Contact, Information and CounsellingThis programme provides information oneconomic and educational opportunities foryoung people though Youth Advisory Centres, anInternet Portal and a Youth Line

X Skills Development and TransferThe programme provides a platform for skills

development through the implementation of ayouth service and school to work programmes

X Youth EntrepreneurshipProvides funding and business developmentsupport to young entrepreneurs to help you startup and grow your small and medium enterprises.

How can theorganisation helpyou

Through the Contact, Information andCounselling Programme, the UYF can provideyou with education and training relatedinformation. Also find out how you canparticipate in the organisations Skills

Development and Transfer Programme that isaimed at developing the skills of young people.

Physical Address Block P, Central Park16th Road, MidrandSouth Africa

Postal Address P.O.Box 982Halfway House1685

Youth Line 0860 0 96884

Youth Portal www.youthportal.org.za

Email [email protected]


27/30


NOTES


SETA Contact Information

Tel: Call Centre: 0861 020 002(011) 805 9661

Fax: (011) 805 8348

Email: [email protected]

Banking Sector

Education and Training

Authority

(BANKSETA)Web Site: www.bankseta.co.za

Tel: (011) 265 5900/5904

Fax: (011) 265 5924/25


Construction Education

and Training Authority

(CETA)

Web Site: www.ceta.org.za

Tel: Tel: (011) 726 4026

Fax: Fax: (011) 726 7777/2425


Chemical Industries


Authority

(CHIETA)Web Site: www.chieta.org.za

Tel: (031) 702 4482

Fax: (031) 702 4113Email: [email protected]

Clothing Textiles

Footwear and LeatherSETA

(CTFL)Web Site: N/A

Tel: (012) 663 6983

Fax: (012) 663 4878


Diplomacy Intelligence

Defence and Trade

and Industry

(DIDTETA)Web Site: www.didteta.co.za

Tel: (011) 838 0117

Fax: (011) 838 0119


Energy Sector


Authority

(ESETA)Web Site: www.eseta.org.za

Tel: (011) 807 5621

Fax: (011) 807 7490


Education Training and

Development Practices

SETA

(ETDP)Web Site: www.etdpseta.org.za

Tel: (011) 476 8570

Fax: (011) 476 5756


Financial and

Accounting Services

SETA

(FASSET)Web Site: www.fasset.org.za

Tel: (011) 712 0600/1

Fax: (011) 339 1166


Forest Industries


Authority

(FIETA)Web Site: www.fieta.org.za

Tel: (011) 802 1211

Fax: (011) 802 1518


Food and Beverages

Manufacturing Industry

SETA

(FOODBEV)Web Site: www.foodbev.co.za

Tel: (011) 607 690

Fax: (011) 616 8939

Email: N/A

Health and Welfare

SETA

(HWSETA)

Web Site: www.hwseta.org.za


28/30


NOTES


Tel: (011) 484 0722

Fax: (011) 408 0862


Insurance Sector


Authority

(INSETA) Web Site: www.inseta.org.zaTel: (011) 805 5115

Fax: (011) 805 6833


Information Systems

Electronics &

Telecommunication

Technologies

(ISETT)Web Site: www.isett.org.za

Tel: (011) 456 8579

Fax: (011) 450 4948


Local Government

Water and Related

Services SETA

(LGW SETA)Web Site: www.lgwseta.co.za

Tel: (021) 949 1463

Fax: (021) 949 1468


Media Advertising

Publishing Printing and

Packaging(MAPPP SETA)

Web Site: www.mappp-seta.co.za

Tel: (011) 492 1533

Fax: (011) 492 1541/2


Manufacturing,

Engineering and Related

Services SETA

(MERSETA)Web Site: www.merseta.org.za

Tel: (011) 403 7946

Fax: (011) 403 8424


Mining Qualifications

Authority

(MQA)

Web Site: www.mqa.org.za

Tel: (012) 325 1655

Fax: (012) 325 1677Email: [email protected]

Primary Agriculture SETA

(PAETA)

Web Site: N/A

Tel: (011) 805 0071/84

Fax: (011) 805 6630


Police Private Security

Legal & Correctional

Services SETA

(POSLEC SETA)Web Site: www.poslecseta.org.za

Tel: (012) 314 7208

Fax: (012) 314 7502


Public Service SETA

(PSETA)

Web Site: www.dpsa.gov.za

Tel: (011) 715 1800Fax: (011) 726 1184/ 482-9968


Services SETA(SERVICES SETA)

Web Site: www.serviceseta.org.za

Tel: (012) 365 2827

Fax: (012) 348 1445


Sector Education and

Training Authority for

Secondary Agriculture

(SETASA)Web Site: www.setasa.co.za


29/30


NOTES


Tel: (011) 781 1280

Fax: (011) 781 0200


Transport Education and

Training Authority

(TETA)

Web Site: www.teta26.co.za

Tel: Call Centre: 0860 100 221(011) 803 6010

Fax: (011) 803 6702


Tourism and Hospitality

SETA

(THETA)

Web Site: www.theta.org.za

Tel: Call Centre: 0860 270 027(012) 452 9200

Fax: (012) 452 9229


Wholesale and Retail

SETA

(W & R SETA)

Web Site: www.wrseta.org.za


30/30

youthconnect

08600 YOUTH (96884)

This publication is available

upon request in multiple

formats.

For more information contact:

Umsobomvu Youth Fund

Contact, Information and

Counselling Programme

P O Box 982

Halfway House, 1685

Umsobomvu House

11 Broadwalk Ave

Halfway House

South Africa

E-mail: [email protected]

This publication is also

available electronically on the

Worldwide Web at the

following address:

http://www.youthportal.org.za

A Government Initiative

education and train in get options uf version

Documents