Introduction to STEP 1

Transcription

1 LEARNERSHIP IMPLEMENTATION PROCESS - 10 STEPS Diagram of the 10-step implementation process Introduction to STEP 1 The importance of planning Learnership implementation Before you take the first step on your journey, it would be worth considering the importance of carefully planning your organisation s involvement in Learnerships, to avoid the pitfalls of poor planning. The success of Learnership implementation depends largely on a thorough planning of the organisation s involvement in Learnerships and an understanding of the issues raised in Step 1. It is for this reason that the first step in the Learnership implementation process is dealt with quite comprehensively. Implementing Learnerships is a costly and time-consuming process, and therefore it is important that the process be carefully planned. In addition, Learnership actions must be driven by people who have a thorough understanding of what is required to make it a success. Negative impact of poorly planned implementation When Learnerships were first introduced into workplaces, around , many organisations that enthusiastically embraced this new system burnt their fingers because they had not planned the implementation thoroughly. Unfortunately, many were driven by SETA promises of substantial financial reward for implementing Learnerships, rather than by a clear plan for using Learnerships to address critical skills development needs in their organisations.

2 This has had many negative results, e.g. the Learnerships did not achieve the intended objectives, the process was disorderly and caused much confusion (especially in the workplace), and, most importantly, the problems experienced created resistance to Learnerships in general. Step 1: INITIATE LEARNERSHIP IMPLEMENTATION 1.1 FORMULATE THE ORGANISATION S STRATEGY ON LEARNERSHIPS, OR REVIEW EXISTING STRATEGY INITIATE YOUR ORGANISATION S INVOLVEMENT IN LEARNERSHIPS A good starting point to complete Step 1 is to initiate a discussion in your organisation on its involvement in Learnerships. If your organisation is already involved in Learnerships, this action should be directed towards evaluating the current involvement. This is generally initiated by an individual or group of people from the departments/units responsible for Human Resource Development (HRD), skills development or training. In companies this would probably be the HRD or Training Manager, Skills Development Facilitator (SDF) or Training Committee. In training institutions this could be the senior manager responsible for curriculum planning. It could also be any person who acts as a Learnership champion and takes the initiative in promoting the organisation s involvement in Learnerships. This document is designed to record the information that will assist you in planning your organisation s strategy for implementing Learnerships. You should adapt it to suit the particular needs of your organisation. Large organisations planning extensive involvement in Learnerships may need a comprehensive document, while small organisations may only need to record some of the points. Use the template of the Strategy for Learnership Implementation which is provided in this publication, or develop your own document on the basis of the template. The index to the template gives an overview of the type of information that is included in this document. Annexure: STRATEGY FOR LEARNERSHIP IMPLEMENTATION. Please note that this template is an example that has been developed to assist you to make a success of your Learnership implementation. The form itself is not an official SASSETA requirement DETERMINE THE NATURE OF LEARNERSHIPS AND SKILLS PROGRAMMES Before your organisation gets involved in Learnerships it is vital to ensure that all interested parties have an accurate understanding of what a Learnership is. For those driving the planning and implementation of Learnerships, it is imperative to have a clear understanding of the key features of a Learnership and what is involved in its implementation. Further characteristics of a Learnership are provided in the Skills Development Act (1998), while the Regulations to the SAQA Act describe the characteristics of the qualification that the Learnership is designed to achieve.

3 Identify the legal requirements relevant to Learnership implementation In view of its commitment to the development of the people of South Africa, the Government introduced a series of acts and regulations to create an integrated skills development system aimed at promoting economic and employment growth and social development. The main acts and regulations are listed below: The Skills Development Act, 1998 (Act No. 97 of 1998 The Skills Development Amendment Act, 2003 (Act No. 31 of 2003) The Skills Development Levies Act, 1999 (Act No. 9 of 1999) The Skills Development Regulations, No. R. 571 of 22 June 2001 The Regulations concerning the registration of intended Learnerships and Learnership Agreements, No. R. 330, dated 3 April 2001 The Sectoral Determination No. 5: Learnerships, of the Basic Conditions of Employment Act 75 of 1997 The South African Qualifications Authority Act, 1995 (Act No. 58 of 1995 that established the National Qualifications Framework (NQF), and The Employment Equity Act, 1998 (Act No. 55 of 1998). Identify the benefits of implementing Learnerships in your organisation Learnerships are designed specifically to benefit employed and unemployed people, employers, as well as the economy and the broader nation. Learners need learnerships because they cannot afford the loss of income that full-time study would incur and many are not able to finance full-time study. They need learning programmes that are directly and practically related to their field of work and that will provide a foundation for further learning. Employed staff will gain new skills and knowledge that will increase their productivity and quality of work. Learnerships will also provide a career path and opportunities for further learning. The national qualifications achieved through learnerships will be recognised everywhere in South Africa and will help staff when they apply for a new job. Unemployed people need learnerships because they provide an opportunity to gain knowledge and work-based experience, which will make them employable or able to initiate self-employment opportunities. They will be given employment for the duration of the learnership and be provided with opportunities to learn and gain workplace experience and skills. This experience will help them when they apply for a job or want to create their own job opportunities. Employers need learnerships because they need qualified staff and cannot afford to lose employees for long periods of training during off-site learning programmes. Identify the differences between Learnerships and other types of learning processes It is important to understand the differences and similarities between Learnerships and other types of learning programmes. This will assist in identifying where existing training processes could be used in implementing Learnerships and where unique processes need to be developed. The difference between Learnerships and apprenticeships Learnerships are similar to apprenticeships, in that they are both work-based routes to learning. Both combine theoretical learning components with practical workplace application. In some cases existing apprenticeships have been used as the basis from which to develop Learnerships.

4 Although they are similar, there are important differences between apprenticeships and Learnerships. Learnerships will replace the apprenticeship system, as the Department of Labour and the SETAs favour the Learnership system. Existing apprenticeships will continue for the duration of their contract period. Example: A learner can complete a skills programme for install glass panes for windows and sliding doors, then do one in tiling, followed by one in laying paving. Together these and other skills programmes could enable the learner to achieve a national qualification in construction ESTABLISH THE LINK BETWEEN THE STRATEGY FOR LEARNERSHIP IMPLEMENTATION AND YOUR ORGANISATION S PEOPLE-DEVELOPMENT STRATEGY Link the Strategy for Learnership Implementation to your organisation s people-development strategy Learnerships are one of the many tools you can use to develop the skills your organisation requires and they should not be implemented in isolation from other learning and peopledevelopment interventions. Therefore, it is important to ensure that Learnerships are integrated into the overall skills-planning strategy and processes (WSP). Study the steps of the skills planning strategy described by Prof Ian Bellis to identify the links between this process and Learnerships. The main steps, taken from Skills development planning for improved performance by Bellis and Hattingh (2003: 4), are indicted in the figure below.

5 (Training Committees) You could describe the links with the Skills Levy, Workplace Skills Plan (WSP) and Employment Equity Plan, as well as other initiatives such as existing mentorship programmes FORMULATE THE OBJECTIVES TO BE ACHIEVED THROUGH IMPLEMENTING LEARNERSHIPS Identify the organisational objectives to be achieved through Learnerships Identify the objectives of your organisation that could be achieved through implementing Learnerships and/or skills programmes. Motivation for implementing Learnerships The primary objective of implementing Learnerships should not be to get money back from the Skills Levy. Implementing Learnerships is not an easy way to make money. The main benefit of implementing Learnerships is improved productivity resulting from improved performance in the workplace. Organisations wishing to implement Learnerships have to realise that a substantial investment in time and resources is required to plan and prepare for the implementation. This initial investment pays off during the second and subsequent implementations when the required processes and mechanisms are already in place, and can simply be adapted. Make sure that the primary motivation for implementing Learnerships is to build skills and improve performance, not merely to get more money back from the Skills Levy.

6 The flow of money from the Skills Levy (Based on the design in the Department of Labour publication, An employers guide to the skills development levy, 2001: 17) Formulate the principles to guide Learnership implementation The principles that have to be adhered to in implementing Learnerships will differ in each organisation, as they will be formulated on the basis of the nature, vision and mission of the organisation and its approach to people development. These principles should be used as a point of reference that guides all decisions and actions relating to the implementation of Learnerships in your organisation CONFIRM YOUR ORGANISATION S NEED FOR LEARNERSHIPS AND SKILLS PROGRAMMES Formulate the objectives to be achieved through implementing Learnerships Identify areas for implementing Learnerships and skills programmes Identify areas in which Learnerships and/or skills programmes may be the appropriate tool to address the learning need. This information could be obtained from the Workplace Skills Plan (WSP) and/or other formal or informal audits of skills needs, such as the results of the performance management process or the Employment Equity Plan. Record the priority areas in which Learnerships could address the identified need, i.e. the job area(s) and field(s) of learning.

7 Identify the broad learner target group(s) Identify the learner target group that would participate in Learnerships and indicate whether this would include currently employed learners (i.e. 18(1) learners) and unemployed learners (i.e. 18(2) learners). NB! Learnerships are not only for the unemployed It is a misconception that Learnerships are aimed only at unemployed learners who have been disadvantaged by the inequalities of South Africa s past discriminatory education and training systems. While the unemployed are certainly a target group, Learnerships are designed to serve a much wider range of learners. Employed learners: to extend their range of skills and/or to upgrade their skills. This will strengthen their capacity to meet the existing or changing operational needs of their employers, and open up opportunities for job advancement/enrichment or for further learning. Unemployed learners: to build skills and provide workplace experience to improve their employability, or to enable them to generate an income. Pre-employed learners: to bridge the gap between institutional learning and the job market, by enhancing their learning with workplace experience. The purpose is to improve the employability of those who have not yet entered the job market, such as school leavers. It is important to reach agreement in your organisation about the inclusion of unemployed learners on Learnerships. This issue needs to be handled with great tact, especially as employees will be acting as coaches or mentors and will need to assist the unemployed learners to develop the required competence. Some employees and employee representatives may support the inclusion of unemployed learners on Learnerships implemented by the company. However, others may regard this as detrimental to employees who could also benefit from such learning opportunities. It is particularly important to get the buy-in from trade unions and other employee bodies, whose primary concern is obviously the interests and development needs of people who are already employed. Plan the sites where Learnerships will be implemented Record the planned sites where Learnerships will be implemented, e.g. the divisions, branches or geographic areas DETERMINE THE RESOURCES REQUIRED FOR IMPLEMENTING LEARNERSHIPS SASSETA responsibility for Learnerships The implementation of Learnerships is primarily driven by the SETA. The Skills Development Act requires SETAs to deliver the following services in relation to Learnerships: Establish Learnerships and submit them to the Department of Labour for registration Promote the implementation of Learnerships Register the Learnership Agreements that are signed by learners, Lead Employers and Lead Training Providers, and

8 Allocate grants from the Skills Levy contributions to employers that are implementing Learnerships. Determine the SASSETA s Learnership grant allocation system All SETAs are guided by the stipulations in the Skills Development Regulations (No. R. 571, dated 22 June 2001) on the funding of Learnerships, skills programmes, apprenticeships and sector priorities. Annexure: REGULATIONS No. R. 330 of 3 April 2001 These four areas are funded from the discretionary grant, as the SETAs can use their own discretion on how they allocate funds for these four areas. (The mandatory grant is used to pay employers for the submission of Workplace Skills Plans (WSPs) and the annual training report they submit on the implementation of the WSP.) SETA grant allocation for Learnership implementation Some of the SETA practices and criteria for the payment of Learnership grants are listed below: Grants may be paid to the employer who signs the Learnership Agreement as the Lead Employer. The employer then uses money from these grants to pay the training institutions and other services providers who are involved in implementing the Learnership. Grants are generally paid in stages rather than in full at the beginning or end of the Learnership. Additional grants may be generally paid to employers for taking section 18(2) learners into a Learnership, i.e. previously unemployed learners. Additional grants may be paid to employers who take disabled persons into a Learnership. Additional grants may be paid for learners who remain on the Learnership after the first six weeks, to encourage all parties to avoid a high drop-out of learners in the beginning. Some SETAs pay an amount for each unit standard completed. Additional grants may be paid to employers who keep section 18(2) learners (previously unemployed) in employment for six months after completion of the Learnership. Identify the tax incentives for implementing Learnerships Employers who implement Learnerships qualify for a tax deduction on their taxable income in terms of the Taxation Laws Amendment Act 30 of A summary of the amounts that can be deducted is provided in the table below, which indicates that larger amounts are deductible for taking unemployed learners on Learnerships. Summary of the government tax incentives for implementing Learnerships Conditions for tax deduction Amount that an employer can deduct from the taxable income for the tax year For every Learnership Agreement Deduction of a maximum amount of R17,500 entered into with a section 18(1) learner For every Learnership Agreement Deduction of a maximum amount of R25,000 entered into with a section 18(2) learner For each registered Learnership Deduction of a maximum amount of R25,000 Agreement completed in that year Deductions only apply if: The employer has provided details on the Learnership, the SETA and learners, and The employer has provided proof of compliance with the requirements of the Skills Development Act TAX incentives also apply to apprenticeships registered after 1 Oct 2001

9 Detailed information on how these systems work is provided in Interpretation Note No. 20, issued by the South African Revenue Service on 5 March It also contains a practical case study, a flowchart and the form to be completed to apply for the deduction. Determine the learner allowance payable to learners in Learnerships The SETAs pay learner allowances to section 18(2) learners on Learnerships. This money is intended to assist previously unemployed learners to participate in Learnerships, for example to cover the costs of meals and transport. The minimum monthly learner allowance that is paid by the SETA is stipulated in the Sectoral Determination No. 5: Learnerships. Annexure: Sectoral Determination no 5. The minimum amounts are calculated on the basis of the salary that an employed person would be earning. For example, the minimum weekly wage for a learner on NQF level 1 would be R per week. This amount increases to R a week if the learner has earned between 121 to 240 credits. The maximum weekly allowance payable to a learner on an NQF level 8 Learnership is R Identify possible additional sources of funding available for Learnership implementation In some cases additional funds are available for the development and implementation of Learnerships, for example from the National Skills Fund that funds national skills development priorities. Identify additional internal resources required The Learnership grants from the SETA are only accessible once the learning programme of the Learnership has commenced. Therefore, your organisation will have to use its own funds to get the implementation process going, for example to prepare the organisation and its facilitators and assessors to deliver the Learnership. Draw up a provisional financial forecast There must be a realistic understanding of the overall costs that will be incurred in implementing Learnerships and that will not be covered by the Learnership grant received from the SETA. Included in this are hidden costs such as the time of senior staff for promoting the Learnership, the time and resources required for co-ordinating all the role players and activities, and also the time used for the management of the implementation logistics ESTIMATE THE RESOURCES YOUR ORGANISATION NEEDS TO COMMIT TO LEARNERSHIP IMPLEMENTATION At this stage of the planning process, it will not be possible to describe exactly what resources will be required, as this will be influenced by decisions made later on. However, this estimate will assist in creating a realistic understanding of the commitment that is required for implementing Learnerships CONSIDER THE POTENTIAL NEGATIVE IMPLICATIONS OF IMPLEMENTING LEARNERSHIPS Discuss the potential negative implications of your organisation s involvement in implementing Learnerships. Ensure that management and all involved in making decisions about the overall strategy and its implementation consider the negative implications of implementing Learnerships and the potential obstacles that could be encountered.

10 There is a wide range of potential obstacles to Learnership implementation in areas such as finances, human resources, facilities, logistical support, as well as resistance or negative attitudes of important stakeholders. 1.2 OBTAIN APPROVAL FOR THE STRATEGY FOR LEARNERSHIP IMPLEMENTATION CONSULT WITH STAKEHOLDERS ON THE STRATEGY FOR LEARNERSHIP IMPLEMENTATION In workplaces, these would include people such as line managers, employee representatives, the Training Committee, existing workplace coaches and mentors, people involved in developing the organisation s Employment Equity Plan and Workplace Skills Plan (WSP), as well as the staff of the training or Human Resource Development department who will be most directly involved in implementing the strategy. In training institutions managers, departmental heads and senior teaching/lecturing staff will have to be consulted, especially those who are likely to be directly involved in Learnerships SUBMIT THE STRATEGY TO THE APPROPRIATE MANAGEMENT STRUCTURES FOR APPROVAL Management has to give their approval for the organisation to get involved in implementing Learnerships. They also have to commit themselves to making departments and personnel available for planning the implementation, as well as people who will be involved in the implementation in some way. 1.3 ALLOCATE PERSONNEL TO PLAN THE IMPLEMENTATION OF LEARNERSHIPS APPOINT A LEARNERSHIP CO-ORDINATOR Since the implementation of Learnerships should be managed as a multi-faceted project, it is recommended that every organisation planning a long-term involvement in Learnerships appoint a Learnership Coordinator. Generally, this person would be performing this role as part of his/her normal job. It is not a SETA requirement that there should be a Learnership Coordinator. However, appointing such a person to co-ordinate the organisation s Learnership activities will contribute to effective implementation. Describe the functions of the Learnership Co-ordinator There should be agreement in your organisation on the functions of the Learnership Co-ordinator, as well as the factors to be taken into account in selecting the coordinator. The functions are different in each organisation as they are influenced by factors such as the scope of an organisation s involvement in Learnerships and the people available to assist the coordinator. Appoint a person to perform the role of Learnership Co-ordinator The coordination function could be performed by the Human Resource Development Manager, Skills Development Facilitator or a Training Committee member. This coordinating function could be added to their current portfolio, if this is manageable in terms of their existing workload.

11 The Skills Development Facilitator (SDF) appointed by employers should be involved in the planning and implementation of Learnerships. This should be included in the description of the functions of the SDF to ensure that Learnerships are integrated into your organisation s skills development strategy APPOINT ADMINISTRATIVE STAFF TO ASSIST THE LEARNERSHIP CO-ORDINATOR The size of the administrative staff component should be appropriate to the extent of your organisation s involvement in Learnerships. Identify which administrative processes can be shared between implementation partners to reduce cost and effort. 1.4 SELECT THE SPECIFIC LEARNERSHIP TO BE IMPLEMENTED IDENTIFY PRIORITY LEARNING NEEDS Learnerships can be implemented in any occupation where work-based learning paths are viable, and where it is appropriate to build practical experience into the qualification. An essential requirement for the successful completion of a learnership is that learners must demonstrate their competence by applying what they have learnt in the workplace. Unlike apprenticeships, learnerships are not restricted to the narrow range of blue-collar occupations DECIDE WHETHER LEARNERSHIPS WOULD BE THE MOST APPROPRIATE ROUTE Determine whether a Learnership is the most appropriate learning route to address the identified learning need NB! Ensure that a Learnership is the most appropriate learning route Implementing Learnerships is a costly process in terms of time, money, human and other resources. It is therefore important to ensure that the benefits of selecting the Learnership route to a qualification are worth the effort. A Learnership is not necessarily the most appropriate learning route for all learners wishing to achieve a qualification. Before embarking on the implementation process, first establish that a Learnership is indeed the most appropriate tool for meeting the learning need. Then target those learners who are good candidates for following the Learnership route to a qualification rather than other types of learning programmes. It is important to decide whether Learnerships are the most appropriate route for addressing the learning needs of learners targeted for the Learnership. This step is critically important to ensure that you don t decide to implement Learnerships in situations in which other types of learning programmes may be more appropriate, both for the organisation and the learners.

12 Select alternative learning routes for learners who would not benefit optimally from Learnerships Although Learnerships are an excellent way of developing applied competence, they are only one learning route towards a qualification. The figure below depicts a range of routes a learner can follow to achieve the same qualification. Examples of learning routes towards a qualification SELECT THE MOST APPROPRIATE LEARNERSHIP TO ADDRESS THE IDENTIFIED NEED Identify appropriate Learnerships that relate to the learning need Obtain the lists of registered Learnerships that are available from the websites of the Department of Labour or the SETA under whose auspices your Learnerships are developed and implemented. Option 1: You could contact the Learnership section in your own SETA from the contact list of the SETA for assistance on where to find the Learnership that is most appropriate to your need. ANNEXURE: SETAs Contact Details List Option 2: You could look at the list of all the registered Learnerships on the website of the Department of Labour, under Skills Development. You can also search under the category Search info by subject. Option 3: You can identify the Learnerships that are registered under the following categories: Learnerships by SETAs pdf and

13 SAQA qualifications used in Learnerships by SAQA numbers. SAQAqualificationsusedinLearnerships.pdf Option 4: If you know the SETA under whose auspices the Learnerships will be implemented, contact that SETA telephonically or via its website. For example, if you are a financial institution paying a Skills Levy to the Finance and Accounting SETA, and you want to implement the Learnership for First Line Managers, you would need to contact the Services SETA, which is responsible for areas - such as management - that are generic across all sectors of the economy. Select the Learnership that most appropriately addresses the identified learning need from the lists obtained from the Department of Labour or the SETAs. Do not rely only on the lists on the websites. Contact the relevant SETA to find out if there are other registered Learnerships that have not yet been listed on the website. Also find out if there are other Learnerships that are already developed and in the process of being registered. NB! The key roles of the Department of Labour and SETAs in Learnerships The Department of Labour and SETAs are two of the main role players in the development of Learnerships and supporting their implementation. A Learnership is developed under the auspices of a specific SETA, which submits it to the Department of Labour for registration. The Learnership development process is usually initiated and driven by SETAs. However, all stakeholders who have an interest in the particular Learnership could be involved, including employers and training providers. Overview of the Learnership development process The development of new Learnerships is generally initiated, funded and overseen by SETAs and there is no standard process for developing Learnerships. The figure below depicts the types of processes normally covered in developing a Learnership.

14 Main steps in the Learnership development process Identify the qualification that the Learnership is designed to achieve Obtain the details of the qualification such as the title, NQF level, SAQA registration number and specific outcomes. These are provided with the registration details of the Learnerships in the Department of Labour or SETA lists of Learnerships.

15 NB! The relationship between the Learnership and the qualification A Learnership, by definition, leads to a qualification that is registered on the National Qualifications Framework. The learners who successfully complete a Learnership will be issued with a certificate stating that they have been awarded that particular qualification. When a Learnership is developed, it is always developed on the basis of a qualification. This may be an existing qualification that has already been registered by the South African Qualifications Authority, or a new qualification may be developed as part of the Learnership development processes. In this case, the newly developed qualification has to be registered (by SAQA) before the Learnership can be registered (by the Department of Labour). Both these registration processes must be completed before the Learnership may be implemented. The same qualification, e.g. National Certificate: Generic Project Management on NQF level 4 could be achieved through various learning routes, such as: The Learnership in Generic Multi-sector Project Management Full-time university study Part-time study at a business school that is combined with practical workplace application, or It can be achieved in whole or in part through Recognition of Prior Learning. Although there is a close relationship between a Learnership and a qualification, they are not the same. Although it is not necessary at this stage to study the qualification in detail, it is useful to have a look at it during this initial planning phase. (The analysis of the qualification is covered in Step 3 under the heading Determine the requirements of the Learnership and qualification Preparing to implement Learnerships. Make sure that the qualification that will be achieved by learners after completing the Learnership is the one that most directly addresses the needs of the learners and the organisation. Motivate why the particular Learnership is selected, so that there is agreement in the organisation that the qualification and the Learnership most appropriately address the identified learning need. Decide on the learner target group Although the learner selection process occurs further down in the implementation process, it is important to have a general idea of the learner target group at this stage. This will help with the planning and preparation for implementation and ensure that the particular needs of the learners are considered during the planning and preparation phases. The decision on the learner target group will be guided by decisions recorded earlier in the process in par. 3.6 of the Strategy for Learnership Implementation. Keep in mind that the learner target group could include employed learners, those who were unemployed at the time of entering the Learnership, and also pre-employed learners DETERMINE THE SETA GRANTS FOR IMPLEMENTING THE LEARNERSHIP

16 Determine the grants the SETA will pay for implementing the Learnership selected Contact the SETA to determine what grants it will pay, and ensure that the SETA will make funds available from its discretionary grants for implementing the specific Learnership. Include these in the provisional financial forecast that was drawn up in par. 4.1 of the Strategy for Learnership Implementation. Also determine other SASSETA requirements that have to be met to qualify for these grants. Comment [LLR1]: Is this really the case, or will each grant be made known per project as per RFP asdverisements of the SETA 1.5 REACH AGREEMENT ON IMPLEMENTING THE SELECTED LEARNERSHIP OBTAIN MANAGEMENT APPROVAL FOR IMPLEMENTING THE SELECTED LEARNERSHIP Make sure that you have management approval for implementing the selected Learnership, and for the proposed learner target group, before continuing with the planning process CONSULT WITH ROLE PLAYERS THAT WILL BE DIRECTLY INVOLVED IN THE IMPLEMENTATION Engage with key players who would be directly involved in the implementation Use the information documented in the Strategy for Learnership Implementation to explain the motivation for implementing the selected Learnership to key players such as managers, workplace coaches and senior lecturing/teaching staff. ANNEXURE: STRATEGY FOR LEARNERSHIP IMPLEMENTATION Get confirmation that the qualification that learners will achieve after completing the Learnership is appropriate for the learners and the organisation. The purpose of the engagement with key players is to develop the understanding of interested parties, to gain their support and to identify possible obstacles that would need to be addressed to ensure effective implementation. Address concerns and take any steps that are required to address valid concerns It is important to address the concerns raised in order to ensure that key role players support the Learnerships, as their co-operation is critical to its success. 1.6 NOTIFY THE SETA OF THE INTENTION TO IMPLEMENT THE LEARNERSHIP Agree on the SETA contact person Agree on the person that will serve as the SETA contact person for the duration of the implementation. Having one person through which communication with the SETA is relayed ensures consistency and promotes the development of a constructive relationship with the SETA. The Skills Development Facilitator is generally the person who communicates with the SETA for issues relating to the Workplace Skills Plan (WSP). However, the Learnership Implementation Team may decide to use another team member as the contact person for Learnerships. Inform the SETA of the intent to implement the Learnership

17 Communicate the intent to implement the Learnership to the SASSETA under whose auspices the Learnership will be implemented. This initiates the engagement with the SETA, and will give the Learnership Implementation Team access to the documentation they need to plan and prepare for the implementation. ANNEXURE: SAMPLE Letter of intent to participate as an employer. Inform the SETA to which employers pay their Skills Levy If the employers pay Skills Levy to a different SETA (from the one responsible for the implementation of the particular Learnership), employers must inform this SETA. This is important in view of the Memoranda of Understanding (MoU) between SETAs on the funding of crosssector Learnerships. These MoUs would describe the payment of Learnership grants to employers who pay their Skills Levy to a SETA other than the one under whose auspices the Learnership is implemented. STEP 2: ESTABLISH PARTNERSHIPS BETWEEN EMPLOYERS AND TRAINING PROVIDERS 2.1 IDENTIFY POTENTIAL TRAINING PROVIDERS OR EMPLOYERS TO PARTICIPATE IN IMPLEMENTING THE LEARNERSHIP The first action to take in Step 2 is to identify the providers and employers that will participate in the implementation. The implementation of a Learnership can be initiated by an employer or a training provider. An employer would typically approach a training provider that presents learning programmes in the learning area related to the need identified in the workplace. Similarly, a training provider interested in presenting the learning programme that falls within the scope of a Learnership could approach one or a number of employers.

18 NB! Select the right implementation partners A Learnership cannot be implemented by a training provider on its own. Nor can it be implemented by an employer without a partner to offer the institutional-learning component. Implementing a Learnership requires a partnership between at least two organisations (an employer and a training provider), and this partnership lasts for at least 12 to 18 months. Numerous people are directly involved in the implementation, e.g. learning facilitators and assessors from the training provider, as well as workplace coaches and/or mentors and assessors responsible for the workplace-learning component. Other people from both institutions that will also be involved are managers, administrative personnel and finance officers. Consequently, the success of the implementation is not determined by the performance of one partner, but is dependent on the performance of all involved, and also on the effectiveness of the partnership. This clearly indicates the importance of making sure that you select partners that are going to assist you to make a success of the implementation. Selecting dependable and competent implementation partners will go a long way towards ensuring that the Learnership is implemented within the planned time frame and budget, and that it results in quality learning. Most SETAs list names and contact details of accredited providers on their websites. You can find these website addresses in the SETA list included in this publication. ANNEXURE: SETAs Contact Details List. You will generally find the lists of providers on the SETA websites under ETQA, Training Providers or Accredited Providers. Each SETA only lists those providers that are accredited to present learning programmes that fall within the scope of the Education and Training Quality Assurance (ETQA) division of that SETA IDENTIFY PARTNERS TO FACILITATE AND/OR ASSESS LEARNING The starting point for identifying implementation partners must be the learning components that are specified in the qualification that the Learnership is designed to achieve. Select partners that are able to facilitate and/or assess the different learning components of the qualification. This means that employers must be able to provide workplace-learning opportunities in the areas specified in the qualification. Similarly, training providers must have the expertise required for the institutional-learning component AGREE ON THE SELECTION CRITERIA FOR IMPLEMENTATION PARTNERS It is useful to describe selection criteria to be used in selecting training providers and employers. This ensures that decisions on the selection of implementation partners are based on valid criteria and not on gut feel. It is not necessary to select only training providers and employers who are able to cover all the learning components of the qualification. A number of providers and employers could be involved that between them cover all the learning components of the qualification.

19 2.2 PROMOTE THE SPECIFIC LEARNERSHIP TO POTENTIAL IMPLEMENTATION PARTNERS CONTACT POTENTIAL IMPLEMENTATION PARTNERS If you do not already have an established relationship with an employer or training provider with which to establish an implementation partnership, you need to identify and contact potential partners. Explain the Learnership that you wish to implement, the learning areas covered in the qualification and discuss issues relevant to implementation partners. You should determine the extent to which facilitation and assessment practices of training providers are aligned to the National Qualifications Framework (NQF). If they are not yet aligned, make sure that they are likely to be aligned in time for implementation. 2.3 SELECT SUITABLE TRAINING PROVIDERS OR EMPLOYERS AS IMPLEMENTATION PARTNERS ENSURE THAT IMPLEMENTATION PARTNERS SELECTED MEET THE SELECTION CRITERIA Implementation partners must meet the criteria that relate to the specific qualification (as registered by SAQA) and the Learnership (as stipulated in the Learnership Registration Form). ANNEXURE: SampleLearnershipAgreement. Also ensure that selected implementation partners meet the criteria that have been agreed upon earlier ENSURE THAT ALL TRAINING PROVIDERS ARE ACCREDITED BY AN ETQA All training providers involved in institutional and workplace learning must meet the quality assurance requirements of the Education and Training Quality Assurance body responsible for quality assuring the qualification that the Learnership is designed to achieve. Generally, a SETA will not approve the implementation of a Learnership if the training providers have not been accredited by an ETQA. Who accredits the implementation partners in a Learnership? Every provider participating in the implementation of a Learnership is accredited by its ETQA in terms of the normal accreditation process. For example, one of the providers may be accredited by Umalusi that accredits multipurpose providers in the Further Education and Training sector. The employer may be a large insurance company accredited by the Insurance SETA (INSETA). These two may form a partnership to implement a Learnership in finance, which is quality assured by the ETQA of the Finance and Accounting SETA (FASSET). In this case, FASSET will recognise the accreditation of the other accreditation bodies, in terms of Memoranda of Understanding between the three ETQA bodies. However, the ETQA of FASSET may require providers to meet additional quality requirements in relation to the learning programme, because it has a responsibility to quality assure the qualification of the Learnership. In general ETQAs will recognise the accreditation status of training providers awarded by other ETQAs.

20 2.3.3 ENSURE THAT ALL EMPLOYERS MEET THE QUALITY CRITERIA SPECIFIED BY THE ETQA Every SETA specifies the quality criteria that have to be met by employers involved in facilitating and/or assessing workplace learning. As a general rule, all training providers have to be accredited, while most SETAs have some kind of employer vetting process. Not all SETAs require such employers to be accredited. As the objective of a Learnership is to achieve a qualification that is registered on the NQF, the ETQAs have to ensure that the institutions that will be declaring the learners competent meet prescribed accreditation requirements. Since most of the assessment of Learnerships is conducted in the workplace, employers also have to meet specified quality criteria. [Assessment is described in more detail in Preparing to implement Learnerships, Step 4, under the heading Develop the learning programme (that includes the assessment plan.] If the employer is not in a position to quality assure workplace learning and assessment, an accredited training provider could assist the employer. For example, the Lead Training Provider could take the responsibility for ensuring that workplace learning and assessment meet the ETQA quality requirements. NB! The legal requirements for the accreditation of providers In order to be accredited as providers, all education and training providers of learning programmes have to adhere to the quality assurance requirements of their respective Education and Training Quality Assurance bodies (ETQAs). The accreditation process is directed towards assuring learners, employers and others that any learner who has achieved credits or a qualification through that provider s programme has demonstrated the required learning outcomes described in the relevant registered unit standards or qualification. Chapter 4 of the Regulations under the SAQA Act, No. R states that a provider of education and training may be accredited by an ETQA on condition that the provider: Has a quality management system that includes policies, procedures and review mechanisms Is able to develop, deliver and evaluate learning programmes that culminate in specified registered unit standards or qualifications Has the necessary resources, policies, practices and ability to be a provider, and Is registered as a provider in terms of the applicable legislation at the time of application for accreditation. For providers to be accredited they have to be audited as institutions and their programmes have to be evaluated. When applying for accreditation, providers will therefore have to submit their programmes to the ETQA for evaluation, together with information required on their organisations and how they conduct and manage their business. The accreditation of providers is described in more detail in Preparing to implement Learnerships, Step 4, under the heading Establish/improve Quality Management System for the accreditation of provider

21 2.4 AGREE ON THE ROLES OF IMPLEMENTATION PARTNERS HOLD A JOINT MEETING OF IMPLEMENTATION PARTNERS Reach agreement on the functions of the implementation partners Representatives of all the selected providers and employers should ideally meet together to plan the implementation. They have to reach broad agreement on the functions to be performed by each of the providers and employers, and the products and services that each will be responsible for. Functions to be performed by implementation partners There is a wide range of functions that training providers and employers can perform in the implementation of a Learnership. Some providers or employers may have special expertise and capacity in some areas, such as assessment or marketing, and they could provide these services on behalf of all the partners. Examples of the functions that have to be agreed upon are: Facilitation and assessment of institutional learning Facilitation and assessment of workplace learning Moderation of assessment Development of the learning programme Development of learning materials for institutional and workplace learning Development of assessment instruments Pre-assessment of learners before entering the Learnership Assessment for Recognition of Prior Learning Marketing the Learnership Recruitment and selection of learners Recording learner progress and results Providing learner support Managing the finances Administration services Monitoring and evaluation of the implementation, and Post-implementation tracking of learner progress. Reach agreement on the organisations responsible for institutional and workplace learning Agree on the providers and employers that will facilitate and/or assess the learning components that are specified in the qualification and the curriculum (if the latter has been developed). Indicate which providers will be responsible for the areas to be covered through institutional learning and which for the areas to be covered through workplace learning. At this stage it is only necessary to indicate the broad areas, such as who will cover the financial theories or the workplace learning for digital printing. The allocation of responsibilities for specific learning components will be described in the Learnership Implementation Plan that is the focus of Step3 : Develop Learnership Implementation Plan and budget in Preparing to implement Learnerships. Decide which organisations will be Lead Employer and Lead Training Provider It is a legal requirement that there must be one Lead Employer and one Lead Training Provider for every Learnership implementation. If there is only one employer and one training provider they perform these lead roles. (This is stipulated in par. 3(4) and 3(5) of the Regulations concerning the registration of intended Learnerships and Learnership Agreements, No. R. 330, dated 3 April 2001.) ANNEXURE: REGULATIONS No. R. 330 of 3 April However, if there are more implementation partners, they all have to agree on who will perform these lead roles.

22 NB! The roles of the Lead Employer and Lead Training Provider Lead Employer: Must sign every Learnership Agreement with the learners on the Learnership and the Lead Training Provider Must comply with the employer s duties described in the Learnership Agreement, and Is responsible for ensuring that the workplace-learning component is delivered in accordance with the requirements stipulated in the qualification and the curriculum, and other SETA requirements. Lead Training Provider: Must sign every Learnership Agreement with the learners on the Learnership and the Lead Employer Must comply with the training provider s duties described in the Learnership Agreement, and Is responsible for ensuring that the institutional-learning component is facilitated and assessed in accordance with the requirements stipulated in the qualification and the curriculum, and other SETA requirements. The details of the Lead Employer and Lead Training Provider must be provided in the Learnership Agreement that is signed with every learner, together with the details of all three signatories. These requirements are stipulated in par. 3(4) and 3(5) of the Regulations concerning the registration of intended Learnerships and Learnership Agreements, No. R. 330, dated 3 April These regulations (commonly referred to as the Learnership Regulations) also describe the rights and duties of learners, employers and training providers. 2.5 ESTABLISH A LEARNERSHIP IMPLEMENTATION TEAM The importance of the Learnership Implementation Team The team is responsible for planning and coordinating the involvement of all the implementation partners to ensure effective integration of institutional and workplace learning. It also manages and monitors the overall implementation of the Learnership. The team should include representatives of the training providers and employers participating in the implementation of a specific Learnership. The establishment of this team is not a legal or SETA requirement. However, it will contribute greatly to the effectiveness of the implementation. The scope and size of the structure and functions of the Learnership Implementation Team will be determined by the number of implementation partners and the number of learners involved in the Learnership. In cases where only one employer and one training provider are involved in implementing a Learnership, with a small number of learners (of about 30 employed in one company), a very simple structure would be appropriate. It is not necessary to establish elaborate structures for Learnership implementation. In most instances existing structures can be utilised. Generally, personnel who perform training-related functions as part of their normal day-to-day activities would be performing most of the functions of the Learnership Implementation Team