Spotlight on skill development programmes

By Jeff Sacht

www.workinfo.com/renewal

jeffs@worldonline.co.za

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# Introduction

Learnerships, and Skills Programmes give practical expression to the government's move (through the Employment Equity, and Skills Development Acts) to regulate the world of training and development. The main aims of these regulations are unashamedly to advance the cause of social development, and black economic empowerment through affirmative action linked to skill development.

We spotlighted the basics of how to initiate, and utilise Learnerships in the workplace in the August edition of the newsletter. This article sets out the fundamental principles that drive the use of structured skills development programmes linked to the NQF in the work place.

In the information section of the 2001 National HR & Training Directory published by the IPM (Institute For Personnel Management) the (unknown) author states that Skills Programmes are similar to Learnerships, but lack the educational component and are therefore quicker to implement. The purpose of a Skills Programme is to quickly transfer skills needed to empower learners economically while at the same time making sure that the learning can later be built on and expanded to attain an NQF qualification.

It is in essence short term with the potential for long-term development. Skills Programmes can receive funding from SETAs (where the skills are prioritised in the SETA's Sector Skills Plan) or from the NSA (if the training would promote the national skills development strategy).

In the next sections we examine the issues that need to be taken care of to implement structured learning based on outcomes and unit standards in business.

# Establishing and registering Skills Programmes

The Skills Development Act, 1998, describes skills programmes as training programmes that are occupationally based, and when completed, will constitute credits towards a NQF qualification. Skills programmes use the services of training providers in exactly the same way as these services are contracted for Learnerships. Skills programmes focus on the skill acquisition component of Learnerships rather than on the educational component. It was also noted that skills programmes overlap with the purpose of Learnerships. Figure 1 highlights the most significant differences between Learnerships and Skills Programmes.

FIGURE 1

THE DIFFERENCES BETWEEN SKILLS PROGRAMMES AND LEARNERSHIPS

SKILLS PROGRAMMES

1. PURPOSE: Aims to provide a particular training component of the Unit Standards of a NQF qualification that will enable the learner to obtain credits towards the attainment of a NQF qualification.

2. DURATION: They are shorter than Learnerships, and occupy a number of training days/weeks to complete.

3. BENEFIT TO LEARNERS: It enables learners to obtain skills and competences that have economic value, which provide access to "limited-skill" employment.

4. ECONOMIC VALUE: It provides quick and reputable training in areas of need within the labour market of particular value to the development of people who are unemployed, the establishment of SMMEs, job creation projects and volunteer service programmes.

5. DRIVER: The need for, and the, entry and exit point of skills programmes are primarily determined and prescribed by the particular training needs of the learner.

LEARNERSHIPS

1. PURPOSE: Aims to provide the full range of education, training and work experience that will enable learners to attain a NQF qualification.

2. DURATION: They are much longer than skills programmes and occupy a number of months to complete.

3. BENEFIT TO LEARNERS: It enables learners to obtain the relevant education and the full range of skills and competences that provide access to skilled occupational employment.

4. ECONOMIC VALUE: It provides for the delivery of contemporary knowledge, skills, competences, and vocational qualifications, which are required in the labour market for the development of world-class competitiveness in all sectors of the economy.

5. DRIVER: The need for and the exit point of learners hips are determined by SETAs in terms of business needs, and SAQA in terms of NQF qualification requirements.

# Responsibility for establishing skills programmes

The Skills Development Act, 1998, states that " any person" can develop a skills programme. This is an open invitation, particularly directed at employers (including municipalities) and training providers to become directly involved in the development and implementation of the national skills development strategy. Skills programmes can also be developed by non-government organisations (NGOs) for the training of entrepreneurs, and the training of occupational skills that will promote economic self-reliance and economic independence of individuals and communities -particular those individuals and communities that have become impoverished as a result of inequities of the past.

# Considerations for establishing Skills Programmes

The following issues require careful consideration when establishing Skills Programmes:

1. There must be learners who need or demand the development of particular skills.

2. The proposed skills programme must address labour market concerns, including unemployment, SMME development, and the skills development requirements of particular Learnerships.

3. The learning contents of the skills programme must enable the learner to attain credits towards a NQF qualification.

4. The training programme must be outcomes-based (competence-based) and assessment at the end of the skills programme must measure applied competence.

5. The proposed skills programme must create a platform for learners to access employment or improve their current employment.

6. Accredited training providers must be available for the conduct of the skills programme.

7. Unit Standards of the NQF qualification to which the Learnership will " be attached, must have been developed and approved by the SAQA.

8. The relationship between the proposed skills programme and other existing skills programmes must be identified in terms of economic and educational value, duration and overlap.

# Guidelines for establishing a SkilIs Programme

As in the case of Learnerships, there is no prescribed procedure for establishing skills programmes. The different contexts of different skills development needs will demand a particular approach. The following guidelines would, however, assist employers, training providers, volunteer groups, etc., in their attempts to develop skills programmes:

1. The process of developing skills programmes should involve key stakeholders including the following:

(a) Employees who will receive skills training;

(b) Labour Unions who represent the employment interests of the employees who will be trained;

(c) Subject Matter Experts (SMEs) who are competent in defining the details of the training need and who are able to advise the skills programme developers on the learning content, duration of training, training resources, etc;

(d) Training programme designers who will be responsible for developing the curriculum and the learning materials of the skills programme, and

(e) Training providers* who will be assigned to present and administer the skills programme.

The first assignment of a" skills programme design working group" should be to establish a definite economic, or social need for the envisaged skills development programme.

PLEASE NOTE: Currently most internal training departments are their own suppliers of in-house training and development programmes custom designed for their own organisation. In future (next 18 months possibly) training departments are likely to become subject to the same quality standards/regulations that apply to commercial vendors if they wish to continue to access grants for training delivered, and/or obtain funding for the development of skills programmes.

2. Having defined the need for a skills programme, the working group should then define the trainee target population that will participate in the skills programme.

3. Next, the working group should identify the Unit Standard(s) on the NQF that could be attained on completion of the skills programme. The choice of Unit Standards will be determined by the training need, and trainee target population definitions established in the preceding steps.

4. Based on the requirements of the Unit Standard(s) identified, the working group should then select the training and practical work application components of Unit Standard(s) that will be included in the skills programme.

5. The next step of the working group's assignment requires the development of the curriculum and the learning contents of the skills programme. Particular attention must be given to establishing and scheduling how and where the training will be conducted and how practical work applications will be scheduled to enable the application of theoretical learning.

6. Then, the working group should focus its attention on defining the monitoring, assessment and quality processes and procedures that apply to both the theoretical learning and practical work application components of the skills programme. The outcome of this step should answer the following key questions:

(a) How will trainee progress be tracked and monitored?

(b) How will the quality of learning be assured?

(c) When, how and by whom will trainees be assessed?

(d) What will they be assessed on at each stage?

(e) How will quality of assessment be assured?

7. Based on the curriculum, learning objectives and learning contents of the skills programme, the working group should now develop specifications for the following:

(a) Entry-level requirements for learners. These requirements should, where applicable, include criteria for prior learning and attained competences instead of traditional school qualification levels.

(b) Specifications and terms of reference for the appointment of appropriate training providers.

(c) Qualification requirements for training participants.

8. The final task of the skills programme design working group should be to package the skills programme proposal for funding by one or more appropriate SETA(s) or the Director-General of the DOL. The particular administrative requirements for making applications for the funding of skills programmes will be determined by the various SETAs and the DOL.

# The funding of skills programmes

Skills programmes can be funded from one of two sources of funding. These sources of funding are the following:

1. A SETA for a grant; and 2. The National Skills Fund for a subsidy.

A SETA would consider and provide a grant, which originates from the skills development levy, for skills programmes that, by definition, fall within the jurisdiction of the SETA where the application for a grant is made, and provided the skills programme is in accordance with the SETA' s sector skills plan.

Alternatively a subsidy for the funding of a skills programme could be sought from the National Skills Fund if the skills programme, by definition, is in accordance with the objectives of the national skills development strategy.

Applications for SETA grants must be made to the Executive Officer of the SETA and applications for NSF subsidies must be made to the Director- General of the DOL. Particular terms and conditions for the funding of skills programmes may be set by the SETA s for the qualification for grants, and by the Director-General for the qualification for subsidies.

# Monitoring of Skills Programmes

The Act requires that SETAs and the Director-General monitor the skills programmes funded by SETAs or the Director-General, as the case may be. The Act also empowers SETAs and the Director-General to withhold payments or recover any payments made, if a SETA or the Director-General, as the case may be, has concluded any of the following:

1. The funds are not being used for the purpose for which they were made available.

2. Any term or condition of the funding is not complied with.

3. The training provided is not up to standard.

Any party to a dispute about the application or interpretation of the terms and conditions of funding or the establishment, conduct and monitoring of skills programmes may refer the dispute to the Labour Court for adjudication.