SECTOR GUIDE. Maki Modipane Administrator Stancilla Freese

Transcription

1 SECTOR GUIDE 1 APRIL MARCH 2011 Enquiries: Skills Planning and Research Skills Planning Practitioner Maki Modipane rmodipane@sasseta.org.za Administrator Stancilla Freese sfreese@sasseta.org.za General Enquiries Call Centre callcentre@sasseta.org.za

2 ConTEnTS Foreword 1 Purpose of this Sector Guide 1 SASSETA 1 Section 1: Scarce and Top Up Skills Scarce Skills Top Up Skills 3 Section 2: Mandatory Grant Applications Guidelines for allocation of mandatory grants Guidelines for completing the WSP Guidelines for completing the ATR The role of the Skills Development Facilitator (SDF) 7 Section 3: Appendices 8 Appendix A: SASSETA Qualifications/Learnerships 8-9 Appendix B: Learning Programme Type Matrix Notes: 12 2

3 FOREWORD Purpose of this Sector Guide The purpose of this sector guide is to assist the South African: School leavers to find a career where demand exists within the Safety and Security Sector of South Africa Tertiary graduates with the further development of their skills Unemployed persons to assess the career possibilities available within the Safety and Security sector and what skills are seen by potential employers to be scarce Employees to assess what skills are seen by employers in the industry require top up to the occupation Employers and Skills Development Facilitators (SDFs) to assess the extent to which various occupations suffer scarce skills and what skills the sector perceives to be critical Skills Development training providers to determine where the needs of the sector s employers are in terms of occupations that are proving difficult to fill, and what training programmes they should produce to address the need to further skills development within employees. SASSETA SASSETA is an acronym that stands for Safety and Security Sector Education and Training Authority. It is a public enterprise that reports to the Department of Higher Education and Training, and its primary role is to stimulate and facilitate skills development in the SAFETY AND SECURITY SECTOR in South Africa. The SASSETA is one of 23 SETAs in South Africa. The details of the other Setas can be obtained from the Department of Labour website 3

4 SECTION 1: SCARCE AND TOP UP SKILLS 1.1 Scarce and Top Up Skills Scarce Skills refer to occupations in which there is a scarcity of qualified and experienced people, currently or anticipated in the future, either (a) because such skilled people are not available or (b) they are available but do not meet employment criteria. Scarcity can arise as a result of absolute scarcity and/or relative scarcity. Absolute scarcity refers to when suitable people are not available at all. - Examples: A new or emerging occupation; people have chosen not to pursue training or careers in the occupation. Relative scarcity occurs when suitably qualified people are available but do not meet other employment criteria. - Examples: People are unwilling to work outside of urban areas (geographical location); there are a few candidates with the requisite skills, qualifications and experience from the designated groups available to meet the skills requirements of the organizations (equity considerations) or there are people in education and training who are in the process of acquiring the necessary skills but where the lead time will mean that they are not available in the short term to meet replacement demand (long training lead time). Hereunder is the list of scarce and top up skills for sector. Scarce Skills for the Safety and Security Sector: Occupation Code Occupation Need Architects Engineers Helicopter Pilots Medical Doctors Pharmacists Nurses Psychologists Social Workers Aircraft Mechanics Control Room Operators Alarm Technicians 30 4

5 Scarce Skills for the Safety and Security Sector: Occupation Code Occupation Need Forensic Analysts Police Officer Prison Officer Security Officer Rescue Divers Legal Secretaries Air Traffic Controllers Air Craft Navigators Accountants Airborne Electronics Analyst Ship Pursers Ship Surveyors Ship Masters Marine Safety Officers Marine engineers Patent Attorneys Court Interpreters Air Craft Technicians Plumbers/Artisans Solicitor/ Attorneys Finance Managers Human Resource Managers Criminologists ICT Consultants Accounting/HR Clerks Sales representative Food Technologists 30 5

6 1.2 Top up Skills Top-up skills refers to skills within an occupation. There are two groups of top skills, namely: Generic top-up skills: These are top up cross-field skills. These include decision making, team work, language proficiency and numeracy skills. Technical top-up skills: These are the skills which are required on top of the generally accepted skills associated with an occupation. These skills might have emerged as a result of changing technology, new forms of work organisation or the operational context in which the occupation is being applied. Top up Skills List for the Safety and Security Sector: Occupation Skills required General Managers Leadership Project Management Financial Management HR Management Attorneys Business Skills Legislative Drafting Conflict Resolution Foreign Languages Computer Skills Court procedures Conveyancing New areas of practice Psychologists Hostage Negotiation Control Room Operators Radio Technical Services Forensic Detectives Scientific Analysis Ballistics Facial reconstruction Explosives VIP Protection Conflict Management Firearms Training Legal Secretaries Conveyancing Debt Collection 6

7 Top up Skills List for the Safety and Security Sector: Occupation Skills required Litigation Procedures Sales Consultants Security Industry Knowledge Security Officers Advance driving skills CCTV VIP protection Private investigation 7

8 SECTION 2: MANDATORY GRANT APPLICATIONS 2.1 Guidelines for allocation of mandatory grants The Workplace Skills Plan and Annual Training Report duly completed in the prescribed form must be submitted by: a) 30 June 2010 for the financial year 2010/11; or b) within 6 months of registration in the case of an employer who has registered for the first time in terms of section 5(1) of the Skills Development Levies Act. c) Employers must be up-to-date with their levy payments. d) No extensions are allowed The mandatory grant is paid out quarterly in arrears. 2.2 Guidelines for completing the WSP Section A: Administrative Details Information Required Description Administrative Details SDL Number Postal Address Physical Address Province Municipality Indicate the name of your organisation as legally registered with the South African Revenue Services (SARS). Organisation Name Example: ABC Security Example: L The address to which all postal communication with the organisation/company should be addressed. The address in which the business is physically located. Province in which the main branch of the business is situated. Municipality in which the main branch of the business is situated. 8

9 Section A: Administrative Details Information Required Description MAIN BUSINESS ACTIVITY SIC CODE SIC CODE is the acronym for Standard Industrial Code which describes the main business activity or areas of service delivery from the list provided in section A2. 1 of the WSP. Example: SIC Code 9110A Policing Private Security & Investigation Services Legal Practice 9110C Justice 9110B Correctional Service 9110D Defence Intelligence Activities Other Specify CONTACT DETAILS OF THE PERSON COMPLETED THIS FORM Provide the details and contact information of the person who completed the form. If your organisation/company has appointed and SDF, this person will complete and submit the WSP/ATR and serve as the contact person with the SASSETA. Employers are encouraged to appoint someone to perform the role of the SDF. The SDF could be an employee or an external person contracted specifically to perform that role. Section B: Financial Details Information Required Description CONTACT DETAILS OF THE CFO Provide contact details of the Chief Financial Officer (or Finance Manager). This information is required to liaise with the CFO when there are challenges pertaining payment of the mandatory grant BANK DETAILS This is the account that the SASSETA will use for grant payments or any other payments in respect of training/skills development. This information is required to effect Electronic Funds Transfer (EFT) credit to the organisation/company s account on approval of the WSP/ATR. Please enclose a cancelled cheque to the application for verification purposes if it is the first time these banking details are provided to SASSETA. Indicate the number of employees in each province in which your organisation/ company has employees. 9

10 Section C: Training Budget Information Required Total personnel budget for current financial year Description Insert figures of total salaries for all employees in your organisation for this financial year. 1% of the personnel budget Calculate 1% of the total salaries for the skills levy. Additional funding planned for the current financial year This is funding that will be sourced outside of the organisation/company over and above 50% of the mandatory grant. Provincial Profile as at 01 April 2010 Employment figures by province Indicate the number of employees in each province in which your organization/ company has employees. Section D: Employment Summary Information Required Description Total Number of Employees Per Occupational Category, by Gender, Population Group, Disability Status and Age Group Select occupations relevant to your organisation/ Code company and write the 6-digit OFO code This should be a true reflection of your organizational structure. Job Title or Specialisation For each occupational category, provide the total number of employees in terms of population group, gender, disability, and age. (Refer to Section 1 of the Basic Conditions of Employment Act of 1997, as amended for the definition of employee). 10

11 Section E: Scarce And Top up Skills Information Required Description Scarce Skills Select occupations that are scarce in your OFO Code organisation/company and write the 6-digit OFO code. Occupational Category Write the name of the identified scarce occupation. State the reason/s why the occupation is considered scarce. Reason/s for scarcity Top Up Skills Information Required Code Occupational Category Key/Generic skills required Type of training identified Some reasons that may be provided for scarce There are no people with the necessary skills in this occupation. There are people with the required skills in this occupation but they do not wish to relocate to our geographic location. There are people with the required skills in this occupation but they do not fulfill our equity requirements. This is a new and emerging occupation and therefore no people are trained in this occupation as yet. There are people currently in training but they are not available in the short term. Description Select occupations in which there is a need for top up skills within your organisation/company and write the 6-digit OFO codes. Select only those occupations in which your organisation/company is experiencing a critical skills shortage Describe the key/generic top-up skills required in the occupations which you have identified as having critical skills shortage. Example: The occupation of an Advocate may have top up skills shortage in the area of Legal Drafting. Example 2: A General Manager may find it difficult to work in teams, so team work is the generic top-up skill attached to the occupation of General Manager. Indicate the type of learning programme required to address the critical skills 11

12 Section F: Skills Development Information Required Description Strategic objectives described in the entity s strategic or business plan Skills Development must be relevant in terms of both the business and the human resource development (HRD) strategies. The purpose of the HRD strategy is to ensure that the organisation has the right number of people in the right jobs in order to achieve business objectives. Strategic training priorities of the entity derived from the strategic objectives Once the skills audit exercise is concluded, the organisation/company must make use of such information to prioritize their training needs in respect of urgency, current and future needs, affordability and employment equity. Section G: Planned Training Interventions Planned beneficiaries of training per occupational category by gender, population group, disability status and age group OFO Code Write the 6-digit OFO code. Describe those occupations that need to be capacitated. Job Title or Specialisation Indicate the number of employees that you are planning to train in the forthcoming year according to population group, gender, disability, status and age. Section H: Planned training employed (18.1) OFO Code Write the 6-digit OFO code. Select occupations that are scarce/critical in your Job Title or Specialisation entity to undergo proposed Training priorities. Indicate the number of people to be trained at the Number to be trained Basic (NQF Levels 1, 2, 3); Intermediate (NQF Levels 4, 5) and Advanced (NQF Levels 6, 7, 8) Planned training unemployed (18.2) Follow the same guidelines as above. The only difference is that you are making training plans for unemployed learners. Section I: Number of planned ABET training Indicate the number of employees to be trained on ABET levels 1 to 4. Number of beneficiaries who completed ABET training Indicate the number of employees who have successfully completed ABET levels 1 to 4. 12

13 Section J: Development And Consultative Processes Information Required Description Workplace Skills Planning Process These are the processes to be followed when completing the WSP, on completion please specify with a yes. Employment Equity companies with more than 50 workers The Employment Equity plan describes what the employer plans to do to promote equity in respect of designated groups. The plan must include strategies to achieve equity goals. Training Committee companies with more than 50 workers Any organisation or company with more than 50 employees needs to establish a committee representing both employees and employers in a 50/50 ratio, to discuss the training and development strategies and decide on the best ways to improve the company s skills profile. 13

14 2.3 GUIDELINES FOR COMPLETING THE ATR Section K: Annual Training Report (Report on successful achievements of your previous WSP) Information Required Description Number of actual beneficiaries of training per occupational category by gender, population group, disability status and age groups. OFO Code Write the 6-digit OFO code. Names of the occupations that underwent training. Job Title or Specialisation Provide the number of employees who participated in Training Interventions. These numbers must be provided per occupational category and by gender, population group, disability status and age group. Section L: Summary of training interventions- Employed (18.1) Information Required Description OFO Code Write the 6-digit OFO code. Job Title or Specialisation Provide occupations of persons who were trained. Type of Training Intervention Define the type of training intervention that was successfully completed. Number Trained at Indicated the number or persons who completed or not completed training at different levels. Summary of training interventions- Unemployed (18.2) OFO Code Write the 6-digit OFO code. Job Title or Specialisation Provide occupations of persons who received training. Type of Training Intervention Define the type of training intervention that was successfully completed. Number Trained at Indicated the number of persons who completed or not completed training at different levels. Section M: Expenditure of training budget Type of Training Interventions Provide the type of Training Interventions that was delivered. Actual cost Employed Specify actual cost that was spent on training provision for employed learners Actual cost Unemployed Specify actual cost that was spent on training provision for unemployed learners G6: Expenditure of additional funding Give feedback on your additional funding as per your previous WSP. 14

15 Authoristion And Stakeholder Support Information Required Description Signatures confirm that you have provided truthful and accurate information to the best of your knowledge. If you have submitted the WSP/ATR electronically, you must submit the authorization page to the SASSETA by hand, post or fax, alternatively you can submit the entire document at our offices or hand deliver them. 15

16 2.4 The role of the Skills Development Facilitator (SDF) An employer must appoint a Skills Development Facilitator (SDF) who is either an employee or a formally contracted external person to perform the following functions: Assist the employer and workers with the development of a workplace skills plan Submit the workplace skills plan to the SETA Advise the employer on the implementation of the workplace skills plan Assist the employer with the drafting of an annual training report against the approved workplace skills plan Serve as a contact person between the employer and the SETA. 16

17 SECTION 3: APPENDICES Appendix A: SASSETA Qualifications/Learnerships Title of Qualification/Learnership NQF Level NLRD ID No Registration Number Law enforcementsheriffing Q National diploma: defensive mission control Q National dploma: joint& multi opertions Q National diploma: legal interpreting Q National diploma: applied milatary intelligence Q National certificate: multi-national safety & security operations management Q National certificate: paralegal practise Q National certificate: resolving of crime Q National diploma: in south african special forces operations Q290003XX2975 National diploma: in sattutory intelligence: counter level Q290006XX2586 National diploma: in statutory intelligence: analysis level Q290005XX2596 National diploma in statutory intelligence: collection level Q290004XX3766 National diploma: paralegal practise for commercial sector level Q National diploma: paralegal practise for community based sector level Q National diploma: paralegal practise for non-govermental sector level Q National diploma paralegal practise for private sector level Q National diploma: paralegal practise for public sector level Q Advanced electronic security technician level Q Basic policing training level Q Attorneys practice 7 29Q Corrections science level Q Corrections science level Q Diploma in court services management level 5 5 Q Electronic security technician level Q190010XX1204 General security officer s learnership level 3(l) Q Post graduate certificate:trade mark practise level Q Futher education & training certificate statutory intelligence level Q060021XX157 National certificate:aircraft electrian level 5 5 Q National certificate:aircraft instuments worker level 5 5 Q National certificate;aircraft mechanic level 5 17

18 Title of Qualification/Learnership NQF Level NLRD ID No Registration Number National certificate: statutory intelligence level Q060022XX1495 Further education and training certificate (fetc): statutory intelligence 4 Q XX1574 Further education and training certificate: use of firearms Q Further education and training certificate: firearms maintenance Q National certificate: family law Q National certificate: criminology Q Human resources management and practices support Q Human resources management and practices Q National certificate: navigation Q National diploma: electronic warfare National certificate: forensic science Q Aviation security specialist 4 29Q Further education and training certificate: specialist security practices 4 29Q Armed response security specialist 4 29Q Patrol dog security specialist 4 29Q Security supervisory specialist 4 29Q Close protection specialist 4 29Q Assets in transit specialist 4 29Q Special events security specialist Q Control room operator specialist 4 29Q Investigations specialist 4 29Q

19 Appendix B: Learning Programme Type Matrix Learning Type Learning Mode Learning Site Learning Achievement NSDS Indicator Discretionary Grant Possibilities Institution-based theoretical instruction alone formally assessed through the institution Face-to-face instruction Distance learning elearning Institutional, e.g. Universities Colleges Schools ABET providers Recognised theoretical knowledge provided by an accredited or registered formal institution of learning Degree Diploma Certificate Indicator 2.7 Indicator 2.8 Indicator 4.1 Indicator 5.1 Bursaries (Learner) ABET grants (Employer or Provider) Institutional capacity building Institution-based theoretical instruction and some practical learning with an employer or in a work simulated environment formally assessed through the institution Mixed mode delivery with some face-to-face instruction (or distance or elearning) and supervised learning in an appropriate workplace or simulated environment Institutional and workplace, e.g. Universities of technology (previously technikons) Occupational learning institutions ABET providers Theoretical knowledge provided by an accredited or registered formal institution of learning and workplace experience with set requirements Technical degree Technical diploma Professional degree, e.g. social work, medical doctor Indicator 2.7 Indicator 2.8 Indicator 4.1 Indicator 4.2 Bursaries (Learner) Scarce skill grants (Employer) ABET grants (Employer or provider) Experiential learning grants (Employer) Recognised or registered workplace structured experiential learning formally assessed by a statutory occupational or professional body Structured learning in the workplace with mentoring or coaching Internship Articles Placements Workplace Occupational or professional knowledge and experience Registration Licensing Indicator 4.2 Experiential learning grants (Employer) 19

20 Learning Type Learning Mode Learning Site Occupationallydirected instructional and workbased learning programme that requires a formal contract formally assessed by an accredited body Institutional instruction plus structured, supervised experiential learning in the workplace Learnership Apprenticeship Institution (face-to-face, distance or elearning) and workplace Learning Achievement Trade certificates Other (?) NSDS Indicator Indicator 2.8 Indicator 4.1 Indicator 4.3? Discretionary Grant Possibilities Learnership (18.1 and 18.2) grants (Employer) Apprenticeship grants (Employer) Occupationallydirected instructional and workbased learning programme that does not require a formal contract formally assessed by an accredited body Structured, supervised experiential learning in the workplace which may include some institutional instruction Skills programme Workplace and some institution (face-to-face, distance or elearning) ABET provider Credits against registered unit standards Indicator 2.7 Indicator 2.8 Indicator 4.1 Skills programme grants (Employer) ABET provider Occupationallydirected instructional programmes not usually formally assessed Work-based only not usually formally trained or assessed Structured information sharing or direct instruction Workshops Seminars and conferences Short courses Informal training on the job or other life experience Institution Conferences Meetings Workplace Continuing professional development Attendance certificates Credits against registered unit standards (in some instances) Credits or exemption from some learning programme requirements through RPL assessment Trade certificate (Section 28 Apprenticeship) Skills programme grants (Employer) if applicable Learning grants (Employer or provider) RPL assessment grants (Employer or learner or provider) Work experience grants for unemployed persons (Employer) 20

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