LEARNERSHIP INFORMATION PACK

Transcription

1 LEARNERSHIP INFORMATION PACK APRIL /07/2005 Revision 01 1

2 TETA LEARNERSHIP INFORMATION PACK Table of Contents 1. PURPOSE OF THE INFORMATION PACK 3 2. OVERVIEW 3 3. ROLE PLAYERS INVOLVEMENT IN LEARNERSHIP DEVELOPMENT 8 4. STAGES OF LEARNERSHIP DESIGN, REGISTRATION AND IMPLEMENTATION STAGE ONE: INITIATING THE LEARNERSHIP STAGE TWO: DESIGN THE LEARNERSHIP STAGE THREE: REGISTER THE LEARNERSHIP STAGE FOUR: DEVELOP THE LEARNERSHIP STAGE FIVE: PREPARE FOR AND IMPLEMENT THE LEARNERSHIP STAGE 6: MONITOR & EVALUATE THE LEARNERSHIP APPENDICES 29 05/07/2005 Revision 01 2

3 1. Purpose of the Information Pack The purpose of this Learnership information pack is to provide you, the employer, learner or provider with a definitive set of documents to guide you through the various stages of learnership development and implementation. The design of the pack is such that you may select only those sections that are pertinent to you. The overview section pertains to all readers and provides some background information on learnerships. The information pack provides information and guidelines for each stage of learnerships, pro-forma documents and templates, as well as specific information for providers, learners, and employers. Professional bodies may utilise the information pack as a basis from which to add their specific requirements. 2. Overview Background The current legislation, in the form of the Skills Development Act and Skills Development Levy Act, has been enacted in order to implement structures and processes to transform skills development in South Africa. A critical look at how employers and training providers have provided education, training and work experience in the past indicates that education and training provision has not always been responsive to the demands of the economy nor has it always linked theory and practice. Learnerships offer one way in which education and training can become more responsive to the needs of employers, learners and the social and economic needs of South Africa in general. Learnerships are intended to address the gap between current education and training provision and the needs of the labour market. Some of the labour market issues that learnerships seek to address are: the decline in levels of employment in South Africa; the unequal distribution of income, unequal access to education and training, and employment opportunities; the effects of race, gender and geographical location on advancement; and 05/07/2005 Revision 01 3

4 the skills shortage amongst the labour force Learnerships are thus viewed as a central mechanism for achieving this transformation. What is a learnership? A learnership is defined as a work-based route for learning and gaining qualifications. It includes both structured work experience (practical) and structured institutional learning (theory). In other words it includes both on the job and academic components. A learnership is not the only way to gain a full NQF qualification but does offer a very specific approach. The criteria for a learnership are set out in the Skills Development Act. These indicate that the learnership must: consist of a structured learning component include practical work experience be governed by an agreement between the learner, employer and education and training provider lead to a qualification registered on the NQF and relate to an occupation Learnerships also require job rotation, on-going mentorship and assessment in order to fully support the learner. More information can be found through the following sources: Department of Labour Skills Development Act 1998 (No 97 of 1998) The Department of Labour web-site (which also includes the Skills Development Act) The German Technical Co-operation has also published a number of books on qualification and learnership design and implementation. These can be accessed through contacting Mrs Santa de Jager phone (012) , fax (012) , jager-de.gtz-suedafrika@za.gtz.de Benefits of engaging in learnership learning programmes The following advantages could be derived from engaging in learnership programmes: Well and appropriately skilled employment pool (existing employers and new entrants); Turnover increase because of productive learners at lower than normal costs; Productivity increase because of higher skilled workers; 05/07/2005 Revision 01 4

5 Ensure recruitment success, as the employer will be able to retain performing new entrants; Creative and innovative workforce, because of the attainment of the compulsory critical skills and attitudes required by every qualification; An increase in market share because of a skilled and competitive workforce; A satisfied workforce and subsequent labour peace; A highly motivated workforce, because of higher levels of participation in the success of the company. (Extract taken from Department of Labour Learnership Implementation Guideline) National Standards for Education and Training All training offered through a learnership will need to culminate in unit standards and qualifications registered on the National Qualifications Framework. Learnerships will always culminate in a NQF full qualification. These standards / qualifications clearly indicate the actual learning outcomes that the learner is expected to achieve. Learnership Agreements The learnerships are formally registered by SETAs with the Department of Labour. Learners, employers and training providers are then required to sign learnership agreements prior to the implementation of the learnership which hold all three parties to certain obligations. Quality Assurance Quality management and assurance are integral to the learnership system. Quality of training is achieved through the following mechanisms: Learnerships are registered with the DoL and undergo an evaluation based on set criteria. The accreditation of employers as workplace providers and assessors by the SETA ETQA ensures that the workplace becomes a centre of quality for the provision of education and training. Learnership Grants Learnership grants will be available for the implementation of learnerships that meet TETA s Sector Skills Plan objectives and criteria. 05/07/2005 Revision 01 5

6 Funding Policy According to the funding regulations of the Department of Labour, a SETA may use a percentage of its levies as well as any residual levy income that is not claimed by employers in respect of levy-based grants, to make the following categories of discretionary strategic grants: learnership grants; skills programme grants; sector/strategic grants It is the practice of TETA to allocate a significant portion of discretionary grant funds exclusively for the funding of learnerships. This allocation is done on an annual basis by the TETA Council and will depend on the availability of funds. The funding of learnerships is intended to facilitate three key processes: The design, development and registration of learnerships pertinent to the sector. The key areas of priority are defined in the sector skills plan. The equipping of the employers from the sector and other critical providers to participate in the learnership process The funding of learners, especially those from previously disadvantaged backgrounds, those who were unemployed prior to the signing of a learnership agreement or those planning to study in areas recognised as being of strategic importance in the sector skills plan. In order to fund learnerships, TETA further insists that certain criteria are met: Only Employers in the Transport Sector who are up-to-date with the payment of their Skills Levy are eligible to claim. Proof of Payment of levy must accompany all applications and must serve as support documentation whenever negotiating grants with TETA. The Employer must show that it has taken active steps towards achieving the NSDS Equity targets, namely that 85% of the beneficiaries of training to be undertaken is black, 54% have been women and 4% people with disabilities. 05/07/2005 Revision 01 6

7 Reporting Process/ Requirements (Record-Keeping) The Management information management system is a comprehensive database specifically designed for the SETA. In terms of reporting to DoL and SAQA, the MIS will generate the required information under 5 broad headings: PROVIDERS The system will generate information such as the number of Providers accredited, the status of accreditation, the number of accredited providers per region/qualifications. ASSESSORS In the category of assessors the system will generate information on the number of assessors registered, the number of assessors registered per region, assessor unit standards etc. LEARNERS Here the system will generate information on, learner registration, which will be linked to providers and Learnerships/qualifications, the number of learners that completed certain qualifications/unit standards etc. LEARNERSHIPS For learnerships the system will generate information on the number of Learnerships registered by DoL (including their status and reason for the status) and the status of learnership agreements (eg registered, terminated, completed). 05/07/2005 Revision 01 7

8 3. Role players involvement in learnership development ROLES & RESPONSIBILITIES Please note: The initiator may be any of the role players listed below. The employer and training provider may be the same entity. Multiple employers, as well as multiple training providers may enter into one learnership agreement. A lead employer/ training provider must be identified to manage the learnership. 1. THE INITIATOR The individual or group who identified the need for and starts the process 2. THE TRAINING PROVIDER The Organizations who provide learning and are accredited by an ETQA as such Initiate learnership project & approach relevant body through identification of and justification for need for learnership Prepare for design and registration of learnership through establishment of project team and plan, as well as preparing systems for implementation of learnership Participate as a member of the project team to register, develop, prepare for, implement, monitor and evaluate learnership Utilize TETA information pack to collate guidelines for establishment of learnerships within scope of business and distribute to stakeholders. Include workplace readiness checklist and audit, as well as learner selection mechanisms, RPL processes and reporting criteria. Develop employer/ training provider checklist and distribute. Refer to business plan template. Develop assessment processes/ systems for learnership implementation & make available to all stakeholders Function as a Lead Provider (accredit training providers, register assessors, establish certification process, maintain learner database, issue certificates, establish dispute and appeal resolution mechanisms) Submit signed learnership agreements to SETA Act as initiator and participate as a member of the project team to register, develop, prepare for, implement, monitor and evaluate learnership 05/07/2005 Revision 01 8

9 3. THE EMPLOYERS Organisations who employ learners, provide learning opportunities and sign learnership agreements 4. THE LEARNERS The individual who is employed, receives learning and is recognised for competence on assessment 5. TETA The Transport Education and Training Authority Align assessment processes/ systems for learnership implementation with relevant ETQA and make available to all stakeholders Ensure internal organisational alignment to learnership needs (i.e. contractual issues, learner support and guidance issues, workplace learning issues, learner selection mechanisms, learner allowance issues) Enter into learnership agreement Act as initiator and participate as a member of the project team to register, develop, prepare for, implement, monitor and evaluate learnership Participate in learner induction programmes and sign learnership agreement Distribute Learnership information pack to all stakeholders Review learnership applications, make amendments and submit to DoL for registration Promote the learnership as part of the communications function Function as an ETQA (Accredit training providers, Register assessors, Establish certification process, and Register learnership agreements. Monitor and evaluate ETQA process and procedures 05/07/2005 Revision 01 9

10 4. Stages of learnership design, registration and implementation The different steps of learnership design, registration and implementation include the following: 1. Initiating learnerships Identifying the need Preparing for development 2. Designing the learnership Unit Standard and qualification development Curriculum framework System development for implementation 3. Register the learnership 4. Develop the learnership 5. Prepare for and Implement the learnership 6. Monitor and evaluate The entire process of learnership execution is represented in the diagram below. Rather than representing the actual order and sequence of activities, this process flow rather indicates the complete cycle of events. The actual development and implementation will vary from case to case, and the flexibility is catered for in this process flow diagram. Your project planning and consultation process will determine what sequence your project will follow. An indepth explanation for each of the stages of learnership execution is then described. 05/07/2005 Revision 01 10

11 LEARNERSHIP DESIGN, REGISTRATION AND IMPLEMENTATION 1. Initiate Learnership 2. Design the Learnership Where no learnership exists If not registered 3. Register the Learnership 4. Develop the Learnership Where no current training programmes and assessment systems exist Where a learnership has been implemented 6. Monitor & Evaluate Learnership 5. Prepare for & Implement the Learnership Where no learnership system is in place 05/07/2005 Revision 01 11

12 5. Stage One: Initiating the Learnership This stage involves the following activities: Identifying the need Establish partnerships & identify roles & responsibilities Estimate costs Set Up structures Preparation and planning Activities Documents Responsibility Identifying the Need Initiate learnership project Initiator and approach the SETA Distribute information Learnership Information Pack TETA Identify if a new learnership is required Registered learnerships Initiator Justify the need for the learnership TETA criteria for Source documents include the following: registration of learnerships SSP TETA learnership WSP agreement Employment Equity plans Department of Labour Research Legislative framework learnership registration form Skills audit Initiated by professional body Approaches by employers Initiator : - provider and/ or - employer and/ or - learner 05/07/2005 Revision 01 12

13 Activities Documents Responsibility Preparation for the design of the learnership for registration Establish project team (including stakeholders) and review learnership criteria TETA criteria for registration of learnerships Initiator Draft project plan and budget for the stage of development Learnership business plan and Project Team and registration budget template Approach SETA for endorsement and stakeholder Project Team participation if required Prepare and submit funding application (if required) SETA funding requirements Project Team and application form Identify target learner Project Team Review existing qualification/s and learnerships DoL learnership registration Project Team Sources: DoL database of registered learnerships SAQA registered standards SAQA website SGB websites form Review existing materials and curriculum, as well as workplace opportunities for learning Project Team 05/07/2005 Revision 01 13

14 Summary of Stage 1: Initiating a learnership Obtain relevant documents and legislation on what is required SETA to make public the suggested learnership Compile a basic learnership plan and establish a project team SETA advertises the learnership Design Learnership with sector support Begin a request for funds from SETA Prepare a rationale and registration form for the particular learnership Sources: The South African Qualifications Authority 05/07/2005 Revision 01 14

15 6. Stage Two: Design the Learnership This stage involves the following activities: Qualification design Curriculum framework System development Activities Documents Responsibility NOTE: This activity only applies where there is no Learnership Information Pack qualification registered on the NQF Qualification Design Develop new qualification and standards to be registered on the NQF by SAQA Project Team and relevant SGB The SETA will provide contact details for SAQA and/or the NSBs and related SGBs Curriculum Framework Review or adapt current curriculum framework Info Pack Project Team / Training Provider System Development Prepare systems for implementation Identify potential providers, workplaces and learners Ensure providers/workplaces accredited TETA Learnership Agreement TETA system requirements ETQA Accreditation requirements Initiator/ Project team Project team Bear in mind that all that is required at this stage is to take design to the registration phase- i.e. to research and conceptualise the learnership. Detailed development occurs in stage 4. 05/07/2005 Revision 01 15

16 Curriculum development When planning a curriculum for learners, one needs to first establish the requirements for the job through the skills matrix and unit standards titles matrix. The unit standards for the job are to be divided into three categories: Fundamental Core Elective Fundamental Unit Standards are generic and include unit standards relating to communications, management, etc - the type that you will see on almost any titles matrix that you choose to examine. Core Unit Standards are specific to that job, and might include specific product knowledge, or job specific processes or procedures. Elective Unit Standards would distinguish the job incumbent by giving them extra skills and knowledge that would enhance their capability to perform their job. In order for the curriculum to constitute a qualification, which should be registered on the NQF, it should consist of groups of registered unit standards that meet certain criteria of complexity and time. Thus a national certificate should consist of 1200 hours of notional learning, and a national diploma consists of 2400 hours. The levels of complexity are explained in great detail on the Department of Labour website, which should be consulted when designing a qualification. 05/07/2005 Revision 01 16

17 CURRICULUM DEVELOPMENT JOB ANALYSIS Skill / Knowledge Job 1 Job 2 Job3 Skill 1 x x x Skill 2 x Skill 3 x Knowledge 1 x x x Knowledge 2 x x Knowledge 3 x Knowledge 4 x x Unit Standard Job 1 Job 2 Title Job3 Unit Standard 1 x x x Unit Standard 2 x Unit Standard 3 x Unit Standard 4 x x x Unit Standard 5 x x Unit Standard 6 x Unit Standard 7 x x FUNDAMENTAL CORE ELECTIVE SAQA QUALIFICATION STRUCTURED LEARNING WORK EXPERIENCE 05/07/2005 Revision 01 17

18 7. Stage Three: Register the Learnership Activities Documents Responsibility Complete TETA registration documents TETA learnership Project Team registration forms Maintain all records of submissions and documentation for Project team the project Submit application to TETA TETA learnership Project team registration form TETA reviews application and sends feedback to project TETA team, where necessary Amendments made where necessary Project team Submit SETA registration documentation to Department of DoL learnership TETA Labour registration form DoL learnership criteria checklist Liaise between Department of Labour and notify the project TETA team until learnership registered Learnership registered and learnership registration code DoL allocated 05/07/2005 Revision 01 18

19 8. Stage Four: Develop the Learnership This stage involves the following activities: Planning Training materials & providers establishment Assessment System development Activities If not already done Documents Responsibility Planning Establish project team (if required) Initiator Draft project plan and budget for the stage of development and registration Business plan & Budget Project team template Define roles for implementation: Project Team members SETA Employer/s Provider/s Learnership information pack Project team Sponsor and drive for the implementation of the learnership Project team Obtain SETA endorsement for implementation Project team Submit funding application, if required Project team Training materials and providers Identify training providers to participate in the learnership implementation Information pack guidelines Project team Identify gaps in existing training material against curriculum/ qualification Project team/ training provider Identify training material developers Project team 05/07/2005 Revision 01 19

20 Activities Documents Responsibility Develop training material and link to unit standards/ qualification Qualification and unit Training provider standards Assessment systems Identify gaps in assessment procedures Information Pack guidelines Develop assessment process Unit standards and the qualification Project team/ employers/ training providers Employers and providers Develop assessment guides SAQA requirements Employers and providers Train and register assessors ETQA requirements Employers and providers UNDERSTANDING ASSESSMENT In order for providers to become accredited, they are required to have systems in place for the assessment of learners. This includes the registration of assessors with TETA SAQA defines assessment as: A structured process for gathering evidence and making judgements about an individual s performance in relation to registered, national standards. Assessment in this new context is therefore a structured, transparent, negotiated and objective activity that seeks to enhance both the learning process and the up-skilling of the South African workforce. By using the standards the assessor will be able to assess: If the learner has achieved the standard, or How far they have progressed towards meeting the standard If the learner does not meet the standard/s at the first attempt he/she should be given access to further learning opportunities and try again later. The idea is not to pass or fail the learner rather it is one of the learner meeting or not yet meeting the standard. In this way learners are encouraged to continue learning by recognising that they are at a point on a continuum of competence from not yet meeting the requirement to meeting the requirements to prove competence. 05/07/2005 Revision 01 20

21 Assessment is therefore based upon the concept of competence, which seeks to shift the focus from comparisons between learners based on individual characteristics to outcomes produced by the learner against an objective standard. SAQA s definition of applied competence assists in the understanding of competence: Applied Competence is the union of practical, foundational and reflexive competence: Practical Competence Is the demonstrated ability to perform a set of tasks in an authentic context? A range of actions or possibilities is considered, and decisions are made about which actions to follow. Foundational Competence The demonstrated understanding of what the learner is doing and why. This underpins the practical competence and therefore the actions taken. Reflexive Competence The demonstrated ability to integrate performance with understanding, so as to show that the learner is able to adapt to changed circumstances appropriately and responsibly, and to explain the reason behind an action. (SAQA document Guidelines for the Assessment of NQF registered unit standards & qualifications) This expanded definition of competence is essential for a rapidly changing work environment that demands that employees be flexible and responsive to the needs of the organisation. This often entails managing different tasks within the job, the ability to respond appropriately to irregularities and breakdowns in routine, as well as the ever-increasing need for individuals to deal effectively with responsibility and accountability, often within a team context. Essentially assessment is about making judgements and evaluations. In the past, workplace assessment could be loosely characterised as subjective, discretionary and sporadic and ultimately did not promote a system of fairness and transparency. 05/07/2005 Revision 01 21

22 The Assessment Process 1. Select and match unit standards for Assessment 2. Develop Assessment Guides 12. Evaluate the Assessment process 11. Report relevant information to SETA 3. Methods of Assessment and identify opportunities for gathering evidence 4. Develop Assessment Plan 10. Provide for re-assessment if necessary 5. Design Assessment Activities 9. Document Candidates result Competent or NYC 6. Discuss Assessment Plan with Candidate 8. Provide Feedback 7. Conduct Assessment: gather evidence use evidence to make judgement 05/07/2005 Revision 01 22

23 Designing an Assessment System DEVELOPMENT OF POLICY AND PROCEDURES TO GUIDE DESIGN AND IMPLEMENTATION ASSESSORS selection training registration deregistration ASSESSMENT METHOD AND ACTIVITIES principles of good design MODERATION internal processes compliance with external ETQA/ SETA QUALITY ASSURANCE SYSTEM ASSESSMENT PROCESS All elements implemented and co-ordinated into an assessment process Specifies how an individual assessment takes place MANAGEMENT PROCESS Planning Implementation Ongoing Management Key output PRACTICAL ORGANISATION access when, where, how, who pays ADMINISTRATION collection of information recording of information LINKS TO OTHER HR SYSTEMS APPEAL PROCESS 05/07/2005 Revision 01 23

24 9. Stage Five: Prepare for and Implement the Learnership This stage involves the following activities: Project team management Employer role Recruit & select learners Learner role Training provider role TETA ETQA role Learnership agreements Activities Documents Responsibility Project Team management Establish project team (if required) Initiator Funding application submitted where required, from TETA Project team Draft project plan and budget for the stage of development and registration Business plan and Project Team budget template Ensure relationship and communication channels between signatories are All established Manage the logistics of implementation Project team Adjust process as required Project team Implement communication strategy Project team with TETA Promote the learnership Communications Manager Compile and submit quarterly progress reports to TETA Project team Participate in TETA learnership committees/ meetings as agreed Project team representative Select provider/s and employer/s to implement the learnership DoL learnership regulations Project team 05/07/2005 Revision 01 24

25 Activities Documents Responsibility Employer/s * Select lead employer (if required) Project team Ensure workplace readiness Employer Identify in-house project owner/ sponsor Employer Ensure alignment with ETQA and implementation of QMS for: - Mentoring - Assessment - learner support - induction programme - management information system - learner records - learner feedback and evaluation mechanisms - performance management system 05/07/2005 Revision TETA ETQA QMS requirements Employer Build capacity of mentors and assessors Training Provider/ employer Submit application to register assessors to ETQA Employer Implement communication strategy Employer Confirm and schedule work placement opportunities for learners Employer Establish management information system, and maintain learner database and records Resolve learner allowance and related employment issues Ensure relevant contracts and agreements concluded Recruit & Select Learners Institute learner selection mechanisms Agency ETQA requirements DoL learnership guidelines DoL learnership agreements Employer Fasset/ employer Employer Apply DoL regulations (18/1 & 18/2 learners) Apply Recognition of Prior Learning SAQA requirements All Learners Participate in learner induction programmes Learner Sign learnership agreement Training Providers * DoL learnership agreements Project team/ employer Learner

26 Activities Documents Responsibility Prepare for accreditation (develop QMS) Training provider Submit accreditation application ETQA accreditation Training provider application Schedule training programmes/ and or on-the-job learning as per Training provider curriculum Select in-house project owner/sponsor Training provider Establish and implement QMS Training provider DoL learnership Training provider Enter into learnership agreement agreements Maintain learner records Training provider Select lead provider, where necessary Project team TETA ETQA Accredit training providers 05/07/2005 Revision Criteria, guidelines and application forms for the accreditation of providers* Register assessors Criteria, guidelines and ETQA application forms for the registration of assessors Establish certification process SAQA NLRD ETQA requirements Apply Recognition of Prior Learning SAQA requirements Training Provider Maintain learner database ETQA database Training Provider requirements Support and guide stakeholders in the system Training Provider Define reporting criteria on learners Training Provider Learnership Agreements Add to and finalise learnership agreement form DoL learnership TETA agreement Enter into learnership agreement DoL learnership agreement Employer/ training provider/ learner Submit learnership agreements to TETA DoL learnership Nominated project ETQA

27 Activities Documents Responsibility agreement team member TETA reviews learnership agreements and provides feedback if necessary TETA Amendments made where necessary Project team Learnership agreements registered TETA * In some cases the workplace and the provider are the same organisation and the same criteria apply Project Planning Basic project planning can apply to any task that has a clear beginning and ending. This method of working is particularly well suited to the education and learning field. The following outline can apply to a variety of projects. Project name: Should be descriptive and all encompassing. For example, Employment Equity Project. Project scope or definition: Define the purpose of the project, the parameters, the process and / or product, the broad standards, the customer of the project and the criteria to be met. Project Objective: The outcome required. State in terms of the specific end result of the project. For example Produce an Employment Equity plan consistent with the specifications laid down in the Employment Equity Act to submit by December 15 th. 05/07/2005 Revision 01 27

28 10. Stage 6: Monitor & Evaluate the Learnership Activities Documents Responsibility Identify criteria for monitoring and evaluation Project team Implement monitoring and reporting systems Project team/training Provider Take corrective action where variances are identified Notify TETA of the results of the learnerships re employment, qualifications etc Training Provider/ employer Consolidate model and lessons learnt in a case study Project team Evaluate learnership Project team Submit reports to TETA TETA report Provider TETA maintains records of learnership agreements, Learner records and qualifications attained, employment results requirements SAQA NRLD requirements TETA/ ETQA 05/07/2005 Revision 01 28

29 11. Appendices 1. TETA LEARNERSHIPS TETA - CRITERIA FOR REGISTRATION OF LEARNERSHIPS DEPARTMENT OF LABOUR REGISTRATION FORM TETA LEARNERSHIP REGISTRATION DETAIL FORMERROR! BOOKMARK NOT DEFINED. 5. LEARNERSHIP BUSINESS PLAN TETA LEARNERSHIP WORKPLACE READINESS CHECKLIST LEARNERSHIP IMPLEMENTATION LEARNERSHIP REPORTING FORM SARs TAX DEDUCTION FORM 57 05/07/ Revision 01

30 1. TETA LEARNERSHIPS TITLE NQF LEARNERSHIP CODE Chamber CONTACT PERSON Phone CONTACT DETAILS Advanced National Certificate: Aeronautical Engineering: Electrical Advanced National Certificate: Aeronautical Engineering: Mechanical National Certificate in Polymer Composites Fabrication National Certificate in Polymer Composites Fabrication National Certificate in Polymer Composites Fabrication National Diploma: Electrical Engineering: Light Current National Certificate: Contact Centre Management National Certificate: Forwarding & Clearing National Certificate: Transport Level 1 National Certificate: Freight Handling National Diploma: Freight Handling Logistics National Certificate in Professional Driving National Certificate: Road Transport Management National Certificate: Professional Driving National Certificate: Rail Operations Functional Yard operations 4 26Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Aerospace Aerospace Aerospace Aerospace Aerospace Aerospace Aerospace Forwardin g & Clearing Freight Handling Freight Handling Freight Handling Road Passenger Road Passenger Road Passenger Rail Andre Smit Andre Smit Andre Smit Andre Smit Andre Smit Andre Smit Andre Smit Shantal Ramawtar Linda Chonco Linda Chonco Linda Chonco Humphrey Rikotso Humphrey Rikotso Humphrey Rikotso Mpumi Jiyane 011/ andre@teta26.co.za 011/ andre@teta26.co.za 011/ andre@teta26.co.za 011/ andre@teta26.co.za 011/ andre@teta26.co.za 011/ andre@teta26.co.za 011/ andre@teta26.co.za 011/ shantal@teta26.co.za 031/ Linda@teta26.co.za 031/ Linda@teta26.co.za 031/ Linda@teta26.co.za 011/ Humphrey@teta26.co.za 011/ Humphrey@teta26.co.za 011/ Humphrey@teta26.co.za 011/ mpumi@teta26.co.za 05/07/ Revision 01

31 National Certificate: Rail Operations (Train Control) National Certificate: Navigation & Engineering 3 26Q Q Rail Maritime Mpumi Jiyane Victor Muhlberg 011/ mpumi@teta26.co.za 021/ victor@teta26.co.za. 05/07/ Revision 01

32 2. TETA - CRITERIA FOR REGISTRATION OF LEARNERSHIPS Definition/Preamble 1. The Skills Development Act indicates that a learnership must meet the following basic criteria The learnership must: be demand led lead to a qualification registered on the NQF include a practical and theoretical component lead to competency in an occupation 2. The Learnership registration application must be completed on the following specified forms: Annexure A: TETA Learnership Registration Detail Form Annexure B: DoL Learnership Registration Form Annexure C: Business Plan (proposed format included where funding of a project is required) 3. Please note the following guidelines with regard to the learnership titles as indicated by the DoL (not finalised) Learnership titles should be in the singular instead of plural format All learnership titles should have the final NQF exit level added to the end of the title Titles to be descriptive indicating what the person will be competent in Titles to be expressed in the noun and adjective rather and not verb (e.g.. Learnership in wheel barrow-making rather than Qualification Wheelbarrowmaker) Title to have bearing to the SAQA qualification title that it leads to The word qualification or qualified should not be mentioned in the title. TETAs Sector Profile The industries comprising the Transport Sector are responsible for: The transportation by air of passengers and freight as well as associated activities involving aircraft and space vehicles. This includes services at airports and similar transport nodes as well as support functions. The management of international logistics operations from procurement to final product delivery The handling, storage and stock control of goods through ports, airports, distribution centers, factories and other depots Activities on all vessels used at sea, (including those of SA navy) and the associated land based services, for the transport of persons and cargo, including the seafaring aspects of fishing 05/07/ Revision 01

33 The transportation of goods, passengers and livestock for reward by rail, including the control, management, accomplishment, maintenance and exploitation of railway and rail services The transportation of goods by means of a goods vehicle, for hire or reward on public roads Conveying passengers by bus for reward including the control, management and maintenance of these vehicles Transporting passengers for reward in vehicles other than buses and includes the control and management of such vehicles List of Criteria 1. The learnership must lead to an NQF registered qualification. Please provide the corresponding SAQA reference number and/or letter from SAQA as proof of being NQF registered. 2. The learnership must be within TETA s scope of coverage 3. The motivation statement must provide information to illustrate the link between the need of the learnership and TETA s sector skills objectives the purpose of the learnership and a need in the labour market the competence obtained in the learnership and a specified occupation 4. Indicate how the learnership was identified. Attach proof where applicable or provide a summary of the research/plans (section 3 Annexure B) 5. Indicate whether the learnership is unit standards based or non-unit standards based. 6. Indicate the following details regarding the practical and theory components: (Refer to section 4 and 5 Annexure B and attach additional information if necessary) 6.1 Unit standards based Fundamental, Core, Elective unit standards listed Total credits and percentage of credits for workplace assessment and structured learning to be indicated The total of the credits of the unit standards must at least be equal to the total credits of the learnership The nature and duration (time in hours/weeks) of work experience for each credit/standard 6.2 Non-unit standards based: Detailed description of how the learnership includes the practical and theory components The nature and duration (time in hours/weeks) of work experience for each component/module of the learnership 7. Indicate the expected duration of the structured learning component and the range of tasks to which the learner will be exposed during the learnership 8. Indicate the criteria for learnership grants and the amount allocated for such 9. Indicate the learner allowance allocated for unemployed learners 05/07/ Revision 01

34 3. DEPARTMENT OF LABOUR REGISTRATION FORM SETA Logo LEARNERSHIP REGISTRATION FORM DoL Logo This form is to be completed by organisations that wish to register new learnerships with the Department of Labour through TETA Documents to accompany this application form: A letter of registration from SAQA, if the qualification has been registered on the NQF. A letter of receipt from SAQA, if the qualification has been submitted for registration. Professional licence or registration requirements over and above the achievement of the specified learnership qualification must be provided where required. Employment Conditions Commission determination on wages to be paid to learners Learnership Code: (To be completed by the Department of Labour) 1. Information pertaining to the SETA Name of SETA: Name of Chamber (if applicable): Name of SETA official responsible for learnerships: SETA s telephone number: SETA s fax number: SETA s postal address: 05/07/ Revision 01

35 SETA s e mail address: 2. Learnership information Title of the Learnership Qualification: NQF field: NQF sub-field: NQF level: Number of credits to be earned: Date of registration of the qualification on the NQF (if registered) and code and number of the qualification: Date of application to SAQA for registration of the qualification (if not registered): Name of ETQA responsible for quality assuring the qualification: 3. Learnership identification How did the SETA identify the need for this learnership? (tick the box): SETA sector skills plan Skills plans from adjacent SETAs Generally available research (specify) SETA commissioned research Workplace skills plans Other (specify) 05/07/ Revision 01

36 What were the key features in the plans, or findings in the research? Please draft a summary of the plans or research. (Please continue on an extra page if necessary) 4. Qualification and Unit Standards Note: For whole qualifications a detailed overview of the qualification should be provided including exit outcomes. Details of Qualification Details of unit standards Title Fundamental Learning Code NQF Level Credit value Percentage of assessment at: Workplace Training Provider Provider Core Learning Elective learning 05/07/ Revision 01

37 Credits Total credits to be earned through: Show credits as a % of the total credits of the qualification Workplace assessment % Structured learning % Specify the nature and duration of work experience required for each credit that is to be assessed at the workplace Nature (Tasks/Functions) Time (in notional hours) Grant to the employer Specify and explain the amount the SETA grants for the implementation of the learnership, per NQF level, having regard to such factors as training costs, market demand, the employment status of learners (i.e. section 18(1) or 18(2) learners) and equity targets. Specify if any other factors have been taken into account in determining the level of subsidy. Grant towards learner allowances Specify the amount the SETA allocates to subsidise the learner allowances for learners who were not employed by the employer when the agreement was concluded, as provided for in section 18(2) of the Act. Credits earned Learner Allowance 05/07/ Revision 01

38 4. Learnership Business Plan This document may be used by organisations that wish to submit funding proposals to TETA for the development and implementation of learnerships. SETA Logo LEARNERSHIP BUSINESS PLAN (Learnership Title) 1. EXECUTIVE SUMMARY Brief summary of the business plan including the qualification that will be obtained through the learnership. 2. PROJECT TEAM ESTABLISHED 2.1 Role of the Project Steering Committee The business plan should explain how the team would be established. If it has already been established, the plan should state names of members, and explain whom they represent. Members of the project steering committee could include professional body members, employers, providers, employees (and / or organised labour), and SETA representatives. (Note that it might be useful to split the project team into two phases; the first to focus on the planning and operationalising of the learnership, and the second for steering and monitoring the implementation of the learnership.) 2.2 Composition of the Project Steering Committee The business plan should explain briefly the role of the project steering committee. 2.3 Schedule of Meetings The business plan should suggest the regularity of project steering committee meetings within the year. 2.4 Reporting Process The business plan suggests a process for reporting to TETA 05/07/ Revision 01

39 3. POSSIBLE PROJECT DELIVERABLES Note: the following section looks at different deliverables, each of which clearly rely on and/or relate to each other, are possibly applicable to most learnerships. It then breaks them into activities, and tabulates them. This will not be applicable to all learnerships some issues will be irrelevant, and others will need to be added. It is included in this document merely to assist in the form of an example. 1. Establish the need for the learnership including SSP, WSP, research, legislative framework, skills audit, initiated by professional body, approaches by employers 2. Supportive and relevant workplace-based employment opportunities for learners which offers work-based experience as well as structured learning relevant to the learnership qualification; 3. Supportive and relevant structured learning opportunities provided by an accredited and reputable education provider which acknowledges and builds on the above workplace-based employment; 4. Appropriate marketing and communication strategies developed and implemented to ensure availability of workplaces, recruitment of learners. 5. Supportive activities for the learner to ensure optimal opportunity for skills development, including an appropriate information management strategies to meet the learners needs including collection and distribution of information regarding possible pathways for further employment and/or professional development opportunities following the completion of the learnership. 6. Coordination and management of the above to ensure coherence and effective implementation. 7. Quality assurance, monitoring and evaluation mechanisms for all partners: employers, learners and/or employees, education providers and learnership facilitators (the operational project team). 8. Detailed budget These deliverables can then be broken into activities, with groups/organisations responsible, and dates, as follows: 05/07/ Revision 01

40 1. Establish the need for the learnership: including SSP, WSP, research, legislative framework, skills audit, initiated by professional body, approaches by employers Activity Responsibility Timeline Budget Analyse existing documentation (SSP, WSP, Legislative framework) Conduct Sector Specific Research Conduct Skills Audit Identify specific target learners (i.e. unemployed, gender, rural) Identify specific employment contexts Identify specific SMME opportunities Identify possible pilot sites for learnerships (names of companies with numbers) Compile detailed report The project team will commission/establish/report on a process to prove that their proposal addresses the priorities of the National Skills Development Strategy and the Sector Skills Plan. Evidence that some of the National Skills Development Strategy and Sector Skills Plan priorities are being addressed might answer the following questions: Does the learnership address specific skills needs, and gaps in labour supply identified in the SSP? If so which? Are new entrants to the labour market being targeted? Will young people under 25 be benefiting? Numbers? Is there a specific focus on development of SMMEs? Is there a justifiable expectation that learners will find employment or selfemployment at the end of the learnership? Are employment equity targets being met (80% Black, 54% women, 4% disabled)? A summary of the plans or research will need to be attached to the registration form. (Presumably the initiators of the learnership have already completed this process in one way or another, and should simply include in the business plan their reasons for believing that some of the National Skills Development Strategy and Sector Skills Plan are being addressed by their learnership.) 05/07/ Revision 01

41 2. Supportive and relevant workplace-based employment opportunities for learners: which offers work-based experience as well as structured learning relevant to the learnership qualification; Activity Responsibility Timeline Budget Develop professional body Professional body learnership contract for use using the DoL between learner and employer guidelines Develop professional body Professional body company learnership application form Develop professional body Professional body learnership guidelines for employer (workplace readiness criteria) Develop and distribute employer guidelines or manual for learnership including assessment, performance management and HR procedure guidelines (including dispute resolution mechanisms) Identify in-company Workplace learnership manager / champion / management team Ensure employer training or Workplace employment contract is in place and consistent with professional body learnership contract. Identify and appoint workplace Workplace mentor for learnership using guidelines developed by project team Develop and distribute mentorship guidelines or manual for learnership Develop and distribute learner guidelines or manual for learnership Design and develop a mentorship training and/or support programme for workplace based mentors which supports the learnership provision Participate in mentorship training and/or support programme Recruit learners for the learnership (see learners) 05/07/ Revision 01

42 Activity Responsibility Timeline Budget Assess the learners in the Ongoing work-based context on employment role (employee performance management) and provide feedback to both learner and project team Guide and support mentors in mentoring role (beyond the training programme) Establish and manage HR Workplace procedures for learners including payments, employment conditions, leave and grievance and disciplinary procedures Support and advise Project team Ongoing workplaces in relation to recruitment, assessment, performance management and HR procedures Agree on and monitor the implementation of work-based tasks and areas of responsibility for learners Workplace and provider Ongoing Offer advice and learner support to the learners Set up feedback mechanisms for learners to report on the quality of the work place experience Visit workplaces to monitor training programme Investigate feasibility of learners experience at additional workplaces that differ in context to primary employer. Workplace and provider Project team Ongoing Twice a year Ongoing 05/07/ Revision 01

43 3. Supportive and relevant formal learning opportunities provided by an accredited and reputable education provider which acknowledges and builds on the above workplace-based learning; Activity Responsibility Timeline Budget Adapt existing programmes to Professional body incorporate and be responsive to workplace-based needs and learnership regulations Identify gaps in existing training material Identify training material developers Complete SETA documentation (re Professional body learnership registration) Design and develop curriculum for courses and programme (See Education provider taking into account appendix on curriculum project team development) requirements Design certification process Professional body Develop and produce and distribute Education appropriate course materials providers with guidelines from project team Develop criteria and guidelines for selecting appropriate education providers Seek additional educational provider partners for 2002 Define roles (professional body, ETQA, SETA) Communicate accreditation criteria Educative process for providers /workplaces Ensure appropriate accreditation (providers / workplaces) Implement learnership - learning and training delivered Set up and administer feedback Project team on mechanisms for learners to report behalf of providers on the quality of educational provision Assess learners (including marking, feedback and workplace-based observations and visits) Ensure appropriate accreditation for Learnership Offer learner support to the learners Education provider in liaison with workplace mentor Education provider in liaison with workplace mentor 05/07/ Revision 01

44 4. Appropriate marketing and communication strategies developed and implemented to ensure availability of workplaces, recruitment of learners. Activity Responsibility Timeline Budget Collect, collate and distribute information pertaining to the learnership development and implementation to relevant parties Consult trade unions and organised employer representative groups to encourage and support their involvement as well. Design and develop and distribute information brochure regarding opportunities to participate in the learnership for education providers Design and develop and distribute information brochure and other marketing strategies regarding opportunities to participate in the learnership for employers Conference on experience of learnerships bringing providers, learners, and employers together Establish web site presence for learnership information Feed appropriate information to the SETA Liaison Manager 05/07/ Revision 01

45 5. Supportive activities for the learner to ensure optimal opportunity for skills development, including an appropriate information management strategies to meet the learners needs including collection and distribution of information regarding possible pathways for further employment and/or professional development opportunities following the completion of the learnership Activity Responsibility Timeline Budget Establish learnership entry level requirements. Establish learnership RPL processes. Recruit learners from existing workforce for the learnership. Recruit learners who are currently on training programmes for the learnership. Recruit learners who are currently unemployed for the learnership. Learner induction and career guidance Develop a data base of learners, mentors, schools, providers Assess the learners in the work-based context on employment role (employee performance management) and provide feedback to both learner and project team Collect and manage learner assessment records and data Track learner progress in relation to placements, successful completion of learnerships and subsequent further employment and professional development Offer learner support to the learners Set up and administer feedback mechanisms for learners to report on the quality of educational provision Professional body Recruitment of learners and contractual issues Learners for the learnerships will be recruited from the existing workers within a company, from learners on existing training programmes with professional bodies (who are willing to convert to learnerships), or from new entrants into learnerships (previously unemployed). The legislative requirements for previously unemployed learners must be carefully noted. 05/07/ Revision 01

46 The business plan should outline recruitment and selection criteria. It must also state the steps, which have taken to ensure that those involved in selection, are equipped to do it. The project team must play a role in driving this process and ensuring that the criteria are fair, relevant, etc. Other questions which the business plan should address in relation to recruitment: Are the managers of the learnership confident of achieving at least 100 placements? (This is not a rigid rule but may influence the decision of EU and other donors). Is it clear who has responsibility for registering and tracking learner progress and recommending the awards of credits and qualifications to the ETQA? This data must be in a format that is compatible to the National Learner Records Database. Are arrangements in place for advertising and recruiting learners? (The arrangements must be appropriate to equity and other targets of the National Skills Development Strategy.) Is there a proper mechanism to ensure that learners understand exactly what they are registering for? The business plan should provide detailed plans for placement of learners post learnership (this can be linked to the needs analysis). 6. Co-ordination and management of the above to ensure coherence and effective implementation including planning, development and improvement of the learnership itself (see related quality assurance deliverable below). Activity Responsibility Timeline Budget Establish legal entity for administering learnership, including identification of administrative and financial support functions Broker contractual agreements and memoranda of understanding pertaining to learnership partners Secure and administer learnership funding Establish and implement appropriate financial management systems Convene monthly project team meetings and report on project progress Convene and report on quarterly reference group meetings (4) Convene and report on two additional reference group meetings if necessary (4) Write and compile quarterly project progress report for SETA and reference group Develop financial statements (including auditing) according to SETA requirements 05/07/ Revision 01

47 7. Quality assurance, monitoring and evaluation mechanisms for all partners: employers (the schools), learners and/or employees, education providers and learnership facilitators (the operational project team) Activity Responsibility Timeline Budget Develop criteria for selection of workplaces, mentor, learners, and providers to support the recruitment process Develop ongoing system of quality assurance and appropriate monitoring and evaluation mechanisms for all partners in relation to all other deliverables Develop ongoing system of quality assurance and appropriate monitoring and evaluation mechanisms for all partners in relation to all other deliverables Analyse responses Report on evaluation findings Administer and implement above system and mechanisms relating to each deliverable: 8. Budget and financial planning The project team should work through a financial planning exercise, to describe the details of course costs. The business plan should explain where the funds are coming from whose responsibility it is to fund what, and what additional fund raising is being or will be done. The business plan should include a detailed explanation of the learnership costs, with an explanation of costs, which will be absorbed by various role players, as well as with explanations of where funding will come from. This must show that the learnership is viable. Detailed budget calculations should be done to complete the line items in the above tables, and these can be consolidated into one sheet. SETA GRANT REQUESTS should be applied for in detail, including line Items that include learner allowances. (Note: if donor or SETA funds are used to develop materials, they will be seen as public property, and open to be used as examples. Training providers can fund their own materials that they will retain ownership of.) After the budget, the business plan could address the following issues that are related to financial planning: 05/07/ Revision 01

48 Is the proposed learnership adaptable to the needs of the less well-developed and resourced sub-sectors of the sector? Are there plans in place to ensure that less well-developed organisations and areas benefit? Are there opportunities provided in the proposal for expansion, duplication, or for using it as a model for the development of larger scale Learnerships. 05/07/ Revision 01

49 4. APPENDIX: CURRICULUM DEVELOPMENT (Note: the curriculum development process has been broken into three parts. The first is the design of the qualification: this essentially means SAQA processes setting of standards and registering of qualifications. The second is the design, delivery, and assessment of the curriculum. For the purposes of the learnership business plan, this means using the unit standards to develop a curriculum framework, learning programmes, and course materials. The third aspect of curriculum development is quality assurance. While the SETA will assure the quality of the learnership as a whole, the project team must build into the design of the learnership quality control mechanisms and systems in place to ensure continual quality improvement from the providers as well as the workplace educators.) SAQA processes The SETA along with the professional body will engage with SAQA processes. This process will produce an explanation of the qualification and credit structure (bearing in mind that the minimum credits can be 120, and subject to other SAQA specifications about the structure of a qualification). The project team will ensure that they understand all the SAQA band requirements, and ensure that their qualification is in line with them. For example, a level four qualification must be in line with the specifications for the FETC. In order to register the learnership, at least a letter of receipt from SAQA is required. However, if there are no unit standards registered yet, the learnership initiators must send a letter to SAQA explaining what the process is to get them developed and registered, and ultimately to get the qualification registered. They will then get a letter from SAQA acknowledging this, which will enable them to apply to the Department of Labour for the learnership to be registered. The project team will agree on a proposed structure of the qualification, in line with the table below (note the table is from the draft registration form, so ensuring that it can be completed in the business plan will enable the learnership team to easily complete the registration form): Qualification and Unit Standards Details of Qualification Details of unit standards Title Fundamental Learning Code NQF Level Credit value Percentage of assessment at: Workplace Training Provider Core Learning Elective learning 05/07/ Revision 01

50 Credits * Total credits to be earned through: Show credits as a % of the total credits of the qualification Workplace assessment % Structured learning % (* if the percentages proposed differ from those set out in the Guidelines, a justification for the proposal should be included) Specify the nature and duration of work experience required for each credit that is to be assessed at the workplace Nature (Tasks/Functions) Time (In notional hours) The project team will submit the qualification to be registered on the NQF, and get a letter of receipt from SAQA initially, and later a letter of registration from SAQA. The project team will clarify what professional licence or registration requirements over and above the achievement of the specified learnership qualification will be required. Curriculum design and development of learning programme The business plan must clearly stipulate the process of designing a curriculum framework as well as the development of learning programmes and materials, with clear detailed explanation of who is responsible for what. Where possible, potential learners should be involved at this stage; amongst other reasons, this is an important part of the needs analysis, and ensuring that the learning programme is appropriate for the target learners. If it is not possible, the business plan should include a mechanism or plan to address this issue, or a process for learner feedback should be built into the learnership. The business plan should also state how the curriculum will incorporate the issue of HIV/AIDS. 05/07/ Revision 01

51 6. TETA LEARNERSHIP WORKPLACE READINESS CHECKLIST This checklist is a guideline that shall be used as a basis for collating a workplace readiness checklist. Additional related information may be included in the checklist, as per Training Provider requirements. The checklist may then be used for training provider application, accreditation and auditing purposes. No. Description 1. Application form completed in full 2. Contact person details submitted 3. List of learners submitted in full 4. Overall evaluator/ supervisor selected and allocated to student 5. Undertaking to further the principles of the NQF agreed to 6. Compliance with the Quality Management System requirements agreed to and implemented 7. Learnership registration forms signed by employer, training provider and learner and submitted to TETA, in accordance with DoL and TETA requirements 8. Employment and other contracts signed between employer and learner 9. Undertaking to undergo learning system audits on an annual and ad hoc basis, and to make all information available to the ETQA 10. Action taken on findings reports of learning system audits within agreed upon time frames 11. Learners supported and guided in relation to; Evaluation Learning process (rotation, supervision, overall evaluation etc.) Learning resources (Access to information and experience) Assessment 12. Mentors selected and allocated to students 13. Mentorship process implemented and evaluated on an ongoing basis 14. Staff involved in learnership activities have a clear understanding of the concept, process and policies 15. Other: Complies Does not yet Comply Accredited training provider: Contact person & number: Audit date: Findings report submitted (date): Follow-up visit date: 05/07/ Revision 01

52 7. LEARNERSHIP IMPLEMENTATION PROCESS AND BENEFITS PROCESS How to register learners on Learnership Agreements 1 for registered Learnerships TETA EMPLOYERS 1. Learnership agreement for each learner - signed by the employer and learner. If the agreement is being signed for the practical component, then the employer and the training provider are the same organization. The employer and the learner must initial each page. The original agreement must be sent to TETA (posted/hand delivered). 2. Signed copy of employment contract for each learner. 3. Proof of learner s registration. 4. Proof of employer s/training Providers accreditation status (copy of letter/certificate) 5. Proof that levy payments to SARS are up-to-date. (Please include levy number). TETA will provide the employer with proof that the learners are registered by means of an official confirmation letter that will include the following details: SETA Name and Code Addressed to the Employer Organisation with Levy Number DoL Learnership Title DoL Learnership Code Full Names of Learner Learner ID Number Learner Agreement Number Learnership Agreement Classification 18 (1) employed OR 18 (2) unemployed Date of Commencement of Learnership Date of Completion of Learnership 05/07/ Revision 01

53 LEARNERSHIPS FROM OTHER SECTORS 1. TETA employers may want to implement learnerships from other sectors. 2. Please contact TETA directly and we will liaise with the relevant SETA on the employer s behalf. 3. The two SETAs will engage in terms of the quality assurance aspects with the view of concluding a memorandum of understanding. 4. TETA will register the learnership agreements and the same process as indicated above applies. 5. The list of registered learnerships for all SETAs is on the DoL website EMPLOYERS NOT PAYING LEVY TO TETA 1. Employers from other sectors may want to implement TETA learnerships. 2. The SETA that the employer pays the levy to will liaise with TETA on the employer s behalf. 3. The two SETAs will engage in terms of the quality assurance aspects with the view of concluding a memorandum of understanding. 4. Learnership agreements are registered by the SETA that the employer pays the levy to. 5. Therefore, for employers that are not registered with TETA, these documents would not be forwarded to us. 6. You may contact TETA for further information as we have embarked on arrangements with a number of SETAs in this regard. TETA Contact to register Learnership Agreements June Govender (011) /07/ Revision 01

54 BENEFITS What benefits can employers expect when they sign learners onto a learnership agreement? TAX DEDUCTION The legislation was finalized as at 15 August For details, please refer to the official SARS document under the Learnership section of the website In summary, the following should be noted: 1. Referenced to insertion of section 12 H in the Income Tax Act, Relates to registered learnership agreements ENTERED into on/after 1 October 2001 and registered learnership agreements COMPLETED on/after 1 October The allowance in the case of ENTERING into a learnership: where that learner was not employed by that employer (or an associated institution in relation to that employer) prior to that learnership, equal to the lesser of the annual equivalent of the remuneration of the learner or R25 000; or where that learner was employed by that employer (or associated institution in relation to that employer), equal to the lesser of 70 per cent of the annual equivalent of the remuneration of the learner stipulated in the agreement of employment between that learner and employer or R The allowance in respect of the COMPLETION of the learnership agreement is in all cases the lesser of the annual equivalent of the remuneration of that learner or R Employer not entitled: a) Substitution of employer on an existing registered learnership agreement b) Substitution of an existing learnership agreement c) Deduction previously allowed for the same learnership 6. The employer must provide the following information to the commissioner* a) SETA name and code b) Addressed to employer organisation with levy number c) DoL learnership title d) DoL learnership code e) Full names of learner f) Learner ID number 05/07/ Revision 01

55 g) Learnership agreement classification 18 (1) employed OR 18 (2) unemployed h) Date of commencement of learnership agreement i) Date of completion of learnership agreement j) Annual wage of learner k) Proof of up-to-date levy payments 05/07/ Revision 01

56 CONTACT INFORMATION FOR TRANSPORT SETA IS AS FOLLOWS: Chamber Executive Officer ETD Practitioner Telephone Fax Number Number Road Passenger Willem Schutte Humphrey Rikotso 011/ / Road Freight Dudu Letseli Noma Sejake 011/ / Aerospace Johan de Beer Andre Smit 011/ / Rail Nathi Theta Mpumi Jiyane 011/ / Taxi Pam Choma 011/ / Freight Handling Tuppy Coldwell Linda Chonco 031/ / Forwarding & Ingrid du Buisson Shantal Ramawtar 011/ / Clearing Maritime Victor Muhlberg Lameesah St.Clair Marks 021/ / /07/2005 Revision 01 56

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