LEARNERSHIP IMPLEMENTATION PROCESS - 10 STEPS Diagram of the 10-step implementation process

Introduction to STEP 1 The importance of planning Learnership implementation Before you take the first step on your journey, it would be worth considering the importance of carefully planning your organisation’s involvement in Learnerships, to avoid the pitfalls of poor planning. The success of Learnership implementation depends largely on a thorough planning of the organisation’s involvement in Learnerships and an understanding of the issues raised in Step 1. It is for this reason that the first step in the Learnership implementation process is dealt with quite comprehensively. Implementing Learnerships is a costly and time-consuming process, and therefore it is important that the process be carefully planned. In addition, Learnership actions must be driven by people who have a thorough understanding of what is required to make it a success. Negative impact of poorly planned implementation When Learnerships were first introduced into workplaces, around 2001-2002, many organisations that enthusiastically embraced this new system burnt their fingers because they had not planned the implementation thoroughly. Unfortunately, many were driven by SETA promises of substantial financial reward for implementing Learnerships, rather than by a clear plan for using Learnerships to address critical skills development needs in their organisations.

This has had many negative results, e.g. the Learnerships did not achieve the intended objectives, the process was disorderly and caused much confusion (especially in the workplace), and, most importantly, the problems experienced created resistance to Learnerships in general. Step 1: INITIATE LEARNERSHIP IMPLEMENTATION 1.1 FORMULATE THE ORGANISATION’S STRATEGY ON

LEARNERSHIPS, OR REVIEW EXISTING STRATEGY 1.1.1 INITIATE YOUR ORGANISATION’S INVOLVEMENT IN

LEARNERSHIPS A good starting point to complete Step 1 is to initiate a discussion in your organisation on its involvement in Learnerships. If your organisation is already involved in Learnerships, this action should be directed towards evaluating the current involvement. This is generally initiated by an individual or group of people from the departments/units responsible for Human Resource Development (HRD), skills development or training. In companies this would probably be the HRD or Training Manager, Skills Development Facilitator (SDF) or Training Committee. In training institutions this could be the senior manager responsible for curriculum planning. It could also be any person who acts as a Learnership champion and takes the initiative in promoting the organisation’s involvement in Learnerships. This document is designed to record the information that will assist you in planning your organisation’s strategy for implementing Learnerships. You should adapt it to suit the particular needs of your organisation. Large organisations planning extensive involvement in Learnerships may need a comprehensive document, while small organisations may only need to record some of the points. Use the template of the Strategy for Learnership Implementation which is provided in this publication, or develop your own document on the basis of the template. The index to the template gives an overview of the type of information that is included in this document. Annexure: STRATEGY FOR LEARNERSHIP IMPLEMENTATION. Please note that this template is an example that has been developed to assist you to make a success of your Learnership implementation. The form itself is not an official SASSETA requirement. 1.1.2 DETERMINE THE NATURE OF LEARNERSHIPS AND SKILLS

PROGRAMMES Before your organisation gets involved in Learnerships it is vital to ensure that all interested parties have an accurate understanding of what a Learnership is. For those driving the planning and implementation of Learnerships, it is imperative to have a clear understanding of the key features of a Learnership and what is involved in its implementation. Further characteristics of a Learnership are provided in the Skills Development Act (1998), while the Regulations to the SAQA Act describe the characteristics of the qualification that the Learnership is designed to achieve.

Identify the legal requirements relevant to Learnership implementation In view of its commitment to the development of the people of South Africa, the Government introduced a series of acts and regulations to create an integrated skills development system aimed at promoting economic and employment growth and social development. The main acts and regulations are listed below: The Skills Development Act, 1998 (Act No. 97 of 1998 The Skills Development Amendment Act, 2003 (Act No. 31 of 2003) The Skills Development Levies Act, 1999 (Act No. 9 of 1999) The Skills Development Regulations, No. R. 571 of 22 June 2001 The Regulations concerning the registration of intended Learnerships and Learnership

Agreements, No. R. 330, dated 3 April 2001 The Sectoral Determination No. 5: Learnerships, of the Basic Conditions of Employment Act

75 of 1997 The South African Qualifications Authority Act, 1995 (Act No. 58 of 1995 that established the

National Qualifications Framework (NQF), and The Employment Equity Act, 1998 (Act No. 55 of 1998).

Identify the benefits of implementing Learnerships in your organisation Learnerships are designed specifically to benefit employed and unemployed people, employers, as well as the economy and the broader nation. Learners need learnerships because they cannot afford the loss of income that full-time study would incur and many are not able to finance full-time study. They need learning programmes that are directly and practically related to their field of work and that will provide a foundation for further learning. Employed staff will gain new skills and knowledge that will increase their productivity and quality of work. Learnerships will also provide a career path and opportunities for further learning. The national qualifications achieved through learnerships will be recognised everywhere in South Africa and will help staff when they apply for a new job. Unemployed people need learnerships because they provide an opportunity to gain knowledge and work-based experience, which will make them employable or able to initiate self-employment opportunities. They will be given employment for the duration of the learnership and be provided with opportunities to learn and gain workplace experience and skills. This experience will help them when they apply for a job or want to create their own job opportunities. Employers need learnerships because they need qualified staff and cannot afford to lose employees for long periods of training during off-site learning programmes. Identify the differences between Learnerships and other types of learning processes It is important to understand the differences and similarities between Learnerships and other types of learning programmes. This will assist in identifying where existing training processes could be used in implementing Learnerships and where unique processes need to be developed. The difference between Learnerships and apprenticeships Learnerships are similar to apprenticeships, in that they are both work-based routes to learning. Both combine theoretical learning components with practical workplace application. In some cases existing apprenticeships have been used as the basis from which to develop Learnerships.

Although they are similar, there are important differences between apprenticeships and Learnerships. Learnerships will replace the apprenticeship system, as the Department of Labour and the SETAs favour the Learnership system. Existing apprenticeships will continue for the duration of their contract period. Example: A learner can complete a skills programme for “install glass panes for windows and sliding doors”, then do one in “tiling”, followed by one in “laying paving”. Together these and other skills programmes could enable the learner to achieve a national qualification in construction 1.1.3 ESTABLISH THE LINK BETWEEN THE STRATEGY FOR

LEARNERSHIP IMPLEMENTATION AND YOUR ORGANISATION’S PEOPLE-DEVELOPMENT STRATEGY

Link the Strategy for Learnership Implementation to your organisation’s people-development strategy Learnerships are one of the many tools you can use to develop the skills your organisation requires and they should not be implemented in isolation from other learning and people-development interventions. Therefore, it is important to ensure that Learnerships are integrated into the overall skills-planning strategy and processes (WSP). Study the steps of the skills planning strategy described by Prof Ian Bellis to identify the links between this process and Learnerships. The main steps, taken from Skills development planning for improved performance by Bellis and Hattingh (2003: 4), are indicted in the figure below.

(Training Committees)

You could describe the links with the Skills Levy, Workplace Skills Plan (WSP) and Employment Equity Plan, as well as other initiatives such as existing mentorship programmes. 1.1.4 FORMULATE THE OBJECTIVES TO BE ACHIEVED THROUGH

IMPLEMENTING LEARNERSHIPS Identify the organisational objectives to be achieved through Learnerships Identify the objectives of your organisation that could be achieved through implementing Learnerships and/or skills programmes. Motivation for implementing Learnerships The primary objective of implementing Learnerships should not be to get money back from the Skills Levy. Implementing Learnerships is not an easy way to make money. The main benefit of implementing Learnerships is improved productivity resulting from improved performance in the workplace. Organisations wishing to implement Learnerships have to realise that a substantial investment in time and resources is required to plan and prepare for the implementation. This initial investment pays off during the second and subsequent implementations when the required processes and mechanisms are already in place, and can simply be adapted. Make sure that the primary motivation for implementing Learnerships is to build skills and improve performance, not merely to get more money back from the Skills Levy.

The flow of money from the Skills Levy (Based on the design in the Department of Labour publication, An employers guide to the skills development levy, 2001: 17)

Formulate the principles to guide Learnership implementation The principles that have to be adhered to in implementing Learnerships will differ in each organisation, as they will be formulated on the basis of the nature, vision and mission of the organisation and its approach to people development. These principles should be used as a point of reference that guides all decisions and actions relating to the implementation of Learnerships in your organisation. 1.1.5 CONFIRM YOUR ORGANISATION’S NEED FOR LEARNERSHIPS AND

SKILLS PROGRAMMES Formulate the objectives to be achieved through implementing Learnerships Identify areas for implementing Learnerships and skills programmes Identify areas in which Learnerships and/or skills programmes may be the appropriate tool to address the learning need. This information could be obtained from the Workplace Skills Plan (WSP) and/or other formal or informal audits of skills needs, such as the results of the performance management process or the Employment Equity Plan. Record the priority areas in which Learnerships could address the identified need, i.e. the job area(s) and field(s) of learning.

Identify the broad learner target group(s) Identify the learner target group that would participate in Learnerships and indicate whether this would include currently employed learners (i.e. 18(1) learners) and unemployed learners (i.e. 18(2) learners).

NB! Learnerships are not only for the unemployed

It is a misconception that Learnerships are aimed only at unemployed learners who have been disadvantaged by the inequalities of South Africa’s past discriminatory education and training systems. While the unemployed are certainly a target group, Learnerships are designed to serve a much wider range of learners. Employed learners: to extend their range of skills and/or to upgrade their skills. This will

strengthen their capacity to meet the existing or changing operational needs of their employers, and open up opportunities for job advancement/enrichment or for further learning.

Unemployed learners: to build skills and provide workplace experience to improve their employability, or to enable them to generate an income.

Pre-employed learners: to bridge the gap between institutional learning and the job market, by enhancing their learning with workplace experience. The purpose is to improve the employability of those who have not yet entered the job market, such as school leavers.

It is important to reach agreement in your organisation about the inclusion of unemployed learners on Learnerships. This issue needs to be handled with great tact, especially as employees will be acting as coaches or mentors and will need to assist the unemployed learners to develop the required competence. Some employees and employee representatives may support the inclusion of unemployed learners on Learnerships implemented by the company. However, others may regard this as detrimental to employees who could also benefit from such learning opportunities. It is particularly important to get the buy-in from trade unions and other employee bodies, whose primary concern is obviously the interests and development needs of people who are already employed. Plan the sites where Learnerships will be implemented Record the planned sites where Learnerships will be implemented, e.g. the divisions, branches or geographic areas. 1.1.6 DETERMINE THE RESOURCES REQUIRED FOR IMPLEMENTING

LEARNERSHIPS SASSETA responsibility for Learnerships The implementation of Learnerships is primarily driven by the SETA. The Skills Development Act requires SETAs to deliver the following services in relation to Learnerships: Establish Learnerships and submit them to the Department of Labour for registration Promote the implementation of Learnerships Register the Learnership Agreements that are signed by learners, Lead Employers and Lead

Training Providers, and

Allocate grants from the Skills Levy contributions to employers that are implementing Learnerships.

Determine the SASSETA’s Learnership grant allocation system All SETAs are guided by the stipulations in the Skills Development Regulations (No. R. 571, dated 22 June 2001) on the funding of Learnerships, skills programmes, apprenticeships and sector priorities. Annexure: REGULATIONS No. R. 330 of 3 April 2001 These four areas are funded from the discretionary grant, as the SETAs can use their own discretion on how they allocate funds for these four areas. (The mandatory grant is used to pay employers for the submission of Workplace Skills Plans (WSPs) and the annual training report they submit on the implementation of the WSP.)

SETA grant allocation for Learnership implementation

Some of the SETA practices and criteria for the payment of Learnership grants are listed below: Grants may be paid to the employer who signs the Learnership Agreement as the Lead

Employer. The employer then uses money from these grants to pay the training institutions and other services providers who are involved in implementing the Learnership.

Grants are generally paid in stages rather than in full at the beginning or end of the Learnership.

Additional grants may be generally paid to employers for taking section 18(2) learners into a Learnership, i.e. previously unemployed learners.

Additional grants may be paid to employers who take disabled persons into a Learnership. Additional grants may be paid for learners who remain on the Learnership after the first six

weeks, to encourage all parties to avoid a high drop-out of learners in the beginning. Some SETAs pay an amount for each unit standard completed. Additional grants may be paid to employers who keep section 18(2) learners (previously

unemployed) in employment for six months after completion of the Learnership.

Identify the tax incentives for implementing Learnerships Employers who implement Learnerships qualify for a tax deduction on their taxable income in terms of the Taxation Laws Amendment Act 30 of 2002. A summary of the amounts that can be deducted is provided in the table below, which indicates that larger amounts are deductible for taking unemployed learners on Learnerships. Summary of the government tax incentives for implementing Learnerships Conditions for tax deduction Amount that an employer can deduct

from the taxable income for the tax year For every Learnership Agreement entered into with a section 18(1) learner

Deduction of a maximum amount of R17,500

For every Learnership Agreement entered into with a section 18(2) learner

Deduction of a maximum amount of R25,000

For each registered Learnership Agreement completed in that year

Deduction of a maximum amount of R25,000

Deductions only apply if: The employer has provided details on the Learnership, the SETA and learners, and The employer has provided proof of compliance with the requirements of the Skills Development Act TAX incentives also apply to apprenticeships registered after 1 Oct 2001

Detailed information on how these systems work is provided in Interpretation Note No. 20, issued by the South African Revenue Service on 5 March 2004. It also contains a practical case study, a flowchart and the form to be completed to apply for the deduction. Determine the learner allowance payable to learners in Learnerships The SETAs pay learner allowances to section 18(2) learners on Learnerships. This money is intended to assist previously unemployed learners to participate in Learnerships, for example to cover the costs of meals and transport. The minimum monthly learner allowance that is paid by the SETA is stipulated in the Sectoral Determination No. 5: Learnerships. Annexure: Sectoral Determination no 5. The minimum amounts are calculated on the basis of the salary that an employed person would be earning. For example, the minimum weekly wage for a learner on NQF level 1 would be R120.00 per week. This amount increases to R240.00 a week if the learner has earned between 121 to 240 credits. The maximum weekly allowance payable to a learner on an NQF level 8 Learnership is R700.00. Identify possible additional sources of funding available for Learnership implementation In some cases additional funds are available for the development and implementation of Learnerships, for example from the National Skills Fund that funds national skills development priorities. Identify additional internal resources required The Learnership grants from the SETA are only accessible once the learning programme of the Learnership has commenced. Therefore, your organisation will have to use its own funds to get the implementation process going, for example to prepare the organisation and its facilitators and assessors to deliver the Learnership. Draw up a provisional financial forecast There must be a realistic understanding of the overall costs that will be incurred in implementing Learnerships and that will not be covered by the Learnership grant received from the SETA. Included in this are hidden costs such as the time of senior staff for promoting the Learnership, the time and resources required for co-ordinating all the role players and activities, and also the time used for the management of the implementation logistics. 1.1.7 ESTIMATE THE RESOURCES YOUR ORGANISATION NEEDS TO

COMMIT TO LEARNERSHIP IMPLEMENTATION At this stage of the planning process, it will not be possible to describe exactly what resources will be required, as this will be influenced by decisions made later on. However, this estimate will assist in creating a realistic understanding of the commitment that is required for implementing Learnerships. 1.1.8 CONSIDER THE POTENTIAL NEGATIVE IMPLICATIONS OF

IMPLEMENTING LEARNERSHIPS Discuss the potential negative implications of your organisation’s involvement in implementing Learnerships. Ensure that management and all involved in making decisions about the overall strategy and its implementation consider the negative implications of implementing Learnerships and the potential obstacles that could be encountered.

There is a wide range of potential obstacles to Learnership implementation in areas such as finances, human resources, facilities, logistical support, as well as resistance or negative attitudes of important stakeholders. 1.2 OBTAIN APPROVAL FOR THE STRATEGY FOR LEARNERSHIP

IMPLEMENTATION 1.2.1 CONSULT WITH STAKEHOLDERS ON THE STRATEGY FOR

LEARNERSHIP IMPLEMENTATION In workplaces, these would include people such as line managers, employee representatives, the Training Committee, existing workplace coaches and mentors, people involved in developing the organisation’s Employment Equity Plan and Workplace Skills Plan (WSP), as well as the staff of the training or Human Resource Development department who will be most directly involved in implementing the strategy. In training institutions managers, departmental heads and senior teaching/lecturing staff will have to be consulted, especially those who are likely to be directly involved in Learnerships. 1.2.2 SUBMIT THE STRATEGY TO THE APPROPRIATE MANAGEMENT

STRUCTURES FOR APPROVAL Management has to give their approval for the organisation to get involved in implementing Learnerships. They also have to commit themselves to making departments and personnel available for planning the implementation, as well as people who will be involved in the implementation in some way. 1.3 ALLOCATE PERSONNEL TO PLAN THE IMPLEMENTATION OF

LEARNERSHIPS 1.3.1 APPOINT A LEARNERSHIP CO-ORDINATOR Since the implementation of Learnerships should be managed as a multi-faceted project, it is recommended that every organisation planning a long-term involvement in Learnerships appoint a Learnership Coordinator. Generally, this person would be performing this role as part of his/her normal job. It is not a SETA requirement that there should be a Learnership Coordinator. However, appointing such a person to co-ordinate the organisation’s Learnership activities will contribute to effective implementation. Describe the functions of the Learnership Co-ordinator There should be agreement in your organisation on the functions of the Learnership Co-ordinator, as well as the factors to be taken into account in selecting the coordinator. The functions are different in each organisation as they are influenced by factors such as the scope of an organisation’s involvement in Learnerships and the people available to assist the coordinator. Appoint a person to perform the role of Learnership Co-ordinator The coordination function could be performed by the Human Resource Development Manager, Skills Development Facilitator or a Training Committee member. This coordinating function could be added to their current portfolio, if this is manageable in terms of their existing workload.

The Skills Development Facilitator (SDF) appointed by employers should be involved in the planning and implementation of Learnerships. This should be included in the description of the functions of the SDF to ensure that Learnerships are integrated into your organisation’s skills development strategy. 1.3.2 APPOINT ADMINISTRATIVE STAFF TO ASSIST THE LEARNERSHIP

CO-ORDINATOR The size of the administrative staff component should be appropriate to the extent of your organisation’s involvement in Learnerships. Identify which administrative processes can be shared between implementation partners to reduce cost and effort. 1.4 SELECT THE SPECIFIC LEARNERSHIP TO BE IMPLEMENTED 1.4.1 IDENTIFY PRIORITY LEARNING NEEDS Learnerships can be implemented in any occupation where work-based learning paths are viable, and where it is appropriate to build practical experience into the qualification. An essential requirement for the successful completion of a learnership is that learners must demonstrate their competence by applying what they have learnt in the workplace. Unlike apprenticeships, learnerships are not restricted to the narrow range of blue-collar occupations. 1.4.2 DECIDE WHETHER LEARNERSHIPS WOULD BE THE MOST

APPROPRIATE ROUTE Determine whether a Learnership is the most appropriate learning route to address the identified learning need

NB! Ensure that a Learnership is the most appropriate learning route

Implementing Learnerships is a costly process in terms of time, money, human and other resources. It is therefore important to ensure that the benefits of selecting the Learnership route to a qualification are worth the effort. A Learnership is not necessarily the most appropriate learning route for all learners wishing to achieve a qualification. Before embarking on the implementation process, first establish that a Learnership is indeed the most appropriate tool for meeting the learning need. Then target those learners who are good candidates for following the Learnership route to a qualification rather than other types of learning programmes.

It is important to decide whether Learnerships are the most appropriate route for addressing the learning needs of learners targeted for the Learnership. This step is critically important to ensure that you don’t decide to implement Learnerships in situations in which other types of learning programmes may be more appropriate, both for the organisation and the learners.

Select alternative learning routes for learners who would not benefit optimally from Learnerships Although Learnerships are an excellent way of developing applied competence, they are only one learning route towards a qualification. The figure below depicts a range of routes a learner can follow to achieve the same qualification.

Examples of learning routes towards a qualification 1.4.3 SELECT THE MOST APPROPRIATE LEARNERSHIP TO ADDRESS

THE IDENTIFIED NEED Identify appropriate Learnerships that relate to the learning need Obtain the lists of registered Learnerships that are available from the websites of the Department of Labour or the SETA under whose auspices your Learnerships are developed and implemented. Option 1: You could contact the Learnership section in your own SETA from the contact list of the SETA for assistance on where to find the Learnership that is most appropriate to your need. ANNEXURE: SETAs Contact Details List Option 2: You could look at the list of all the registered Learnerships on the website of the Department of Labour, www.labour.gov.za , under Skills Development. You can also search under the category ‘Search info by subject’. Option 3: You can identify the Learnerships that are registered under the following categories: Learnerships by SETAs http://www.labour.gov.za/download/9371/UsefuldocumentsSDALearnershipsregisteredbySETAs.pdf and

SAQA qualifications used in Learnerships by SAQA numbers. http://www.labour.gov.za/download/9377/UsefuldocumentsSDA-SAQAqualificationsusedinLearnerships.pdf Option 4: If you know the SETA under whose auspices the Learnerships will be implemented, contact that SETA telephonically or via its website. For example, if you are a financial institution paying a Skills Levy to the Finance and Accounting SETA, and you want to implement the Learnership for First Line Managers, you would need to contact the Services SETA, which is responsible for areas - such as management - that are generic across all sectors of the economy. Select the Learnership that most appropriately addresses the identified learning need from the lists obtained from the Department of Labour or the SETAs. Do not rely only on the lists on the websites. Contact the relevant SETA to find out if there are other registered Learnerships that have not yet been listed on the website. Also find out if there are other Learnerships that are already developed and in the process of being registered.

NB! The key roles of the Department of Labour and SETAs in Learnerships

The Department of Labour and SETAs are two of the main role players in the development of Learnerships and supporting their implementation. A Learnership is developed under the auspices of a specific SETA, which submits it to the Department of Labour for registration. The Learnership development process is usually initiated and driven by SETAs. However, all stakeholders who have an interest in the particular Learnership could be involved, including employers and training providers.

Overview of the Learnership development process The development of new Learnerships is generally initiated, funded and overseen by SETAs and there is no standard process for developing Learnerships. The figure below depicts the types of processes normally covered in developing a Learnership.

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

NB! The relationship between the Learnership and the qualification

A Learnership, by definition, leads to a qualification that is registered on the National Qualifications Framework. The learners who successfully complete a Learnership will be issued with a certificate stating that they have been awarded that particular qualification. When a Learnership is developed, it is always developed on the basis of a qualification. This may be an existing qualification that has already been registered by the South African Qualifications Authority, or a new qualification may be developed as part of the Learnership development processes. In this case, the newly developed qualification has to be registered (by SAQA) before the Learnership can be registered (by the Department of Labour). Both these registration processes must be completed before the Learnership may be implemented. The same qualification, e.g. National Certificate: Generic Project Management on NQF level 4 could be achieved through various learning routes, such as: The Learnership in Generic Multi-sector Project Management Full-time university study Part-time study at a business school that is combined with practical workplace application,

or It can be achieved in whole or in part through Recognition of Prior Learning.

Although there is a close relationship between a Learnership and a qualification, they are not the same.

Although it is not necessary at this stage to study the qualification in detail, it is useful to have a look at it during this initial planning phase. (The analysis of the qualification is covered in Step 3 under the heading ‘Determine the requirements of the Learnership and qualification’ Preparing to implement Learnerships. Make sure that the qualification that will be achieved by learners after completing the Learnership is the one that most directly addresses the needs of the learners and the organisation. Motivate why the particular Learnership is selected, so that there is agreement in the organisation that the qualification and the Learnership most appropriately address the identified learning need. Decide on the learner target group Although the learner selection process occurs further down in the implementation process, it is important to have a general idea of the learner target group at this stage. This will help with the planning and preparation for implementation and ensure that the particular needs of the learners are considered during the planning and preparation phases. The decision on the learner target group will be guided by decisions recorded earlier in the process in par. 3.6 of the Strategy for Learnership Implementation. Keep in mind that the learner target group could include employed learners, those who were unemployed at the time of entering the Learnership, and also pre-employed learners. 1.4.4 DETERMINE THE SETA GRANTS FOR IMPLEMENTING THE

LEARNERSHIP

Determine the grants the SETA will pay for implementing the Learnership selected Contact the SETA to determine what grants it will pay, and ensure that the SETA will make funds available from its discretionary grants for implementing the specific Learnership. Include these in the provisional financial forecast that was drawn up in par. 4.1 of the Strategy for Learnership Implementation. Also determine other SASSETA requirements that have to be met to qualify for these grants. 1.5 REACH AGREEMENT ON IMPLEMENTING THE SELECTED

LEARNERSHIP 1.5.1 OBTAIN MANAGEMENT APPROVAL FOR IMPLEMENTING THE

SELECTED LEARNERSHIP Make sure that you have management approval for implementing the selected Learnership, and for the proposed learner target group, before continuing with the planning process. 1.5.2 CONSULT WITH ROLE PLAYERS THAT WILL BE DIRECTLY

INVOLVED IN THE IMPLEMENTATION Engage with key players who would be directly involved in the implementation Use the information documented in the Strategy for Learnership Implementation to explain the motivation for implementing the selected Learnership to key players such as managers, workplace coaches and senior lecturing/teaching staff. ANNEXURE: STRATEGY FOR LEARNERSHIP IMPLEMENTATION Get confirmation that the qualification that learners will achieve after completing the Learnership is appropriate for the learners and the organisation. The purpose of the engagement with key players is to develop the understanding of interested parties, to gain their support and to identify possible obstacles that would need to be addressed to ensure effective implementation. Address concerns and take any steps that are required to address valid concerns It is important to address the concerns raised in order to ensure that key role players support the Learnerships, as their co-operation is critical to its success. 1.6 NOTIFY THE SETA OF THE INTENTION TO IMPLEMENT THE

LEARNERSHIP Agree on the SETA contact person Agree on the person that will serve as the SETA contact person for the duration of the implementation. Having one person through which communication with the SETA is relayed ensures consistency and promotes the development of a constructive relationship with the SETA. The Skills Development Facilitator is generally the person who communicates with the SETA for issues relating to the Workplace Skills Plan (WSP). However, the Learnership Implementation Team may decide to use another team member as the contact person for Learnerships. Inform the SETA of the intent to implement the Learnership

Comment [LLR1]: Is this really the case, or will each grant be made known per project as per RFP asdverisements of the SETA

Communicate the intent to implement the Learnership to the SASSETA under whose auspices the Learnership will be implemented. This initiates the engagement with the SETA, and will give the Learnership Implementation Team access to the documentation they need to plan and prepare for the implementation. ANNEXURE: SAMPLE Letter of intent to participate as an employer. Inform the SETA to which employers pay their Skills Levy If the employers pay Skills Levy to a different SETA (from the one responsible for the implementation of the particular Learnership), employers must inform this SETA. This is important in view of the Memoranda of Understanding (MoU) between SETAs on the funding of cross-sector Learnerships. These MoUs would describe the payment of Learnership grants to employers who pay their Skills Levy to a SETA other than the one under whose auspices the Learnership is implemented. STEP 2: ESTABLISH PARTNERSHIPS BETWEEN EMPLOYERS

AND TRAINING PROVIDERS 2.1 IDENTIFY POTENTIAL TRAINING PROVIDERS OR EMPLOYERS TO

PARTICIPATE IN IMPLEMENTING THE LEARNERSHIP The first action to take in Step 2 is to identify the providers and employers that will participate in the implementation. The implementation of a Learnership can be initiated by an employer or a training provider. An employer would typically approach a training provider that presents learning programmes in the learning area related to the need identified in the workplace. Similarly, a training provider interested in presenting the learning programme that falls within the scope of a Learnership could approach one or a number of employers.

NB! Select the right implementation partners

A Learnership cannot be implemented by a training provider on its own. Nor can it be implemented by an employer without a partner to offer the institutional-learning component. Implementing a Learnership requires a partnership between at least two organisations (an employer and a training provider), and this partnership lasts for at least 12 to 18 months. Numerous people are directly involved in the implementation, e.g. learning facilitators and assessors from the training provider, as well as workplace coaches and/or mentors and assessors responsible for the workplace-learning component. Other people from both institutions that will also be involved are managers, administrative personnel and finance officers. Consequently, the success of the implementation is not determined by the performance of one partner, but is dependent on the performance of all involved, and also on the effectiveness of the partnership. This clearly indicates the importance of making sure that you select partners that are going to assist you to make a success of the implementation. Selecting dependable and competent implementation partners will go a long way towards ensuring that the Learnership is implemented within the planned time frame and budget, and that it results in quality learning.

Most SETAs list names and contact details of accredited providers on their websites. You can find these website addresses in the SETA list included in this publication. ANNEXURE: SETAs Contact Details List. You will generally find the lists of providers on the SETA websites under ‘ETQA’, ‘Training Providers’ or ‘Accredited Providers’. Each SETA only lists those providers that are accredited to present learning programmes that fall within the scope of the Education and Training Quality Assurance (ETQA) division of that SETA. 2.1.1 IDENTIFY PARTNERS TO FACILITATE AND/OR ASSESS LEARNING The starting point for identifying implementation partners must be the learning components that are specified in the qualification that the Learnership is designed to achieve. Select partners that are able to facilitate and/or assess the different learning components of the qualification. This means that employers must be able to provide workplace-learning opportunities in the areas specified in the qualification. Similarly, training providers must have the expertise required for the institutional-learning component. 2.1.2 AGREE ON THE SELECTION CRITERIA FOR IMPLEMENTATION

PARTNERS It is useful to describe selection criteria to be used in selecting training providers and employers. This ensures that decisions on the selection of implementation partners are based on valid criteria and not on ‘gut feel’. It is not necessary to select only training providers and employers who are able to cover all the learning components of the qualification. A number of providers and employers could be involved that between them cover all the learning components of the qualification.

2.2 PROMOTE THE SPECIFIC LEARNERSHIP TO POTENTIAL IMPLEMENTATION PARTNERS

2.2.1 CONTACT POTENTIAL IMPLEMENTATION PARTNERS If you do not already have an established relationship with an employer or training provider with which to establish an implementation partnership, you need to identify and contact potential partners. Explain the Learnership that you wish to implement, the learning areas covered in the qualification and discuss issues relevant to implementation partners. You should determine the extent to which facilitation and assessment practices of training providers are aligned to the National Qualifications Framework (NQF). If they are not yet aligned, make sure that they are likely to be aligned in time for implementation. 2.3 SELECT SUITABLE TRAINING PROVIDERS OR EMPLOYERS AS

IMPLEMENTATION PARTNERS 2.3.1 ENSURE THAT IMPLEMENTATION PARTNERS SELECTED MEET

THE SELECTION CRITERIA Implementation partners must meet the criteria that relate to the specific qualification (as registered by SAQA) and the Learnership (as stipulated in the Learnership Registration Form). ANNEXURE: SampleLearnershipAgreement. Also ensure that selected implementation partners meet the criteria that have been agreed upon earlier. 2.3.2 ENSURE THAT ALL TRAINING PROVIDERS ARE ACCREDITED BY

AN ETQA All training providers involved in institutional and workplace learning must meet the quality assurance requirements of the Education and Training Quality Assurance body responsible for quality assuring the qualification that the Learnership is designed to achieve. Generally, a SETA will not approve the implementation of a Learnership if the training providers have not been accredited by an ETQA. Who accredits the implementation partners in a Learnership? Every provider participating in the implementation of a Learnership is accredited by its ETQA in terms of the normal accreditation process. For example, one of the providers may be accredited by Umalusi that accredits multipurpose providers in the Further Education and Training sector. The employer may be a large insurance company accredited by the Insurance SETA (INSETA). These two may form a partnership to implement a Learnership in finance, which is quality assured by the ETQA of the Finance and Accounting SETA (FASSET). In this case, FASSET will recognise the accreditation of the other accreditation bodies, in terms of Memoranda of Understanding between the three ETQA bodies. However, the ETQA of FASSET may require providers to meet additional quality requirements in relation to the learning programme, because it has a responsibility to quality assure the qualification of the Learnership. In general ETQAs will recognise the accreditation status of training providers awarded by other ETQAs.

2.3.3 ENSURE THAT ALL EMPLOYERS MEET THE QUALITY CRITERIA

SPECIFIED BY THE ETQA Every SETA specifies the quality criteria that have to be met by employers involved in facilitating and/or assessing workplace learning. As a general rule, all training providers have to be accredited, while most SETAs have some kind of employer vetting process. Not all SETAs require such employers to be accredited. As the objective of a Learnership is to achieve a qualification that is registered on the NQF, the ETQAs have to ensure that the institutions that will be declaring the learners competent meet prescribed accreditation requirements. Since most of the assessment of Learnerships is conducted in the workplace, employers also have to meet specified quality criteria. [Assessment is described in more detail in Preparing to implement Learnerships, Step 4, under the heading ‘Develop the learning programme (that includes the assessment plan’.] If the employer is not in a position to quality assure workplace learning and assessment, an accredited training provider could assist the employer. For example, the Lead Training Provider could take the responsibility for ensuring that workplace learning and assessment meet the ETQA quality requirements.

NB! The legal requirements for the accreditation of providers

In order to be accredited as providers, all education and training providers of learning programmes have to adhere to the quality assurance requirements of their respective Education and Training Quality Assurance bodies (ETQAs). The accreditation process is directed towards assuring learners, employers and others that any learner who has achieved credits or a qualification through that provider’s programme has demonstrated the required learning outcomes described in the relevant registered unit standards or qualification. Chapter 4 of the Regulations under the SAQA Act, No. R. 1127 states that a provider of education and training may be accredited by an ETQA on condition that the provider: Has a quality management system that includes policies, procedures and review

mechanisms Is able to develop, deliver and evaluate learning programmes that culminate in specified

registered unit standards or qualifications Has the necessary resources, policies, practices and ability to be a provider, and Is registered as a provider in terms of the applicable legislation at the time of application

for accreditation. For providers to be accredited they have to be audited as institutions and their programmes have to be evaluated. When applying for accreditation, providers will therefore have to submit their programmes to the ETQA for evaluation, together with information required on their organisations and how they conduct and manage their business.

The accreditation of providers is described in more detail in Preparing to implement Learnerships, Step 4, under the heading ‘Establish/improve Quality Management System for the accreditation of provider

2.4 AGREE ON THE ROLES OF IMPLEMENTATION PARTNERS 2.4.1 HOLD A JOINT MEETING OF IMPLEMENTATION PARTNERS Reach agreement on the functions of the implementation partners Representatives of all the selected providers and employers should ideally meet together to plan the implementation. They have to reach broad agreement on the functions to be performed by each of the providers and employers, and the products and services that each will be responsible for. Functions to be performed by implementation partners There is a wide range of functions that training providers and employers can perform in the implementation of a Learnership. Some providers or employers may have special expertise and capacity in some areas, such as assessment or marketing, and they could provide these services on behalf of all the partners. Examples of the functions that have to be agreed upon are: Facilitation and assessment of institutional learning Facilitation and assessment of workplace learning Moderation of assessment Development of the learning programme Development of learning materials for institutional and workplace learning Development of assessment instruments Pre-assessment of learners before entering the Learnership Assessment for Recognition of Prior Learning Marketing the Learnership Recruitment and selection of learners Recording learner progress and results Providing learner support Managing the finances Administration services Monitoring and evaluation of the implementation, and Post-implementation tracking of learner progress.

Reach agreement on the organisations responsible for institutional and workplace learning Agree on the providers and employers that will facilitate and/or assess the learning components that are specified in the qualification and the curriculum (if the latter has been developed). Indicate which providers will be responsible for the areas to be covered through institutional learning and which for the areas to be covered through workplace learning. At this stage it is only necessary to indicate the broad areas, such as who will cover the financial theories or the workplace learning for digital printing. The allocation of responsibilities for specific learning components will be described in the Learnership Implementation Plan that is the focus of Step3 : Develop Learnership Implementation Plan and budget in Preparing to implement Learnerships. Decide which organisations will be Lead Employer and Lead Training Provider It is a legal requirement that there must be one Lead Employer and one Lead Training Provider for every Learnership implementation. If there is only one employer and one training provider they perform these lead roles. (This is stipulated in par. 3(4) and 3(5) of the Regulations concerning the registration of intended Learnerships and Learnership Agreements, No. R. 330, dated 3 April 2001.) ANNEXURE: REGULATIONS No. R. 330 of 3 April 2001. However, if there are more implementation partners, they all have to agree on who will perform these lead roles.

NB! The roles of the Lead Employer and Lead Training Provider

Lead Employer: Must sign every Learnership Agreement with the learners on the Learnership and the Lead

Training Provider Must comply with the employer’s duties described in the Learnership Agreement, and Is responsible for ensuring that the workplace-learning component is delivered in

accordance with the requirements stipulated in the qualification and the curriculum, and other SETA requirements.

Lead Training Provider: Must sign every Learnership Agreement with the learners on the Learnership and the Lead

Employer Must comply with the training provider’s duties described in the Learnership Agreement, and Is responsible for ensuring that the institutional-learning component is facilitated and

assessed in accordance with the requirements stipulated in the qualification and the curriculum, and other SETA requirements.

The details of the Lead Employer and Lead Training Provider must be provided in the Learnership Agreement that is signed with every learner, together with the details of all three signatories. These requirements are stipulated in par. 3(4) and 3(5) of the Regulations concerning the registration of intended Learnerships and Learnership Agreements, No. R. 330, dated 3 April 2001. These regulations (commonly referred to as the Learnership Regulations) also describe the rights and duties of learners, employers and training providers. 2.5 ESTABLISH A LEARNERSHIP IMPLEMENTATION TEAM The importance of the Learnership Implementation Team The team is responsible for planning and coordinating the involvement of all the implementation partners to ensure effective integration of institutional and workplace learning. It also manages and monitors the overall implementation of the Learnership. The team should include representatives of the training providers and employers participating in the implementation of a specific Learnership. The establishment of this team is not a legal or SETA requirement. However, it will contribute greatly to the effectiveness of the implementation. The scope and size of the structure and functions of the Learnership Implementation Team will be determined by the number of implementation partners and the number of learners involved in the Learnership. In cases where only one employer and one training provider are involved in implementing a Learnership, with a small number of learners (of about 30 employed in one company), a very simple structure would be appropriate. It is not necessary to establish elaborate structures for Learnership implementation. In most instances existing structures can be utilised. Generally, personnel who perform training-related functions as part of their normal day-to-day activities would be performing most of the functions of the Learnership Implementation Team

2.5.1 DECIDE ON THE NATURE OF THE LEARNERSHIP IMPLEMENTATION

TEAM Reach agreement on the nature of the Learnership Implementation Team and the role of its team members. 2.5.2 SELECT LEARNERSHIP IMPLEMENTATION TEAM MEMBERS The Learnership Implementation Team must include representatives of the Lead Employer and Lead Training Provider. It should preferably also include representatives of other training providers and employers involved in the implementation. Other key role players should also be involved, such as the Skills Development Facilitators of participating employers. It is important to get the commitment of all stakeholders to the role and composition of the Learnership Implementation Team, so that the team gets the necessary cooperation to ensure effective implementation 2.5.3 APPOINT A PROJECT MANAGER The Implementation Team should appoint a Project Manager from among the implementation partners. In large-scale implementations it may be advisable to contract an external project manager on a full-time or part-time basis.

NB! A Learnership champion contributes towards success

Successful implementations are often driven by a person who acts as the ‘champion’ for the Learnership. The role of such a champion is not described or fixed, although the champion typically promotes the Learnership. The champion is committed to the success of the Learnership and does whatever is necessary to ensure its success. This could involve convincing key stakeholders to support the Learnership, or identifying and removing obstacles to effective implementation. Another role would be to motivate and encourage the learners in a kind of mentoring role. The champion may be officially designated to that role, or someone could simply perform this role informally. The Skills Development Facilitator, Learnership Co-ordinator or project manager could also perform this role.

CONCLUSION OF STEP 2 Complete the Checklist: Step 2 to make sure that you have addressed all the aspects relevant to Step 2. ANNEXURE: CHECKLIST - STEP 2 - ESTABLISH PARTNERSHIPS BETWEEN EMPLOYERS AND TRAINING PROVIDERS. After completing the checklist identify the issues that you have not addressed. It is advisable to go back to those issues and to make sure that the appropriate actions have been taken before moving on to Step 3. This will help you avoid running into problems further down in the implementation process.

STEP 3: DEVELOP A LEARNERSHIP IMPLEMENTATION PLAN AND BUDGET

How does the Learnership Implementation Plan contribute to effective implementation? The main value of a carefully considered Learnership Implementation Plan is that it: Records major decisions and agreements reached between implementation partners Keeps all relevant information in one document that is accessible to all parties involved in the

implementation Indicates what needs to be in place before moving to the next phase of implementation Avoids conflict and disagreements about what has been decided Reminds people about the important factors they need to consider Assists in contingency planning for unforeseen events Avoids haphazard implementation that increases cost and frustration Serves as a tool for monitoring and quality assurance Assists in the continuous evaluation carried out during and after implementation, and Serves as a basis for improving subsequent implementations of Learnerships.

What is the importance of the Learnership Implementation Plan? The Learnership Implementation Plan is a tool for effective planning, not a SETA requirement. The Learnership Implementation Team should take responsibility for developing the Learnership Implementation Plan, overseen by the Project Manager. Reduce the work burden by distributing work among the team members, e.g. for the budget, marketing plan and learner selection. Although the plan is not an official SETA requirement, it should be submitted to the SETA as evidence that the Learnership implementation will be effectively managed. A well-developed plan would serve as one of the factors that the SETA would take into account in deciding whether to fund the implementation. A separate plan must be developed for each Learnership implemented, although existing plans can be adapted for every new implementation. Although you may spend considerable time developing the first plan, this will make the task of developing subsequent implementation plans much easier.

NB! What is involved in completing Step 3?

It is not essential to develop a very long and complex Learnership Implementation Plan. The plan should be developed to suit the circumstances of the specific implementation. You could again refer to the guidelines on how to customise your plan to your organisation’s unique needs. Step 3 can be completed in four main stages:

Stage 1 involves gathering information on the Learnership you want to implement, the qualification, as well as the SETA that will be paying the Learnership grants.

Stage 2 is a joint session of the implementation partners to plan the responsibilities of the partners, the learner target group, learning sites and the timeline for implementation.

Stage 3 could be completed by three separate individuals or small groups working simultaneously in three specialist areas, which involve:

Developing a communication and marketing plan Planning the monitoring, quality assurance and evaluation processes, and Drawing up a budget. Stage 4 is for the management approval of the Learnership Implementation Plan.

What issues must be resolved before starting Step 3 Before you start with Step 3 make sure that the following is in place: The relevant qualification and unit standards have been registered by SAQA The Learnership has been registered by the Department of Labour, and You have determined that the SETA will pay the Learnership grants for implementing the

specific Learnership. . 3.1 DECIDE ON THE FORMAT AND CONTENT OF THE LEARNERSHIP

IMPLEMENTATION PLAN The first action to take in Step 3 is to plan the Learnership Implementation Plan that will act as basis for the implementation. Use the index to the Learnership Implementation Plan to determine what should be covered in the plan. This index will assist you in determining which parts are relevant, which parts need to be expanded, and which additional areas need to be covered in the plan for the specific Learnership you will be implementing. 3.2 DETERMINE THE REQUIREMENTS OF THE LEARNERSHIP AND

QUALIFICATION 3.2.1 OBTAIN THE QUALIFICATION THAT THE LEARNERSHIP IS

DESIGNED TO ACHIEVE Obtain a copy of the qualification This will be available from the South African Qualifications Authority (SAQA). If you have worked through Step 1 you will have obtained the qualification under the sub-heading ‘Select the most appropriate Learnership to address the identified need’.

You could also obtain this from the SETA if the qualification is quality assured by the Education and Training Quality Assurance (ETQA) division of that SETA. This is the SETA that registered the Learnership and that will be overseeing and funding the implementation. The contact details are in the list of SETAs included in this publication. Learnerships can be designed to achieve either a unit standards-based qualification or one based on exit level outcomes. However, it is more common for Learnerships to be designed around the former, as it is easier to break down a unit standards-based qualification into components of institutional and workplace learning. Make sure that the qualification has been registered by the SAQA The Learnership can only be registered once the qualification has been registered by SAQA. Therefore, if the qualification has not yet been registered, it may take a few months before the Learnership is registered. You will have to decide whether to select another Learnership to implement or to postpone your planned implementation.

NB! Confirm the registration of the qualification

It may be that the qualification has been registered but does not yet appear on the list of registered qualifications on the SAQA website. You could also contact SAQA telephonically to obtain the latest information on the registration status of the qualification, and the anticipated registration date. (SAQA’s telephone number is 012-431 5000.)

3.3 OBTAIN SETA APPROVAL TO IMPLEMENT THE LEARNERSHIP 3.3.1 FORMALLY NOTIFY THE SETA OF THE INTENTION TO IMPLEMENT

THE LEARNERSHIP Submit the notification of intent to implement the learnership to the SETA. This should be submitted to the SETA that registered the learnership with the Department of Labour, and that will be responsible for overseeing the implementation. If this SETA is not the same as the one to which the employer pays the Skills Levy, the employer must notify both SETAs. ANNEXURE: SAMPLE Letter of intent to participate as an employer 3.3.2 DETERMINE THE GRANTS THE SETA WILL PAY FOR THE

LEARNERSHIP Find out what amounts the SETA will pay as Learnership grants for the specific Learnership. Refer back to the information you obtained in Step 1 under the sub-heading 'Determine the SETA grants for implementing the Learnership’ on the funding of Learnerships. Procedure to follow where more than one SETA is involved What happens if an employer wants to implement a Learnership of a SETA other than the one to which it pays the Skills Levy? In this case the employer must inform both SETAs. Most SETAs have Memoranda of Understanding that govern these circumstances.

3.3.3 OBTAIN APPROVAL FROM THE SETA TO IMPLEMENT THE

LEARNERSHIP To ensure that the SETA pays the Learnership grants you must get official approval in writing from the SETA to implement the Learnership. ANNEXURE: SAMPLE Confirmation Letter to Employer re Learnership Acceptance.

NB! Implementing Learnerships without SETA payment of Learnership grants

A Learnership can be implemented without SETA agreement to pay Learnership grants. It simply means that the learning programme will be paid for by the employer like other non-Learnership programmes. The SETA may decide not to fund the Learnership because of a lack of funds or because the Learnership does not address a current sector skills priority. In such a case the employer and training provider would have to agree on how and how much the training provider will be paid for its products and services. However, it will be important to ensure that all the applicable quality assurance requirements have been met. This is to enable the relevant Education and Training Quality Assurance body (ETQA) to certify the learner achievement of the qualification and/or unit standards at the end of the Learnership. This means that the providers would still need to meet the accreditation requirements of the relevant ETQA and will also have to meet all the specifications of the Learnership Registration Form, the Learnership Agreement and the qualification.

3.4 OBTAIN OTHER DOCUMENTS RELEVANT TO THE

IMPLEMENTATION 3.4.1 IDENTIFY SETA DOCUMENTS THAT ARE RELEVANT TO THE

IMPLIMENTATION During the development of a Learnership, many documents are generated that could be useful in planning the implementation. Identify which other documentation the SETA has available that is relevant to the implementation of the specific Learnership. 3.4.2 DETERMINE SETA REQUIREMENTS APPLICABLE TO THE

LEARNERSHIP Identify the guidelines and requirements of the SETA overseeing the implementation of the Learnership. The requirements and guidelines of some SETAs are narrowly defined, while others are broader. You need to determine the requirements of the specific SETA, as not all SETA requirements are the same.

3.5 IDENTIFY THE AREAS TO BE COVERED BY EMPLOYERS AND

TRAINING PROVIDERS 3.5.1 LIST THE AREAS TO BE COVERED DURING INSTITUTIONAL AND

WORKPLACE LEARNING Identify the areas that need to be addressed during institutional and workplace learning. List the learning area and the NQF level, and summarise the outcomes. This will give an indication of the learning provision that is required.

NB! Sources of information on institutional and workplace learning areas

The information on the different areas to be covered during institutional and workplace learning can be obtained from:

The qualification and unit standards, which describe the main learning areas that need to be addressed

The Learnership Registration Form, which gives a broad indication of the split between institutional and workplace learning, and

The curriculum, which usually specifies what must be covered during institutional and workplace learning.

3.5.2 IDENTIFY ADDITIONAL PRODUCTS AND SERVICES REQUIRED Identify products and services that implementation partners can provide, in addition to learning facilitation and assessment. 3.6 ALLOCATE RESPONSIBILITY TO IMPLEMENTATION PARTNERS 3.6.1 RECORD RESPONSIBILITIES FOR INSTITUTIONAL AND

WORKPLACE LEARNING Allocate responsibility for institutional learning to the participating training provider(s), and for workplace learning to the participating employer(s). 3.6.2 SELECT ADDITIONAL EMPLOYERS AND/OR TRAINING PROVIDERS Identify institutional and workplace learning areas that have not been covered by the implementation partners. Select additional employers and/or training providers to cover these areas. 3.6.3 DETERMINE THE ACCREDITATION STATUS OF EMPLOYERS AND

TRAINING PROVIDERS Identify the accreditation status of participating employers and training providers and the progress they have made with accreditation.

It is important to determine the accreditation status of training providers and employers to ensure that all have met the requirements of the relevant Education and Training Quality Assurance body (ETQA) at the time of implementation. (These are briefly described in Step 2 under the heading ‘Select suitable training providers and employers that meet the selection criteria’.) It is not necessary to prepare implementation partners for accreditation at this stage, as this will be dealt with in detail in Step 4, under the sub-heading ‘Establish/improve quality management system for the accreditation of providers’. 3.7 FINALISE THE LEARNER TARGET GROUP AND LEARNER

NUMBERS 3.7.1 AGREE ON THE POOL(S) FROM WHICH LEARNERS WILL BE

SELECTED Identify the learner target groups described in the qualification and Learnership documentation The Learnership registration documentation and the qualification will contain information on the target groups for which the Learnership was designed. Identify the pools from which to recruit learners Finalise the decision on the category of employed learners that would benefit from this Learnership. For example, your organisation may have decided to offer this learning opportunity to staff who have been employed for at least three years, or to administrative staff who do not have formal qualifications. Finalise the decision on the category of unemployed learners that would benefit from this Learnership. This issue has already been considered in Step 1 under the sub-heading ‘Confirm your organisation’s need for Learnerships and skills programmes’. The learners that would benefit most from the Learnership would depend on the nature of the Learnership. For example, if you are implementing a construction Learnership, you could consider people with previous experience in working on construction sites. 3.8 FINALISE THE LEARNING SITES Agree on the geographical areas and towns/cities in which the Learnership will be implemented as well as the actual sites where learning will be facilitated. 3.9 DEVELOP AN OVERALL TIMEFRAME FOR LEARNERSHIP 3.9.1 PLAN THE DURATION OF THE MAIN PHASES OF THE

IMPLEMENTATION Identify the duration of the main phases of the implementation, including the time required for planning, preparation, roll-out, and wrap-up after completion of the learning programme. This will assist implementation partners in understanding the commitment required, and help them plan their involvement.

The box below provides a broad estimate to use as a guideline for estimating the duration of your learnership implementation.

NB! Estimate the main phases of learnership implementation

The estimate is for a learnership in which the qualification has approximately 120 credits. This is an estimate for a first implementation of a learnership by an organisation. The planning and preparation time will be shorter for subsequent implementations.

Planning and preparationThis could take much longer if the curriculum and learning materials have to be developed, if providers require extensive preparation for accreditation, and if large numbers of section 18(2) learners are included in the learnership.

3 to 4 months

Roll-out, i.e. the facilitation and assessment of learning 12 to 18 months

Wrap-up and evaluationThis would take much longer if a thorough post-implementation evaluation were conducted to track learners and measure the impact of the learnership in improved workplace performance. However, not all implementation partners would be involved in such an extensive evaluation.

2 to 4 weeks

Take into consideration the time required for learners to complete the learning programme, as it may take learners more than one year to complete a learnership. 3.9.2 DEVELOP A TIMELINE FOR PLANNING AND PREPARATION FOR

IMPLEMENTATION The Learnership Implementation Team should identify the main processes required in planning and preparing for implementation and the time frames within which they need to be completed. The value of a timeline for planning and preparation for implementation A timeline for planning and preparation for implementation is a valuable tool for informing all participants of what is required and for monitoring progress. The timeline should stipulate the main actions and the delivery dates that should be adhered to. It should clearly indicate what has to be in place before it is possible to continue with the next phase of implementation. A table of a timeline is provided in this publication and breaks down the main processes into intervals over an 18-week period, starting from the initial decision to implement the Learnership to

the implementation date. You should customise this table to suit the circumstances of your implementation. ANNEXURE: Timeline for the planning and preparation for learnership implementation. 3.10 DEVELOP A LEARNER RECRUITMENT AND SELECTION STRATEGY 3.10.1 PLAN THE OVERALL STRATEGY FOR THE RECRUITMENT AND

SELECTION OF LEARNERS This plan will guide the actual recruitment and selection process that is covered more fully in Preparing to implement Learnerships, under Step 5: Recruit, select and prepare learners. Make sure that all the important stakeholders are consulted and approve this strategy, especially employee representatives, the Employment Equity Officer and the Skills Development Facilitator. Issues to be recorded in the strategy include: The composition of the selection panel The criteria for appointing the selection panel The selection criteria and instruments to be used to select learners, and The selection process to be followed.

3.10.2 CONSIDER POTENTIAL PROBLEMS DURING LEARNER

RECRUITMENT AND SELECTION There are many potential problems that could be experienced during the learner recruitment and selection process. During the planning stage such potential problems should be anticipated and actions taken/planned to avoid identified problems or to reduce the negative impact on the selection process. The following are potential problems that need to be considered in relation to learner recruitment and selection: Dissatisfaction with the employer for providing learning opportunities to unemployed learners

while there are critical needs for training among employees Criticism against the selection criteria, e.g. because they are seen to be unfair, discriminatory

or culturally biased Disputes arising from the failure to adhere to existing legal and organisational policies relating

to recruitment and skills development Complaints about lack of transparency in the selection process Dissatisfaction from stakeholders who feel that they were not consulted or that their concerns

were ignored Disagreement about equity ratios in the learners selected Dissatisfaction among applicants who were not selected, especially among people employed

in companies where the learnership will be implemented, and Unrealistic learner expectations of promotion or increased salaries after completion of the

learnership. 3.10.3 DECIDE ON A RETENTION STRATEGY FOR EMPLOYED LEARNERS To ensure that the employer does not lose the most competent learners, include a plan to retain mployees who have successfully completed the learnership. e

3.10.4 DEVELOP A RECRUITMENT PLAN FOR SECTION 18(2) LEARNERS

Employers who intend to include previously unemployed learners on Learnerships should consider developing a plan for the recruitment of some of these section 18(2) learners on completion of the Learnership. Although employers are not obliged to keep these learners in employment after completion of the Learnership, there are many benefits to employers for employing section 18(2) learners who have completed the Learnership. They could be employed on a full-time or part-time basis, or contracted for specific projects or for seasonal work. 3.11 DEVELOP A COMMUNICATION AND MARKETING PLAN 3.11.1 DECIDE ON AN INTERNAL AND EXTERNAL COMMUNICATION

STRATEGY Decide what must be communicated to whom, by whom, how often, by when and in what format. It is not necessary to establish a complex and comprehensive communication strategy. In some cases, a short statement indicating the way communication will be handled will be sufficient. Decide on the communication with people who will be directly involved in the Learnership implementation This includes learners, facilitators, assessors, coaches, mentors, line managers and administrative staff. Establish a communication system between implementation partners This is important to promote effective teamwork and to avoid confusion and misunderstanding. Establish a communication system within implementation partners Decide how the Strategy for Learnership Implementation, the Learnership Implementation Plan, and progress with the implementation will be communicated within the organisations interested parties. This is vital in promoting the commitment and support of important stakeholders such as the Training Committee, the Skills Development Facilitator, the Human Resource Development department, line managers and relevant employee representatives. Some of them would have participated in drafting the strategies and plans for the implementation, but others will need to be informed. Establish a system for communicating with the SETA/ETQA The implementation partners will need to communicate with the SETA and Education and Training Quality Assurance body (ETQA) on issues such as the transfer of grants, payment of learner allowances, the recording of learner achievements, the submission of progress reports, and quality assurance. It is advisable to designate one member of the Learnership Implementation Team (probably the Project Manager) to handle all communication with the SETA and ETQA. The recording and reporting of information to the SETA and ETQA is dealt with more comprehensively in: Roll-out of Learnership implementation under Step 9: Monitor, record and report.

3.12 DESCRIBE THE MONITORING AND QUALITY ASSURANCE PROCESS

3.12.1 DEVELOP A SYSTEM FOR MONITORING AND QUALITY ASSURING

THE IMPLEMENTATION This should be focused on ensuring a quality learning experience that translates into meaningful benefits for the learners, employers and the community. Although monitoring and quality assurance is essential throughout the implementation process, the monitoring process is described in more detail in Roll-out of Learnership implementation, under Step 9: Monitor, record and report. The quality assurance requirements of the Education and Training Quality Assurance bodies (ETQAs) are described in more detail under Step 4, under the heading ‘Establish/improve quality management systems for the accreditation of providers’. 3.12.2 ALLOCATE RESPONSIBILITY FOR MONITORING AND QUALITY

ASSURANCE It will be the task of the Learnership Co-ordinators of every participating provider to monitor the implementation to ensure that everything is going according to plan and that timeframes are adhered to. Changes to the Learnership Implementation Plan should be made in consultation with the overall Project Manager and communicated to all Learnership Co-ordinators of the implementation partners. The Project Manager must also take responsibility for overall quality assurance, as well as the co-ordination of ETQA processes. Individual Learnership Implementation Team members who have been appointed to co-ordinate parts of the implementation process, such as the budget, communication and assessment, should also take responsibility for quality assurance in those areas. 3.12.3 IDENTIFY MECHANISMS TO BE USED FOR MONITORING AND

QUALITY ASSURANCE This should include forms, discussion forums, and other forms of communication so that there can be feedback from learners, implementation partners, and line supervisors/managers. There should be close interaction between the people responsible for quality assurance and evaluation to make sure that these processes support one another in ensuring quality learning. 3.13 PLAN THE EVALUATION PROCESS

NB! The importance of planning the evaluation

It is important to evaluate the implementation to determine whether the objectives and targets that were set were actually met. It is also important to state the purpose of the evaluation clearly, because if you don’t know where you are going, then you cannot know whether you have reached your desired destination. You also need to state clearly what should be evaluated and the criteria that will be used to determine whether the objectives of the implementation were met. It is also important to plan the evaluation at this stage, before commencement of the learning programme, to avoid it being done as an incidental after-thought when everyone is focused on wrapping up the process. Ideally, evaluation should be done throughout implementation and not only at the end. This allows for improvements and corrective actions as problems are identified, rather than having an after-the-fact evaluation report on what went wrong.

3.13.1 DESCRIBE THE PURPOSE, SCOPE AND NATURE OF THE

EVALUATION The overall purpose of the evaluation will be to measure the effectiveness of the implementation. This could be measured in terms of the impact of the Learnership on the learners, the workplace and on the sector in general. The training providers would also be interested in evaluating how their involvement in the Learnership impacted on the institution. The nature and extent of each evaluation will differ. It will be determined by factors such as the size and nature of each implementation, as well as available resources. You do not have to develop an extensive evaluation plan if there is no reason for doing it, or if all implementation partners agree on a simple evaluation process. The Learnership Implementation Team should agree on issues such as: the overall purpose of the evaluation the scope that should be covered, i.e. which areas should be evaluated the criteria that will be used during the evaluation the instruments to be used, and the timing and intervals of different evaluation actions.

3.13.2 ALLOCATE RESPONSIBILITY FOR EVALUATION Identify the persons responsible for evaluation and allocate the areas they have to evaluate. In a large-scale Learnership implementation it may be necessary to appoint an evaluation team, of two or more people, to ensure that all the important facets of the implementation (at the different learning sites) are evaluated. Alternatively, one of the members of the Learnership Implementation Team could be given the responsibility for coordinating information relevant to evaluation. There should be close interaction between the people responsible for evaluation and those involved in monitoring and quality assurance. This will ensure that relevant information is fed into the evaluation process. In the evaluation, it is beneficial to involve people who have not been directly involved in the implementation. This contributes toward the objectivity of the evaluation. 3.13.3 AGREE ON EVALUATION REPORTS

The Learnership Implementation Team should agree on the following issues in relation to evaluation reports: the frequency of reports (e.g. interim, quarterly, final and continuous reports) the nature of the reports (e.g. the length, format and medium) the content of the reports the distribution of reports (e.g. to all implementation partners, to management, to the ETQA,

etc.) feedback mechanisms to gather information on these reports, and procedures for remedial actions taken on the basis of feedback reports.

3.14 DOCUMENT DISPUTE RESOLUTION MECHANISMS 3.14.1 IDENTIFY POTENTIAL AREAS OF DISPUTE The Learnership Implementation Team should identify potential areas of conflict or disputes. For example, disputes could arise between the different implementation partners, between employers and learners, between learners and assessors, and between the SETA and implementation partners (e.g. regarding the payment of grants). Develop new mechanisms where none exists, for example some kind of learner forum, whereby learners can raise their concerns. 3.15 DRAW UP A BUDGET FOR THE LEARNERSHIP IMPLEMENTATION 3.15.1CALCULATE THE INCOME Determine the sources and amounts of income In addition, employers benefit from tax rebates on their taxable income for every Learnership Agreement signed and every Learnership contract completed. Determine whether there are other funds available, such as donor funding or money from the National Skills Fund. The SETA will have such information. Determine the learner allowance Section 18(2) learners receive a learner allowance that is paid by the SETA to the employer. This allowance is intended to cover costs such as transport and meals. Section 18(1) learners receive their regular salaries and do not receive additional funding for being in a Learnership. 3.15.2 CALCULATE THE COSTS Identify all the cost items that need to be taken into consideration in the planning, preparation and actual implementation. Also indicate where existing documents, systems, facilities, etc. can be used, and customised for the Learnership, in order to save on expenses. 3.15.3 INDICATE EXPENDITURE THAT WILL BENEFIT FUTURE

IMPLEMENTATIONS Examples are costs relating to the development of learning material, the training of staff members, as well as the establishment of administrative and quality assurance systems. This also applies to the development of documents such as the Strategy for Learnership Implementation, the Learnership Implementation Plan and the budget, which can all be adapted and customised for future implementations.

3.15.4 DESCRIBE PROCEDURES FOR CONTROLLING THE FINANCES Agree on who will be responsible for bearing which costs, which costs will be shared, and how much implementation partners will be paid for the services and products they provide.

NB! Payment of training providers from the Learnership grants

The employers generally pay the training providers for the products and services they provide from the Learnership grants the SETAs pay to the employers. The amount that the employer should pay the training provider is not fixed. It will depend on the services and products contributed by the providers. Providers could perform some functions on behalf of the employer, for example learner recruitment and selection, the recording of learner information and results, as well as workplace assessment where the employer does not have sufficient registered assessors. There are circumstances in which the SETAs pay training providers directly for training. However, in order to determine the conditions for such payment, you need to contact the SETA that is funding the Learnership.

Establish mechanisms for managing the flow of funds and for monitoring the income and expenditure throughout the implementation. 3.16 OBTAIN APPROVAL FOR THE LEARNERSHIP IMPLEMENTATION

PLAN 3.16.1 SUBMIT THE LEARNERSHIP IMPLEMENTATION PLAN TO

STAKEHOLDERS FOR COMMENT Invite comments from key stakeholders on the plan, especially on whether they consider it to be workable, and whether all the important issues have been addressed. Try to get someone who has been involved in implementing a Learnership to comment on the plan. This will contribute to developing buy-in for the plan and also promote a realistic understanding of what is involved in the implementation.

3.16.2 SUBMIT THE LEARNERSHIP IMPLEMENTATION PLAN FOR

MANAGEMENT APPROVAL The plan should be approved by the officially designated representative of the Lead Employer and Lead Training Provider, the Project Manager and members of the Learnership Implementation Team. 3.16.3 DISTRIBUTE COPIES OF THE LEARNERSHIP

IMPLEMENTATION PLAN Copies should be distributed to all interested parties, including: the SETA that is overseeing the implementation, as evidence of the commitment to effective

implementation of the Learnership, and the Learnership Co-ordinators of employers and training providers participating in the

implementation of the Learnership. The Project Manager or one member of the Learnership Implementation Team should keep a complete copy of the Learnership Implementation Plan, with all its attachments. This should be continually updated to reflect any changes to the implementation plan. This plan should also be made available to the planners of subsequent Learnerships. The form will thus serve as a basis for the continuous improvement and streamlining of the Learnership implementation process. STEP 4: PREPARE FOR INSTITUTIONAL AND WORKPLACE

LEARNING

NB! What is involved in completing Step 4?

This step involves a number of specialised activities that could be addressed simultaneously by a number of smaller groups working in close co-operation. This will speed up the process and reduce cost by utilising existing expertise and resources. Start with a joint meeting of everyone who will be involved in this step. This would include the Learnership Implementation Team, Project Manager and others from the participating implementation partners who have expertise in planning learning facilitation and assessment. Use the first meeting to decide on the overall design of the Learning Facilitation and Assessment Plan and to clarify the roles and responsibilities around facilitation and assessment. You could cluster the actions that have to be completed in Step 4 together and allocate them to people who perform those activities as part of their normal jobs. The following clusters are recommended:

developing/improving the quality management system developing the learning programme, facilitation and assessment schedule, and the

learner rotation schedule acquiring and/or developing learning materials and preparing learning sites selecting and training facilitators, assessors, mentors and coaches, and marketing the

Learnership. All these actions are interrelated. Therefore, the people involved in them should meet together from time to time to ensure an integrated plan.

4.1 DEVELOP THE LEARNING FACILITATION AND ASSESSMENT PLAN 4.1.1 AGREE ON WHAT NEEDS TO BE INCLUDED IN THE LEARNING

FACILITATION AND ASSESSMENT PLAN The first action to take in Step 4 is to decide on the Learning Facilitation and Assessment Plan that will form the basis of the learning and assessment process. This plan should be developed by members of the Learnership Implementation Team, particularly those who have expertise in planning learning facilitation and assessment. Use the index of the template provided as a basis for developing a customised plan. ANNEXURE: TEMPLATE - LEARNING FACILITATION AND ASSESSMENT PLAN. 4.2 ESTABLISH/IMPROVE THE QUALITY MANAGEMENT SYSTEMS FOR

THE ACCREDITATION OF PROVIDERS The purpose of the accreditation of the providers of facilitation and assessment is to ensure that they have quality management systems in place that will promote the quality of learning. 4.2.1 DETERMINE THE REQUIREMENTS OF THE ETQA OF THE GRANT-

PAYING SETA Contact the ETQA of the SETA that is paying the grants for the Learnership to determine the accreditation requirements and the process for getting accredited. Each ETQA has its own accreditation system, customised to suit the needs of the sector, although the systems are very similar. The ETQAs have all developed their systems on the basis of the guidelines provided by SAQA.

As ETQAs regularly revise the accreditation requirements, providers must ensure that they have met the requirements of the appropriate ETQA that are applicable at the time of implementation. Determine if the SETA has different accreditation requirements for the providers of institutional and workplace learning Training providers have to meet a wide range of criteria relating to issues such as programme delivery, learner policies and procedures and assessment. These criteria also apply to the accreditation of in-house training departments or training units of larger organisations. These training departments/units would generally have applied for accreditation because they present in-house training programmes other than Learnerships. Some SETAs require the workplace-learning sites to be fully accredited as training providers. Others, however, do not require employers to meet the same accreditation requirements that apply to training institutions. These SETAs do not actually accredit the workplace as a provider, but conduct some kind of audit to ensure that the site is appropriate for workplace learning. SETAs generally require the employer to indicate what systems are in place to ensure quality learning. For example, the training provider may agree to take responsibility for quality assuring workplace learning and assessment on behalf of the employer. In such a case, the training provider would have to indicate to the ETQA what it will do to ensure that the ETQA quality requirements are met. Determine additional SETA criteria for approving training providers and employers Most SETAs have documents and/or checklists which cover quality requirements for training providers and employers interested in participating in Learnerships. SETAs usually have generic requirements for all Learnerships in their sector, as well as additional requirements relating to specific Learnerships. These additional criteria are focused on the capacity for implementing the specific Learnership, covering aspects such as equipment and the subject matter expertise of the facilitators relating to the particular learning field covered by the Learnership. 4.2.2 ENSURE THAT ALL PROVIDERS OF INSTITUTIONAL AND

WORKPLACE LEARNING HAVE MET THE ACCREDITATION AND QUALITY ASSURANCE REQUIREMENTS

Make sure that all the training providers and employers participating in the Learnership have met the applicable quality requirements. This is critical because it is a SETA precondition for the payment of Learnership grants. If there are providers or employers who have not met all the requirements, you need to provide the SETA with sufficient evidence of progress and the assurance that the requirements will be met by the implementation date. 4.2.3 DEVELOP OR REVISE POLICIES, PROCEDURES AND PROCESSES

NECESSARY TO MEET THE ACCREDITATION REQUIREMENTS Where quality assurance policies, procedures and processes are already in place to promote quality learning, these may need to be adapted for Learnership implementation. It is not necessary to develop entirely new policies and procedures that only apply to Learnerships. It is also not necessary to develop comprehensive policies and procedures if there is no need for them. In some cases, a simple description of the procedure that has to be followed is sufficient.

4.3 CLARIFY ROLES AND RESPONSIBILITIES RELATING TO LEARNING

FACILITATION AND ASSESSMENT 4.3.1 AGREE ON THE RESPONSIBILITIES OF THE PERSONS

CONDUCTING LEARNING FACILITATION AND ASSESSMENT Descriptions of learning facilitators, coaches, mentors, assessors and evidence collection facilitators, give a broad indication of the roles they have to perform in the learning and assessment process. There are also a number of unit standards relevant to learning facilitation and assessment that contain very useful guidelines on their roles and functions. 4.3.2 CLARIFY THE FUNCTIONS OF WORKPLACE COACHES The unit standard, ‘Conduct on-the-job coaching’ (SAQA ID no. 7818, NQF level 5, 5 credits) provides guidelines on the functions to be performed by workplace coaches. This unit standard is available from the SAQA website, www.saqa.org.za . 4.3.3 AGREE ON SELECTION CRITERIA FOR FACILITATORS,

ASSESSORS, COACHES AND MENTORS. You could use the descriptions of facilitators, assessors, coaches and mentors as a guide for determining selection criteria. You may also find it useful to use the unit standards relevant to learning facilitation and assessment. This publication also has a checklist of additional factors that should be considered in formulating selection criteria. ANNEXURE: Selection criteria for facilitators, coaches, mentors and assessors. 4.4 IDENTIFY AND SELECT THE FACILITATORS, ASSESSORS,

COACHES AND MENTORS Use the selection criteria described in par. 5 of the Learning Facilitation and Assessment Plan to ensure that the people selected meet the requirements to facilitate and assess learning in the specific Learnership. 4.4.1 SELECT PEOPLE TO FACILITATE AND ASSESS INSTITUTIONAL

AND WORKPLACE LEARNING The following role players will be required: Learning facilitators from the training institutions responsible for facilitating the institutional

learning components (They could also be involved in related activities such as developing the learning programme, learning materials and conducting assessment.)

Coaches at the workplaces who will facilitate the workplace-learning component (Coaches could also act as mentors and assessors.)

Mentors to support and guide learners throughout the learning programme in order to assist them to complete successfully the Learnership

Assessors who will assess institutional learning at the training providers and those who will conduct assessment at the workplace learning sites (Assessors from the training provider could also conduct workplace assessment.)

Evidence collection facilitators to assist the learners to prepare evidence and compile a portfolio of evidence, and

Moderators who moderate the assessment results.

NB! Using facilitators as assessors

The learning facilitators of a learning programme are generally also used to conduct the assessment. Some may argue that assessment can only be fair and objective if the person who conducts the assessment is not the same as the person who facilitated the learning. However, this is rarely feasible, and it is not a requirement of the South African Qualifications Authority (SAQA) or any Education and Training Quality Assurance body (ETQA). If assessors conduct the assessment professionally in terms of the requirements for outcomes-based assessment, then these assessment results are likely to be objective, fair, reliable and valid.

4.4.2 BRIEF THE PEOPLE SELECTED ON THE ROLES THEY ARE

REQUIRED TO PERFORM Make sure that they clearly understand what is expected of them and that they are wiling to perform the role. Also make sure that they are aware of the time that they will have to dedicate to their role and that they will be able to perform this task in addition to their normal work load. 4.4.3 OBTAIN OFFICIAL AUTHORISATION FROM MANAGERS Consult with the supervisors/managers of the people selected to get their approval for the time that will be required to participate in the facilitation and assessment. It is advisable that these people selected should be officially designated to their roles, even if they are not performing them on a full-time basis. Their contributions should also be incorporated into their performance appraisal. 4.5 TRAIN THE PERSONS INVOLVED IN FACILITATION AND

ASSESSMENT 4.5.1 PROVIDE THE SELECTED PEOPLE WITH INFORMATION AND

TRAINING The people selected to participate in the facilitation and assessment of learning should be provided with the information and training they require in order to perform their roles competently. Most of them would already be competent to facilitate and/or assess learning, and would not require training in these areas. However, even experienced practitioners would need some briefing on the unique requirements of facilitation and assessment of learners in a Learnership. 4.5.2 ENSURE THAT ASSESSORS MEET THE REGISTRATION

REQUIREMENTS All assessors who conduct summative assessment must be registered in terms of the ETQA requirements. To be registered they have to demonstrate competence in the unit “Plan and

conduct assessment of learning outcomes” (SAQA ID no. 7987, NQF level 5, 15 credits). This is commonly referred to as the generic assessment standard, ASSMT 01. ASSMT 01 has been replaced by the unit standard ‘Conduct outcomes-based assessment’ (SAQA ID no. 115753, NQF level 5, 15 credits), although the former will still remain valid for a number of years. This unit standard can be accessed from the SAQA website, www.saqa.org.za.

NB! Not all assessors have to be registered

Only the persons who conduct summative assessment against registered unit standards and/or qualifications have to be registered. Assessors who conduct formative assessment are not required to be registered as assessors. This means that role players such as learning facilitators, mentors, coaches and line managers who are involved in formal or informal formative assessment activities do not have to be registered as assessors. In some cases technical experts may need to be involved in assessment in highly specialised fields. These experts can participate in making assessment judgements on the learner’s competence, on condition that they are assisted by a registered assessor who has to ensure that the assessment meets the requirements for effective outcomes-based assessment. However, all people involved in formative assessment must understand outcomes-based assessment within the context of the NQF, and also the role of formative assessment in the Learnership.

4.5.3 ENSURE THAT ALL INVOLVED IN FACILITATING LEARNING

UNDERSTAND THE NQF REQUIREMENTS Ensure that the facilitators of the training providers and workplace coaches understand the requirements for facilitating learning within the context of the National Qualifications Framework (NQF). The unit standards for Education and Training and Development Practitioners (ETDPs) provide valuable guidelines on the functions to be performed by workplace coaches. 4.6 DEVELOP THE LEARNING PROGRAMME (THAT INCLUDES THE

ASSESSMENT PLAN)

NB! Assessment is an integral part of the learning process

Assessment is not something that only happens at the end of a learning process. It should be an integral part of the learning process, and therefore the planning of assessment should happen during the planning of the learning programme. Although the planning of assessment is described after the planning of the learning in this publication, this does not mean that they are two separate processes, nor that the one follows after the other. Assessments should be structured in such a way that they form part of the learning process. Assessment is not only something that happens after a learning process has been completed, but should be structured so that every assessment is, in itself, also a learning opportunity. This means that assessments should be structured in a way that: Learners learn while completing assignments and assessment activities, e.g. learning how to

apply their learning in answering questions, or finding new ways of using what they have learnt to solve problems posed in assignments

Learners learn from the feedback they receive on their assignments, so that they understand the areas in which they need further learning, or where they have to ‘relearn’ some things, and

Learners can identify their own strengths from the assignments they excel in, to serve as indicators for further learning and career opportunities.

4.6.1 IDENTIFY ASPECTS TO CONSIDER IN DEVELOPING THE LEARNING

PROGRAMME Analyse the specifications for the learning programme Study the following documents to determine the specifications for the learning programme:

The Learnership Registration Form (which should be available from the SETA that submitted it to the Department of Labour for registration)

The qualification that will be awarded at the end of the Learnership (available on SAQA’s website, www.saqa.org.za)

The curriculum and other documents relating to the learning programme (which should be available from the SETA), and

Documents relating to the learning and performance needs in the specific work environment (which should be obtained from the employer(s) involved in the Learnership).

NB! Aspects to cover in the learning programme

The learning programme of a Learnership should ideally be developed jointly by the training providers and employers involved in implementing the Learnership. The programme should describe issues such as:

What learners will learn The learning modules and content The activities that will be facilitated through the training providers and those that will be

facilitated through workplace learning The daily/weekly/monthly/yearly delivery schedule The time slots in which learners will be undertaking the different learning activities The rotation schedule between the different learning sites The resources they will be using during the learning process The assignments learners will be required to complete (both during institutional and

workplace learning), and The format and completion dates for the assignments.

4.6.2 DETERMINE IF A LEARNING PROGRAMME HAS BEEN DEVELOPED

FOR A PREVIOUS IMPLEMENTATION OF THE SAME LEARNERSHIP The SETA would be able to provide information on previous implementations and the contact details of the implementation partners. Identify and adapt the existing learning programme Revise and adapt the learning programme to ensure that it is relevant to the workplace context of the specific Learnership you are planning to implement. For example, the previous Learnership may have been implemented in urban health clinics, while the planned Learnership will be implemented in rural clinics, where the circumstances are quite different. 4.6.3 DECIDE ON THE PROCESS FOR DEVELOPING A NEW LEARNING

PROGRAMME Developing a learning programme based on the qualification and unit standards is a specialised process that should be undertaken by people with expertise in this field. Select the most appropriately skilled persons to develop the learning programme. The programme is usually developed by participating training providers or by externally contracted specialists. However, they should work in close consultation with people who understand the workplace context. Ensure that the programme promotes integrated learning It is important to structure both the institutional and workplace learning in the learning programme to ensure the desired integrated learning experience. Ensure that the programme promotes learner employability Consider how to the design the learning programme to ensure that it promotes learner employability. One of the key objectives of Learnerships is to improve the employability of learners. Therefore, it is important to build into the learning programme improved employability and learner placement in formal/informal work.

Design the learning programme to promote the placement of unemployed and pre-employed learners in some kind of work or employment, and to improve the employability of learners who are already employed. Consider learner employability throughout the planning process, because if it is not considered throughout, it will probably be attended to only superficially at the wrap-up stage. Evaluating the impact of the Learnership on employability After completion of the Learnership the person(s) responsible for evaluating the impact of the Learnership should monitor learner placement in formal or informal employment, as well as their career advancement. This will be one of the key indicators of the overall success of the Learnership. Consider attaching the completed learning programme as Annexure A to the Learning Facilitation and Assessment Plan. This will help to keep all the documents relevant to this step in one place, and this will promote orderly implementation and facilitate monitoring and evaluation of the implementation. 4.6.4 PLAN THE ASSESSMENT Identify the requirements for outcomes-based assessment A number of templates to be used during the assessment process The following templates are included in this publication, to assist you to effectively plan and conduct assessment: Assessment plan and preparation sheet Commitment from learners for assessment Assessment instrument Competence record and final assessment report Assessment Review Appeals application Moderation report, and Record of learning.

NB! What is outcomes-based assessment?

Outcomes-based assessment is a structured process for gathering evidence about an individual’s achievements in relation to specified learning outcomes. The evidence is used for making judgements and taking decisions about the learner’s achievements and/or non-achievements. This definition emphasises the following key characteristics: Assessment is a structured process that must be carefully planned to achieve a specific

objective. The process must be communicated beforehand to all who are involved in the learning/assessment process.

Assessment involves gathering evidence about the learner’s performance and/or non-performance for the purpose of awarding a certificate or credits for achievements.

The individual’s performance is measured against predetermined and clearly described outcomes and assessment criteria.

These outcomes and assessment criteria must be clearly and unambiguously formulated and understood by the assessor and the learner.

Assessment in the NQF is focused on collecting evidence against outcomes and assessment criteria that are described in registered unit standards and qualifications.

The learner’s demonstration of achievements must be observable and measurable for the assessor to be able to gather evidence.

Assessment is focused on making judgements about the performance of an individual and making decisions about the learner’s competence in relation to the outcomes specified. (Hattingh, Understanding outcomes-based assessment of learning, 2003: 3.)

Ensure that the assessment plan is focused on the outcomes to be achieved Focus the assessment on what the learners will be able to do, perform or demonstrate at the end of the learning programme. Consider the purpose of assessment in the Learnership Take into consideration that the purpose of assessment is not only to test whether the learner has ‘passed’ or ‘failed’. It is an important part of the learning process that benefits the learner, learning facilitator, programme manager and assessor. Identify the key issues to include in the assessment plan Identify all the aspects that should be considered in planning the assessment of institutional and workplace learning, and that should be included in the assessment plan. You could consult the following four assessor unit standards, which cover issues related to planning the assessment: (These can be accessed directly from SAQA’s website.)

'Conduct outcomes-based assessment' (SAQA ID no. 115753, NQF level 5, 15 credits), and

'Design and develop outcomes-based assessment' (SAQA ID no. 115755, NQF level 6, 10 credits), and

‘Plan and conduct assessment of learning outcomes’ (SAQA ID no. 7987, NQF level 5, 15 credits), and

‘Design integrated assessment for learning programmes’ (SAQA ID no. 9928, NQF level 5, 18 credits).

Agree on adopting criterion-referenced assessment practices Design all assessments to meet the requirements for criterion-referenced assessment practices, as opposed to norm-referenced assessment.

You can consult the views of SAQA and Prof Ian Bellis on the importance of adopting criterion-referenced assessment in the publication Understanding outcomes-based assessment of learning (2003: 10-12). Describe the components of the overall assessment plan The following are the main areas that need to be included in the assessment plan: The overall approach to and principles of assessment Policies and procedures to ensure quality assessment The assessment process, including formative, summative and integrated assessment The assessments that will be conducted at the training institution and at the workplace Methods and instruments to be used in assessments The development of assessment guides and instruments Moderation and verification of assessment The role descriptions and allocation of assessors, evidence collection facilitators and

moderators Preparation of learners for assessment Processes for pre-assessment and Recognition of Prior Learning Re-assessment and appeals processes Providing timely and relevant feedback to learners The recording and storage of assessment results The reporting of assessment results The co-ordination of assessments that are conducted by the different assessors, e.g. by a

specially designated assessment coordinator.

NB! Using assessors from the training provider to assess workplace learning

A key requirement of Learnerships is the assessment of learning in the workplace, where the learner has to demonstrate the application of learning in a real world environment. It is the responsibility of the employer to ensure that workplace learning is assessed. If there are employees who have been registered as assessors in the areas covered in the Learnership they can conduct the workplace assessment. Alternatively, the employer can contract assessors from the training provider or other external assessors to conduct workplace assessment. In many Learnership implementations, the assessors from the participating training providers assist in workplace assessment, as they have the required assessment expertise. These assessors can also be used in conjunction with experts in particular work processes, who can guide the assessors if they lack the technical expertise to be able to judge whether the learner is competent.

You could consider attaching the completed assessment plan as Annexure B to the Learning Facilitation and Assessment Plan. This will help to keep all the documents relevant to this step in one place, and this will promote orderly implementation and facilitate monitoring and evaluation of the implementation. Acquire/develop assessment documentation

Make sure that the necessary documentation is available to ensure effective assessment. This includes assessment guides, assessment instruments and logbooks. These are valuable for guiding the learner, evidence collection facilitator, assessor and moderator in ensuring quality assessment. It may not be necessary to develop new documents, as many of these may already be available. For example, the SETA that registered the Learnership may have funded the development of some of these documents. Others may be available from the training institutions involved in the implementation. Adapt existing assessment documentation to ensure that it is appropriate for the specific learner target group and the context within which the Learnership is being implemented. 4.7 MARKET THE LEARNERSHIP 4.7.1 DEVELOP MARKETING MATERIAL TO MARKET THE LEARNERSHIP Develop customised marketing material that provides information on the implementation, as described in the Learnership Implementation Plan. A checklist of information to include in the marketing material is provided in this publication. ANNEXURE: INFORMATION TO INCLUDE IN MARKETING MATERIAL Make sure that you include all the information that will assist prospective learners to determine whether the learnership is suitable for them. 4.7.2 MARKETING THE LEARNERSHIP TO POTENTIAL LEARNERS This can only be done effectively once there is clarity about the curriculum and learning programme. It is difficult to market it earlier, as insufficient information is then available to answer the kinds of questions that prospective learners would ask. Market the learnership to other employers and/or training providers, if there is a need to involve others in the implementation. Use marketing material for the specific learnership that is available from the SETA, as well as the marketing material that is customised for the particular learnership implementation. 4.8 DRAW UP THE FACILITATION AND ASSESSMENT SCHEDULE 4.8.1 PLAN THE TIME SLOTS Plan the time slots and calendar days for the facilitation/coaching and assessment of institutional and workplace learning. Make sure that all relevant factors have been considered in planning the schedule, including those emanating from the qualification, the Learnership, learner needs, as well as realities of the workplace and training provision. Make sure that all relevant factors have been considered in planning the schedule, including those emanating from the qualification, the learnership, learner needs, as well as realities of the workplace and training provision. You can use the checklist provided in this publication to guide your planning. ANNEXURE: FACTORS TO CONSIDER IN DEVELOPING THE FACILITATION AND ASSESSMENT SCHEDULE

NB! Promote an integrated learning and experience to develop competence

To ensure an integrated learning experience, providers should jointly plan the allocation of providers for the different workplace and institutional learning components of the learning programme. The workplace-learning activities should be specified to ensure that they are focused on the required outcomes. Workplace learning must be aligned as closely as possible to the institutional-learning components, both in terms of timing and content. This will enable learners to put into practice in the workplace what they have learnt, thus contributing to the development of applied competence.

4.8.2 RECORD NAMES OF FACILITATORS AND ASSESSORS Record the names of the facilitators, coaches and assessors who will be responsible for facilitating and assessing learning in the calendar. 4.8.3 RECORD THE ROTATION OF LEARNERS BETWEEN WORK AND

LEARNING SITES Carefully plan the rotation of learners between the different institutional and workplace learning sites to ensure orderly implementation. You could use the guidelines provided in this publication on factors to consider in developing the rotation schedule. Factors to consider in developing the rotation schedule: It is useful to plan the rotation of learners in blocks, e.g. Daily blocks: Group 1: institutional learning every Monday; Group 2: institutional learning

every Wednesday; and the rest of the week set aside for workplace learning. Weekly blocks: One week per month set aside for each group for institutional learning and

the rest of the month for workplace learning. The following factors should be considered when grouping the learners: The number of groups will be determined by factors such as the number of learners in the

learnership, the geographic spread and the numbers that can be accommodated in the learning sites.

The composition of groups should be changed as the need arises, for example to separate the slower and faster learners so that they can progress at a pace that is appropriate to their need.

Recording the rotation of learners within workplace-learning sites: It is necessary to record the rotation of learner groups within the workplace-learning sites, as

learners are required to gain workplace experience in all the outcomes specified in the qualification.

For example, learners on the Learnership for Wholesale and Retail Specialist would need to move between the departments dealing with the procurement of stock, storage and distribution of stock, sales, administration, customer service, and even parts of human resources management, to cover the range of outcomes on the learnership.

Specify the number of learners that can be accommodated by the training providers and during workplace learning. Group the learners into manageable groups.

Record the rotation of learner groups between the different learning sites for institutional and workplace learning. The rotation schedule could be included in the facilitation and assessment schedule or as a separate schedule. Make sure that the schedule is made available to all learners, facilitators, coaches, mentors and assessors. 4.8.4 RECORD THE FACILITATION AND ASSESSMENT SCHEDULE Record the names of persons responsible for developing the facilitation and assessment schedule in par. 12 of the Learning Facilitation and Assessment Plan. ANNEXURE: TEMPLATE - LEARNING FACILITATION AND ASSESSMENT PLAN You could consider attaching the completed facilitation and assessment schedule as Annexure C to this plan. This will help to keep all the documents relevant to this step in one place, and this will promote orderly implementation and facilitate monitoring and evaluation of the implementation. 4.9 OBTAIN OR DEVELOP APPROPRIATE LEARNING MATERIALS 4.9.1 PLAN THE LEARNING MATERIALS Select materials developers who have the required knowledge of the subject matter as well as of materials development. You should carefully consider issues relating to the responsibility for and funding of learning materials development. Make sure that funds are available for materials development. You can use the checklist provided in this publication as a basis for deciding on the learning materials required for institutional and workplace learning. ANNEXURE: LIST OF LEARNING MATERIALS REQUIRED A checklist is also provided in this publication to indicate some of the most important issues that need to be considered in relation to the funding of materials development. ANNEXURE: ISSUES RELATING TO THE DEVELOPMENT OF LEARNING MATERIALS.

NB! Allocate responsibility for developing learning materials

The responsibility for developing learning material can be undertaken by one/more of a number of role players. It could be developed jointly by the implementation partners, by one or more of the training providers, or by an external specialist materials developer. In all cases the learning material remains the property of the person/body that developed it, who could make it available to other providers at a cost. Because the shortage of appropriate learning material is hampering progress with the implementation of Learnerships, some SETAs are funding the development of learning materials for Learnerships and making these available to implementation partners. Find out from the SETA funding the Learnership implementation whether it is making learning materials available.

4.9.2 IDENTIFY/DEVELOP LEARNING MATERIALS Identify existing learning materials that could be used for the learning programme, for example those available from the SETA or from participating training providers. It may also be possible to acquire or buy learning materials that were developed for a previous implementation of the same Learnership or a similar one. Evaluate existing learning material to determine if and how it needs to be adapted and customised to address the unique needs of the Learnership. Develop new learning material for institutional and workplace learning if none is available. Record the decisions on the development and funding of learning materials in par. 13 and 14 of the Learning Facilitation and Assessment Plan. ANNEXURE: TEMPLATE - LEARNING FACILITATION AND ASSESSMENT PLAN. 4.10 PREPARE THE LEARNING SITES Prepare the learning sites for institutional and workplace learning. Study the unit standards and identify the facilities, equipment, etc. that are needed. This includes setting up learning spaces conducive to learning and acquiring the necessary equipment, materials, utensils, protective clothing, and other learning tools. Make sure that there are sufficient materials, tools, etc. for the planned number of learners. Also make sure that the learning sites are appropriate to the outcomes that have to be demonstrated in the specific Learnership. For example, does the employer’s switchboard have all the features that the learners have to master to achieve the particular unit standard? If not, what arrangements can be made to give the learners the opportunity to demonstrate the required competence? Record the decisions on the preparation of the learning sites in par. 15 of the Learning Facilitation and Assessment Plan. ANNEXURE: TEMPLATE - LEARNING FACILITATION AND ASSESSMENT PLAN. STEP 5: RECRUIT. SELECT AND PREPARE LEARNERS 5.1 ACTIVATE THE LEARNER SELECTION PANEL The first action to take in Step 5 is to get the learner selection panel starting so that it conducts the selection as planned in Step 3. The selection panel has been established and recorded in par. 3.10 of the Learnership Implementation Plan. ANNEXURE: TEMPLATE - LEARNERSHIP IMPLEMENTATION PLAN Make sure that key stakeholders such as training providers, employers and employee representatives are involved in decisions about the people who serve on the selection panel. 5.1.1 BRIEF AND TRAIN MEMBERS OF THE SELECTION PANEL Brief selection panel members about the requirements of the Learnership so that they understand the characteristics to look for in learners. Some of the people who will be involved in implementing the Learnership could serve on the selection panel, for example the Learnership Co-ordinators, mentors and learning facilitators.

Train panel members on the selection processes and administering selection instruments, if they lack expertise in these areas. 5.2 FINALISE THE SELECTION PROCESS This must be done on the basis of the broad decisions that were made on recruitment and selection during the process of developing the Learnership Implementation Plan. 5.2.1 DESCRIBE THE SELECTION PROCESS It is not necessary to set up new systems if existing systems can be used. Identify which existing recruitment and selection processes can be used, for example those used for selecting new employees or learners. Identify the target groups from which to select learners who are most likely to benefit from and what they must have in place. The learner target group is described in the Learnership Registration Form as well as in the purpose statement of the qualification. The target group of employed learners would have been identified in the process of preparing the Workplace Skills Plan, the Employment Equity Plan or through other skills analysis processes. 5.2.2 DESCRIBE THE SELECTION CRITERIA TO BE APPLIED Ensure that the selection criteria are relevant to the specific Learnership and the qualification. The selection criteria for each Learnership will be different, although similar factors need to be considered when determining selection criteria. Some of these factors are provided in this publication in a checklist to assist you in determining the learner selection criteria. ANNEXURE: CHECKLIST - ISSUES TO CONSIDER WHEN DETERMINING LEARNER SELECTION CRITERIA

NB! Take note of the ‘learning assumed to be in place’

The selection criteria should be largely determined on the basis of the Learnership Registration Form and the qualification requirements, especially the description of the learning assumed to be in place. This is important to avoid a situation in which large numbers of (especially unemployed) learners apply who do not have a reasonable chance of coping with the level of complexity of learning required to achieve the qualification.

5.2.3 DESCRIBE THE SELECTION INSTRUMENTS TO BE USED Selection instruments for learner selection: A well-designed learner application form serves as a very useful first screening tool. Structured interviews are generally used as the final selection instrument. If professionally

conducted this is considered to be one of the most reliable instruments. Psychometric assessment tools that are free of culture bias can be used. The Situation-

specific Evaluation Expert (SpEEx) instrument is available from the Department of Labour. It can be used for measuring reading comprehension, linguistic proficiency, calculations,

assembling, as well as spatial and abstract conceptualisation. SpEEx is nationally recognised, and is generally considered to be non-discriminatory and free from cultural bias.

Consider existing instruments which can be used that are applied for the selection of employees or learners.

You could also use selection instruments that have successfully been used by some of the implementation partners 5.2.4 DECIDE ON THE PROCESS FOR PRE-ASSESSMENT AND

RECOGNITION OF PRIOR LEARNING Describe the pre-assessment process that will be used to determine learner readiness for the learning programme, as well as to distinguish between the needs of different learners that are selected. Describe the Recognition of Prior Learning process for awarding credits to candidates who demonstrate sufficient evidence of competence against one or more unit standards. 5.2.5 INFORM INTERESTED PARTIES Communicate the decisions made on the selection process to all interested parties to ensure that transparency of the process. 5.3 INVITE APPLICATIONS FROM LEARNERS

NB! Ensure that suitable learners apply

The marketing material and learner application forms should be designed in such a way that they appeal to the appropriate learner target groups. They should discourage people from applying who do not have a realistic chance of coping with the learning programme. While Learnerships offer valuable learning opportunities, these can be very frustrating experiences for learners who simply do not yet meet the prerequisites for entering the specific Learnership.

5.3.1 INVITE APPLICATIONS FROM EMPLOYED LEARNERS In most organisations, invitations to employed learners will be extended through the existing nomination procedures for training programmes. Such learners would also have been identified through a skills audit for compiling the Workplace Skills Plan, the Employment Equity Plan or other formal or informal training needs analysis. This confirms the importance of involving the Skills Development Facilitator and Employment Equity Officer in the planning of Learnership implementation.

NB! Decide on the number of employed learners on the Learnership

You need to consider carefully the number of employees that your organisation can release to participate in Learnerships at the same time. Remember that the learners will spend approximately 30% of the Learnership contract period off the job in institutional learning. They will also need to spend additional time in workplace learning activities that may not be directly related to their day-to-day job. They will furthermore need to spend time on assessment activities. The result is that employees on Learnerships will not be able to dedicate all their work time to their regular jobs for the duration of the Learnership. This will therefore be a determining factor in deciding how many employees can be selected for Learnerships.

5.3.2 INVITE APPLICATIONS FROM UNEMPLOYED LEARNERS External advertisements for unemployed learners should be aimed at the specific target groups for which the Learnership was designed. For example a Learnership for chemical fitters on NQF level 5 would target people working in the chemical field as fitters. Unemployed learners interested in doing the NQF level 5 Learnership in Municipal Finance and Administration should already have a substantial level of knowledge in the financial field. 5.3.3 PROVIDE INTERESTED LEARNERS WITH INFORMATION ABOUT

THE LEARNERSHIP Provide potential applicants with sufficient information on the Learnership and what is required from learners. The information provided must enable them to decide whether they meet the requirements, and whether the specific Learnership is the most appropriate learning route for them. Where possible, briefing sessions should be conducted where interested learners receive information and complete the application forms. Such sessions and the application forms can serve as a valuable initial screening process that eliminates learners who do not have a reasonable chance of successfully completing the Learnership. 5.4 SELECT LEARNERS 5.4.1 PROCESS APPLICATIONS RECEIVED FROM INTERESTED

LEARNERS Ensure adherence to requirements relating to the administration and processing of applications, such as those relating to confidentiality. 5.4.2 DRAW UP A SHORT LIST OF POTENTIAL LEARNERS Administer the selection instruments and select the learners who meet all or most of the critical selection criteria 5.4.3 AGREE ON THE FINAL LIST OF LEARNERS SELECTED

Take into account the possible decrease in numbers during the initial phases of the Learnership process, as is normal in any learning programme. The final list must be approved by the employers who will be employing the learners before learners are informed. As these organisations will be employing the learners for at least 12 months, they should have the final say about learners that will be working in their organisations. Communicate the names of the learners who have been selected. Make sure that all the people who will be involved in the implementation are provided with a list of the learners who have been selected. 5.4.4 IDENTIFY LEARNERS WHO WOULD BE SUITABLE CANDIDATES

FOR SKILLS PROGRAMMES Identify the learners who do not meet all the requirements for the Learnership, but who would benefit from completing some of the skills programmes that are covered in the Learnership. These learners could join the group of learners completing the Learnership only for those skills programmes that address their specific need. This is a cost-effective way of building skills in specific areas as the infrastructure for the delivery of the programme has already been developed for the Learnership.

NB! Select learners who would benefit more from skills programmes

Consider which of the learners would benefit more from completing only some of the skills programmes of the Learnership, rather than whole Learnership. Some learners may only need the skills that are covered in a selection of skills programmes, for example, they may be competent in the other skills programmes, or they may need to focus on developing skills in selected priority areas. The Skills Development Facilitator should ensure that the skills planning process identifies employees who could benefit from such skills programmes that are covered in Learnerships implemented in the organisation.

5.4.5 PROVIDE COUNSELLING AND GUIDANCE TO LEARNERS NOT

SELECTED The selection panel should consider providing counselling and guidance to learners who were not selected, to assist them in gaining entry to other appropriate learning programmes. The development needs of employed learners should be fed into their organisation’s overall skills planning process. 5.5 PREPARE SELECTED LEARNERS FOR THE LEARNERSHIP 5.5.1 BRIEF SELECTED LEARNERS Develop a briefing document to be used as a basis for a briefing session to selected learners. This document must provide relevant information and orientate learners to the Learnership ‘mode’ of learning.

You could use the checklist provided in this publication to ensure that the briefing document provides learners with all the relevant information on the learnership. ANNEXURE: CHECKLIST - BRIEFING DOCUMENT FOR SELECTED LEARNERS Conduct a briefing session to brief the selected learners on issues relevant to the Learnership. Use the Learnership briefing document as a basis for this session. Parts of the briefing session could be held jointly for learners, learning facilitators, workplace coaches, mentors and assessors. Brief learners from the unemployed sector, especially those who have not previously been employed in the formal sector, on the workplace environment. This will prepare them to understand aspects such as people management systems, formal and informal rules of conduct in organisational and workplace ethics. 5.5.2 CONDUCT PRE-ASSESSMENT OF SELECTED LEARNERS It is advisable to do a pre-assessment of selected learners to determine their current competence in relation to the outcomes of the qualification. This pre-assessment could form part of the selection process or could be conducted formally and/or informally after learners have been selected. The results of the pre-assessment will be useful for developing individual learning plans. The assessment instruments that will be used for assessing learners during the Learnership can be used for the pre-assessment. 5.5.3 AWARD RPL Award Recognition of Prior Learning to learners who provide sufficient evidence of competence against the outcomes and unit standard(s) included in the qualification. Identify learners who require preparatory training in certain areas to build the necessary basis that will enable them to cope with the learning programme, for example ABET, mathematics and English. 5.6 DEVELOP INDIVIDUAL LEARNING PLANS 5.6.1 WRITE INDIVIDUAL LEARNING PLANS FOR EVERY LEARNER

ENTERING THE LEARNERSHIP The overall learning programme for the Learnership is used as a basis for drawing up an individual learning plan for every learner. This individual learning plan specifies the learning areas that need to be covered by the specific learner. In cases where all the learners will need to complete the entire programme, one standard plan will be used for all the learners. The individual learning plans will be drawn up on the basis of the results of the pre-assessment, and areas in which learners have already been assessed as competent, e.g. through Recognition of Prior Learning or other assessments in previous learning programmes. You could use the template provided in this publication as a basis for developing individual learning plans. ANNEXURE: INDIVIDUAL LEARNING PLAN.doc 5.6.2 DESCRIBE THE PREPARATORY TRAINING REQUIRED Some learners selected may require preparatory training to enable them to cope with the learning programme of the Learnership. Some learners may need additional learning in areas such as

what is specified in the qualification as learning assumed to be in place, for example in English language competence and numeracy. Such learning must be included in the individual learning plans. Preparatory training could take place before commencement of the Learnership or during the Learnership. STEP 6: CONTRACT IMPLEMENTATION PARTNERS The importance of signing the contracts and agreements It is important to record all agreements between the learners and implementation partners responsible for overseeing the implementation. These should also record the agreements with the SETA (or SETAs) responsible for overseeing and funding the implementation. This should preferably be documented in written contracts or agreements to promote effective implementation and avoid conflict. All the agreements and contracts must be finalised before proceeding to the learning and assessment phase, described in Roll-out of implementation. 6.1 SIGN EMPLOYMENT CONTRACTS WITH UNEMPLOYED LEARNERS The first action to take in Step 6 is signing the employment contracts with the previously unemployed learners on the Learnership. Employers sign employment contracts with unemployed learners (i.e. 18(2) learners) whom they take into their organisations for the Learnership. The contract must stipulate the terms of the contract, as well as the duties and rights of the employer and the learner. It must also describe the nature, conditions and duration of the employment relationship. It is advisable to sign the contract before signing the Learnership Agreement, to ensure that the learners understand that the employment contract is only valid for the duration of the Learnership. You could use the example of an employment contract for section 18(2) learners, which is provided in this publication. This example also includes guidelines on terms to include in such contracts. It is taken from the Basic Conditions of Employment Act, 1997. Summaries of labour legislation relevant to Learnerships The Department of Labour has also developed simple summaries of a range of key issues in labour legislation that are relevant to Learnerships. These cover issues such as: Learnership Agreements and contracts The employer’s duties in Learnerships Learnership disputes Working hours, overtime and weekend work Holidays Payment and deductions Different types of leave, and Employment records.

These are available from the Department of Labour website, www.labour.gov.za , under Skills Development in the section on Learnerships. 6.2 COMPLETE THE LEARNERSHIP AGREEMENT 6.2.1 FILL IN AND SIGN THE LEARNERSHIP AGREEMENT

The Learnership Agreement describes the rights and duties of learners, employers and training providers. Regulations No. R. 330 of 3 April 2001, which regulate Learnerships and Learnership agreements, require all learners, Lead Employers and Lead Training Providers to sign this agreement. A separate form must be signed for every learner. This form is included in Regulations No. R. 330 of 3 April 2001 as Annexure B. ANNEXURE: Regulations No. R. 330 of 3 April 2001. Contracting parties have to provide all the information stipulated in Annexure B, but may include additional information in this form. Some SETAs also sign this form because of their close involvement in the implementation of Learnerships. (A summary of the issues covered in the Learnership Agreement is provided for quick reference.) ANNEXURE: Summary of the Learnership Agreement

NB! Terminating Learnership Agreements

The Learnership terminates on the date stipulated in the Learnership Agreement but it may terminate on an earlier date if:

The learner successfully completes the Learnership The learner is fairly dismissed by the employer for a reason related to the learner’s

conduct or capacity as an employee The employer and the learner agree to terminate the agreement, or The SETA approves a written application to terminate the agreement by the learner

or, if good cause is shown, by the employer. The learner and the employer may negotiate the termination date if the learner is unable to complete the Learnership within the agreed time period. This will have to be approved by the relevant SETA.

No such formal contract or agreement needs to be signed for implementing skills programmes. SETAs generally require some documentation such as a Learner Registration Form as record of the learners involved in skills programmes. 6.2.2 SUBMIT THE SIGNED LEARNERSHIP AGREEMENTS TO THE SETA The completed forms must be submitted to the SETA under whose auspices the Learnership is being implemented. Provide copies of the Learnership Agreements to all signatories and make sure that a copy is filed in each learner’s file. The completed forms serve as official confirmation of the implementation of the Learnership and as the basis for the SETA grant allocations. No SETA grants will be paid unless the SETA has received the completed Learnership Agreements. 6.3 DRAW UP AND SIGN ADDITIONAL AGREEMENTS/CONTRACTS The Learnership Agreement is the only agreement that is legally required. However, the effective implementation of a Learnership requires a large number of formal and informal agreements, memoranda of understanding and/or contracts between the parties participating in the Learnership implementation.

NB! Agreements/contracts between implementation partners

To ensure effective implementation, it may be advisable to record formal/informal contracts or agreements among the following parties:

Lead Training Provider and other participating providers Lead Employer and other participating employers Learnership Implementation Team and the facilitators and assessors Employers and workplace coaches and mentors on their role and the time dedicated to it Employers (who generally receive the Learnership grants from the SETA) and training

providers (that will have to be funded from those grants), and The SETA and the other signatories of the Learnership Agreement. (Some SETAs have

adopted the practice of signing the Learnership Agreement to bind itself to the agreement.)

Such agreements/contract should document common and individual responsibilities to reduce the risk of misinterpretation or conflict that could prove harmful to the learners or the entire Learnership. Most training providers and employers probably have examples of contracts/agreements for the provision of services that can be used for Learnerships. Make sure that all relevant issues are covered in these contracts and agreements

6.4 FINALISE AND DOCUMENT FINANCIAL ARRANGEMENTS 6.4.1 DOCUMENT POLICIES/PROCEDURES ON FINANCES Clarify and document policies and procedures on financial matters, and communicate them to all interested parties. This is the responsibility of the Learnership Implementation Team, and especially the person(s) designated to oversee financial matters. Ensure that the policies and procedures are in line with the requirements of the SETA that will be paying the Learnership grant, and the South African Revenue Service (SARS) in respect of the tax incentive to employers implementing Learnerships. 6.4.2 OBTAIN APPROVAL FOR THE POLICIES AND PROCEDURES ON

FUNDING Make sure that all interested parties have a clear understanding of the funding system and their responsibilities in ensuring that it functions effectively. 6.4.3 SUBMIT TAX DEDUCTION FORM TO SARS Once the Learnership Agreement has been signed employers must complete the tax deduction form. They then have to submit this to the South African Revenue Service to qualify for the tax deduction for implementing Learnerships. They have to provide the relevant information on the Learnership as well as the confirmation of the implementation from the SETA. Details on the tax deduction are provided under Step 1, par. 1.1.6, ‘Determine the resources required for implementing Learnerships’. STEP 7: FACILITATE LEARNING AND CONDUCT ASSESSMENT

7.1 LAUNCH THE IMPLEMENTATION Ensure that all parties are contracted and ready for the commencement of the learning programme. Organise the launch and kick-off of the implementation of the Learnership. Use the launch as a promotional event to generate enthusiasm and interest for the Learnership in the organisations participating in the implementation. This will demonstrate the commitment of training institutions and employers to making a success of the learning experience. Consider inviting key stakeholders to the launch, such as line managers of the departments in which learners will be placed for workplace learning, as well as workplace mentors and coaches. This will contribute towards creating a common sense of purpose and buy-in. 7.2 ACTIVATE THE DISTRIBUTION OF FUNDS Ensure that all the mechanisms for receiving and distributing the funds function effectively. This was planned in Step 3 and recorded in par. 3.15 of the Learnership Implementation Plan.

NB! Distribution of funding

The funds are generally distributed as follows: Learner allowances: The SETA pays the learner allowances to the Lead

Employer, who ensures that the section 18(2) learners receive their weekly allowance (also referred to as a stipend), and

Learnership implementation grants: The SETA pays the amounts agreed upon as Learnership grants to the Lead Employer at the intervals when they are due. (This is generally at set intervals during the implementation.) The Lead Employer pays for the services provided by the training institutions from these grants, as agreed in the Learnership Implementation Plan.

7.3 COMMENCE THE LEARNING PROGRAMME Inform all the role players of the commencement date of the learning programme. Ensure that all role players involved in implementing the Learning Facilitation and Assessment Plan have finalised their preparation for the roles they are to play. Commence the facilitation and assessment of the learning programme. Learning sessions will be facilitated in the time slots indicated in the learning facilitation and assessment schedule, with learners rotating as described in the learner rotation schedule. 7.4 FACILITATE LEARNING 7.4.1 FACILITATE INSTITUTIONAL AND WORKPLACE LEARNING

NB! Integrate assessment into the learning process

Although the assessment of learning is described in a separate paragraph, assessment and facilitation should not be seen as two separate processes. Assessment is not something that only happens at the end of a learning process. Assessment should be an integral part of the learning process.

At the training institutions the learning facilitators facilitate the institutional-learning component of the Learnership. In the workplace the coaches ensure that learners are engaged in the workplace-learning activities that are stipulated in the Learning Facilitation and Assessment Plan. 7.4.2 PROVIDE SUPPORT TO LEARNERS Provide support to the learners throughout the learning process. Learners will generally require a great deal of support at the beginning of the learning programme. The level of support should gradually decrease as the learners’ confidence grows. Support should be provided to learners before commencement of the learning programme, as well as during and after completion of the programme. 7.4.3 TRACK LEARNER PROGRESS Track progress against the targets set in the learning facilitation and assessment schedule to ensure that delivery stays on track within the agreed upon timeframe. Record the areas that have been completed in the learners’ logbooks. Ensure that all the areas described in the individual learning plans have been covered.

7.5 CONDUCT ASSESSMENT Use the templates that were developed in Step 4 in par. 4.6.4 ‘Plan the assessment’ to ensure that assessment meets all applicable requirements. A range of templates, developed by Annette Kenwright of International Competencies Network (ICN), have been included in this publication to assist you to plan and conduct assessment. 7.5.1 ACTIVATE THE ASSESSMENT PLAN Implement the assessment plan, which was developed in Step 4, par. 4.6.4: ‘Plan the assessment’.

NB! The changed role of assessors

“Learning is no longer something that is ‘done to’ the learner, but something that the

learner is actively involved in. As such, the role of assessor has changed: from being a ‘gate-keeper’, who uses assessment to prevent learners from developing further, to a supportive guide who has the success of the learner at heart – so that the learner can gain access to further learning” [Criteria and guidelines for assessment of NQF registered unit standards and qualifications (SAQA, 2001: 45), available from www.saqa.org.za].

7.5.2 PREPARE CANDIDATES FOR ASSESSMENT Explain the assessment process to learners at the commencement of the learning programme. Also explain the role of assessors and evidence collection facilitators in assisting the learners to gather appropriate evidence. Guidelines on preparing candidates are provided in the unit standard, ‘Facilitate the preparation and presentation of evidence for assessment’ (SAQA ID no. 12544, NQF level 4, 4 credits). A checklist is provided in this publication of issues that should be addressed during the preparation of learners for assessment. ANNEXURE: CHECKLIST - PREPARE LEARNERS FOR ASSESSMENT. Provide each learner with a file to keep as a Portfolio of Evidence. Explain the process of collecting evidence that is appropriate for inclusion in this portfolio. Also ensure that learners understand that the evidence collected must be directly related to the outcomes in the unit standards covered in the learning programme. Obtain commitment from learners to adhere to the requirements relating to assessment. 7.5.3 CONDUCT FORMATIVE ASSESSMENT Formative assessment must be conducted throughout the learning process to monitor learner progress and provide feedback to learners on their achievements and learning gaps identified through assessment. It should also be used as a basis for providing guidance and support to learners on how to address development areas. Formative assessment can be conducted by people who understand the outcomes-based assessment process. However, they do not have to be registered as assessors against the assessor unit standard. However, in most cases the same persons will be conducting formative and summative assessment, and they would have to be registered. 7.5.4 CONDUCT SUMMATIVE ASSESSMENT Inform learners when an assessment is summative and explain what it entails. Learners also have to know which outcomes they will be assessed against and what assessment criteria they are required to meet. Summative assessment must be conducted by registered assessors who assess learners against the outcomes of one or a group of unit standards, or the outcomes of a qualification. Ensure that assessments meet the principles of assessment, i.e. that the assessment process, methods and instruments used are fair, reliable, valid and practicable. 7.5.5 CONDUCT FINAL INTEGRATED SUMMATIVE ASSESSMENT

The final integrated assessment should be conducted jointly by assessors from the training providers and the workplaces. The purpose is to determine if learners can integrate the different components of the learning programme in a way that demonstrates that they have achieved the purpose of the qualification.

NB! Promote integrated assessment

Structure assessments so that they promote integrated assessment. Conduct formative and summative assessments in a way that measures the integration of learning and applied competence. This is especially important in Learnerships that are specifically designed to enhance the ability to relate theory to practice, to integrate the different components of a learning programme, and to apply what has been learnt in a real workplace environment.

7.6 RECORD EVIDENCE Gather evidence of competence that is directly related to the outcomes specified in the learning programme. Judgement on the learner’s competence must be based on evidence gathered in relation to these outcomes, through a structured assessment process. Record all the evidence of learner achievements in an appropriate folder to serve as a Portfolio of Evidence. Ensure that the final judgement is based on the ability of the learner to demonstrate competence in the workplace, i.e. that it measures applied competence. 7.7 EVALUATE AND JUDGE ASSESSMENT Evaluate the evidence and judge it against all the assessment criteria of the relevant unit standards to ensure the relevance, completeness and quality of the evidence. Determine whether the evidence collected and presented for assessment is appropriate to be taken into account in making a judgement on the candidate’s competence.

NB! Ensure fair judgement on the candidate’s competence

Make sure that the judgment is based on the evidence presented on the candidate’s competence against the specified outcomes and assessment criteria.

Guard against ignoring assessment criteria due to pre-conceived ideas about the candidate.

Make sure that judgements can be substantiated in terms of the consistency and repeatability of the candidate’s performance and the evidence from various sources and time periods.

Guard against considering superfluous information or evidence in judging the learner’s competence.

Check that the evidence gathered meets the principles that relate to evidence, i.e. that the evidence is valid, sufficient, authentic, current, relevant and consistent. ANNEXURE: CHECKLIST- PRINCIPLES RELATING TO EVIDENCE. 7.8 PROVIDE FEEDBACK TO LEARNERS Provide feedback to learners on assessment results and their progress throughout the learning programme. This must include feedback on the assessment of institutional and workplace learning. As assessment should be a learning tool, feedback needs to be provided frequently and continuously throughout the learning process to inform the candidates of their progress, as well as weaknesses that need to be addressed. Structure the content and format of feedback in such a way that it contributes positively towards the learning process. Organise corrective actions and/or additional learning for learners who are assessed as not yet competent. A checklist is provided in this publication to indicate the issues that should be considered in providing feedback. ANNEXURE: The content and format of feedback to learners. 7.9 CONDUCT RE-ASSESSMENT Provide opportunities for the re-assessment of learners who do not reach the required level of competence during the first assessment. Conduct re-assessment of learners where this is required. Candidates should only be re-assessed in relation to the outcomes in which the required level of competence was not achieved. For example, if a learner taking a test for a driver’s licence was not yet competent only in reverse parking, the learner should only be re-assessed for that part of the driving test.

NB! SAQA’s requirements for re-assessment

Re-assessment must comply with the following conditions: Re-assessment should take place in the same situation or context, and under

the same conditions as the previous assessment. The same method and assessment instrument may be used, but the task and

materials should be changed. However, they should be of the same complexity and level as the previous ones.

[Criteria and guidelines for assessment of NQF registered unit standards and qualifications (SAQA, 2001: 53-54), available from www.saqa.org.za.]

7.10 MONITOR AND REVIEW ASSESSMENT 7.10.1 MONITOR ASSESSMENTS Monitor the assessments conducted during institutional and workplace learning. This role should have been delegated to someone during the planning of the Learning Facilitation and Assessment Plan. In a large-scale Learnership implementation it is advisable to have one person monitoring and co-ordinating all the assessments. Ensure that the principles of assessment are adhered to in all the assessments. Also make sure that the assessments are conducted in terms of the learning facilitation and assessment schedule 7.10.2 OBTAIN AND PROVIDE FEEDBACK Study the information gathered during the monitoring of assessment, as well as learner feedback that relates specifically to assessment. Identify obstacles hampering effective learning and take appropriate actions to address identified development areas. Provide feedback to all the facilitators and assessors involved in the Learnership to keep them informed about the state of assessment, the learners’ progress, as well as obstacles encountered and actions taken to overcome them. This is especially important in implementations where a large number of persons are involved in the facilitation and assessment of the learning programme. 7.10.3 MANAGE APPEALS AND DISPUTES Ensure that learners are aware of the appeals process if they wish to contest assessment results that they consider to be unfair, invalid, unreliable and/or biased. Resolve disputes in accordance with the appeals process and procedures agreed to in the Learning Facilitation and Assessment Plan. Disputes may arise between learners and assessors, or between different assessors of institutional and workplace learning, or between others involved in the learning and assessment process. You could use the template provided in this publication for applications for appeal against assessment results. ANNEXURE: Appeals Application. 7.11 MODERATE AND VERIFY ASSESSMENT This step involves the moderation and verification of the assessment results and the assessment process. Moderate a sample of all assessments conducted. The purpose is to ensure that all assessors are using comparable assessment methods, and that they are making similar and consistent judgements about the learner’s performance. The common practice is to moderate between 5 and 10% of assessments. Make sure that the requirements of the relevant ETQA are met in the moderation and verification process.

The ETQA responsible for quality assuring the unit standards and qualification is responsible for verifying assessments. Its responsibility is to ensure that assessment standards are applied correctly and consistently by all assessors and moderators involved in the Learnership. STEP 8: CONCLUDE THE LEARNING PROGRAMME

NB! What is involved in completing Step 8?

There are three main stages for completing this step: Stage 1: The persons who were involved in the assessment of institutional and workplace learning must collect and record all the final assessment results and forward these to a central point. They must also provide feedback to learners on their achievements. Stage 2: The designated institution must issue the certificates to learners for their learning achievements. Stage 3: Administrative and financial staff from all participating employers and training institutions must complete the post-programme administration.

8.1 CHECK ASSESSMENTS Check that all the scheduled assessments, that are described in the Learning Facilitation and Assessment Plan, have been conducted, and that the results have been accurately recorded. Check that all learners have concluded all the assessments that were described in their individual learning plans. Make sure all the Portfolios of Evidence have been submitted and that they are complete. Step 8 will run smoothly if all the records of institutional and workplace assessment have been centralised at one point, where all final results were meticulously recorded. This tracking and recording of assessment would have been done by the assessment co-ordinator, if someone had been appointed to perform this role in Step 4, par. 4.6.4: ‘Plan the assessment’. 8.2 FINALISE THE ASSESSMENT RESULTS Make the final judgement on each learner’s achievements on the basis of all the individual assessment results. This final judgement should be made jointly by the assessors of institutional and workplace learning. Include the learning achievements obtained through Recognition of Prior Learning.

NB! Record achievement of qualification and unit standards

Identify which learners achieved competence in the qualification, as well as in unit standards that are not covered in the qualification. If the Learnership has been effectively implemented most learners will have achieved

competence in all the outcomes of the unit standards included in the qualification. However, some may only have achieved some unit standards, without meeting all the requirements of the qualification. There may also be learners who have achieved additional unit standards over and above those included in the qualification.

8.3 RECORD LEARNER RESULTS Record the overall learner achievements of the qualification and/or unit standards.

NB! Record results in a central database

It is advisable to have one central database for recording the learning achievements as well as the credits awarded through Recognition of Prior Learning. This is important because different learners are likely to achieve the required competence at different stages of the programme. Furthermore, assessments would be conducted at various learning sites.

Make sure that assessment results are recorded in accordance with the quality assurance requirements of the relevant ETQA. Also make sure that the system for recording and reporting learner information and assessment results meets the SETA requirements for implementing Learnerships. In some cases SETA payment of Learnership grants is linked to learner achievement of unit standards. Store assessment records securely, and for the specified time, in case of appeals, and also for moderation and quality assurance purposes. Most ETQA’s require that assessment results be stored for at least five years. 8.4 REPORT RESULTS Report results to learners and other interested parties, such as their employers.

NB! Report learner progress throughout the learning programme

Learner achievements should be recorded and reported throughout the learning programme to track the learner’s progress in achieving competence in the unit standards of the qualification. This information on the learners’ progress should be communicated to the learners and their employers, as well as those involved in the facilitation and assessment of institutional and workplace learning. The results must be communicated in terms of the agreement reached with the learners and other implementation partners during the planning of Step 6: Contract implementation partners.

Submit the list of learner achievements of the qualification and unit standards to the ETQA. The ETQA will forward these records to the National Learners’ Records Database (NLRD), when it is satisfied that the results have been moderated and verified. 8.5 ISSUE CERTIFICATES TO LEARNERS Issue the qualification certificates to learners who have met all the requirements of the qualification. It is not necessary to issue separate certificates for each of the unit standards included in the qualification. However, it is advisable to indicate the electives that were achieved by the learner, as these would indicate special areas of competence.

NB! Agree on the institution that will issue the certificates

The ETQA responsible for quality assuring the qualification issues the certificate. This is generally the case where a number of short-course providers are involved in providing components of the qualification, and where none of them have been accredited to issue certificates.

The SETA issue certificates for the unit standards achieved to learners who did not meet all the requirements of the qualification. It may also be necessary to issue certificates to some learners for additional unit standards that were not included in the qualification. For example, the Learnership Implementation Team may have decided to include additional unit standards in the programme, in addition to those covered in the learning programme, to address specific industry needs. 8.6 COMPLETE EMPLOYMENT RECORD Provide a record of employment to section 18(2) learners on completion of the Learnership. This is an important document for unemployed learners seeking work, as prospective employers are generally hesitant to take on learners who have no previous employment record. Use the template of the employment record provided in this publication as basis for customising one that addresses your specific needs. ANNEXURE: Employment Record. 8.7 PROVIDE FINAL FEEDBACK TO LEARNERS Provide each learner with a final feedback report indicating learning achievements and other information that will assist them to access employment and/or further learning opportunities. Provide face-to-face feedback to supplement the written report.

NB! Report on learner achievements

The following information could be included in the final feedback provided to learners: The unit standards and/or qualification successfully completed The outcomes achieved that are not included in any of the unit standards covered

in the programme, e.g. job-specific outcomes that were included in the learning programme to address unique workplace needs

Work experience gained by the learner Positive qualities the learner demonstrated that would be of interest to prospective

employers, such as leadership skills and conscientiousness in completing tasks, and

Guidance to learners on further development areas, career options and work opportunities, and recommendations on further learning options.

8.8 OBTAIN LEARNER FEEDBACK Obtain the final evaluation of learners on the programme and the Learnership as a whole. Most training providers will use such forms, but make sure that you include questions in the feedback form that relate specifically to the Learnership. Organise group discussion sessions for learners to provide verbal feedback to supplement written feedback. Such sessions provide valuable information for evaluating the Learnership and improving subsequent implementations. You could use the template of a learnership feedback form to develop a customised form. ANNEXURE: LEARNER FEEDBACK ON LEARNERSHIP. You could use the template of assessment review to obtain learners feedback on the assessment process. ANNEXURE: ASSESSMENT REVIEW. 8.9 SETTLE PAYMENTS Ensure that all financial matters have been settled, i.e. that the grants have been received and that all payments to learners and implementation partners have been made. Employers submit the tax deduction form to SARS on completion of the Learnership.

Details on the tax deduction are provided in Step 1, par. 1.1.6: ‘Determine the resources required for implementing learnerships’. The SARS form, IT 180, is the form that employers must use for applications to SARS for tax deductions. 8.10 COMPLETE ADMINISTRATION Complete the post-programme administration according to the requirements stipulated in the Learnership Implementation Plan. Ensure that all requirements of the SETA and ETQA have been met, and also that all internal processes relating to the conclusion of the Learnership have been completed.

STEP 9:MONITOR, RECORD AND REPORT 9.1 ACTIVATE THE MONITORING TEAM The persons identified in par. 3.12 of Step 3 start monitoring the implementation. This should already start with the launch of the Learnership. Persons involved in monitoring could be the Project Manager, members of the Learnership Implementation Team designated to overseeing specific parts of the implementation process, the Learnership Co-ordinators at the learning sites, and/or the Assessment Co-ordinator. 9.2 AGREE ON AREAS TO BE MONITORED The monitoring team must agree on the specific areas to be monitored by respective role players. This decision should be guided by the decisions made in par. 3.12 of Step 3. The scope of the monitoring action will be determined by the scope of the implementation. A comprehensive monitoring system and checklist will be required for a large-scale implementation involving many learners and numerous implementation partners, while a simple checklist may be sufficient for a smaller implementation. The monitoring team must also agree on the nature, scope and target group of reports on the monitoring. 9.3 MONITOR IMPLEMENTATION Monitor the implementation to track progress, to ensure that targets and objectives are met, and to identify obstacles that should be removed. The monitoring action could cover issues such as: Monitoring whether implementation is on track: e.g. whether targets and dead lines set in the

Learnership Implementation Plan and Learning Facilitation and Assessment Plan are achieved

Learner progress in developing competence against the outcomes of the qualification The quality of learning and adherence to quality requirements of the ETQA Learner attendance, submission of assignments and drop-out rate The effectiveness of support provided to learners The administrative and logistical support provided during the implementation, and The flow of money between the SETA, employers, training providers and learners.

9.4 RECORD AND REPORT ON MONITORING Record and report the information gathered during the monitoring process to ensure that relevant information is documented and that it is communicated to the persons/bodies who can use the information to improve the implementation. Record and report information on issues such as: Learner achievements Contracts and agreements The flow of money Communication with the SETA, ETQA and between implementation partners Successes and lessons learnt, as well as Obstacles, problem areas, conflicts and appeals.

9.5 RECOMMEND AND MONITOR CORRECTIVE ACTION Recommend corrective actions to be taken, where appropriate. Specify the actions that need to be taken, the person(s) responsible and the timeframes. It may also be useful to indicate the implications of not taking the corrective actions. Follow up on the recommendations to ensure that correction action is taken. Also monitor the impact of corrective actions to ensure that the desired objective is achieved.

NB! Address problem areas

Problems, disputes and conflicts must be timeously identified. Corrective actions should be taken within the implementation structures such as the Learnership Implementation Team and Learnership Co-ordinators. This will avoid matters having to be referred to external bodies such as the SETA, ETQA, CCMA, or the Labour Court.

STEP 10: EVALUATE THE IMPLEMENTATION 10.1 ACTIVATE THE EVALUATION TEAM The persons responsible for evaluation would have been agreed upon in Step 3, under par. 3.13.2, ‘Allocate responsibility for evaluation’, and recorded in par. 13.3. of the Learnership Implementation Plan. The size of the team would be determined by the scope of the implementation. Clearly, a small-scale implementation with only one training provider and one employer would not require a large evaluation team 10.2 AGREE ON THE SCOPE OF EVALUATION Finalise the scope of evaluation on the basis of decisions recorded in par. 13.3 of the Learnership Implementation Plan. 10.3 EVALUATE THE IMPLEMENTATION Evaluate the implementation of the Learnership throughout the process. Use findings from the monitoring processes to evaluate the implementation. There should be close interaction between the people responsible for monitoring and evaluation. In most instances the same people will be involved in these two processes. However, it is also valuable to have people on the evaluation team who have not been directly involved in the implementation. This contributes towards the objectivity of the evaluation. Consult all key interest groups to obtain feedback from a broad spectrum of groups, including learners, training providers, assessors, employers, workplace mentors and coaches, as well as SETA and ETQA staff who were involved in the implementation.

10.4 COMPILE EVALUATION REPORTS Compile interim and final evaluation reports. Include recommendations on improvements of the current and future implementations in these reports.

NB! Take corrective actions during implementation

Evaluation reports must describe corrective actions to be taken during implementation, and should not only record problems at the end of the implementation. This will make it possible to address problems as they are identified, as opposed to having an after-the-fact report on what went wrong.

Interim evaluation reports should be submitted to the Project Manager and discussed by the Learnership Implementation Team. Distribute the final evaluation report to interested parties, including the implementation partners, the SETA and ETQA. Make the final evaluation report available to training providers and employers that are planning to implement the same or a similar Learnership. They should use the evaluation report as the basis for planning their implementation. Make sure that the evaluation report is accurate and objective and that it does not hide issues that may negatively reflect on any of the implementation partners. Include positive findings in the report to ensure that the evaluation is not interpreted as a stick to punish offenders, but as a tool to improve implementation. 10.5 MONITOR CORRECTIVE ACTIONS Refer recommendations on corrective actions to the role players responsible for the areas where corrective action is required. This could include training providers (re. issues relating to the learning and assessment process), employers (re. improving the quality of workplace learning), the SETA (re. changes to the Learnership and implementation requirements), and the ETQA (re. recommendations relating to quality assurance), and even SAQA (re. changes to the qualification and unit standards). Monitor the corrective actions recommended in the evaluation reports to ensure that appropriate actions are taken, and also to monitor the impact of corrective actions to ensure that they have the desired impact. 10.6 TRACK THE POST-LEARNERSHIP PROGRESS OF THE LEARNERS Put mechanisms in place to track learner progress after completion of the Learnership. It is important to track learner placement in formal/informal, part-time or full-time work to evaluate the overall success of the Learnership. Report post-Learnership progress of learners to stakeholders.

NB! Report post-Learnership progress of learners

The following stakeholders would have a particular interest in this information: The SETA: to determine the impact of the Learnership on achieving the targets set

in its Sector Skills Plan, and the capacity of the sector to absorb the learners who have completed the Learnership

Employers: to determine the impact of the Learnership on workplace productivity, and to measure the overall return on investment in implementing the Learnership

Training providers: to determine whether their learning programmes contribute towards improving the employability of learners, and to use positive results in their marketing strategy, and

Prospective learners: who need to know whether the Learnership will improve their employability.

CONCLUDING REMARKS The primary purpose of Learnerships is not: To increase the amount of money the employer can get back from the Skills Levy To improve the number of learners involved in skills development programmes For the SETA to impress its sector stakeholders and the nation with its track record on

Learnerships To reach the Department of Labour targets for the number of learners on Learnership, or To improve the statistics on achieving the targets in the National Skills Development

Strategy. The main objective of Learnerships is to improve the employability of all learners and increase workplace productivity. The success of Learnerships should therefore primarily be measured in terms of the placement or advancement of learners in some kind of income-generating activity. This includes: Placement in full-time or part-time employment in an organisation Self-employment Temporary work on projects or fixed period contracts, or Promotion or job advancement of learners with their current or new employer.

In addition, the success of Learnerships should be measured by its impact in the workplace and on the economy in general. The key questions to ask are: Are the learners who were in a Learnership more productive in the workplace? In what way has the economy in general benefited from all the money spent on the Learnership system? The bottom line is: if Learnerships do not increase workplace productivity or significantly improve the employability of learners, then all parties involved in the development and implementation of Learnerships need to seriously re-evaluate what they are doing.