Welcom

e
TO SKILLS DEVELOPMENT
FACILITATOR COURSE
Online Class Rules
Please Mute your Mic
Please disable you Camera
Raise your hand if you have a Question
Our Time is set out for 1 Hour
Please respect everyone in the Class
 Financing of
Public Service
Sector Training.
 How is skills development financed in
the public service sector?
Each national and provincial public service employer
must budget at least one percent (1%) of its payroll for the
training and education of its employees and
may contribute funds to a SETA.

If eighty percent (80%) or more of the expenditure of a national

or provincial public entity is defrayed from funds voted by
Parliament, the public entity
must budget at least one percent (1%) of its payroll for the
training and education of its employees and
may contribute funds to a SETA.
Workplace Skills Plans
(WSPs)

What is a WSP?
What is a WSP?
A WSP is a document i.e. a plan that specifies detail about the planned
training of an employer.

It reflects, amongst others,

 the profiles (e.g. race, gender, age, etc.) of employees,
 the planned training interventions that the different categories of
employees (e.g. different races, genders, ages, etc.) will attend
during a particular year and
 the total training budget.

Every SETA issues a new WSP-template on an annual basis. The WSP-

templates, issued by the various SETAs, are unique but similar and align
to the WSP-template specified in the Skills Development Act and its
related Regulations.
Certain SETAs, however, require that a WSP
reflects the planned training of an employer from 1
January of one year to 31 December of the same
year.
In this case, the WSP has to be submitted annually
by 30 April of the year in which the applicable
period starts. For example, if an employer compiles
a WSP for the period 1 January 2017 – 31
December 2017, the employer has to submit it by
30 April 2017.
Annual Training Reports
(ATRs)
Annual Training Reports (ATRs)
An ATR is a document i.e. a report that specifies detail about the
implemented training of an employer.

It reflects, amongst others,

 the implemented training interventions that the different categories
of employees (e.g. different races, genders, ages, etc.) attended
during a particular year and
 the total training costs.

Every SETA issues a new ATR-template on an annual basis. The ATR-

templates, issued by the various SETAs, are unique but similar and align
to the ATR-template specified in the Skills Development Act and its
related Regulations.

Employers have to complete/ populate the ATR-template issued by the

relevant SETA and then submit it to the relevant SETA.
 What period applies to the ATR and when must it
be submitted?
Usually, an ATR has to reflect the implemented training of an employer
from 1 April of one year to 31 March of the following year (e.g. 1 April
2016 to 31 March 2017).
In this case, the ATR has to be submitted annually by 30 April of the year
in which the applicable period ends. For example, if an employer compiles
an ATR for the period 1 April 2016 – 31 March 2017, the employer has to
submit it by 30 April 2017Certain SETAs, however, require that an ATR
reflects the planned training of an employer from 1 January of one year to
31 December of the same year.
In this case, the ATR has to be submitted annually by 30 April of the year
following the applicable period. For example, if an employer compiles an
ATR for the period 1 January 2016 – 31 December 2017, the employer has
to submit it by 30 April 2017
Training Committees
Training Committees
A Regulation 9 related to the Skills Development Act made provision for the
establishment of an in-company forum for consultation with regard to skills
development by employers with more than fifty employees. As a result of
this, many employers established organisational Training Committees.
However, a subsequent Regulation10 related to the Skills Development Act
repealed the above mentioned Regulation and no further reference is
made in the Skills Development Act and its related Regulations regarding
Training Committees.

The following extract11 from an article provides further guidelines on

whether or not employers (with more than fifty employees) have to
establish organisational Training Committees:
What is the NQF Act?
What is the NQF Act?
The National Qualifications Framework (NQF) Act (Number 67
of 2008) as amended by the Higher Education Laws
Amendment Act (Number 26 of 2010), and its related
Regulations12 make provision for the establishment of
various bodies and systems/ mechanisms.
Although the National Qualifications Framework (NQF) Act
(Number 67 of 2008) repealed the South African
Qualifications Authority (SAQA) Act (Number 58 of 1995),
certain bodies and systems/ mechanisms, which were
established by the SAQA Act, also still exist.
For the purpose of this learning programme, the following bodies
and systems/ mechanisms, which were established as a result of
the above mentioned Acts, will be discussed:

The National Qualification Framework (NQF).

Unit standards.
Qualifications.
The South African Qualifications Authority (SAQA).
Education and Training Quality Assurance
bodies (ETQAs) (to be replaced by Quality
Councils (QCs)).
National Standards Bodies (NSBs) and
Standard Generating Bodies (SGBs).
Training providers.
Assessment, RPL-assessment and moderation
Unit standards

What are unit standards?

What are unit standards?
Learner/ RPL-candidate achievements are measured in terms of unit standards.
This means that learners/ RPL-candidates, who are assessed, will ‘achieve’ a unit
standard(s) or will be found competent in terms of a unit standard(s).

A unit standard is a description of

 administrative information such as the registration number and date, the
NQF-level, etc. of the unit standard,
 the outcomes that learners/ RPL-candidates should be able to demonstrate
to be competent in terms of the unit standard i.e. what learners/ RPL-
candidates should be able to do and what learners/ RPL-candidates should
know and understand to be competent in terms of the unit standard as well
as
 the standard (assessment criteria) to which learners/ RPL-candidates must
be able to demonstrate the outcomes i.e. the quality of the expected
performance.
Examples of unit
standards
 Tourism Safety and Construction
security

 Advise Customers about  Attend to and handle  Administer

local information (NQF 2) a domestic violence construction
 Advise customers on travel incident (NQF 4) projects (NQF 6)
entry document and assist  Conduct a lawful  Apply specialist
with application (NQF 5) arrest (NQF 3) tiling to surfaces
 Arrange travel insurance (NQF 4)
 Apply plaster to
surfaces
What are unit standards used
for?
The uses of unit standards include the
following
It provides guidelines to training providers in terms of what
should be included in the content of a learning programme.
Training providers analyse unit standards and base the
content of learning programmes, which they develop, on
the guidelines provided in unit standards.
It provides guidelines to learners in terms of the learning
outcomes that they have to achieve at the end of a
learning programme.
It specifies the outcomes that learners/ RPL-candidates
have to be able to demonstrate to be competent in terms of
unit standards and are thus used by Assessors during the
assessment process.
 Qualifications

What are qualifications?

 What are qualifications?
Learner/ RPL-candidate achievements are also measured in terms of qualifications.
This means that learners/ RPL-candidates, who are assessed, will ‘achieve’ a qualification or will be found
competent in terms of a qualification.

A qualification is a description of
 administrative information such as the registration number and date, the NQF-level, etc. of the unit
standard,
 the outcomes that learners/ RPL-candidates should be able to demonstrate to be competent in
terms of the qualification i.e. what learners/ RPL-candidates should be able to do and what
learners/ RPL-candidates should know and understand to be competent in terms of the
qualification as well as

the standard (assessment criteria) to which learners/ RPL-candidates must be able to demonstrate the
outcomes i.e. the quality of the expected performance
Qualifications are
 a combination of unit standards (i.e. a unit standard-based qualification) or
 a whole qualification (i.e. based on exit-level outcomes).

In the case of unit standard-based qualifications, the outcomes, which learners/ RPL- candidates have to
demonstrate to be competent in terms of the qualification, are defined in terms of specific outcomes. In
the case of whole qualifications, the outcomes, which learners/ RPL-candidates have to demonstrate to
be competent in terms of the qualification, are defined in terms of exit level outcomes
What types of qualifications
are available?
 The following types of qualifications
currently exist in South Africa
Certificates.
Diplomas.
Higher diplomas.
First degrees.
Honors degrees.
Professional qualifications.
Master degrees.
Doctorates.
Post-doctoral research degrees
What are qualifications used
for?
 The uses of qualifications
include the following
It provides guidelines to training providers in terms of what
should be included in the content of a learning programme.
Training providers analyse unit standards and base the
content of learning programmes, which they develop, on
the guidelines provided in unit standards.
It provides guidelines to learners in terms of the learning
outcomes that they have to achieve at the end of a
learning programme.
It specifies the outcomes that learners/ RPL-candidates
have to be able to demonstrate to be competent in terms of
unit standards and are thus used by Assessors during the
assessment process.
The South African Qualifications
Authority (SAQA)
What are the functions of SAQA
The functions of SAQA include the following:
 Advise the Minister of Higher Education and Training on NQF-related matters.
 Oversee the implementation of the NQF and ensure the achievement of its
objectives.
 Develop level descriptors for each level of the NQF (in agreement with the QCs).
 Develop and implement (after consultation with the QCs) a policy and
criteria for the development, registration and publication of qualifications
and part-qualifications.
 Register qualifications and part-qualifications recommended by a QC.
 Develop a policy and criteria (after consultation with QCs) for assessment,
recognition of prior learning and credit accumulation and transfer.
 Maintain a national learners’ record database (NLRD) that includes registers
of national qualifications, part-qualifications, learner/ RPL-candidate
achievements, recognised professional bodies, etc.
Any Questions
End Of Class