EDUCATION AND TRAINING OPTIONS IN SOUTH AFRICA A Guide for Young People

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EDUCATION

AND TRAINING
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CONTACT, INFORMATION AND COUNSELLING

Umsobomvu Youth Funds (UYF) Contact Information and Contact Counselling (CIC) programme enables access to economic participation by providing information and counselling support on career development, employment and entrepreneurship. This information is provided through Youth Advisory Centres (YACs), a Call Centre and an Internet Portal dedicated to youth.

PURPOSE
The guide, Education and Training Options: A Guide for Young People is part of the Umsobomvu Youth Fund: Youth Information Kit publications. The series was developed to provide information to young people on career development, employment, entrepreneurship, citizenship and health and wellbeing. The guide was compiled by the Development@Work/ LINK Consortium.

PERMISSION TO REPRODUCE This material may be used, reproduced, stored or transmitted for non-commercial purposes. However, copyright of the Umsobomvu Youth Fund is to be acknowledged. It is not to be used, reproduced, stored or transmitted for commercial purposes without the written consent from the Umsobomvu Youth Fund. Umsobomvu Youth Fund, 2003 ISBN 0-95847023-3-2
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THE UMSOBOMVU YOUTH FUND YOUTH INFORMATION KIT ALSO CONTAINS THE FOLLOWING PUBLICATIONS:
INFORMATION CATEGORY TITLES

EMPLOYMENT

Finding Work: A Guide for Young People You and the Workplace: A Guide for Young People Using Labour Market Information: A Guide for Young People Fact Sheet: Special Public Works Programmes Industry Profiles From Idea to Opportunity: A Guide for Young People Getting Business Finance: A Guide for Young Entrepreneurs Starting Your Own Business: A Guide for Young Entrepreneurs Writing a Business Pan: A Guide for Young Entrepreneurs Starting a Co-operative: A Guide for Young People Networking Your Way To Business Success: A Guide for Young Entrepreneurs Career Planning and Development: A Guide for Young People Education and Training Options in South Africa: A Guide for Young People A Learners Guide to Higher and Distance Education Careers and Occupations Directory for Young People Fact Sheet: Establishing and Running Community Committees Fact Sheet: Types of Organisations Working In and With Communities Fact Sheet: How to Raise Funds Fact Sheet: Public Participation Getting Involved in Decision-Making that will Affect Your Community Fact Sheet: What are My Rights and Responsibilities as a Volunteer? Fact Sheet: Why Should I Volunteer Fact Sheet: Making Use of Volunteers Is my Community Project Working? A Basic Guide to Evaluation Lets get Involved with Our Communities: A Guide Understanding my Communitys Needs: A Guide Developing Life-Skills for Citizenship: A Guide Get Active: Youre A South African! My Rights and Responsibilities as a South African Citizen What Does Democracy Mean for Me? The Nuts and Bolts of Volunteer Programmes and Policy Understanding Volunteering: A Guide for Young People Coping with Teenage Pregnancy: A Guide for Young People Dealing with HIV/ AIDS in the Workplace: A Guide for Young People Fact Sheet: Substance Abuse and Addiction Fact Sheet: Do I Have a Substance Abuse Problem? Fact Sheet: How Substance Abuse Affect Your Life Fact Sheet: Sexually Transmitted Infections Fact Sheet: Preventing HIV/ AIDS Fact Sheet: Voluntary Testing and Counselling Fact Sheet: Positive Living Fact Sheet: Healthy Eating Fact Sheet: The ABCs of Good Health Fact Sheet: Leisure and Fitness Safe Sex Revolution: A Guide For Young People

SELF EMPLOYMENT

EDUCATION AND TRAINING

CITIZENSHIP

HEALTH AND WELLBEING

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Contents
X Learning for Life X Were going riding on a freeway
The National Qualifications Framework (NQF)

5 5
6

X So, what are your options?

What are learnerships and skills programmes? Down and out The case of Mpho! Learning at work - The case of Itumeleng! Experience counts - The case of Vusi! Take a chance The case of Lindiwe

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16 20 21 22 24

X Learning for Life! X Further reading X More contacts

25 25 26

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LEARNING FOR LIFE

Eish Joe! Now Im lekka confused! This woman working at the local Department of Labour office speaks a language that I dont understand. I went to ask them for information to get into an apprenticeship with one of these motorcar companies because I have been looking for a job for a while now without any success. I told her that I spent a few months at the technical college in town and that I have done some odd jobs. You know what she said? She said there are no more apprenticeships. They have some other new thing they call a learnership. You know whats more? She says that the whole education and training system has changed! Apparently, the skills I picked up in doing my odd jobs and the few courses I completed while at the college can now be recognised in the whole country! Can you imagine? Why did nobody bother to tell me the whole system has changed! Maybe I must stop standing on the stoep at the shop and find out more about this story. Maybe there are even some opportunities in the new system for me. You know how it is man! Anything new can be your tata ma chance tomorrow!, explains Fana when he meets up with Joe in town. So where will you get information? Where will you start?, asks Joe. Fana looks at Joe with a blank expression on his face! Didnt think of that, he says.

If you have tried to understand the changes that have taken place in education and training over the past nine years and have just become more confused, then this is the guide for you. This guide has been put together to assist you to understand the education and training system in the country.

WERE GOING RIDING ON A FREEWAY

Yes! The best way to describe the new education and training system in the country is by comparing it to a freeway. Have you ever been on a freeway? The freeway is the main road to get you from point A to B. There are a number of exits that lead you off the freeway. In the same way there are a number of ramps that take you onto the freeway. This means you can get on and off whenever you want to. You can therefore take different paths and still get to the same place! If there are some road works ahead, you can take a turnoff and get back on to the freeway at a later stage. While you were off the freeway, you probably travelled through one of the back roads and may have seen new places and passed many different people on the road. When you get onto the freeway at a later stage you will not be at the same point you were before.

The new education and training system works in the same way. It provides everyone with the same opportunity to learn, even if you have been out of the formal education and training system

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for a while. The informal learning and experience you gain while you are outside of the formal education and training environment also counts! The National Qualifications Framework (NQF) is the framework that makes all this possible. Lets see what the NQF is, how it works and why its important for you to know about it.

The National Qualifications Framework (NQF)

The what? Yes, the National Qualifications Framework or NQF! Why do you learn? Why do you go for training? Why do you invest money in developing your skills? Well, the most obvious answer is that you want to get a qualification that can help you find a good job or help you to start your own business. If you get a good job or start a successful business you can earn an income and can take care of yourself and others close to you such as your family. Have you ever wondered what qualifications are and where we get our qualifications? Or how they are developed and organised? How do you qualify for a specific career option with qualifications from different institutions or training providers? Remember, in the old days, there were many cases where

the qualifications you received from one institution were not recognised by others!

The NQF addresses all these questions and challenges. A qualification is a learning outcome. It means the formal recognition of your achievement of learning. The NQF provides the overall framework within which all the education and training in the country is organised. The NQF is organised according to Levels and Bands. This is what it looks like:

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NQF level 8 7 6

NQF Band

Type of Qualification

Higher Education and Training

Certificates, Diplomas, Degrees, Higher diplomas, Masters Degrees, Doctorates, etc.

HET

5 4 3 Further Education and Training General Education and Training Grade 10 12 Short courses, Colleges and Workplace Certificates

FET

X Qualifications As stated earlier, a qualification is the recognition of the learning you have achieved. A qualification is described in terms of learning outcomes by what you know and what you can do! There are two types of outcomes:
Critical cross-field outcomes These are general outcomes that are the same across all fields of learning. They include: identifying and solving problems; working effectively with others; organising yourself; collecting and analysing information; communicating; using science and technology; understanding ourselves in relation to the rest of the world. Specific outcomes These are outcomes that are specific to particular sectors or jobs, for example, computer programming skills

We use qualifications as the way to describe a specific learning outcome because it is the best way to measure your ability to do something. A qualification is further broken down into unit standards. The unit standard is the basic building block for a qualification. It can be described as the expected outcome of learning for which you will get a credit.

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Grade 0 9 Pre-school ABET 1 - 4

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You should know this! You need to know what learning outcomes you must achieve to get a certain qualification. In the case of critical cross-field outcomes you can obtain unit standards in one field that can contribute to a qualification in another field. In this way you can move from one type of learning or from one career to

A qualification needs to be approved by the South African Qualifications Authority (SAQA) before it can be registered on the NQF. X Levels The NQF has eight different levels starting from level one, which is roughly equivalent to standard 7 or grade 9, up to level eight, which covers doctoral degrees. Each level is described in such a way that it shows the difficulty of what you learn at each level and the skills that you acquire. All the standards and qualifications that are registered on the NQF are placed on a particular level. The level is useful when you wish to choose which qualification to pursue. For example, if you left school while in grade five, it is unlikely that you would be able to attempt a qualification at level 8 of the NQF unless you have done a large amount of learning since you left school. As you complete each level you are then able to move to the next level, building on what you know. These levels allow you to plan your career and learning pathway, allowing you to move up or across the NQF. It is somewhat like stepping stones made of building blocks. The one level supports and leads to the next:

Higher Education and Training Further Education and Training General Education and Training

X Bands X Early childhood development A lot of kids start their education early; they go to day-care and pre-schools. There is a difference between the two. Daycare centres generally do not offer any formal lessons, while at

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pre-school the children go through formal lessons to develop themselves and to prepare them for school. There are identified stages in the physical, mental and emotional states of children that need to be developed before they are able to cope with school. This stage of education is called Early Childhood Development (ECD). X General education and training This phase begins in Grade One and ends in Grade Nine. This band also includes Adult Basic Education and Training (ABET) levels 1 to 4. Note that ABET level 4 is not the same as NQF level 4! The qualification you get at this level is a National Certificate, called a General Education and Training Certificate. It gives the learner a general and basic education that is aimed at providing you with a basic grounding that will allow you to move to different environments whether to employment or further education and training. This is the first exit level: you can leave school with a certificate or qualification after a set of examinations. This qualification may be registered with the NQF at level 1. This is an official registration. Any further type of education that a person undergoes should be registered on the NQF. You will accumulate NQF levels as you undertake further courses. This is a really important principle of the new education system: the idea of Lifelong Learning. X Further education and training This band includes NQF levels 2 to 4. It leads to a Further Education and Training Certificate (FETC) that will in time replace what is commonly known as a matriculation certificate. As with the previous level this band deals with National Certificates. This is the next official exit level. This is a VERY important certificate. You will be asked to produce a certified copy of this when you apply for a job.
What do you actually do in this phase? Well it is a really exciting phase of education where you get to choose what subjects you want to do. So that means that there is a lot of decision-making regarding subject choices that can have consequences if you go on to do any other qualifications later on. (Especially if you apply to University or Technikon). There are also various types of schools that you can choose to go to. If you go to a normal academic school, it will offer subjects that will prepare you for a job, university or technikon. Other schools such as technical colleges offer subjects directly related to work and jobs. For example, if you wanted to be a chef, you would go to a school that falls under or caters for the Tourism and Hospitality industry. You would then be able to choose subjects that will really prepare you for the industry. You would be able to do cooking as a subject.

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X Higher Education and Training This band covers NQF levels 5 to 8. This is the level popularly known as tertiary education. At this level we get qualifications such as National Diplomas and National Degrees. Most of the institutions operating in this band will still require you to have a matriculation certificate or an FETC to gain access to their programmes. X Kinds of institutions Within the first two bands, General and Further Education the system is fairly open regarding who the training provider is. In these two bands you will find providers such as formal schools (public or government owned, and private), community organisations, Further Education and Training Colleges (FET Colleges - formerly known as Technical Colleges) and various workplace training providers. In the Higher Education and Training band one gets mainly Universities and Technikons. There are however other training providers who are officially recognised (accredited) to provide training at this level, such as professional institutes, even though they are not universities or technikons. Some of the FET Colleges also provide qualifications at this level. X Important structures in the system Without the appropriate structures it will be difficult to make this system work. That is why a number of structures have been created to support the development and implementation of the system. You need to know who is doing what so that you can get help from the right people. Lets see whos who in the zoo: X The Department of Education (DoE) The Department of Education (DoE) is one of the main government departments responsible for making sure that the education and training system in the country works. Some of the important functions of the Department include: X Developing the policy and legislative framework on which the X Conducting research on all aspects of the education and training X Providing support to provinces and higher education institutions in
the implementation of national policy, norms and standards. system to assist in developing and maintaining the system; education and training system rests;

The DoE is specifically responsible for the education component within the education (at schools) and training (in the workplace) system. This means that the DoE is responsible for the:

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X X X X X

Early childhood development (ECD); Primary schools (GET); Secondary schools (GET); Further Education and Training (FET); Higher Education and Training at Technikons and Universities (HET)

Although there appears to be a separation between the education and training parts of the system this is not the case. The system has been designed to avoid this type of separation because education and training are seen as equally important for preparing young people for the world of work.
Department of Education Contact Details: Telephone number: Fax number: Physical address: (012) 312 5911 (012) 325 6260 Sol Plaatje House 123 Schoeman Street Pretoria Private Bag X895 Pretoria, 0001 www.education.pwv.gov.za

Postal address: Web site:

X The Department of Labour (DoL) The Department of Labour is responsible for making sure that the national education and training system is implemented from a training point of view. This means that the Department is mainly responsible for the training of people for, and in the workplace. Through its provincial offices and more than 100 Labour Centres across the country, the DoL provides a range of services that include: X Skills
development planning that provides labour market information on skills needs and priorities; X Skills development funding through the National Skills Fund that targets marginalised groups; X Employment services such as providing information on employment opportunities, registering unemployed persons and unemployment benefits; and X Liaising with stakeholders

One of the important issues is the link between the DoE and the DoL. These two government departments are vital role players and both have a stake in the development and implementation of an Act called the South African Qualifications Authority (SAQA) Act. This Act joined education (traditionally under DoE) and training (traditionally under the

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DoL) together to form a single body. SAQA is the custodian of the National Qualifications Framework.
Department of Labour Contact Details: Telephone number: Fax number: Physical address: Postal address: Web site: National Skills Authority Telephone number: Fax: number: (012) 309 4783 (012) 320 1942 (012) 312 4000 (012) 322 0413 Laboria Building Schoeman Street Pretoria Private Bag X499 Pretoria 0001 www.labour.gov.za

Skills Development Planning Unit Telephone number: Fax number: (012) 309 4783 (012) 320 0792

X South African Qualifications Authority (SAQA) This body was established through the SAQA Act of 1995, and is the body that brings education and training together into a single framework called the National Qualifications Framework (NQF). The framework links learners to qualifications and to providers of education and training. In order to level the playing fields, SAQA has identified educational areas and has put together key stakeholders to develop the standards and qualifications that relate to each identified educational area. These people have been involved in developing all the building blocks for one aspect of the National Qualifications Framework. They have developed all the outcomes and linked outcomes into larger areas of learning called unit standards. Several unit standards combined may form a skills programme or a learnership or a certificate, a diploma, or a degree. This is called Outcomes Based Education (OBE) as all the education and training is based on outcomes and they form building blocks in the framework. SAQA is also responsible for the Quality Assurance of all learning in the country. To assist with this, the 25 SETAs all have a quality assurance division responsible for quality assurance in their sector.

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The South African Qualifications Authority Contact Details: Helpdesk number: Office number: Fax number: Email: Web Site: Street Address: 086 010 3188 (012) 431 5000 (012) 431 5039 saqainfo@saqa.org.za www.saqa.org.za Hatfield Forum West 1067 Arcadia Street, Hatfield, Pretoria PostnetSuite248 PrivateBagX06 Waterkloof, 0145

Postal Address:

Sector Education and Training Authorities 25 economic sectors were identified in the South African economy. In order to assist each sector with the education and training within the sector, a Sector Education and Training Authority (SETA) has been set up. The SETAs report to the Department of Labour and link closely with the Department of Education. Their functions are broadly: X The quality assurance within a sector. This means that the SETA is

responsible for provider accreditation, programme evaluation and learner achievement verification in their own sector. X The development, registration, implementation and funding of learnerships and skills programmes in the sector. X The administration of the skills development levies of the sector. The DoL collects the levies and allocates the levies to SETAs according to their membership. The SETAs are also involved in the distribution of funds for National Skills Fund projects that provides support to unemployed people in the country.

X Other role players There are a few other role players in the system that makes it possible for the system to function. These are:
Private providers: These are private organisations that offer education and/ or training for financial gain. They spread across all areas of the system, from ECD, GET, FET and HET. They play an important role in the delivery of short courses and have moved across the educational spectrum. All private providers need to be accredited by a Quality Assurance body and all their programmes need to be evaluated for quality purposes. Non-government organisations (NGOs) and Community Based organisations: They also offer courses and may have access to funding that may put them in a position to assist the most needy in the country with education and training.

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Ensuring the right quality One of the most important aspects of the new system that is aimed at protecting learners is education and training quality assurance. What does quality assurance mean? Quality assurance is about making sure that the learning provided by the different institutions and providers adheres to the required standards of the NQF. This involves the accreditation of providers to deliver accredited training.
We have all heard of fly-by-night training providers. They promise to provide high quality learning programmes and recruit students who pay for admission to these programmes. The one day they may be there, going about their business and the next day they may be gone! Gone with all your money! The accreditation of providers is done to protect learners against situations like this. Providers need to go though a process of accreditation that ensures that providers are registered; have a quality management system; are able to develop, deliver and evaluate learning programmes that lead to registered standards or qualifications; have the necessary financial, administrative and physical resources; have the required policies and practices for the management of off-site practical or work-site components where appropriate; have the policies and practices for the management of assessment which includes appeals systems; have the necessary reporting procedures; and have the ability to achieve the desired outcomes.

SAQA is also responsible for the accreditation of these quality assurance bodies. These bodies fall mainly into the following categories: X Section Education and Training Authorities (SETAs), for example,
the Services SETA; Council;

X Statutory professional bodies such as the South African Nursing X Non-statutory professional bodies such as the South African
Institute of Chartered Accountants; and Higher Education

X Education and training sub-system sectors such as the Council for To summarise, the NQF provides for.

X A national education and training system that X X X X

presents a framework for all education and training in the country; Achieving qualifications that are based on learning outcomes and made up of unit standards; Different levels that indicate expected outcomes and the complexity of learning at the various levels; Provision of qualifications within different bands; and Ensuring the quality of learning through the establishment of education and training quality assurance bodies!
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The benefits of the new system are The old education system focused on learners knowing lots of different things and being able to show this knowledge in tests and exams. The new system has changed the focus to what the learner can do with their knowledge as opposed to merely testing what the learner knows. This does not take away the fact that education will always have a body of knowledge that the learner will have to go through. The change is in the way in which this knowledge is presented, how the learner processes the knowledge and applies it in practical situations. The greatest shift is in the testing and examining area of the education system. In the past, some teachers would test learners in say Geography, and expect the learner to almost reproduce the textbook. Well what value does that have? A lot of learners just learned how to write exams and did well, or learned the day before the test and forgot everything within a week. The new system encourages learners to produce evidence of learning in different forms and at different times. This evidence may include objects you have made, written projects, oral presentations, exams and other forms of assessment. This makes sure that learners can apply their knowledge in the future. X The national system ensures an agreed set of standards for each

field of learning that means that you are free to move from one learning institution, organisation or company because what you have learned before will be recognised across the country. options because they are all assessed against a nationally agreed set of standards. qualification as someone who has gone though formal training if you are able to show that you can do the same task. of building blocks that you can use in different sectors and occupations.

X It means that you can now compare your education and training

X Informal learning is recognised so that you can get the same

X Career planning becomes easier because the system is made up

Watch out, there is a new language A new language has developed alongside the new education and training system. Here are some of the changes:

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What is OUT: Teachers Pupils Christian National Education (CNE) Knowledge Continuous testing Exams What you know Standards School subjects

What is IN: Educators Learners Outcomes Based Education (OBE) Knowledge and Competence Building of evidence a portfolio of

Outcomes based assessment What you can do, how you apply your knowledge Grades Areas of learning

SO, WHAT ARE YOUR OPTIONS?

The new system sounds like a good idea. You may think that it is about time that we move way from a system that provided us with education based on our race and replace it with a national system that provides more equal opportunities. But, to make the system work for you, you need to know what your options are. You need to know what is available if you are unemployed, just finishing school or if you are working somewhere but want to develop yourself further. Before we investigate the options, we need to highlight two specific measures that are aimed at young people. These are learnerships and skills programmes.

What are learnerships and skills programmes?

There are some important similarities between a learnership and a skills programme. The first is that they are both about gaining useful skills that can be applied in a work environment. Also, they are both linked to the standards and qualifications registered in the NQF. A learnership provides for an agreement to be signed between an employer, the learner (employee for the purposes of a learnership) and a training provider. The aim of this agreement is that the parties agree that the learner will receive structured learning from the provider as well as structured workplace

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experience to fulfill the requirements of the qualification (see example of a learnership at the end of this guide).
Whats in it for you? This means that if you are involved in a learnership you gain access to training and workplace experience that leads to a registered qualification. Your qualification will be equal to other qualifications that have been earned from other institutions such as FET Colleges. This is important when one considers that, previously, learning earned in the workplace was considered by some to be inferior to that earned from formal learning institutions. You also get the benefit of being in the workplace and gaining experience as an employee during the learnership. This is different from the experience of many qualified people who only see the inside of the workplace after they have already qualified. It also provides you with an allowance that will help make

A skills programme may not necessarily result in a qualification even though it is still based on registered unit standards. There is also no signed agreement as required in the learnership. A few skills programmes put together may result in a qualification. A learnership is primarily aimed at providing you with an opportunity to gain a qualification while based in the workplace. It should be clear that there is no specific promise of long-term employment if your contract is only for a learnership. You should also be aware that the signing of the learnership agreement commits the three parties to doing specific things.

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The rights and obligations of the parties to the learnership agreement are: The learner has the following obligations: X work for the employer as part of the learning process; X be available for and participate in all learning and work experience required by the learnership; X comply with workplace policies and procedures; X complete any timesheets or any written assessment tools supplied by the employer to record relevant workplace experience; and X attend all study periods and theoretical learning sessions with the training provider and undertake all learning conscientiously. The training provider has the following obligations: X Provide education and training in terms of the learnership; X Provide the learner with support as required by the learnership; X Record, monitor and retain details of training provided to the learner in terms of the learnership; X Conduct off-the-job assessment in terms of the learnership, or cause it to be conducted; and X Provide reports to the employer on the learners performance. The employer has the following obligations:

X The employer must comply with its duties in terms of all the applicable
legislation

X Provide the learner with appropriate training in the work environment to

achieve the relevant outcomes required by the learnership;

X Provide appropriate facilities to train the learner in accordance with the

workplace component of learning;

X Provide the learner with adequate supervision at work; X Release the learner during normal working hours to attend off-the-job
education and training required by the learnership;

X Pay the learner the agreed learning allowance both while the learner is X X X
working for the employer and while the learner is attending approved offthe-job training; Conduct on-the-job assessment, or cause it to be conducted; Keep up to date records of learning and periodically discuss progress with the learner; If the learner was not in the employ of the employer at the time of concluding this Agreement, advise the learner of the terms and conditions of his or her employ, including the learning allowance; and workplace policies and procedures. Apply the same disciplinary, grievance and dispute resolution procedures to the learner as to other employees.

What rights do you have as a learner?

X To be educated and trained in terms of this Agreement; X To have access to the required resources to receive training in terms of
the learnership;

X To have his or her performance in training assessed and have access to

the assessment results;

X To receive a certificate upon successful completion of the learning; X To raise grievances in writing with the SETA concerning any
shortcomings in the training.

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What about the employers rights?

X The learner is required to perform duties in terms of the learnership

agreement; and

X The learner must comply with the rules and regulations concerning the
employers business concern. What about the rights of the training provider?

X The registered training provider has the right of access to the learners
books, learning materials and workplace, if required.

As can be seen above, all the parties to the learnership have rights and obligations that they have to enforce in order for the learnership to be successful. It is important that as a learner you are aware of this to prevent yourself from being abused, but also to ensure that you improve your chances of successfully completing your learnership. Be aware that, should you be looking for long-term employment, a good showing during your learnership may improve your chances of being employed. Does a skills programme come with similar rights and obligations? Unlike the learnership, the skills programme does not have an agreement that has to be signed by the parties. The parties involved in the skills programme can decide how they will manage their relationship. It is important to ensure though, that the skills programme is registered with the SETA. Some SETAs already have guidelines regarding the implementation of skills programmes and these should then be followed where they exist. Lets continue by exploring more broadly what options you have available in the new system, by looking at a few examples: [Note: The options presented here are broad categories. They may not necessarily apply to you. Sometimes various options can be combined. You need to explore further what options are available to you and how you can use them to your advantage!]

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Down and out The case of Mpho!

Mpho grew up in a rural area of Northern KwaZulu-Natal. She went to school and completed grade five in 1995. In 1996 her mother fell ill and she left school to attend to her sick mother, her father and five siblings. In 1997, her mother died and her father fell ill and also died at the end of 1997. She was destitute and has relied on the generosity of her community to get through. A few people in the village occasionally give the family some food and she plants some subsistence crops when she has money to buy seeds. How can the new education and training system support Mpho? She is a Black woman with very little education and she lives in a rural area. What are her options?

What are her options? As a first priority Mpho needs to develop her reading and writing skills. Mpho needs to find out whether there is an organisation that provides Adult Basic Education and Training (ABET) in her area. The National Skills Fund has made available large amounts of money for programmes targeting people in Mphos situation. These projects are implemented through the SETAs. The SETAs generally use NGOs, CBOs or private training providers to deliver ABET programmes.
ABET falls within the General Education and Training (GET) band on the NQF and is provided at levels 1-4. This will give Mpho a general and basic education that is aimed at providing her with a grounding that will allow her to move on to the Further Education and Training (FET) band. This is the first exit level: This qualification may be registered with the NQF at level 1.

Mpho can also identify short learning programmes that can give her credits towards a qualification. She can do this either during her studies or after she has completed the ABET level 4 course. Remember a qualification is made up of unit standards that give you credits towards a qualification. Who should she contact? Mpho should find out whether there is a local NGO or CBO that provides ABET training. These organisations may be able to provide her with information on other organisations that provide ABET training if they do not provide such training themselves. Mpho can also contact the National Skills Fund to find out if there are ABET training providers that have NSF funding in her area. Mpho can find out from the SETAs whether there are any plans to support the delivery of specific learning programmes in her area.

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Where can she get funding? There are many ABET training and skills programmes that are funded by the government through the NSF or by other donor organisations. In some instances, the funding support will cover costs such as transport costs and a daily allowance. However, this will all depend on the design of the programme.

Learning at work - The case of Itumeleng!

Itumeleng completed Grade 12 in 2000; he was then registered on the NQF at level four. In 2001, he registered for an Administrators course at a local private provider. His parents helped him out with the one-year course fees. He completed the course and got a certificate. This was registered as a skills programme at level five and was added to his name on the NQF. In January 2002 he started looking for a job. By April he was employed as an administrator in a large company. So far so good! Itumeleng wants to get ahead. He does not want to stay in the same job for too long. He wants to move up the corporate ladder. He knows that learning and qualifications are vital to get ahead in todays world. What should he do next?

What are his options? Itumeleng decides to go and speak to the human resource development manager in the company to draw up a skills profile and uses this to compare it with his job profile. Together with the manager, they identify his skills gaps and analyse his job profile against his current skills. This gives him an indication of his skills gaps. The manager and the company Skills Development Facilitator (SDF) her role is to consult all employees and to set up a skills development committee and complete the Workplace Skills Plan then agree on a development plan for Itumeleng. Itumeleng is sent on a computer course to improve his computer skills. He completes the course - at level five on the NQF and these courses are registered against his name. The courses are paid for by the skills development grants that the company receives from their SETA. In the following year Itumeleng will go for further training in junior management. The company has charted his career path and the learning programmes that will support his chosen career path.

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Who should he contact? If you are employed you should contact your human resources manager or SDF and request assistance for education and training programmes. The manager should assist you in developing a career path and in identifying the courses and programmes to support your career development. Request a copy of the company Workplace Skills Plan and look at the training priorities. Ensure that you are represented in the consultation and decision-making processes around the WSP. Where can he get funding? The cost for most in-service training should be covered by the employer. This may not be the case in all companies. Look carefully at the Human Resource Policy of the company before you enroll for any course. Dont assume that the company will cover the costs until your manager and the Human Resources Manager sign this off. The company may not cover any course outside your career within the company. Lets say for example that Itumeleng is interested in photography; the chances are slim that the company will pay for him to attend training in Photography. Some companies require an employee to remain with the company for a specified time after the completion of studies. They may also allocate a number of days for study leave and exam leave. Check it all out carefully!

Experience counts - The case of Vusi!

Vusi is 32 years of age and has been working for a small electrical company for 14 years. He started off this job as an assistant to the electrician; he carried tools and passed tools to the electrician while he fixed things for clients. Shortly after he started working for the electrician he showed an interest in learning all about the electricians work. The electrician began to explain things to him, and slowly taught him to do simple and then more complicated jobs. Vusi now has his own assistant and works independently and is teaching his assistant. He, however, has no formal qualification. Vusi can only read a few words, and write simple words, and sign his name.

What are his options? One day the Construction SETA contacted the electrical company and asked the owner if he employed anyone whom he thought had potential to become an electrician. The owner

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immediately said that Vusi was a definite candidate. Vusi was then enrolled in a Learnership at level 4 on the NQF with the Construction SETA. When he started the programme about the electrical work, it was very clear to his educator that Vusi had a very good knowledge of how to work with electricity. He had been taught well and had all the practical experience needed to become an electrician. Unfortunately, he could not read or write. As part of all learnerships a learner must pass what is termed fundamental learning. This includes language, maths and life skills. Although Vusi knew a lot about electricity, he had to attend classes to improve his fundamental knowledge. The educator also took Vusi through a Recognition of Prior Learning (RPL) programme to assess his knowledge and skills related to electrical work at level four. He used the outcomes as per the course outline to assess him. This would be exactly the same assessment used for a candidate if they had been through the course. During this process the educator identified and assessed all the areas where Vusi was able to demonstrate his competence and identified all the gaps in his knowledge and skills. Vusi was then given an outline of a programme for him to attend a few classes to gain this knowledge. Once he had completed this he was assessed and awarded his qualification. This part of the course would normally have taken two years to complete but for Vusi it only took three months after the provider had RPL-ed him. This saved money and time. The Construction SETA paid for all Vusis tuition but did not give him a learner allowance because he was already employed. Once Vusi finishes all the fundamental learning and completes the learnership, he will be awarded a qualification and his qualification will be registered against his name on the NQF. Who should he contact? Study the list of SETAs at the back of this guide if you are interested in applying for a learnership or skills programme. Phone the SETA you are most interested in and ask to talk to someone in the Learnership division. They will be able to assist you. Your local DoL may also be in a position to assist you. Dont be put off if there are no learnerships available at the moment, the system is growing all the time. Where can he get funding? Learnerships are all qualifications. The length of the learnership will vary depending on the level and subject. As a guide, however, a learnership should not be shorter than six months

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and will probably not be longer than three years. The costs of a learnership should be covered by the relevant SETA. This, however, is not always the case. Where the skills of a learnership are not identified as a priority for a SETA, they may offer the learnership, but not pay for the courses. These cases have been presented to show how the system can work for you. You need to go out there and find out as much information as possible so that you can make the right decisions.

Take a chance The case of Lindiwe

Lindiwe grew up in a township outside Johannesburg. She attended school and left school half way through Grade 10 when she fell pregnant. She had the baby and her boyfriend left her and moved to Cape Town. She was left to look after the baby. She was unable to find a job anywhere. One day she and a friend saw some builders and other workers close to her home starting on a big building project. They decided to cook some food and sell the food to the workmen on the building site. They cooked pap-en-vleis every day and sold it. With the profits they bought a gas cooker and some more supplies. They also bought and sold sweets and cigarettes. Later they bought a cooler bag and sold cold drinks. The business grew and Lindiwe was contacted by a small NGO to attend a course on entrepreneurial skills. The NGO paid for her transport and she attended the classes. Her business continued to grow and she was able to employ three other women to assist with the cooking.

What are her options? Lindiwe took a chance and started a very small business. She allowed time to `grow the business and then acquired the skills to develop her business. Lindiwe saw a gap and took it. This is how many small businesses begin. Lindiwe will have to continue looking for new ideas in order to keep her business growing. When the building contract ends, for example, she will lose most of her clients, as the builders will move to another site. She might have to expand her business by applying for a small business loan and buying a small bakkie. She will also have to learn to drive. These skills may be acquired through a skills programme. Who should she contact? Lindiwe will need to keep a sharp eye on any training courses offered by NGOs or CBOs in the township. She should also visit the local Labour Centre from time to time and check on progress at the SETAs for new courses offered.

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Where can she get funding? Lindiwe will constantly need to improve her skills to remain in a small business. She should take advantage of the opportunities for lifelong learning. The costs of these courses will differ, depending on the length and the topics. As her business grows, she will need to know about paying taxes, employing people, registering a business, etc. This is an ongoing process.

LEARNING FOR LIFE!

The new education and training system presents opportunities for all of us. It is especially designed to help young people make a success of learning for life!

FURTHER READING
Department of Labour, (undated), Implementing the National Skills Development Strategy: The Role of the Education and Training Authorities and the Department of Labours Provincial Offices, Department of Labour, Pretoria. Department of Labour, (2001), National Skills Development Strategy: Setting the Context, Department of Labour, Pretoria. Department of Labour, (2001), Ensuring Quality in Education and Training: The Role of Education and Training Quality Assurance Bodies, Department of Labour, Pretoria. Department of Labour, (2001), The National Skills Development Strategy April 2001 March 2005: Skills for Productive Citizens for All, Department of Labour, Pretoria.

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MORE CONTACTS
Name organisation of The Umsobomvu Youth Fund (UYF)

What does the The organisation was established to facilitate and promote the creation of jobs and skills organisation development for South African youth through the do?
implementation of three programmes:

X Contact, Information and Counselling

This programme provides information on economic and educational opportunities for young people though Youth Advisory Centres, an Internet Portal and a Youth Line The programme provides a platform for skills development through the implementation of a youth service and school to work programmes Provides funding and business development support to young entrepreneurs to help you start up and grow your small and medium enterprises.

X Skills Development and Transfer

X Youth Entrepreneurship

How can the organisation help you

Physical Address

Postal Address

Youth Line Youth Portal Email

Through the Contact, Information and Counselling Programme, the UYF can provide you with education and training related information. Also find out how you can participate in the organisations Skills Development and Transfer Programme that is aimed at developing the skills of young people. Block P, Central Park 16th Road, Midrand South Africa P.O.Box 982 Halfway House 1685 0860 0 96884 www.youthportal.org.za info@uyf.org.za

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SETA Contact Information

Banking Sector Education and Training Authority (BANKSETA) Construction Education and Training Authority (CETA) Chemical Industries Education and Training Authority (CHIETA) Clothing Textiles Footwear and Leather SETA (CTFL) Diplomacy Intelligence Defence and Trade and Industry (DIDTETA) Energy Sector Education and Training Authority (ESETA) Education Training and Development Practices SETA (ETDP) Financial Accounting SETA (FASSET) and Services Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Call Centre: 0861 020 002 (011) 805 9661 (011) 805 8348 sibusiso@bankseta.co.za www.bankseta.co.za (011) 265 5900/5904 (011) 265 5924/25 helen@ceta.org.za www.ceta.org.za Tel: (011) 726 4026 Fax: (011) 726 7777/2425 cduplessis@chieta.org.za www.chieta.org.za (031) 702 4482 (031) 702 4113 titb@mweb.co.za N/A (012) 663 6983 (012) 663 4878 rngcobo@didteta.co.za www.didteta.co.za (011) 838 0117 (011) 838 0119 andym@eseta.org.za www.eseta.org.za (011) 807 5621 (011) 807 7490 nomlamlim@etdpseta.org.za www.etdpseta.org.za (011) 476 8570 (011) 476 5756 juliut.gillies@fasset.org.za www.fasset.org.za (011) 712 0600/1

Forest Industries Education and Training Authority (FIETA) Food and Beverages Manufacturing Industry SETA (FOODBEV) Health and SETA (HWSETA) Welfare

(011) 339 1166

mail@fieta.org.za www.fieta.org.za (011) 802 1211 (011) 802 1518 leizig@foodbev.co.za www.foodbev.co.za (011) 607 690 (011) 616 8939 N/A www.hwseta.org.za

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Insurance Sector Education and Training Authority (INSETA) Information Systems Electronics & Telecommunication Technologies (ISETT) Local Government Water and Related Services SETA (LGW SETA) Media Advertising Publishing Printing and Packaging (MAPPP SETA) Manufacturing, Engineering and Related Services SETA (MERSETA) Mining Authority (MQA) Qualifications Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: (011) 484 0722 (011) 408 0862 neliusv@inseta.org.za www.inseta.org.za (011) 805 5115 (011) 805 6833 bongi.mthethwa@isett.org.za www.isett.org.za (011) 456 8579 (011) 450 4948 Shirleyp@lgwesta.co.za www.lgwseta.co.za (021) 949 1463 (021) 949 1468 muller@mappp-seta.co.za www.mappp-seta.co.za (011) 492 1533 (011) 492 1541/2 coosthuizen@merseta.org.za www.merseta.org.za (011) 403 7946 (011) 403 8424 melanyb@mqa.org.za www.mqa.org.za (012) 325 1655 (012) 325 1677 machielvn@agric.co.za N/A (011) 805 0071/84 (011) 805 6630 bnake@poslecseta.org.za www.poslecseta.org.za (012) 314 7208 (012) 314 7502 lawrencet@dpsa.gov.za www.dpsa.gov.za (011) 715 1800 (011) 726 1184/ 482-9968 bronwynw@serviceseta.org.za www.serviceseta.org.za (012) 365 2827 (012) 348 1445 info@setasa.co.za www.setasa.co.za

Primary Agriculture SETA (PAETA)

Police Private Security Legal & Correctional Services SETA (POSLEC SETA) Public (PSETA) Service SETA

Services (SERVICES SETA)

SETA

Sector Education and Training Authority for Secondary Agriculture (SETASA)

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Transport Education and Training Authority (TETA)

Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site: Tel: Fax: Email: Web Site:

(011) 781 1280 (011) 781 0200 gary@teta26.co.za www.teta26.co.za Call Centre: 0860 100 221 (011) 803 6010 (011) 803 6702 susan@theta.org.za www.theta.org.za Call Centre: 0860 270 027 (012) 452 9200 (012) 452 9229 wmgobozi@wrseta.org.za www.wrseta.org.za

Tourism and Hospitality SETA (THETA)

Wholesale and Retail SETA (W & R SETA)

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A Government Initiative

youthconnect 08600 YOUTH (96884)

This publication is available upon request in multiple formats. For more information contact: Umsobomvu Youth Fund Contact, Information and Counselling Programme P O Box 982 Halfway House, 1685 Umsobomvu House 11 Broadwalk Ave Halfway House South Africa E-mail: info@uyf.org This publication is also available electronically on the Worldwide Web at the following address: http://www.youthportal.org.za

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