Skills Development: a real world update

Skills Development: a real world update
Gizelle Mc Intyre Director: The Institute of People Development

Institute of People Development (IPD)
The Institute of People Development (IPD) is committed to an ongoing process of achieving and maintaining its status as a "centre for learning excellence". Primary Aim To enhance the quality of workplace learning provision through the development of managers, supervisors and learning development practitioners. The Institute strives to be a "change agent" by Providing qualifications to managers, supervisors and learning & development practitioners Offering recognition of prior learning (RPL) services to experienced learning & development practitioners Conducting research projects designed to generate best practice products and processes through a continuous professional development (CPD) programme Expanding the field of learning & development practices to the wider public through seminars, media releases, on-line resources and communities of practice workshops and consulting Making available its learning facilities and resources in Midrand to its clients and stakeholders for the purposes of high quality learning provision

Outcomes The session gives an update on the skills development Act, and the Skills development Policy frameworks for the benefit of SDFs such as follows; The skills development Act and amendments The Skills Levies Act Human Resource Development Strategy for South Africa National Skills Development Strategy III

Quick Question What brings you to the conference?
a) Knowledge building b) Networking opportunities c) My boss made me attend

ROI OK let’s make today worth your while…..
Please turn to the person to your right and left and identify and consolidate 2 main ideas you would like me to focus on based on the following slide. Please write them down on the paper provided.

Topics up for discussion
Current and proposed landscape: Skills Development Legislation and Skills Development PIVOTAL programmes, workplace learning and RPL Broad-Based Black Economic Empowerment (BBBEE) Skills Development point requirements What does the future hold?

Learning Styles

1. You are helping someone who wants to go to your airport, the centre of town or railway station. You would: a. go with her. b. tell her the directions. c. write down the directions. d. draw, or show her a map, or give her a map. 2. A website has a video showing how to make a special graph. There is a person speaking, some lists and words describing what to do and some diagrams. You would learn most from: a. seeing the diagrams. b. listening. c. reading the words. d. watching the actions. 3. You are planning a vacation for a group. You want some feedback from them about the plan. You would: a. describe some of the highlights they will experience. b. use a map to show them the places. c. give them a copy of the printed itinerary. d. phone, text or them. 4. You are going to cook something as a special treat. You would: a. cook something you know without the need for instructions. b. ask friends for suggestions. c. look on the Internet or in some cookbooks for ideas from the pictures. d. use a good recipe. 5. A group of tourists want to learn about the parks or wildlife reserves in your area. You would: a. talk about, or arrange a talk for them about parks or wildlife reserves. b. show them maps and internet pictures. c. take them to a park or wildlife reserve and walk with them. d. give them a book or pamphlets about the parks or wildlife reserves. 6. You are about to purchase a digital camera or mobile phone. Other than price, what would most influence your decision? a. Trying or testing it. b. Reading the details or checking its features online. c. It is a modern design and looks good. d. The salesperson telling me about its features. 7. Remember a time when you learned how to do something new. Avoid choosing a physical skill, e.g.. riding a bike. You learned best by: a. watching a demonstration. b. listening to somebody explaining it and asking questions. c. diagrams, maps, and charts - visual clues. d. written instructions – e.g. a manual or book. 8. You have a problem with your heart. You would prefer that the doctor: a. gave you a something to read to explain what was wrong. b. used a plastic model to show what was wrong. c. described what was wrong. d. showed you a diagram of what was wrong. 9. You want to learn a new program, skill or game on a computer. You would: a. read the written instructions that came with the program. b. talk with people who know about the program. c. use the controls or keyboard. d. follow the diagrams in the book that came with it. 10. I like websites that have: a. things I can click on, shift or try. b. interesting design and visual features. c. interesting written descriptions, lists and explanations. d. audio channels where I can hear music, radio programs or interviews. 11. Other than price, what would most influence your decision to buy a new non-fiction book? a. The way it looks is appealing. b. Quickly reading parts of it. c. A friend talks about it and recommends it. d. It has real-life stories, experiences and examples. 12. You are using a book, CD or website to learn how to take photos with your new digital camera. You would like to have: a. a chance to ask questions and talk about the camera and its features. b. clear written instructions with lists and bullet points about what to do. c. diagrams showing the camera and what each part does. d. many examples of good and poor photos and how to improve them. 13. Do you prefer a teacher or a presenter who uses: a. demonstrations, models or practical sessions. b. question and answer, talk, group discussion, or guest speakers. c. handouts, books, or readings. d. diagrams, charts or graphs. 14. You have finished a competition or test and would like some feedback. You would like to have feedback: a. using examples from what you have done. b. using a written description of your results. c. from somebody who talks it through with you. d. using graphs showing what you had achieved. 15. You are going to choose food at a restaurant or cafe. You would: a. choose something that you have had there before. b. listen to the waiter or ask friends to recommend choices. c. choose from the descriptions in the menu. d. look at what others are eating or look at pictures of each dish. 16. You have to make an important speech at a conference or special occasion. You would: a. make diagrams or get graphs to help explain things. b. write a few key words and practice saying your speech over and over. c. write out your speech and learn from reading it over several times. d. gather many examples and stories to make the talk real and practical. Choose the answer which best explains your preference and circle the letter(s) next to it. Please circle more than one if a single answer does not match your perception. Leave blank any question that does not apply. How Do I Learn Best?

Let’s Score it!

Calculating your scores
Count the number of each of the VARK letters you have circled to get your score for each VARK category. Total number of Vs circled = Total number of As circled = Total number of Rs circled = Total number of Ks circled =

So how do you learn? The acronym VARK stands for Visual, Aural, Read/write, and Kinaesthetic sensory modalities that are used for learning information. Fleming and Mills (1992)

Why do we do what we do? Training for compliance begs the question – when will South Africa opt for a healthy skills development approach? The key is to employ skills development is to : foster better engaged workers, build people’s proficiencies and upskill the nation NOT to gain some BBBEE points or tick a tick box on your scorecard. This process is garnering some cynicism and a feeling of exhaustion amongst the true believers of real skills development and transformation. Ironic, considering the points can still be gained with a focus on meeting real needs.

Acronyms are king! ABET – Adult Basic Education and Training
AQP – Assessment Quality Partner AIDS – Acquired Immunodeficiency Syndrome BBBEE – Broad-based Black Economic Empowerment CHE – Council on Higher Education COGTA – Department of Cooperative Governance and Traditional Affairs DHET – Department of Higher Education and Training DPSA – Department of Public Service and Administration DQP – Development Quality Partner DTI – Department of Trade and Industry FABCOS – Foundation of African Business and Consumer Services FET – Further Education and Training GDP – Gross Domestic Product HEI – Higher Education Institution HESA – Higher Education South Africa HIV – Human Immunodeficiency Virus HRDSSA – Human Resource Development Strategy for South Africa ICT – Information and Communication Technology IPAP – Industrial Policy Action Plan JIPSA – Joint Initiative on Priority Skills Acquisition M&E – Monitoring and Evaluation NAMB – National Artisan Moderating Body NCV – National Certificate (Vocational) NSA – National Skills Authority NSDS – National Skills Development Strategy NGO – Non-governmental Organisation NQF – National Qualifications Framework NSF – National Skills Fund PIVOTAL – Professional, Vocational, Technical and Academic Learning QCTO – Quality Council for Trades and Occupations SEDA – Small Enterprise Development Agency SETA – Sector Education and Training Authority SLA – Service Level Agreement SMME – Small, Medium and Micro-sized Enterprises SSP – Sector Skills Plan

Legislative History Lesson
SAQA – 1995 Employment Equity Act – 1998 Skills Development Act Skills Development Levies Act – 1999 Skills Development Amendment Bill 2003 A Strategy for Broad-Based Black Economic Empowerment was released in 2003. Broad-Based BEE Act No. 53 of 2003 Broad-Based BEE Act No. 53 of 2003 (‘BEE Act’) – 2004 Codes of Good Practice 2007 Skills Development Act (Amended) 2008 Amended B-BBEE Codes 2012 National Development Plan White Paper for Post-School E & T Guidelines on the Implementation of the SETA Grant Regulations New Landscape proposed – 2015 Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important. Introduce each of the major topics. To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.

Current and New Landscape

The Current Situation In Education & Training
Skills Development has become a BBBEE scorecard conversation The reality of the skills crisis is hitting us e.g. Eskom Huge numbers of unemployed graduates 7.2 million people illiterate New forms of illiteracy developing Professional Bodies Uncertainty about Setas Graduate Programmes in companies Short Course changes

CULMINATING INTO THE NATIONAL SKILLS PLAN
Career and alignment information SAQA Act NQF Act Skills Development Act Quality Councils Feedback from SETA and Industry/ Associations WSP from your company CULMINATING INTO THE NATIONAL SKILLS PLAN Sector Skills Plans Skills Development Levies Act Creating employment opportunities for properly skilled people

Proposed New Skills Development Landscape
With National Skills Development Strategy (NSDS) III finishing its five year life-span in 2016 (now extended to March 2018), it was expected that a fine-tuning of the key skills development institutions would take place to support the new NSDS. The proposed new landscape is however a significant evolution in the institutional landscape and one which therefore requires significant consideration and discussion among stakeholders. The Department of Higher Education & Training (DHET) published on 10 November 2015 a draft proposal for a new National Skills Development landscape which would take effect on 1 March 2018. The proposal is a government gazette with a deadline of 20 January 2016 for public comments.

The title of the DHET document is "Proposal for the New National Skills Development Strategy (NSDS) and Sector Education & Training Authorities (SETAs) Landscape (NSLP 2015)". What changes are proposed? SETAs would be absorbed into the Department of Higher Education & Training but constituted as Specialised Delivery Units (Section 7B of the Public Service Act) They would become permanent structures, rather than have 5 year renewable life-spans They would remain 21 in number (no immediate mergers but clustered into five synergistic groupings) SETA Boards would remain unchanged but have greater representation from government departments in line with a stronger public sector focus

Changes to Funding 80% of the current SETA Discretionary Grant would be shifted to the National Skills Fund (equivalent to the entire current PIVOTAL Grant) Employers would still be able to apply for the 20% Mandatory Grant (unchanged) and 10% of the remaining Discretionary Grant (renamed Sector Specific Grant) SETA administration costs would remain at 10% of the Skills Development Levy, but likely reduced over time as a shared services unit realises bulk savings, and as other bodies take up previous SETA functions, such as Skills Planning Public sector organisations would spend 1% of their personnel budget on quality assured education and training leading to NQF qualifications and fulfill the same reporting obligations as the private sector so as to qualify for funding from the National Skills Fund

Umalusi (GETC & FET NQF 2-4)
Quality Councils SAQA CHE (NQF 5-10) Umalusi (GETC & FET NQF 2-4) QCTO (NQF 1-10)

Sub-Framework and Qualifications Types (GG :36003 – 14 Dec 2012)
NQF Level Sub-Framework and Qualifications Types (GG :36003 – 14 Dec 2012) Umalusi and CHET 10 Doctoral Degree Doctoral Degree (Professional) As required 9 Master’s Degree Master’s Degree (Professional) 8 Bachelor Honours Degree Post Graduate Diploma Bachelor’s Degree Occupational Certificate (Level 8) 7 Bachelor ‘s Degree Advanced Diploma Occupational Certificate (Level 7) 6 Diploma Advanced Certificate Occupational Certificate (Level 6) 5 Higher Certificate Occupational Certificate (Level 5) 4 National Certificate Occupational Certificate (Level 4) 3 Intermediate Certificate Occupational Certificate (Level 3) 2 Elementary Certificate Occupational Certificate (Level 2) 1 General Certificate Occupational Certificate (Level 1) CHE UMALUSI QCTO

HET Framework (2013) Professional Doctorate (360)
Postgraduate 10 Professional Doctorate (360) Doctoral Degree (360) 9 Professional Masters (180) Research Masters(180) 8 Post Graduate Diploma (120) Professional Bachelors Degree (480) Honours Degree (120) Undergraduate 7 Advanced Diploma (120) Professional Degree (360) BTech/Bachelors Degree (360) 6 Advanced Certificate (120) Professional Diploma (240) Diploma(360) 5 Higher Certificate (120)

NQF & OFO Map - Source QCTO 2012
9 - 10 2 Professionals 7- 8 1 Managers 6 3 Technicians and Associate Professionals 3 - 5 6 Skilled Agricultural, Forestry, Fishery, Craft & Related Trades Workers 7 Plant and Machine Operators and Assemblers 3 Service and Sales Workers 4 Clerical Support Workers 1 - 2 8 Elementary Occupations

OQF Level descriptors: To determine level of tasks
Typical activities Role Workplace Focus Time 10 Envisioning future scenarios Visionary leadership Future shape of organisation, industry, profession 10-15 years 9 Set and implement strategies Leading and directing The 'business landscape' or profession 5-10 years 8 Manage or design systems Resource management Policy, resource allocation 3-5 years 7 Manage or design processes Changed practices New technology, systems 1-3 years 6 Develop and implement changes Optimisation Improvements 6 mth -1yr 5 Maintain efficiencies Stability and consistency Systems 3-6mth 4 Setup processes and solve process problems Process management Process data 1-3mth 3 Adjust, maintain and oversee Procedures Productivity 1wk 2 Monitor, support Operations Machinery 1 day 1 Perform elementary tasks Task Machines, tools

Career Ladder Example 8-10 6-8 5 4 3 2 1 Continued Professional
NQF Level 8-10 Continued Professional Development Management Research And Development Specialist Occupations after first Degree General Management Graduate Development Programmes Logistics Purchasing New Product Development Business Development 6-8 Production Finance SHEQ Manager Manager First Line Manager Occupational Core plus Technician Core Skills plus Manager 5 Technician Supervisor Team Leader/ Artisan/ Supervisor Core Skill Professional Skill 4 Technical Specialist 3 Operator Skilled technical worker Foundational Learning Certificate Mathematical Literacy and Communication 2 Preparing unemployed for access New Entrant Induction Raising the Bar 1

(to be conducted by AQP) Occupational Qualification
QCTO Curriculum Model DQP/ INDUSTRY Occupational Purpose Knowledge / theory Practical Work experience External, summative assessment (to be conducted by AQP) Occupational Qualification Registered SAQA Curriculum components Assessment Specifications. Qualification document

Flow chart NQF 4 NQF 5 NQF 6 OFO: 242402 OFO: 242401 OFO: 242401
Occupational Trainer Adapt and facilitate learning Establish and meet learner needs Perform internal assessments Training and Development Practitioner Plan workplace learning delivery Design and facilitate learning Establish organisation training needs Conduct external assessments Training and Development Professional Design OD interventions Measure learning success/impact on the organisation Talent management Assessment design Moderation of external assessment NQF 4 NQF 5 NQF 6 OFO: 242402 OFO: 242401 OFO: 242401

Qualifications Framework
Ways of seeing the QCTO 2018/04/20 Qualifications Framework NQF Doctoral Degree Level 1 Level 3 Level 2 Level 4 Level 6 Level 5 Level 7 Level 9 Level 8 Level 10 OQF Masters Degree CHE-HEQC Master Postgraduate Diploma Professional Qualifications s Degree HEQF Bachelor Degree Advanced Diploma Eg, National Skills Certificates Eg, National Occupational Awards Diploma Advanced Certificate Drawing Higher Certificate Advanced National Certificate (Vocational) Advanced National Certificate (Vocational) 5 Incl. subject / unit certificates National Senior Certificate (Grade 12) Adult National Senior Certificate National Certificate (Vocational) 4 QCTO Units of learning to be accumulated National Certificate (Vocational) 3 GFETQF UMALUSI National Certificate (Vocational) 2 General Education & Training Certificate (Grade 9) Adult National Senior Certificate 30 The National Career Path Framework

Skills Development Process
Company Strategy/Vision Skills Needed to fulfil strategy Do needs analysis/Skills Audits of current staff Design Solutions Implement Solutions (Training/Coaching/Mentoring) Workplace Application Assessment (Performance Management)

Legislation and Skills Development

Employment Equity The purpose of this Act is to achieve equity in the workplace by- (a) promoting equal opportunity and fair treatment in employment through the. elimination of unfair discrimination; and. (h) implementing afﬁrmative action measures to redress the disadvantages in 25.Oct 19, 1998

Employment Equity and Skills Development
Compliancy is the name of the game…. Do you have an Employment Equity Plan and is it up to date? Have you done a Skills Audit in order to analyse you workforce profile? Do you have quarterly committee meetings? Have you submitted your EE reports? Have you submitted your WSP/ATR?

Implications of equity policies and BBBEE driving skills development
Are we training only for EE reports and BBBEE points? What about critical, customised/industry specific skills? What about the providers who don’t comply but provide what we need?

Our Current Picture The Employment Equity Commission for South Africa has released its 2015/16 report

Employment equity, gender equity and disability equity
The Broad-Based Black Economic Empowerment (B-BBEE) Amended Codes of Good Practice was gazetted on 12 October 2013 and came into effect on 1 May 2015. Employment Equity no longer stands alone as an individual element. Employment Equity has been incorporated with Management and Control and carries 15 points for both Generic and Qualifying Small Enterprise (QSE) businesses. Points are only allocated for employees in management positions. The calculations for management and control are complex and require attention to the Economic Active Population (EAP). These targets are set in accordance with each province according to racial demographics of the said province.

Employment equity, gender equity and disability equity
Black female employees in management are awarded points as a separate indicator on the scorecard. Disabled employees Only black employees with disabilities are given recognition, and are measured as an indicator on the scorecard. The definition of black people with disabilities according to the Employment Equity Act is: “People who have long-term or recurring physical or mental impairment which substantially limits their prospects of entry into, or advancement in, employment.” A doctor must medically certify the nature of the disability and the duration thereof before a black employee can be termed disabled.

Disability

Skills Development Levy (SDL)
SDL is a levy imposed to encourage learning and development in South Africa and is determined by an employer's salary bill. Who must pay SDL? If the company has staff registered for PAYE and the annual payroll exceeds R per annum, the company must register with SARS and pay a skills levy of 1% of the monthly payroll. If the company does not fall within these criteria, it does not have to pay levies or register with SARS. Where an employer expects that the total salaries will be more than R over the next 12 months, that employer becomes liable to pay SDL.

How much do you need to pay? 1% of the total amount paid in salaries to employees (including overtime payments, leave pay, bonuses, commissions and lump sum payments). How to determine which SETA your company belongs too? Each SETA has a mandate to serve the Sector Industry Classification Codes (Sic Codes) under its control as determined by the Department of Higher Education from time to time. (See Government Gazette dated 11 November 2010) What happens to the SDL Levy? The levies are distributed via SETA.

Why are you using this as a forecast of training you will be able to do for the year? Joe earns per annum – this means his contribution is 1000 for the year – can this really be your training budget for Joe?

Role of the SDF

What is the role of an SDF?
Facilitate the development of employees in the organisation and the strategies of the organisation equally and fairly. Acquire the resources to accredit and evaluate learnerships and skills programs in the organisation. Evaluate the skills development needs of the employees and organisation and continually evaluate the implementation of identified needs. Advise the employees and the employer on external and internal skills strategies as well as the progress of the skills development of the organisation. Be a training committee leader and lead the process of organisational skills development and employee development. Act as SDF administration and check all SETA documentation before submitting. Set up a training committee. Advise the organisation on the implementation of the WSP. Advise the organisation on the quality assurance requirements of the relevant SETA. Serve as contact person between the organisation and the external SDF and SETA. Chair the skills development planning committee or training committee.

What is the role of an SDF?
Bring the company policies in line with the regulations as laid down by the Skills Development Act. Assist in the creation of a performance management system for the organisation where no performance management system exists. Generate the key performance areas relevant to training and development for the performance management system. Complete an individual development pathway for all employees, as well as the skills requirement and learning pathway. Create a portfolio of evidence for all employees that will receive training in the company. Complete the workplace skills plan, interim training reports and annual training reports and submit it to the correct SETA, before the deadline. Formalise the qualifications of employees through recognition of prior learning. Train employed staff in order to claim the skills development levies from the SETA Register Learnership Programs by training and unemployed people. Claim their skills development levies from their SETA and claim the Tax rebates as stipulated for Learnerships.

Who may be a SDF? Someone employed within an organisation
Someone appointed from outside the organisation Someone who works with a number of organisations

How to select an SDF? Authority (Middle to Senior Management)
Experience (Aged between 35 and 65 years) Credibility Assertiveness Flexibility Organised Problem solver Supportive Sensitive and empathic Able communicator Have an organisational background Have some training background Have some Human resource development background. Have some financial background Have Leadership qualities Have developmental interest

The functions of a SDF Assist the organisation to develop a training policy, and establish a training budget (% of payroll) Assist the organisation to develop a workplace skills plan Submit the WSP to the relevant SETA Advise the employer on the implementation of the WSP Assist in reporting on the implementation of the WSP Advise on quality assurance requirements Serve as a resource with regard to all aspects of skills development e.g. Promote & gain commitment Liaise with the relevant SETA Ensure that accurate learner records are maintained

PIVOTAL Grants and Workplace Learning

PIVOTAL Programmes Government Gazette No of 3 December 2012 on Sector Education and Training Authorities(SETAs) Grant Regulations regarding monies received by a SETA and related matters, published by the Minister of the Department of Higher Education and Training (DHET). National Skills Development Strategy III (NSDS III) 2011 – 2016. The PIVOTAL grant is aimed at: Improving the quality and quantity of labour market information received by the various SETAs in the form of workplace skills plans, annual training reports and PIVOTAL training reports to inform planning. Promoting National Qualifications Framework (NQF) registered and quality assured PIVOTAL programmes that address priority scarce and critical skills identified in the various SETA Sector Skills Plan (SSP).

PIVOTAL Programmes PIVOTAL programmes definition
Professional, vocational, technical and academic learning programmes that result in qualifications or part qualifications registered on the National Qualifications Framework (NQF) that address critical and scarce skills needs. According to NSDS III and the new SETAs Grant Regulations regarding monies received by a SETA and related matters (Government Gazette No ), PIVOTAL programmes refer to:

PIVOTAL Programmes Professional learning programmes shall mean programmes that lead to designations that are registered by professional bodies. Vocational learning programmes shall mean programmes that lead to a trade and/or the National Certificate Vocational (NCV). Technical learning programmes shall mean programmes that are occupationally-directed and registered by the SETA; such programmes include apprenticeships, Learnerships and skills programmes. Academic learning programmes shall mean programmes that lead to academic qualifications such as certificates, Higher Certificates, Diplomas and Degrees. According to NSDS III and the new SETAs Grant Regulations regarding monies received by a SETA and related matters (Government Gazette No ), PIVOTAL programmes refer to:

Workplace Integrated Learning
How does this fit into compliance? Workplace Integrated Learning

Workplace Learning: 70-20-10 model
70% Learn and Develop Through Experience On-the-Job Work Integrated Learning Just-in-Time coaching POEs that are workplace orientated 20% Learn and Develop through others Occupationally directed Learning Mentoring and Coaching Informal Feedback Action Learning Professional Networks 10% Learn and Develop through Structured Courses and Programmes Workshops Professional Development Academic studies E-Learning

BBBEE and Skills Development

Revised BBBEE Points The amendments to the Codes (came into effect October 2014) significantly change the manner in which a firm’s BBBEE status (or level) will be calculated, as the number of BBBEE points required to achieve a particular BBBEE level has been increased. BBBEE Level CODES 1 ≥100 points 2 ≥95 but <100 points 3 ≥90 but <95 points 4 ≥80 but <90 points 5 ≥75 but <80 points 6 ≥70 but <75 points 7 ≥55 but <70 points 8 ≥40 but <55 points NON-COMPLIANT <40 points

Revised BBBEE Elements
1. OWNERSHIP 2. MANAGEMENT CONTROL 3. EMPLOYMENT EQUITY 4. SKILLS DEVELOPMENT 5. PREFERENTIAL PROCUREMENT 6. ENTERPRISE DEVELOPMENT 7. SOCIO-ECONOMIC DEVELOPMENT. The amendments to the Codes reduce the number of elements to five by fusing the enterprise development/preferential procurement and management control/employment equity elements.

WEIGHTING The weighting for each of the five new elements are set out in the following table:

BBBEE Scorecard and Skills Development

Learning Programme Matrix
Cat Narrative description Delivery mode Learning site Learning achievement A Instruction-based theoretical instruction alone – formally assessed by the institution Institutional instruction Institutions such as universities and colleges, schools, ABET providers Recognised theoretical knowledge resulting in the achievement of a degree, diploma or certificate issued by an accredited or registered formal institution of learning B Instruction-based theoretical instruction as well as some practical learning with an employer or in a simulated work environment – formally assessed through the institution Mixed mode delivery with institutional instruction as well as supervised learning in an appropriate workplace or simulated work environment Institutions such as universities and colleges, schools, ABET providers and workplace Theoretical knowledge and workplace experience resulting in the achievement of a degree, diploma or certificate issued by an accredited or registered formal institution of learning C Recognised or registered structured experiential learning in the workplace that is required after the achievement of a qualification – formally assessed by a statutory occupational or professional body Structured learning in the workplace with mentoring or coaching Workplace Occupational or professional knowledge and experience formally recognised through registration or licensing D Occupationally directed instructional and work-based Learning Programme that requires a formal contract – formally assessed by an accredited body Institutional instruction together with structured, supervised experiential learning in the workplace Institutions and workplace Theoretical knowledge and workplace learning, resulting in the achievement of a South African Qualifications Authority registered qualification, a certificate or other similar occupational or professional qualification issued by an accredited or registered formal institution of learning E Occupationally directed instructional and work-based Learning Programme that does not require a formal contract – formally assessed by an accredited body Structured, supervised experiential learning in the workplace which may include some institutional instruction Workplace and some institutional as well as ABET providers Credits awarded for registered unit standards F Occupationally directed informal instructional programmes Structured information sharing or direct instruction involving workshops, seminars and conferences and short courses Institutions, conferences and meetings Continuing professional development, attendance certificates and credits against registered unit standards (in some instances) G Work-based informal programmes Informal training Increased understanding of job or work context or improved performance or skills

Skills Planning and the Learning Programme Matrix
Create a Skills plan that comprises the following: Measurement of Skills Development indicators A = (B ÷ C) x D Where: A = score for any given indicator as referred to in the scorecard B = adjusted recognition for gender C = Target for the applicable indicators as referred to in the scorecard D = Weighting for the applicable indicators as referred to in the scorecard

BBBEE and Skills Development
With a weighting of 25 points in total, this is an element to focus on. The 6% of payroll spend requirement can be used for optimal ROI by projecting talent needs per race and gender category and using the money in bespoke projects such as bursaries, internships, learnerships, apprenticeships and other programmes. The ability to thereafter integrate the said individuals into employment is crucial and adds the additional 5 bonus points. This makes proper pre-assessment practices essential to give you the best chance of converting the said persons into full employment. There is a limit of 15% (of the total soend amount claimed) in claiming expenses associated with the skills development (eg travel, accommodation and catering) and furthermore, mandatory training (e.g. FICA, FAIS, OHS) is not recognized. Uncertified learning is also capped at 15% of the total spend claim.

The BBBEE Players

EME increased from R5 million to R10 million
Amended Broad -Based Black Economic Empowerment Codes Of Good Practice October 2012 The thresholds for Exempted Micro Enterprises and Qualifying Small Enterprises have been adjusted as follows: EME increased from R5 million to R10 million QSE: R5 million -R35 million to R10 million - R50 million Large entities: R50 million and above

Qualifying Small Enterprises (QSE’s)
Qualifying Small Enterprises (QSE’s) are defined by the Codes as companies with an annual total turnover of between R 5 million and R35 million. Government has singled out small enterprises as vital in the fight for job creation and economic growth. According to the Small Enterprise Development Agency (SEDA), small enterprises already contribute approximately 35% of the country's gross domestic product (GDP) and employ over half the number of people who work in the private sector. Aiming to ease the regulatory burden on small enterprises, the Codes require QSE’s to comply with ONLY four out of seven elements on the QSE scorecard. And while every company qualifying for measurement under the Codes must maintain a scorecard, the codes have further eased the BEE compliance burden by setting lower targets for these companies. Unlike the Generic Scorecard, the QSE Scorecard allocates an equal 25% weighting to each of the seven elements, or pillars, of B-BBEE. As QSE’s only have to elect four of the elements, selected elements of compliance total 100%.

Exempted Small & Micro-enterprises
Exempted Small & Micro Enterprises (EME’s) are defined by the Codes, as companies with an annual total turnover of R 10 million or less. EME’s have a BEE recognition of a Level 4 contributor and those, which are either 50%, owned by black people or 50% owned by black women are promoted to a Level 3 contributor. They also automatically qualify for procurement

Our Future Reflexive Practical Foundational

To Summarise "Gross National Happiness is more important than Gross National Product" by Jigme Singye Wangchuck, King of Bhutan.

Thank you! “Man often becomes what he believes himself to be. If I keep on saying to myself that I cannot do a certain thing, it is possible that I may end by really becoming incapable of doing it. On the contrary, if I have the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have it at the beginning.” ― Mahatma Gandhi

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Skills Development: a real world update

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