Access to quality FLC education supports the National Apprenticeship and Artisan Development Strategy 2030. The Department of Higher Education and Training published details about the strategy in the Government Gazette in terms of the Skills Development Act. Refer to Skills Development Act: National Apprenticeship and Artisan Development Strategy 2030 | South African Government (www.gov.za).
According to the DHET [Department of Higher Education and Training (dhet.gov.za)], the strategy is informed by the National Development plan. It also draws inspiration from the White Paper on Post School Education and Training and the National Skills Development Plan. Refer to National Development Plan 2030: Our future – make it work (www.gov.za) and White Paper.indd (dhet.gov.za). Chapter 9 of the NDP 2030 makes explicit and implicit references to the apprenticeship system, referring to proposed objectives and outcomes. Also refer to merseta.org.za/wp-content/uploads/2021/04/Promulgation-of-the-National-Skills-Development-Plan.pdf. Note the executive summary which contains a significant and explicit reference to apprenticeships.
This directly links the white paper to the National Development Plan. It states, “In areas of work such as the artisan trades, apprenticeships have traditionally been the pathway to qualifications. However, the apprenticeship system has been allowed to deteriorate since the mid-1980s. This has resulted in a shortage of mid-level skills in the engineering and construction fields. Re-establishing a good artisan training system is an urgent priority. The current target is for the country to produce 30 000 artisans a year by 2030. It is also important to expand other forms of on-the-job training, including learnerships and internships in non-artisan fields. SETAs [SETAs of South Africa (nationalgovernment.co.za)] have a crucial role to play in facilitating such workplace learning partnerships between employers and educational institutions.”
Quality FLC education
Quality FLC education will play an important role in a revived apprenticeship system in the country.
Higher Education, Science and Innovation Minister, Dr Blade Nzimande, says that the key focus of his strategy is the rejuvenation of the South African apprenticeship system. This will be done via implementation of the Apprenticeship of the 21st Century or “A21”. Refer to Apprenticeships of the 21st Century | Apprenticeship For Employers (westerncape.gov.za) for more reading on A21.
The strategy focuses on apprenticeship and artisan development system role players and the new seven steps to becoming an artisan. Refer to 7-Steps to becoming an Artisan (dhet.gov.za). It also places emphasis on artisan recognition of prior learning; trade testing; certification; quality assurance; skills development providers; and TVET colleges. Moreover, the strategy focuses on the lead and host employer concept in A21 and a national apprenticeship and artisan development advisory board. Importantly, it also highlights the potential contribution of state-owned companies in apprenticeship and artisan training. The current quality of training by these institutions is a concern and, therefore, a weak link in the system. Meanwhile, the quality of some private training providers has also been placed under the spotlight.
Notably, the National Skills Development plan 2030 is now the de facto guide for skills development up to March 2030. It replaces the previous national skills development strategies that were issued every five years since 2000 by the Minister of Higher Education. This is as advised by the National Skills Authority and in line with Section 5(1)(a)(ii) of the Skills Development Act 97 of 1998. Refer to https://www.merseta.org.za/wp-content/uploads/2021/04/Promulgation-of-the-National-Skills-Development-Plan.pdf. Also make reference to https://static.pmg.org.za/docs/2000/appendices/000229SDASummary.htm#:~:text=The%20Skills%20Development%20Act%20aims,of%20work%20and%20labour%20mobility.
FLC education helps develop artisans
Quality FLC education will help to develop the many artisans that we need to grow and develop the economy. We are currently only producing 15 000 qualified artisans a year. Since the NDP was implemented in 2012, we have only developed 42,9% of the tradespeople that we need to prosper as a nation. This is nowhere near to the 30 000 artisans that the National Development Plan stipulates that we need to develop every year. However, the department is hopeful that it will increase the number of individuals enrolling for artisan training to 30 000 by this year.
It is evident that there is political will to address the skills shortages that are impeding productivity and efficiency in private enterprise and state institutions. Still, actions speak louder than words and time will only tell if this ambitious plan will be implemented at grassroots level. There is a risk that it will fail in the same way as government’s strategy to “break the back of illiteracy” has. Its ABET programmes are a mere shadow of their former selves, despite numerous attempts to revive them. This is not to mention its dismal performance in arresting the decline in maths and science skills. The advice of experts to improve our basic education system has been ignored by government. Thus, literacy, maths and science skills continue to decline.
FLC education imparts maths skills
A FLC education imparts the maths skills that individuals need to become competent artisans.
The DHET notes that poor maths skills have prevented more individuals from pursuing apprenticeship training.
Many employers are insisting that apprenticeship candidates have achieved at least 50% in mathematics and science. The DHET believes that a pass mark of between 45% and 50% for these subjects is a realistic expectation for Grade 12 learners who want to pursue a trade.
Responding to the concerns of industry, the DHET launched a pilot programme to explore ways of addressing foundational competency challenges. In future, this will become a permanent foundation learning programme or “FLP”.
To access the programme, candidates will need to have completed Grade 9 or Grade 12 (Academic) with physical science and mathematics, or Grade 12 Technical. Individuals who have passed both types of matric with between 45% and 50% in mathematics and science will be credited in these subjects. Moreover, learners who have passed Grade 12 (Technical) with more than 50% for their technical subjects will receive further credits. They will then have to complete the rest of the foundational competencies of the FLP to access the A21. Previously, this was not the case. Therefore, many candidates entered apprenticeships with only a Grade 9 and scant foundational skills. This largely contributed to the dis-functionality of the NC (V) courses. Learners are, therefore, being incentivised to complete matric with the necessary subjects before enrolling for apprenticeship training.
Enrol for an FLC education
Meanwhile, individuals who have completed ABET Level 4 can enrol for an FLC education to equip themselves with the skills that they need to cope with occupational training. Holders of an ABET Level 4 certificate have communication and maths skills that are equivalent to those of someone who has completed Grade 9. These skills are at a National Qualifications Framework Level 1. Refer to https://www.westerncape.gov.za/service/national-qualifications-framework-nqf-qualifications-and-unit-standards#:~:text=Description%3A,are%20recognised%20throughout%20the%20country. Individuals who have completed ABET Level 3 can also apply. However, they need to first undergo a placement assessment to determine if they are ready for a FLC education. This assessment is undertaken by a Quality Council for Trades and Occupations-accredited FLC education training provider.
Complete a FLC education
Candidates must now complete a FLC education before enrolling for new QCTO-registered occupational qualifications in relevant engineering fields. These occupational qualifications will replace existing NATED report N1, N2 and N3 programmes that are provided by TVET colleges. This is part of a drive by the DHET to ensure that technical skills training is closely aligned with the skills needs of a rapidly changing economy. Modern employees need to be creative and able to think critically. They must also possess interpersonal skills, as well as be able to write, present and negotiate. Furthermore, employees in the modern workplace must have an ability to present a reasoned argument, as well as ask the correct questions and seek out the answers.
As early as 2010, the QCTO [https://www.qcto.org.za/] was being primed to handle all of SAQA’s [https://www.saqa.org.za/] occupational-related qualifications. This process is expected to be completed in 2023 and will have far-reaching implications on the training system and industry.
Transferring occupational-related qualifications from SAQA to QCTO makes sense. This is considering the QCTO’s specific focus on occupational qualifications. SAQA, on the other hand, has always had a broader mandate that covers all education and training. Its focus on occupational qualifications has, thus, been diluted.
Importantly, the QCTO has also always been more closely aligned with the DHET than SAQA.
FLC education includes FML
An FLC education includes FML, or “Foundational Mathematical Literacy. The numeracy skills imparted by FML encompass number and quantity; data and chance; measurement; space and shape; and patterns and relationships. Importantly, FML also teaches finance, considering that many people who learn a trade also aspire to start their own businesses. This also supports governments focus on developing more black-owned small businesses to help alleviate high youth unemployment.
Minimum mathematical literacy, FML provides learners with an adequate foundation to cope with the numeracy demands of occupational training. This basis can be developed further in mathematical concepts that may be specific to an occupation or trade.
Candidates who have completed FML, can respond to mathematical information that has been presented in a variety of ways. They will be able to solve problems by defining them; analysing and making sense of the information provided; and planning how to solve them. Candidates can then execute their plan; interpret and evaluate the results; and justify their method and solution. In solving problems, individuals will apply various skills that they learnt during FML. This includes identifying or locating relevant information, ordering, sorting, comparing, counting, estimating, computing, measuring, modelling, interpreting and communicating.
FLC education’s FML
FLC education’s FML teaches the maths skills that employees also need to function effectively in the workplace.
Bricklayers, for example, use maths when measuring cuts of materials and setting out the positions and heights of walls. They do this while also considering angles, measurements, dimensions and space as part of their job. Moreover, they use ratios of sand and cement in the mortar to ensure that it is the correct strength. For example, above and below ground they will use a 6:1 mix of sand and cement. They will start calculating this mix by knowing that a 25kg bag of cement contains four full shovels. Therefore, 24 shovels of sand are required to achieve a good mix. Stronger mixes are sometimes also required below ground that require more cement and extra lime. A typical example of such a mix is a 3:2:1 ratio of sand, lime and cement.
Meanwhile, electricians use maths skills such as addition, subtraction, multiplication and division to perform routine measurements and calculations. They deploy fractions, percentages and decimals to calculate room dimensions, wiring lengths and loads, as well as to convert watts to kilowatts. For example, when calculating loads, they will convert percentages to decimals or whole numbers. A case in point is 125% is equivalent to 1,25. They will then multiply this number by the value of the load to calculate the circuit breaker size or fuse that they need to use for their installation.
FLC education lays maths foundations
A FLC education lays solid maths foundations.
For example, this forms the basis for mechanics to develop their understanding of fractions to work with bolts and nuts in an engine or car body. These nuts and bolts all have designated sizes. The head of a bolt is usually six-sided, but occasionally may be square in shape with only four sides. A case in point is the square-sided bolt of a battery terminal.
They will also have the basis to learn how to calculate torque; engine size and displacement; kilowatts; and firing sequence. Torque is expressed in Newton-metre and is a measurement of the force needed to tighten a bolt. Kilowatt is determined by multiplying the diameter of a cylinder by the number of cylinders and then dividing that figure by 2,5. Engine size is the volume of the engine. It is a combination of the volume of all 4, 6 or 8 cylinders – whichever may be the case. This is also called engine displacement. The firing sequence refers to the order in which each cylinder is ignited or fired and is determined by the vehicle original-equipment manufacturer. The firing sequence is not random but occurs in a highly researched order. It has been designed to provide maximum power and efficiency to the engine.
Notably, there is a major shortage of apprenticeship skills in South Africa’s automotive manufacturing industry. These include motor body repair and spray painting; mechanics; automotive engineering and machining; engine fitting; welding; vehicle bodybuilding; and auto electrical.
For this industry to thrive, these skills shortages must be addressed. The industry currently contributes 4,3% to South Africa’s GDP. The export of vehicles and automotive components amounted to R207,5-billion in 2021. This was 12,5% of our total exports.
FML education addresses skills gaps
A FML education also addresses communication skills gaps. These are also thwarting plans to develop more artisans in the country. Occupational training is presented in English and candidates are, therefore, also expected to write their trade tests in the language. This is considering that English is the formal language of instruction and learning. Without at least a basic understanding of English literacy, individuals will not be able to cope with occupational training. Meanwhile, they also need to be proficient in the language to perform well in the workplace where English is mainly spoken as the formal language of business too.
There is not a single job that does not require communicating with co-workers or higher-ups. Fitter and turners, for example, use communication skills when working effectively within a team of other professionals. They also have excellent listening skills to understand instructions that they receive.
Meanwhile, plumbers use their communication skills to interact with colleagues, apprentices, supervisors, suppliers and inspectors. They also communicate with other tradespeople when co-ordinating work, resolving problems quickly and efficiently and ensuring safety when they are working.
FC of FLC education
FC of FLC education covers all the skills that apprentices need to communicate effectively in the workplace. This includes sound listening; reading comprehension; and technical vocabulary.
These are all skills that the various building trades put to good use on typical building projects, for example. Communication is critical on any building project where many different trades work simultaneously or follow a predetermined sequence of operations. Without sound communication, they will clash or there will be downtime, potentially impacting the ability to complete the project according to scope, time and cost.
Building tradespeople have sound listening skills to receive the direction that they need to complete their tasks. They must be able to interpret exactly what has been communicated to them by construction managers or supervisors to implement their instructions correctly. When uncertain about what is being communicated to them, they need to ask questions to clarify what exactly needs to be done. This is to avoid mistakes that may cost time and money and even impact the overall quality of the final structure. Failing to follow safety instructions can also result in severe injury to self or others. In extenuating circumstances, it can even lead to fatalities on site, as well as site closures and the risk of civil and criminal action.
Building tradespeople also need good reading comprehension skills to review blueprints that explain how a task needs to be completed.
They must also have a working knowledge of the vocabulary associated with their particular discipline. For example, they need to know the proper names of tools and equipment; processes; methods; and techniques. The importance of shared vocabulary for sound communication on building sites cannot be overstated. For instance, there can be no confusion between the terms “A/C”, “A/C Circuit”, “A/C Condenser” and “A/C Disconnect”. Doing so could have disastrous outcomes.
FLC education covers writing
An FLC education also covers writing and speaking skills, both important means of communicating.
Building tradespeople also need good written communication skills, especially in an era with so many different methods of communicating via the written word. For example, WhatsApp has become a very effective means of communicating in the construction sector. It is not uncommon for Contracts Managers, Supervisors, Foremen and even Contracts Directors to communicate with team members using this platform. The information relayed is also binding which is important to ensure accountability between so many different team members. To communicate ideas clearly and succinctly on this platform, building tradespeople need to be able to spell and use grammar and punctuation skills correctly.
Importantly, these artisans also need to communicate effectively in the spoken word. The information that they relay needs to be understood to avoid misunderstandings that lead to delays and mistakes. They also need to be able to communicate with people from different backgrounds and education levels. This is considering the diverse nature of a typical South African construction site. Many people of various backgrounds, cultures and educational backgrounds work together to construct a structure.
Notably, most of the apprenticeship shortages are in the construction sector.
FLC education through us
Many employees have completed an FLC education through us and then gone on to learn a trade. This is because Triple E Training is a leading provider of QCTO-accredited FLC training.
Notably, we were among the first to provide this type of training and to have our FLC education accredited by the QCTO. The accreditation was based on our many years of experience providing FLC education. This includes the comprehensive training material and quality assurance procedures that we have developed specifically for FLC education. The overall quality of instruction that learners receive from our skilled and experienced facilitators also helped us to secure our accreditation. These have been widely adopted throughout the training industry as the norm for FLC education.
Learn more about Triple E Training and our quality FLC education, as well as other state-of-the-art adult literacy and numeracy training solutions. www.eee.co.za
