GETC: AET for employees - Triple e Training

GETC: AET for employees

The GETC: AET NQF 1 [https://regqs.saqa.org.za/showQualification.php?id=71751] learnership was designed specifically for low or unskilled employees. It equips them with essential workplace literacy skills that they need to perform their jobs effectively. This is in addition to the basic education proficiencies that they need to continue learning. 

At NQF 1, this qualification is equivalent to a grade 9 school education. This is an important education level for a number of reasons. It builds foundations for further skills development. This is by introducing learners to more complex concepts such as mathematical literacy and literacy. In this way, critical, logical, independent and creative thinking skills are developed. These are used to solve problems and make sound decisions. 

It also develops interpersonal skills, including communication, empathy and conflict resolution.

Importantly, however, there is also a strong correlation between education at this level and future learning achievement. Employees learn the importance of developing study habits and time management to succeed in a GETC: AET NQF 1 learnership.

Performance at this level of education also provides an indication of the type of learning paths to pursue next. They include academic, vocational and occupational. Irrespective of the type of learning selected these paths should all lead to NQF 4 qualification [https://www.icb.org.za/benefits-of-an-nqf/#:~:text=This%20level%20of%20qualification%20usually,levels%20of%20education%20and%20training].

This level of qualification signifies a basic understanding of a subject area. It also denotes the acquisition of foundational skills and knowledge, while serving as a stepping stone to higher levels of education.

GETC: AET fundamental learning

The two GETC: AET NQF 1 fundamental learning areas include language, literacy and communication and mathematical literacy. 

All employees need communication and basic numbers skills to perform at optimal levels. Moreover, they use these proficiencies to work in a healthy and safe manner. This ensures that they always comply with standards on site, in the field and in the office. In this way, improved workplace literacy skills support the entire risk assessment process. This is considering that they enable workers to understand and follow health and safety requirements and regulations.

Employees with sound communication skills can understand and connect with colleagues, higher-ups and customers. This mitigates misunderstandings that lead to mistakes, delays and subpar workmanship. In extenuating circumstances, this can even cost a company business.

A fundamental communication skill in the workplace is reading comprehension. All fields require employees to understand even the most basic written information. If employees struggle to read for meaning, their work process will become tedious and unproductive.

Employees who understand a text will be able to locate the most important part of the message quickly and efficiently. They can then action the instruction accordingly and timeously. 

Employees with good reading skills can also better collaborate with colleagues. This is relevant to most jobs that require interaction with other workers. Employees use writing to ask one another questions to move a project forward. This is considering that it is impractical to schedule a meeting every time there is uncertainty around a task. If a team member cannot understand what is being communicated in writing, work will not be completed on time.

Good reading-comprehension skills also enable employees to identify mistakes in documents. Moreover, it enables them to ask searching questions about the meaning of a text and take corrective action. 

GETC: AET NQF 1 LLC 

GETC: AET NQF 1’s LLC also imparts sound writing skills. These are used widely in all types of roles. Most employees have to file reports; write emails; and send memos.

Good internal writing skills demonstrate competency to peers, managers and subordinates. This by being able to communicate their ideas sufficiently. 

Employees also need to communicate effectively with customers. When doing so, they are not only representing themselves but also their company. Thus, mistakes made are not only the writer’s. They are also the employer’s for who they work. This tarnishes a company’s reputation in the eyes of customers.

LLC also develops both verbal and non-verbal communication skills.

Employees use their verbal communication skills to express ideas, thoughts, emotions and experiences. Good communication skills also enable staff to give clarity to other team members or seniors. An ability to put across points and ideas easily and give clarity when communicating verbally also saves time.

This ability is supported by non-verbal communication. These include proper eye contact; positive tone of voice; personal appearance; good posture; and appropriate touch. This is in addition to facial expressions; personal space; hand gestures; and body language.

LLC also teaches active listening skills. Employees use these to understand messages that colleagues and higher-up are conveying to them verbally. These skills are based on attitude, attention and adjustment. 

GETC: AET qualification

LLC contributes 23 credits towards the GETC: AET NQF 1 qualification. 

Consisting of six credits is the ability to engage in a range of speaking and listening interactions for various purposes. Exploring and using a variety of strategies to learn constitutes five credits. Reading and responding to a range of text types and writing for various purposes makes up six credits. 

Employees who have completed LLC will be able to effectively use speaking and listening strategies. This will enable them to communicate confidently for a variety of purposes and contexts. 

They will also be able to use and respond to language conventions and structures. This enables them to convey meaning and understand a variety of contexts.

In addition, they can identify and use various learning strategies to access and convey information. 

Employees can also read a variety of texts and respond to them appropriately. In this way, they demonstrate critical awareness of their purpose, themes and contexts.  

Furthermore, they can explore, plan and draft a range of texts. This is to reflect ideas, facts, opinions, different purposes, audiences and contexts in creative, expressive and imaginative ways.

They also understand and use grammar and language conventions correctly. This enables them to organise texts in a logical and coherent manner. They can also explain and analyse grammar and language conventions in terms of form and function.

Moreover, they can use verbal language skills to explain ideas in a sequenced manner across a range of transactional situations.

Employees also understand non-verbal language skills and how they influence the message that they are conveying. 

GETC: NQF 1 has also honed their interaction skills. This enables them to participate in group discussions and interviews, debates, conversations and surveys.

Skills imparted by GETC: AET

GETC AET for employees factory production line

Communication is one of the most important “soft” skills imparted by GETC: AET NQF 1 that enable employees to advance. It is also one of the most difficult to learn. 

Many diligent and enthusiastic employees are overlooked for promotion because they cannot communicate effectively. This often results in a work environment in which employees lack the confidence to share ideas.

As the formal language of business, English is considered a means of achieving upward mobility. Yet, it is the historically-disadvantaged, particularly black rural poor populations, who are least likely to have access to English learning. Black parents insist on education in English for their children. However, many teachers in the black school system, particularly in rural areas, have not acquired sufficient knowledge to teach English. Moreover, the poor use of English by these teachers hampers wider educational processes. Yet, studies show that children who were introduced to their mother tongue in grades 1 to 3 performed better. Notably, these children were only introduced to English from grade 4. This is evidence that mother tongue use can improve literacy in education and improve learning outcomes. Refer to https://www.ru.ac.za/media/rhodesuniversity/content/dsae/documents/articles/Silva_article.pdf.

GETC: AET NQF 1 directly addresses this problem that is holding many talented and diligent workers back. In this way, it fulfils the ultimate objective of AET which is to achieve redress. Refer https://www.education.gov.za/Portals/0/Documents/Policies/GET/PolicyDocumentABET.pdf?ver=2007-08-22-081525-000.

GETC: AET communication skills

There are many examples of how GETC: AET NQF 1 LLC communication skills are deployed at work.

They are indispensable on the factory floor where workers coordinate their efforts to make or produce products.

Effective communication plays a critical role in preventing injuries and fatalities. Therefore, sound communication skills are especially important in high-risk environments. These operations are also usually highly regulated with enormous consequences for non-compliance. A case in point is the chemical production industry.

Clear and frequent communication helps factory workers to do their jobs efficiently. For example, when there is a machine breakdown, workers need to communicate the problem quickly and clearly to their supervisors. This will ensure that action is taken timeously to avoid delays.

Effective communication facilitates cohesion between different business levels. When communication flows easily in both directions, employees feel more engaged in their work. This leads to greater retention and overall productivity.

These are yet more examples of how “soft” skills complement “hard” or technical proficiencies. The one cannot without the other.

Transparent communication within mining teams also fosters collaboration. This is critical in an industry where precision and safety are paramount. Moreover, when team members share ideas and concerns freely, morale is enhanced. Just as importantly, it leads to innovation in safety measures; extraction processes; and equipment operation. 

Effective communication is also vital for managers to ensure that all team members understand their roles and responsibilities. Clear communication channels facilitate quick and efficient operational updates and changes in work procedures.

AET: GETC geared at farms

AET: GETC NQF 1 is also geared at our farms, a significant employer of low and unskilled labour. 

New technological advances occur almost daily in the agricultural sector. These include improved nutrient programmes; genetics; reproduction; standard operating procedures; and animal care, to name a few. However, farm employees are responsible for implementing production changes. They are also held accountable for the success of these initiatives. This relies on effective communication between employees and their higher-ups.

Communication is also essential for disciplinary procedures; training; and motivating the workforce. The GETC: AET NQF 1 bolsters communication methods that take place on and in-and-around farms.

GETC: AET improves communication

GETC: AET NQF 1 training also improves communication in the third-party logistics industry. 

Working to improve communication among teams ensures that drivers are up to speed on important information. This includes delivery schedules; load board updates; and driver progress.

It also facilitates awareness and understanding of protocol changes at pick-up or drop-off locations. The timeous relaying of important updates and changes prevents confusion and frustration.

Effective communication ensures that problems are identified quickly. Steps can then be taken to resolve them before they become more serious. When delays or complications are communicated early, teams can work together to find solutions. For example, weather, traffic and delays can impact drivers’ ability to deliver a shipment. Problems can also arise when collecting or dropping off loads. Damaged cargo, for instance, needs to be communicated immediately and documented.

GETC: AET mathematical literacy

GETC: AET NQF 1 mathematical literacy teaches your employees basic numbers skills. This fundamental learning area contributes 16 credits to the qualification. Counting five credits, is an ability to describe and representing objects in terms of shape, space and measurement. Evaluating and solving data handling and probability also constitutes five credits. Working with numbers; operations with numbers; and relationships between them contributes four credits. Counting two credits is knowledge of measurement in a variety of contexts.

GETC: AET teaches numbers skills

GETC AET for employees keyboard keys

In this way, GETC: AET NQF 1 teaches basic numbers skills required in the workplace.

Employees who have completed the course will be able to identify and describe geometrical shapes. This in terms of their uses and measurement in different contexts. They can also use mathematical scales to interpret and draw maps for specific purposes and given equations. Moreover, they possess the ability to solve mathematical problems using various strategies. They can also measure real objects using the correct instruments and units. In addition, they possess an ability to collect, analyse and interpret data to show relationships and variations.

Employees can also use number calculations to solve realistic and abstract problems. Furthermore, they can use various mathematical techniques and strategies to calculate problems. This can be done across a range of contexts. Employees who have completed mathematical literacy can also collect data. This by choosing the correct methods to investigate a question or issue. They can also organise data using a myriad of techniques appropriate to the investigation purpose.

GETC: AET skills to use

Employees working in many different sectors are putting their GETC: AET NQF 1 numeracy skills to good use. Importantly, it is the foundation of the “hard” skills employees will learn in vocational and occupational training. This is after they have successfully completed the learnership. 

It is a fact that high-skilled blue-collar workers are among the biggest daily users of maths in the workplace. 

For example, factory employees need a sound understanding of decimals and fractions. They must be able to add, subtract, multiply and divide them. In addition, they need to reduce fractions; recognise equivalent fractions; convert them to decimals; and vice versa.

Moreover, many factory jobs require an ability to coordinate geometry. The operation of drill presses through to computer-numerical control machines is based on x- and y-axes. This is in addition to z, a and b coordinates. 

Factory workers also need a basic understanding of trigonometry. This is so that they can calculate the side and angles using the Pythagorean Theorem and trigonometric functions.

Welders, another scarce artisanal skill, read blueprints, an ability that requires a sound understanding of fractions and decimals. In this way, they can accurately measure project sizes; cut pipe to the correct sizes; and weld seams.

They also need a good understanding of geometry. This enables them to calculate angles, radius, volume, diameter and circumference to form joints.

GETC: AET bridges skills gaps

In this way, GETC: AET NQF1 bridges skills gaps in the technical trades.

For example, there is dire shortage of diesel mechanics in the country. These skills are used in the automotive manufacturing and aftermarket industry. They are also indispensable skills in construction, mining, quarrying and agricultural plant yards. Moreover, they keep the transport logistics industry running smoothly. 

Mechanics need to have a solid grasp of arithmetic, fractions, decimals, percentages, ratios and units. They use this knowledge to read gauges; convert measurements; adjust settings; estimate costs; and verify specifications. They also need to apply the Pythagorean Theory and calculate angles, distances and forces.

Algebra is used to solve equations; simplify expressions; and find unknown values. Geometry is deployed to calculate areas, volumes, perimeter and circumferences of various shapes. These are used to design, modify or repair parts and components with specific dimensions and properties.

Mechanics also use statistics. This is to summarise, compare and interpret numerical information, such as performance, efficiency, reliability and quality. Probability is used to estimate the likelihood of events, such as failures, errors or risks. These help with decision making, troubleshooting and quality control.

Mechanics also rely on maths knowledge to use cutting-edge computer software. This technology undertakes complex calculations, simulations and visualisations. It also creates and manipulates models, graphs, charts and diagrams that represent physical phenomena. These include motion, force, energy and fluid dynamics. Furthermore, computer software is used to access and store data, such as manuals, codes and records.

Maths skills are also deployed to use sensors and instruments to collect and display data. These include readings, signals and waveforms. Sensors and instruments are also used to control and adjust variables, such as speed, flow and resistance.

GETC: AET develops critical thinkers

GETC AET for employees guy checking phone

GETC: AET NQF 1 maths literacy develops critical thinkers in the workplace. It goes beyond its immediate utility of solving mathematic equations. This fundamental learning area also cultivates cognitive thinking skills.

Critical thinking allows us to dissect difficult topics; examine data; and reach reasoned conclusions. It is the foundation of sound decision-making and problem-solving. With its rigorous demands and organised techniques, it hones these skills.

Logical thinking is the hallmark of mathematics. Learners use a logical sequence of steps to solve mathematical problems accurately. This ability is used in all aspects of life and not only the workplace. For example, these skills can be used to evaluate a difficult proposal. They allow us to dissect the proposal; assess its various components; and then make an informed decision. In essence, mathematics provides the ability to sift through complex information and find the important points which require focus.

Maths hones the ability to recognise regularities in seemingly incongruous materials. This ranges from discerning recurring patterns inside numbers or recognising the symmetries contained within geometric designs. Again, this is a skill that is used in all aspects of life. For example, we frequently rely on our ability to identify patterns in symptoms of technical problems. We recognise patterns in behaviour instinctively when trying to comprehend dynamics of social connections. A mathematically trained mind is proficient at detecting order in chaos. This is an important ability to comprehend the intricacies of our environment.

GETC: AET for employee development

GETC: AET NQF 1 develops employees’ problem-solving skills. Mathematics provides them with the tools and procedures needed to investigate issues methodically.

Mathematics offers a systematic approach to problem solving. It teaches how to break complex problems down into manageable components and systematically solve them. This approach provides insight and enables an action plan to be established. Thereafter, the method is dissected into basic elements to find a solution.

The concept of experimentation is central to mathematics. It promotes the use of a variety of problem-solving tactics and approaches. When confronted with mathematical issues, we frequently iterate in multiple ways. In this way, we learn from trial and error, refining our knowledge. This also creates a growth attitude. It instils in employees the concept that difficulties are opportunities for progress. Perseverance in the face of adversity leads to mastery.

Core of GETC: AET 

Life orientation is a core learning area of GETC: AET NQF 1. The subject counts 32 credits towards this qualification. Demonstrating an understanding of sexuality and sexually transmitted infections contributes five credits. Constituting four credits is knowledge of healthy living. An understanding of diversity within different relationships in local society makes up three credits. Furthermore, employees learn how to effectively participate in the workplace. This makes up three credits of the learning area. Attending these classes, employees also gain knowledge of self to understand their identity and role within community and local society. This learning contributes three credits. Employees also learn how to plan and manage personal finances, which contributes five credits. This is in addition to learning how to manage their time, making up three credits.

GETC: AET NQF 1 LO

In this way, GETC: AET NQF 1 LO better prepares employees for adult life. This includes the world of work.

It is the study of self in relation to others and society. The learning area applies a holistic approach. It is concerned with the personal, social, intellectual, emotional, spiritual, motor and physical growth of learners. This includes the way in which these dimensions are interrelated and expressed in life. It encourages the development of balanced and confident learners. This is so that they can contribute to a just and democratic society and productive economy. The subject addresses knowledge, values, attitudes and skills.

These are about the self; environment; responsible citizenship; a healthy and productive life; social engagement; and recreation and physical ability. Importantly, it equips learners with the skills that they need to solve problems and make informed choices. It also imparts the knowledge that they need to live meaningfully and successfully in a rapidly changing society. It is an inter-disciplinary subject, drawing on and integrating knowledge, values, skills and processes. These are embedded in various disciplines, such as sociology; psychology; political science and human movement science; labour; and industrial studies.

Employees who pass this subject are aware of personal well-being to fulfilling career and other goals. They also know how to engage effectively in interpersonal relationships; community life; and society. The subject has prepared learners to be employees and employers, as well as leaders and how to follow others. They have learnt how personal decisions can influence their lives and those of others for good or bad. The inclusion of various perspectives, such indigenous knowledge systems, assist in problem solving.

GETC: AET curricula

Importantly, this subject in the GETC: AET NQF 1 curricula develops emotional intelligence. This is a highly sought after skill in the modern workplace. Emotional intelligence describes individuals’ capacity to recognise and contextualise their emotions and those of others. The concept stems from Dr Howard Gardener’s Theory of Multiple Intelligences [Gardner’s Theory of Multiple Intelligences (verywellmind.com)]. It suggests that people possess intellectual capacity in different forms and these correlate to specific attributes. The work of Dr Daniel Goleman [Daniel Goleman] has helped to shape our understanding of emotional intelligence. He proposed two theoretical intellectual forms. These include interpersonal and intrapersonal intelligence. Interpersonal intelligence is the ability to detect or respond to others’ moods, motivations and desires. Interpersonal intelligence is being self-aware and attuned with one’s own values, beliefs and thinking.

Emotional intelligence differs from rational intelligence in its focus. Rational intelligence involves fact and tight logical reasoning. On the other hand, emotional intelligence refers to the ability to apply fact and reasoning. Therefore, some experts believe that emotional intelligence or “EQ” is more important in business than high rational intelligence or “IQ”. However, the two work together. Without the guiding influence of IQ, EQ can become deeply subjective in a way that is not conducive to business goals. Used effectively; however, it can play an important role in fostering internal collaboration and external alliances.

GETC: AET teaches diversity appreciation

LO of GETC: AET NQF 1 teaches diversity appreciation. This is a vitally important skill in our diverse workplaces that are transforming continuously as our democracy grows. 

In today’s business landscape, workforce diversity has emerged as a critical driver of innovation. A vibrant and multicultural nation, South Africa is at the forefront of this movement. Our country continues to provide businesses with a unique opportunity to leverage the power of diversity.

In a democratic society, personal and individual needs have to placed in a social context. This is to encourage acceptance of diversity and to foster commitment to the values and principles espoused in the constitution [SAConstitution-web-eng.pdf (justice.gov.za)]. Discrimination on the basis of race, religion, culture, gender, age, ability and language, among others, are addressed by LO. This focus area also deals with social relationships and other human rights and responsibilities. It is important for employees to be politically literate. This is an ability to understand the democratic processes and meaningfully participate in it. 

In this way, they also help to grow our economy. This is considering the role that democracy plays in a vibrant economy. Economist have found that democratisation can lead to between a 20% and 25% increase in GDP. Conversely, there is also indisputable evidence of the economic costs of democratic decline. They include stagnation; policy instability; cronyism; “brain drain” and violence. Under autocratic regimes, businesses face new risks. This is as autocrats refashion markets to reinforce their political dominance. Common consequences are retaliatory and punitive applications of taxation, regulation and licensure. This is in addition to discriminatory access to government contracts and public services. Extortionary demands for political contributions are also commonplace in authoritarian societies. 

Employees who study GETC: AET

Employees who study GETC: AET NQF 1’s LO also value democratic business leadership styles. Good democratic leaders are team players; adaptable; have a fair mind; and are engaged in processes.

These leaders are sincere and make decisions based on their morals and values. They also tend to seek diverse opinions and do not try to silence dissenting voices or those who offer a less popular view. As a result, their followers feel inspired to act and contribute to the group.

Companies with this type of leadership usually have better ideas and more creative solutions. This is because team members are encouraged to share their thoughts. They also feel more involved and committed to projects. Therefore, they are more likely to be invested in the end results. Moreover, research has shown that democratic leadership contributes to higher productivity among group members. It is also associated with an increase in staff morale. Refer to Leadership styles part 2: democratic.

However, democratic leadership is only effective if employees have the skills to participate in the system in a meaningful way.

GETC: AET develops voice behaviour

GETC AET for employees blowing whistle

GETC: AET NQF 1 LO develops employees’ voice behaviour.

LO reaffirms the importance of volunteerism and social service in a democratic society. This supports companies’ own corporate social responsibilities.

Employees’ voice behaviour can also play a crucial role in addressing CSI issues, beyond general work-related problems. When employees speak up, appropriate voice systems within the workplace can prevent corporate scandals. Moreover, when organisations effectively adopt employees’ voices, they can reduce risks of reputational damage. This is by preventing employees from engaging in whistleblowing that exposes corporate misconduct.

GETC: AET supports LO programmes

Certainly, this GETC: AET NQF 1 learning area also supports companies’ own LO programmes. 

More companies are realising the importance of approaches to employee well-being. In these working environments, staff are equipped with tools and resources to live balanced, fulfilling and successful lives. These LO programmes encompass many aspects. These include mental and physiological health; work-life integration; personal development; and emotional intelligence.

Enterprising companies often integrate LO into the onboarding process. This early introduction helps new staff to acclimatise to the company’s cultures and values. At the same time, emphasis is on the importance of maintaining a healthy balance between work and life. 

Organisations also focus on LO during times of organisational uncertainty or change. Employees may feel more stress and anxiety during a merger; a restructuring; or change in business strategy. Here, LO may include providing support via counselling; resilience workshops; and tools for navigating change. This fosters a sense of stability and security in employees. 

Moreover, LO is an effective way of addressing the challenges that employees face personally and professionally. These initiatives may focus on financial advice; wellness programmes; and counselling services. 

A workforce that feels valued and supported will be more engaged and productive. LO initiatives also contribute to positive work cultures where employees feel motivated to do their best. By addressing the needs of each individual, companies also foster creativity, innovation and collaboration.

LO also increases job satisfaction and reduces the risk of burnout. In turn, this helps employers to retain their best talent, reducing cost of recruiting and training.

In addition, LO promotes healthy work environments. Employees who are physically and mentally healthy will be likely to positively contribute to the culture of their workplace. This also encourages a sense of community and mutual support.

GETC: AET NQF 1 “electives”

These GETC: AET NQF 1 learning areas are complemented by elective learning areas or “electives”. They count 50% towards the qualification. 

One of the elective learning areas is economic management sciences. Counting three credits towards this subject is basic accounting practice skills. The study of contracts and their sources counts five credits. Learning of the principles of supply and the concepts of production constitute two credits. Employees also gain knowledge of the different types of business and legal implications. This counts four credits. The subject also imparts the ability to identify, discuss, describe and compare major economic systems. This counts two credits. Management expertise and administrative systems make up four credits.

Employees need to understand how business works. Lack of this knowledge among employees is one of biggest contributors to business failure. Staff who know how business works will be aligned with other team members; higher-ups; and the vision of the company. 

GETC: AET economic management sciences

Employees who have studied GETC: AET NQF 1 economics management sciences know how their companies started. Most likely, it was founded by one or more promoters of an idea. This idea addressed certain needs in society or part thereof. In return for the value received, customers pay money for these products or services. Employees know that before money could be generated, promoters first believed in their idea.

They were so convinced that it would work that they ploughed sufficient time, effort and money into it. In doing so, they first gauged the quantity and quality of resources needed to execute the vision. One of these resources included employees. They then determined which customers would see value in their distinctive offer, and how best they could be reached. Furthermore, the promoters of the business determine the amount of sales they needed to make a profit on the venture. 

The more employees understand this vision, the greater the chance that they are able to contribute towards it. Employees can best fulfil their roles by focusing their full intent and ability towards serving that vision. When they channel business resources to achieve company goals, they become more valuable. Promotions and increments are likely to follow to the benefit of employees.

GETC: AET NQF 1 sciences

Other GETC: AET NQF 1 elective learning areas include human and social, as well as natural sciences.

The study of human and social sciences also develops the “soft” skills that are so in demand by employers.

Attending human and social sciences, learners will again have opportunity to practice their writing skills. Employees train in organising their thoughts around a topic and then articulating them clearly in writing. 

They also become skilled in researching topics using multiple sources. They also learn to assess the accuracy of their sources and only then draw conclusions. These are based on their findings. Employers value workers who know how to research a problem. This includes the history of the issue; the causes and origin; and previous solutions that worked or failed. Furthermore, understanding of problem scope and impact assist in decision making.

The study of human and social sciences also trains students to be active learners. This is opposed to being passive receivers of information. Learners are taught to approach texts critically. They are encouraged to rigorously question ideas and assumptions and identify inconsistencies. Moreover, they learn to identify errors in arguments and are trained to be objective to produce evidence-based conclusions. 

Certainly, the study of human and social sciences also develops analytical skills. Attending these classes, employees learn how to analyse evidence that they have collected. They have also developed an ability to explain to others how their evidence proves their main argument.

Learners of this subject have also developed creative thinking abilities. Analytical skills require creativity because the obvious solution may not always be the most effective. Often problems require “out-of-box” thinking. Learners are taught to think in complex and nuanced ways. 

GETC: AET human sciences learners

GETC: AET NQF 1 human and social sciences learners also practice their communication skills. They learn how to explain their ideas to others in a manner that they can understand and convince them about their ideas.

Learners of this subject also work as a team. This while learning how to assert their opinions constructively and to incorporate the contributions of others. In turn, this fosters teaches how to foster deeper connections with others.

Demonstrating knowledge and understanding of relationships between social justice, human rights and democracy counts five credits. Counting six credits towards the subject is an understanding of diversity and change in a dynamic society. Knowledge of relationships between society, the environment and development constitutes six credits. Counting six credits is an understanding of the relationship between events, time and space. This is in addition to their effect on society.

GETC: AET natural sciences 

GETC: AET NQF 1 natural sciences complements maths literacy in that it also fosters critical thinking skills. 

Scientific inquiry requires observation; data analysis; problem-solving; and logical thinking. By engaging in scientific investigations and experiments, learners develop observation skills. This includes the ability to pay attention to detail and recognise patterns and relationships. 

Attending these classes, employees learn how to analyse data. This includes collecting, organising and interpreting data to draw meaningful conclusions.

They also exercise their problem-solving skills. This includes the ability to identify problems; formulate hypotheses; and design experiments or solutions.

Employees also learn how to reason logically. This includes applying deductive and inductive reasoning to draw valid conclusion based on evidence.

These critical thinking skills extend beyond scientific contexts. They are transferrable to many other disciplines and real-life situations. Employees with these skills can approach challenges with a logical and analytical mindset. This enables them to make informed decisions based on evidence.

Beyond its practical applications, the study of natural sciences contributes to personal growth and a deeper appreciation of nature. Learning about the intricate mechanisms that govern life on earth fosters a sense of curiosity and wonder. It encourages further exploration with a scientific mindset and, in this way, nurtures a passion for lifelong learning.

GETC: AET NQF 1 knowledge

Furthermore, this GETC: AET NQF 1 knowledge leads to environmentally conscious behaviours. This is as we comprehend the impact of human activities on ecosystems and biodiversity.

More local companies are committing to substantial progress in sustainability. They have become “environmental champions” by spearheading the path towards environmentally conscious decisions. These companies have set up exemplary standards for eco-awareness in South Africa. They stand at the forefront of best eco-product innovation, altering consumption patterns and engagement with everyday products. Their employees must also be invested in their vision to protect the environment.

The ability to apply concepts and principles in the natural sciences counts five credits. Constituting two credits is an understanding of the impact of scientific and innovation on life quality. Conducting investigations in natural sciences counts four credits. Constituting two credits is the ability to analyse scientific skills and knowledge to sustainable resource use. Demonstrating an understanding of science concepts contributes a similar number of credits.

GETC: AET specific focus

GETC: AET NQF 1’s specific focus on “soft” skills provides many benefits to both employer and employee, alike. 

This includes increased efficiency and productivity. Training in communication and problem-solving can bolster productivity and retention by 12% and deliver a 250% return on investment. Refer to https://michiganross.umich.edu/rtia-articles/soft-skills-training-boosts-productivity. This is as a result of effective collaboration with co-workers, managers, clients and other stakeholders. In turn, this prevents misunderstandings, conflicts and errors that negatively impact productivity and performance.

It also develops stronger interpersonal and professional relationships. Employees with high emotional intelligence can recognise and manage their own emotion and those of others. They can empathise; build rapport with others; and motivate themselves and others positively. These skills can help employees to improve relationships with colleagues, customers, supervisors and other stakeholders.

Companies that invest in “soft” skills training also report improved retention rates. People want to work for companies that prioritise their growth and development. Due to increased staff retention, businesses also save on recruitment costs.

Developing Soft Skills

Developing soft skills, such as creativity and problem-solving, can lead to individual innovativeness. This is according to a study by Hendarman and Cantner [Soft skills, hard skills, and individual innovativeness | Eurasian Business Review (springer.com)]. In turn, this enables employees to generate new ideas, products and services. These add value, solve problems and, ultimately, help companies stay abreast of competition while meeting customer expectations. Furthermore, companies that prioritise innovation experience 2,6 times higher revenue growth. They also achieve 2,5 times higher profit margins than those companies that do not innovate.

Moreover, investing in developing your employees’ “soft” skills leads to a more engaged workforce, resulting in higher profitability and growth. Studies show that companies with highly engaged employees outperform their competitors by 147% in earnings per share. They also have a 90% improved growth trend. Refer to 10 Timely Statistics About The Connection Between Employee Engagement And Wellness (forbes.com).

Achievement of GETC: AET

Achievement of the GETC: AET NQF 1 qualification will enable employees to pursue three learning pathways.

They can select a vocational route by completing a National Certificate. These vocational qualifications are at NQF levels 2, 3 and 4. 

They enable employees to start studying in their chosen field. This is opposed to first completing grade 10, 11 and 12 to matriculate. 

Employees who have completed NCV level 4 can apply to study further at universities. However, the qualification needs to be in a similar field. Regular university application processes and requirements still apply. 

However, the nature of vocational training means that employees have already been equipped with necessary “hard” skills. This provides them with a great benefit and professional lead over counterparts with a National Senior Certificate.

Employees can also access occupational specific qualifications at NQF 2 with a GETC: AET NQF 1 qualification.

The Quality Council for Trades and Occupations QCTO Home of skills assurance has developed more than 300 occupational qualifications. These are customised and responsive to the needs of the economy. They are aligned with the latest industry trends. This is considering that they have been developed with industry professionals. They identified tasks to be performed and specified the occupational profiles required. Industry input ensures that the curriculum meets the quality criteria of relevance and responsiveness. This ensures that learners are equipped with work-relevant skills and practical training.

The occupational qualifications are divided into three components. They include theory, practical and a work-based component. The latter enables learners to gain important experience and ensures that they are “work-ready”.

GETC: AET NQF 1 learnerships

Triple E Training is a leading provider of quality GETC: AET NQF 1 learnerships. This is in addition to QCTO-accredited foundational learning competence training. It is mandatory for employees to complete FLC before studying for a QCTO occupational qualification.

FLC teaches employees how to use their communication and numeracy skills to learn. This is the next logical step after AET, which taught them how to read, write and do basic maths. Refer to https://www.qcto.org.za/foundational-learning-competence-framework-(flc).html.

Triple E Training is accredited to provide training for a GETC: AET NQF 1 qualification by Umalusi. https://www.umalusi.org.za/ sets and monitors standards for general and further education and training. This is done in accordance with the National Qualifications Framework Act No 67 of 2008. Its services are also aligned with the General and Further Education and Training Quality Assurance Act No 58 of 2001. The council is tasked with developing and administering a qualifications sub-framework FET and for the attendant quality assurance.
Learn more about Triple E Training and our quality adult literacy and numeracy training programmes. www.eee.co.za

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Unlock the Full Potential of Your Employees. Leave your details & our team get back to you.

Note: Please be assured that all personal data submitted is handled with the utmost confidentiality & will only be used for the purpose of addressing your inquiries.