The GETC: AET/ABET NQF 1 [SAQA] is also for unemployed youth. This is in addition to the role that it plays in equipping unskilled and semi-skilled employees with workplace literacy skills.
On 16 June 2024, we were again reminded about the large role that youth can play in bringing about important change in the country. This is the 48th anniversary of the 1976 student uprising in Soweto, a turning point in the “struggle”.
However, 30 years into democracy, many young South Africans languish in unemployment. They are being denied the right to freedom to trade, occupation, and profession. This is a basic human right enshrined in our Constitution [https://www.justice.gov.za/constitution/SAConstitution-web-eng-02.pdf]. Many of these young citizens are also not in education and training. This is yet another basic human right that these citizens do not have [https://section27.org.za/wp-content/uploads/2017/02/Chapter-1.pdf]. Note that the Constitution also emphasizes the importance of AET for those adults who have not completed basic education.
Worryingly, young adults who take longer to find decent employment are likely to accumulate fewer skills. This is compared to those individuals who start on-the-job learning at an earlier age. The corresponding reduction in human capital can lead to lower earnings throughout working life. This can further erode skills and attachment to the workforce. In turn, this leads to skills depreciation; lower incomes; and exit from the workforce altogether in severe cases. Refer to https://www.undp.org/south-africa/blog/harnessing-employability-south-africas-youth.
Abnormally high youth unemployment remains a serious concern. This is considering that youth are the backbone of any nation. They are our future “captains of industry’; entrepreneurs; and employees. In this way, they drive economic growth and development. They start businesses that create more employment, as well as skills development and training opportunities. When they join the workforce, they contribute to taxes and spending, stimulating trade.
GETC: AET/ABET NQF 1’s focus
However, GETC: AET/ABET NQF 1’s focus is more than just teaching workplace literacy skills to unemployed youth. This is so that they can secure employment and contribute to the economy. Importantly, it also teaches the skills that young adults need to improve their communities and larger South African society.
Youth make a substantial contribution to social development. They may be the leaders of tomorrow, but they are also the leaders of today. This is if they are given the chance to do so.
The Soweto uprisings are a sound example of how youth can take the lead in social change and development. They have always been at the vanguard of democracy, human rights and social justice movements. Take for example the “Arab Spring”. Refer to What is the Arab Spring, and how did it start? | Arab Spring: 10 years on News | Al Jazeera. Another example is “Occupy Wall Street” [How Occupy Wall Street Changed Us, 10 Years Later | TIME]. These movements were driven by dissatisfied youth who wanted a more just and equitable society.
The Tiananmen Square protests in China in 1989 are yet another example of the power of youth. Indeed, the protests against corruption and rampant inflation were quelled in a very violent way. However, the event shook the ruling communist regime to the core. Refer to https://history.state.gov/milestones/1989-1992/tiananmen-square.
More recently, young Iranians protested authoritarian rule in their country. This is following the death of 22-year-old Mahsa Amini during her detainment for allegedly wearing a headscarf incorrectly. Refer to https://www.theguardian.com/global-development/2023/sep/18/we-never-stopped-protesting-irans-youth-take-freedom-fight-underground.
However, youth also drive change in other ways. This includes their increasing participation in civil society organisations and social enterprises that are working to improve communities. Notably, youth inject fresh and new ideas into these causes.
GETC: AET/ABET develops life skills
Moreover, GETC: AET/ABET NQF 1 develops adult life skills.
Long-term unemployment can deter a successful transition from youth to adulthood. It also affects multiple human development dimensions. For example, it can lead to stress, anxiety, depression and general illness, as well as reduce life expectancy. Persistent low incomes are also associated with poorer mental health and well-being. This is especially the case when it leads to a sense of insecurity with peers in a community. People at the lower end of the income spectrum suffer from mental distress more than those at the higher end. Their mental stress can be between 1,5 and 3 times more. They are also more likely to experience violent crime and traumatic events.
Research by the University of Cape Town again found a link between a lack of access to work and depression among our youth. This relationship is driven by increased odds for those not in employment, education and training. These individuals are also simply referred to “Neets”, a uniquely South African term that best defines this huge challenge. It can also be considered a blight on our democracy! The study also found that lack of household assets; living in informal dwellings; and perceived lower social standing caused depression. Refer to https://www.sciencedirect.com/science/article/pii/S0165032722011077?dgcid=rss_sd_all#s0090. The research used the global Multidimensional Poverty Index [https://www.statssa.gov.za/publications/Report-03-10-08/Report-03-10-082014.pdf] to explore how different dimensions of poverty contributed to depression. The researchers also used data from the 2017 National Income Dynamics Study [http://www.nids.uct.ac.za/] for their research.
We have to agree with Financial Analyst, Duma Gqubule [https://www.businesslive.co.za/authors/duma-gqubule/] who best described the situation. “South Africa’s first generation of ‘Born Frees’ —are living in a country with the world’s worst unemployment rate. It is the most heartbreaking betrayal of the promises and dreams of our liberation.”
GETC: AET/ABET provides opportunity
The GETC: AET/ABET NQF 1 learnership provides an opportunity for unemployed youth to gain both basic education and work experience. Lack of skills and experience are a challenge with which most of these individuals grapple.
South Africa’s youth unemployment rate currently stands at 45,5%. This is compared to the national average of 32,9% in the first quarter of 2024 [https://www.statssa.gov.za/?p=17266#:~:text=This%20is%20supported%20by%20statistics,the%20first%20quarter%20of%202024].
However, youth with some form of work experience far surpass adults in transitioning from inactivity into employment between quarters. The rate for youth with experience who find jobs is 12,3%. This is compared to 7,4% for adults. Refer to Labour Market Dynamics in South Africa report for 2022. It tracks individuals over multiple quarters using annual panel data released by Statistics South Africa [https://www.statssa.gov.za/].
Even more stark is the difference in transition rates between youth with and without experience. Youth with experience outperform their counterparts without experience by a margin of 4 to 1. This reemphasises the importance of experiential learning.
Education also plays a crucial role in securing employment. The Labour Market Dynamics in South Africa 2022 report corroborates this. It shows that youth with tertiary qualifications have a greater chance of finding jobs. Yet, only 9,8% of employed youth are graduates, according to the Quarterly Labour Force Survey (QLFS) for the 1st Quarter of 2024.
There has been a decrease in employment of individuals who have not completed basic education. This is according to the Labour Market Research intelligence programme [https://lmi-research.org.za/wp-content/uploads/2022/05/DPRU-LMI-1-1-B2-Skills-Supply-and-Demand-2022.pdf]. Only individuals with degrees experienced an increase in employment between the second quarter of 2018 and 2021. It indicates the value that the labour market places on qualifications.
GETC: AET/ABET for unemployed youth – a stepping stone
Therefore, the GETC: AET/ABET for unemployed youth, offers NQF 1 which is a stepping stone to higher qualifications. It should be viewed as such by employers. This is the same way in which the proposed GETC for grade 9 school learners is not an “exit” qualification. Rather, it places learners on the correct learning path. Notably, this proposed grade 9 qualification is based on best practice of the GETC: AET/ABET NQF 1.
A report by PwC demonstrates the urgent need to upskill South Africans. It notes that unskilled jobs are vulnerable to becoming redundant due to cost-cutting measures. Meanwhile, semi-skilled jobs are threatened by accelerated automation. This is in addition to changes in client demand and skills mismatches compared to evolving market demands.
Notably, skilled jobs account for 25% of all employment in the country. A sizeable portion of the balance of employed people work in so-called informal sectors. Statistics South Africa best defines the growing “informal” job market. It notes that it is “employment in precarious work situations. There are “no written contract and benefits.” It “includes the self-employed in informal enterprises; workers in unregistered enterprises; and wage workers.” Refer to https://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1727-37812012000200013.
South Africa’s challenge is not only to absorb unemployed youth into the labour market. It also has to create more decent job opportunities. Access to decent work is a United Nations Sustainable Development Goal. Our country has committed to achieving these goals [https://sdgs.un.org/goals/goal8]. This can only be achieved with the help of the private sector via skills development and training.
Emphasis of GETC: AET/ABET
The emphasis of GETC: AET/ABET NQF 1 is on providing more than one path to a qualification that is valued by industry. After passing the GETC: AET/ABET NQF 1, individuals have been equipped with the foundational skills that they need to cope in all types of learning. This includes academic, vocational and occupational. The latter two learning paths provide immense scope to absorb many unemployed youths into the economy. This is considering the demand for qualified artisans. To cater to this need, we need at least 60% of school-leavers to pursue artisanal-type training. This can be bolstered by the many unemployed youth who are stagnating at home.
The employment rate for qualifying artisans is relatively good. This is especially for those individuals who qualified through an apprenticeship [https://www.merseta.org.za/skills-development/curriculum-learning-programmes/apprenticeships/]. 79% of qualifying artisans are employed by a company. Meanwhile, 2% and 19% are unemployed. Refer to https://lmi-research.org.za/wp-content/uploads/2022/11/LMI-3-11-Supply-and-Demand-of-Artisans-in-South-Africa_2022.pdf. Refer to The Joint Initiative for Priority Skills Acquisition (JIPSA) Secretariat Review (dpme.gov.za). They include automotive electricians; boilermakers; carpenters and joiners; and motor, diesel, earthmoving equipment and instrument mechanics. This is in addition to “light” and “heavy” electricians; fitters; fitters and turners; millwrights; and sheet metal trades workers. Certainly, toolmakers and patternmakers; turners; and welders are also important professions.
The Department of Home Affairs’ updated Critical Skills List also details trades that are in short supply. Refer to [Department of Home Affairs – Critical Skills Visa (dha.gov.za)]. They include metal machinists; and industrial-machinery, electrical equipment and lift mechanics and fitters and turners. Because the artisan system is not producing enough of the required skills, they have to be imported. According to Solidarity [https://solidariteit.co.za/en], South Africa has already imported thousands of technical skills that are simply not available locally.
GETC: AET/ABET NQF 1 qualification
Employees who hold a GETC: AET/ABET NQF 1 qualification can enrol for vocational training. This is at a suitable Technical Vocational and Education and Training college [https://www.dhet.gov.za/SitePages/TVETColleges.aspx].
The National Certificate Vocational (NCV) consists of NQF 2, 3 and 4. These are alternative learning paths to grades 10, 11 and 12 of the academic schooling system. All of these levels consist of three fundamental subjects. They include English first additional language; life orientation; and mathematical literacy or mathematics. This is in addition to four vocational subjects. To be certificated at the exit level, learners must pass seven subjects for each level. This is in addition to completing the compulsory Integrated Summative Assessment Tasks, constituting the practical component of vocational subjects. Refer to AG CLIENT SERVICES AND HUMAN RELATIONS.L3GSedit 05 07 07.pdf.
The qualification is positioned at the interface between basic and higher education and in the technical and vocational education system. This is despite offering an alternative vocationally orientated pathway to completing secondary school. For example, fundamental subjects add employability skills and personal attributes to learners’ knowledge. Each of these fundamental subjects fulfil a specific purpose. The study of English enables graduates to apply the official language of work in practice. This includes writing minutes of meetings, letters and summaries, for example. Mathematics or mathematical literacy exercise learners’ critical, logical and creative thinking capabilities.
This is in addition to equipping learners with the basic number skills that are needed in the workplace. Life orientation provides graduates with the personal development skills that emanate from understanding attitudes and values. These are also the fundamental and core subjects provided by the GETC: AET/ABET NQF 1.
GETC: AET/ABET to occupational training
Many individuals prefer to progress from GETC: AET/ABET: NQF 1 to occupational training.
Occupational certificates have a strong occupational focus with work-based learning as a central pillar. They are novel in that they consist of three types of modules. These qualifications specify the knowledge; practical skills; and work experience that are the building blocks of occupation competence. Learners have to be assessed as competent in all three areas and undergo an external integrated summative assessment to attain a qualification. This means that part of the qualification must be completed in a workplace. Each occupational certificate is developed for a specific occupation or trade listed on the Organising Framework for Occupations. This is the system used for classifying occupations in South Africa [https://cdn.lgseta.co.za/resources/skills_development_facilitator/OFO%20Handbook%20-%20Final%20Version%20April%202018.pdf].
The Quality Council for Trades and Occupations oversees the design, implementation, assessment and certification of qualification for occupations and trades. Refer to https://www.qcto.org.za/.
Notably, the QCTO has developed more than 300 qualifications [Full & Part Registered Qualifications (qcto.org.za)]. These are customised and responsive to the needs of the economy. Developed together with industry professionals, they equip learners with work-relevant skills and practical training. Focus has also been placed on “future proofing” them. This is despite being an almost impossible task. Bear in mind the rapid rate of change in the workplace due to, among other factors, the uptake of digital technologies. These facilitate higher levels of production, efficiency and accuracy. By removing the human element from some operations, health and safety levels can also be significantly raised. This, for example, is fundamental driver of automation and mechanisation in the mining industry. It will be impossible to mine gold deeper in a cost-effective, productive and healthy and safe manner using conventional labour-based practices.
GETC: AET/ABET for unemployed youth learning path
Importantly, the GETC: AET/ABET NQF 1 learning path leads to QCTO’s new qualifications which will be introduced in 2025.
As of the end of June 2023, legacy or “historical” qualifications were phased out. These were issued before the establishment of the QCTO and Occupational Qualifications Sub-Framework. Refer to Microsoft Word – QCTO Draft OQSF Policy – Version 25-02-2013.docx (fpmseta.org.za).
The new qualifications are aligned with current industry needs; educational practices; and regulatory requirements. They address the evolving demands of and advancements of industries. Learners are, thus, equipped with the knowledge, skills and competencies required by modern workplaces.
There are two significant differences between the curriculum structures of QCTO and legacy qualifications.
Firstly, legacy qualifications consist of multiple individual unit standards. Each of these focus on practical competencies; theoretical knowledge; and critical cross-field outcomes. On the other hand, QCTO qualifications divide these unit standards into three distinct modules. They include knowledge, practical skills and work experience.
Secondly, each unit standard of the legacy qualification system carries its own NQF level and credit value. These can be offered separately or combined with related unit standards. The credits earned by every learner for each competent unit standard are recorded in the National Learner Records Database. On the other hand, QCTO units of learning modules are not designed as standalone components but receive separate credit allocations. Thus, credits are assigned to the entire or part-qualification as a whole. This means that separate units of learning do not have credits loaded into the NLRD [https://www.saqa.org.za/verification-services/extract-from-the-nlrd/].
Before enrolling for these courses, individuals must complete foundational learning competence (FLC) training. This is even the case if learners hold a GETC: AET/ABET NQF 1.
Application of GETC: AET/ABET skills
FLC training teaches the application of GETC: AET/ABET NQF 1 language, literacy and communication and basic number skills to learn. This is to better prepare them for occupational training.
It also hones the “soft” skills learnt during GETC: AET/ABET NQF 1.
They are becoming even more important than “hard” proficiencies. This is according to research by Harvard University; the Carnegie Foundation; and Stanford Research Center. The Soft Skills Disconnect – National Soft Skills Association argues that 85% of job success comes from well-developed “soft” skills.
Modern construction workers, for example, need to be effective communicators. This is to convey information; listen actively to feedback; and resolve misunderstandings quickly. Moreover, they need to be able to communicate with diverse teams.
Teamwork is just as important. This is considering that construction projects are collaborative efforts, requiring seamless cooperation of all stakeholders. Good team players understand their role within the professional team. They also respect the contribution made by other members towards achieving a successful outcome.
Moreover, these tradespeople need to solve problems quickly and effectively. This skill entails identifying issues; analysing potential solutions; and implementing suitable ones.
Flexibility and adaptability are also key. Modern construction artisans regularly adjust their plans accordingly on sites with their many unforeseen challenges. This entails being open to new ideas; altering methods when necessary; and maintaining productivity despite disruptions.
Even employees need to possess leadership skills. They use these to motivate one another; ensure health and safety protocols are followed; and high-quality standards are maintained.
The ability to continuously learn is another important skill. This is considering that the industry is constantly evolving with new techniques, materials and emerging regulations. A commitment to lifelong learning ensures that employees stay abreast of industry standards and best practices.
GETC: AET/ABET for unemployed youth helps bridge gaps
In this way, the GETC: AET/ABET NQF 1 helps companies to bridge skills gaps.
Many TVET programmes are designed in collaboration with industry. This means that they can be tailored to meet the specific needs of the job market. Thus, students learn the skills that are most in demand. They are, therefore, ready to “hit the ground running” after completing their studies. This is opposed to only learning theory in a classroom without knowing how to deploy it in different settings. Such knowledge is only gained while working.
TVET offers a more practical hands-on approach to learning. This method is especially suited to individuals who are not academically minded. It provides an opportunity to learn by working on real projects, while gaining hands-on experience in various fields.
However, worryingly, there was a notable decline in registrations for Ministerial-approved programmes at TVET colleges for the 2023 academic year. There were only 497 032 registrations compared to 508 000 in 2022. Bear in mind that the National Development Plan’s target is to ensure 2,5-million TVET registrations by 2030 [https://www.gov.za/sites/default/files/gcis_document/201409/ndp-2030-our-future-make-it-workr.pdf]. There was also a decline in ministerial-funded programmes at TVET colleges in the 2022 academic year. This is compared to enrolments funded by government and TVET colleges in the 2021 academic year.
According to the latest statistics, public and private TVET colleges had about 780 000 students. In comparison, about 970 000 students are in public universities. This is despite admission requirements being lower for college applicants. Refer to https://www.dhet.gov.za/DHET%20Statistics%20Publication/Statistics%20on%20Post-School%20Education%20and%20Training%20in%20South%20Africa%202016.pdf.
These colleges are mainly attended by previously disadvantaged citizens. State-funded TVET colleges have declined in quality and, therefore, require a significant investment to bring them up to standard. This is in addition to the need to extend the reach of these colleges.
From GETC: AET/ABET to matric
Certainly, many individuals also progress from GETC: AET/ABET NQF 1 to adult matric. This enables them to pursue degrees and diplomas thereafter – if they meet University and Technikon admission requirements, of course.
In 2010, industry started warning of an alarming shortage of scientists and engineers in the country and Africa. It was estimated that between 2- and 3-million more engineers were needed to address the continent’s most critical developmental challenges.
Many students in our tertiary institutions are studying subjects that are not in demand by industry. Rather, more should be studying science, technology, engineering and mathematics (STEM)-related subjects. This is according to The Future of Jobs Report 2023 | World Economic Forum (weforum.org). Certainly, this can be attributed to poor maths education at school. Therefore, less than 30% of all matric students take maths as a subject and only half of them pass it.
As South Africa undergoes the Fourth Industrial Revolution (4IR), demand for STEM professions will grow. Refer to Experts on the Future of Work, Jobs Training and Skills | Pew Research Center.
A dire shortage of highly skilled individuals is already preventing the South African manufacturing industry from effectively implementing 4IR technologies. This impacts production and competitiveness and operating costs, according to the Manufacturing, Engineering and Related Services Education and Training Authority. Refer to MerSETA | Leaders in Closing the Skills Gap.
The local built-environment industry is also being held back by engineering skills gaps. There is only one engineer for about 300 000 people in the country. This is opposed to one such professional for 200 people in Germany. The country has to produce 10 times more of these professionals to arrest the situation.
The agricultural sector is also facing a severe shortage of skilled workers, threatening its future and the nation’s food security.
GETC: AET/ABET for unemployed youth focuses on maths
GETC: AET/ABET NQF 1’s focus on maths and science prepares the most industrious unemployed recruits for academic learning.
Results of Census 2022 reveal that only 37,6% of South Africans have completed matric. A National Senior Certificate is linked to higher earning capacity; employment; and financial stability [NSC Examinations (education.gov.za)].
At any given time, there are about 250 000 citizens working towards this NQF 4 qualification outside full-time school systems. About 800 000 candidates write matric examinations every year. This means that about a third of the total matric cohort are “on-the-fringe” or “non-traditional” learners. Refer to Matrics ‘on the Fringe’: a Review of the Second Chance Matric Programme. – Youth Capital.
Candidates who are 21 years of age and older work towards a Senior Certificate (SC) [Senior Certificate (education.gov.za)]. It caters to those who have completed GETC: AET/ABET NQF 1 and individuals who passed grade 9 before dropping out. Individuals who failed or passed matric but want to improve their results also work towards a SC. However, they may only do so three years after completing school. The qualification is equivalent to the NSC. However, the NSC combines examinations and the School Based Assessment to assess competence in learning areas. SC learners only have to pass examinations to prove their competence in learning areas.
About 100 000 candidates sit for SC examinations every year. Most have never written the NSC, and few have reached grade 12. Every year, about 6 000 candidates obtain a SC, with 1 000 being Bachelor-level passes. More than half of SC candidates receive some kind of institutional support via community colleges. Refer to Department of Higher Education and Training – CommunityCollege (dhet.gov.za). However, state resources are stretched. The private sector, therefore, can help to shoulder this responsibility by sponsoring learnerships.
Invest in GETC: AET/ABET learnerships
Why should employers invest in GETC: AET/ABET NQF 1 learnerships for unemployed youth? There are many reasons but, first-and-foremost, because it is the right thing to do.
The private sector is a major stakeholder in the youth unemployment crisis. This is considering that high unemployment rates negatively affect the business climate. Moreover, the exceedingly challenging school-to-work transition that youth experience also negatively impacts employers. This is considering that applicant pools are often not up to company standards in terms of skills and experience.
Allocating budget to learnerships creates a skills pipeline that is relevant to industries in which companies operate. This provides cost-savings for companies and enables them to achieve their business objectives.
Deploying a skills pipeline also facilitates correct and beneficial transformation, while enabling companies to comply with all legislative requirements.
GETC: AET/ABET injects “fresh blood”
The GETC: AET/ABET for unemployed youth also injects “fresh” blood into your business.
Young employees bring fresh perspective and a different way of thinking to your business. They are eager to learn; build their experience; and apply their skills. This is great for team building, productivity and workplace morale. Younger employees also provide you with an advantage if you want to target the millennial market. This is considering that they understand how to reach and communicate with their peers.
They are also essentially “blank slates” because they do not have a lot of experience. This provides you with a chance to establish a workforce of young people who are specially trained for the needs of your organisation.
Moreover, they are better equipped to respond to sudden change. This is a major benefit in rapidly changing modern workplaces where processes, technology and priorities are constantly changing.
GETC: AET/ABET ensures compliance
Investing in GETC: AET/ABET NQF 1 does not only benefit core functions down the line to ensure the long-term sustainability of business. It also enables compliance with Employment Equity Advancement and improved Broad-Based Black Economic Empowerment (B-BBEE) ranking.
For most companies, the skills development component of the B-BBEE scorecard is one of the most challenging to meet. It is also one of the costliest criteria. However, this does not have to be the case. Combining employed and unemployed learnerships enables businesses to achieve the best return on training and skills development investment. Doing so, companies can save up to 80% on their spend.
The skills development component measures the investment that businesses make in training and development of historically disadvantaged citizens. This is so that they can improve their skills and competencies. If businesses do not achieve at least 40% of targets in skills development, they drop one B-BBEE level.
Approach GETC: AET/ABET training strategically
However, to meet these requirements, businesses must approach GETC: AET/ABET NQF 1 training strategically.
Skills development is a key component of strategic planning. This is considering that it ensures competent talent to meet existing and future business needs.
However, many businesses only consider skills development once a year. This is when they complete their Workplace Skills Plans (WSPs) and Annual Training Reports (ATRs) [https://www.mict.org.za/what-we-do/sector-skills-planning/workplace-skills-plan/]. Compounding the problem is that true learning and development seldom occur in “clean” 12-month periods. Thus, combining skills development with regulatory requirements risks relegating the former to only a matter of compliance.
Ideally, WSPs and ATRs are strategic documents. Start by considering skills development planning requires at least a three-year view. This means relegating compliance for the moment. In this way, you can first focus on where your business is and where you want it to be. Then you need to contemplate on how knowledge, skills and behaviours will enable you to achieve business goals.
Also connect GETC: AET/ABET NQF 1 with personal development. B-BBEE requirements impact multiple business functions. Therefore, compliance is usually managed by the executive team. However, it is critical that your human resources (HR) department “owns” the skills development component. Certainly, executive management will provide the target, but HR must compile the strategy to achieve it. This will ensure that skills development planning integrates seamlessly with personal development planning. For example, you may want to develop employees into supervisors after they have completed GETC: AET/ABET NQF 1 training. To develop the skills required for this position, managers will recommend leadership training and mentoring. This is indicated in employees’ Individual Development Plans [https://www.indeed.com/career-advice/career-development/individual-development-plan]. HR is responsible for reviewing these recommendations and, wherever possible, aligning them with skills development priorities.
Skills audit before GETC: AET/ABET
Undertake a skills audit before conducting GETC: AET/ABET NQF 1 training if you do not have IDPs, or if they are not up to date. This enables you to compare skills that you have with those that you need. In this way, you will be able to identify gaps that can be addressed via priority skills development interventions.
Also recruit with purpose. It is imperative that you recruit the correct learner for the correct intervention. View the training of unemployed learners as if you are developing your potential employee pool. Candidates who have gone through a thorough vetting process and completed business-relevant training are more likely to add value.
Recruiting for GETC: AET/ABET for unemployed youth
Also focus on recruiting people with disabilities for the GETC: AET/ABET for unemployed youth. This will enable you to gain four points on the B-BBEE scorecard. Your business can recruit, vet, train and monitor unemployed learners with disabilities. You can also outsource this function to a reputable GETC: AET/ABET NQF 1 training provider. These companies have immense experience working with community leaders to recruit learners.
The scorecard requires businesses to spend 5% of their payroll on learnerships, internships and apprenticeships. For doing so, they receive six points. If all of these learners are gainfully employed, you receive an additional five bonus points.
Remember that these learners do not have to be employed by you. They can also work for other businesses after they have completed the learnership for you to receive your bonus points. Therefore, stay in touch with those learners who you are unable to employ to track their progress securing work.
Note that the bonus points on the scorecard are awarded according to the percentage of learners employed. You do not have to employ all learners to earn points. For example, if you employ all of the 10 employees who you have trained, you receive the full five bonus points. If you only employ two from this group, you still earn one point.
“Ticking” GETC: AET/ABET training “boxes”
However, merely “ticking” GETC: AET/ABET NQF 1 training “boxes” undermines B-BBEE.
Skills development has been identified as one of the areas in which B-BBEE is failing. This is despite the prominence that skills development and training is given in the B-BBEE Codes [https://www.thedtic.gov.za/financial-and-non-financial-support/b-bbee/b-bbee-codes-b-bbee-acts-strategies-policies/].
Skills development and training empowers employees to perform their jobs to the best of their ability. It also enables them to rise up the ranks to play a more meaningful role in the growth of their companies and the economy. Importantly, proper training should also contribute towards the personal growth and development of individuals. This is in addition to uplifting their families and communities.
Unfortunately, too many companies are still “ticking boxes” when it comes to training and skills development. They are training for just for the sake of it to meet their scorecard requirements. This is opposed to ensuring that people who really require skills are being selected for appropriate training. Their training initiatives are, therefore, not having the intended impact. This is a problem that has again been brought to the fore by government considering the slow rate of economic transformation.
There are many ways that companies “tick boxes”. This includes by spending money on superfluous training that will not improve the core skills of their workforce. Companies have also intentionally conducted training that provides scant or no opportunity for employees to improve their circumstances. Employees are deliberately being held back because there is no clear career development path and rationale for the training in the first place. In extenuating circumstances, businesses have even been caught simulating training without actually transferring skills to employees.
These unscrupulous practices will become a major focus of the new B-BBEE advisory panel [https://www.bbbeecommission.co.za/b-bbee-advisory-council/]. Therefore, be wary of your approach to this important component of the B-BBEE scorecard.
Businesses sponsor GETC: AET/ABET learnerships
Businesses are also incentivised to sponsor GETC: AET/ABET for unemployed youth, NQF 1 learnerships in other ways.
Employers are required to pay a Skills Development Levy which is calculated as a percentage of their monthly payroll. Refer to Skills Development Levy | South African Revenue Service (sars.gov.za). However, companies that participate in learnerships can benefit from SDL rebates. These allow eligible employers to claim back a portion of the SDL paid, effectively reducing their overall SDL obligation.
Employers that participate in learnerships may also qualify for the Employment Tax Incentive (ETI). This is if they employ learners as part of the programme. Refer to Employment Tax Incentive (ETI) | South African Revenue Service (sars.gov.za). The ETI helps to reduce the costs associated with hiring and training young employees. This makes it more appealing for companies to provide job opportunities and skills development to unemployed youth.
Expenses directly related to skills development, including those incurred in learnerships, can be claimed as tax-deductible expenses. This is when calculating taxable income.
However, again, it is important to train correctly. The improvements that skills development and training bring to businesses is incentive enough to invest in the GETC: AET/ABET. This is in addition to the role that you are playing in tackling high youth unemployment. Furthermore, is the opportunity that you are giving young citizens to grow and develop careers and as individuals. This is opposed to sitting at home with bleak outlook for the future.
LLC of GETC: AET/ABET
Language, literacy and communication (LLC) is one of the core electives of GETC: AET/ABET NQF 1. Together with training in basic number skills, this unit standard counts 33% towards the qualification.
This subject imparts an ability to speak and listen confidently and understand how language is used in different contexts. Individuals who have completed LLC will have also developed an ability to use language for problem-solving and decision-making. This is in addition to using it for creative, critical and evaluative thinking. They are also effective readers who can reference information and understand different writing styles. Moreover, they possess strong writing skills that enable them to communicate effectively in the written word for various purposes.
GETC: AET/ABET NQF 1 learners
To pass LLC, GETC: AET/ABET NQF 1 learners will have to demonstrate competence in the various learning area skills.
How speaking and listening strategies are used to communicate confidently for a variety of purposes and contexts will be evaluated. Learners will also have to demonstrate competence in the use of and response to language conventions and structures. This is to convey meaning and understanding in a variety of contexts.
They will also have to identify a variety of learning strategies and show how they are used to access and convey information.
Moreover, learners will be expected to read and respond to a variety of texts. In doing so, they must demonstrate critical awareness of their purpose, themes and contexts.
A range of texts will also be explored, planned and drafted. This is to reflect ideas, facts, opinions, different purposes, audiences and contexts in creative, expressive or imaginative ways.
Knowledge of language conventions and how they are used to organise texts in a logical and coherent manner will also be assessed. Learners will also have to explain and analyse them in terms of form and function.
Their verbal communication skills will also be assessed. This is by showing that they know how to use them to explain ideas. They will have to do this in a sequenced way and across a range of transactional situations. These include requests, apologies, role-players and by stating points of view.
Learners also need to identify non-verbal strategies and discuss their influence on listeners.
Moreover, they will have to demonstrate their proficiency in interaction skills. This is in addition to their critical awareness of the use of language style for various circumstances.
Mathematical literacy of GETC: AET/ABET
Mathematical literacy of GETC: AET/ABET NQF 1 teaches a broad range of basic numeracy skills. This includes an understanding of how geometry is used to describe and interpret surroundings. Training is also provided in the use of maps and scale drawings. The subject also teaches how to draw objects from different angles and solve problems involving area, volume and perimeter. Moreover, instruction is facilitated in data collection and analysis. Learners are also taught how to use math to solve real-world problems in different contexts. This is in addition to how number systems are used in different cultures.
GETC: AET/ABET basic number skills
Learners will have to demonstrate competence in GETC: AET/ABET NQF 1 basic numbers skills to pass this subject.
They must show that they know how geometrical shapes are identified and described. This is in terms of their uses and measurement in different contexts.
They will also have to demonstrate how mathematical scales are used to interpret and draw maps. This is for specific purposes and given equations.
In addition, they will have to demonstrate an ability to solve measurement problems using various strategies.
Learners’ ability to measure everyday objects using the correct instruments and units will also be appraised.
They will also have to demonstrate competence in the collection, analysis and interpretation of data to show relationships and variations.
Learners will also have to show that they know how to use number calculations to solve realistic and abstract problems.
Moreover, they must demonstrate competence in the use of various mathematical techniques and strategies to calculate problems. This is done across a range of contexts. They include financial, measurement, statistics and proportion, comprising time, distance, speed, measurement, volume and temperature. Life issues include human rights, social, economic, cultural and environmental. These will involve known geometric figures and solids, or measurement, estimation, calculation and use formulae and measurement selection. Data will be collected by selecting appropriate methods to investigate a question. Methods include using questionnaires, interviews, experiments. This is in addition to consulting textbooks, libraries, the internet, media articles and documentaries. Issues include social, economic, environmental, political, human rights and inclusivity. This is in addition to characteristics of target groups; attitudes; or opinions of people on issues. Data will be organised using a variety of techniques appropriate to the investigation. Techniques will include summarising, sorting, sequencing and classifying.
GETC: AET/ABET NQF life orientation
GETC: AET/ABET NQF 1 life orientation bolsters learners’ self-awareness and esteem. It also equips learners with financial literacy and budgeting skills and awareness of health and safety in various situations. Moreover, it teaches ethical behaviour and understanding rights and responsibilities. Learners also gain knowledge of sexual health, hygiene and healthy habits. The subject also imparts an appreciation of inclusivity and diversity.
To pass the subject, learners will have to demonstrate an understanding of the nature, transmission and prevention of sexually transmitted diseases. This is as explained in terms of outlining coping mechanisms for infected and affected individuals.
They will also have to demonstrate an understanding of the factors that influence a healthy lifestyle. This is so that they can make informed personal choices. Factors include social, ecological, political and cultural.
Learners will also have to show that they understand the role of personal hygiene. They will have to explain it in terms of the consequences of poor nutrition, as well as the abuse of alcohol, drugs and medicines.
GETC: AET/ABET NQF 1 learners
In assessing GETC: AET/ABET NQF 1 LO skills, learners will have to explain how sports and recreation promote healthy lifestyles.
Moreover, they must show that they know how to promote positive relationships. This is to develop strategies to cope with personal and emotional challenges.
They will also need to explain the rights and responsibilities of individuals. This is in relation to ethical behaviour in the workplace and how they contribute to nation building.
Learners who have completed this subject will also be able show that they understand ways of engaging in the community. This is to promote self-esteem and concept. They will also understand their individual roles in developing communities. These competencies will also be thoroughly assessed.
Moreover, they will be asked to draw up a budget with agreed goals and priorities. This is in addition to scheduling a plan to achieve goals that include realistic responsibilities.
They will also be expected to identify and explain safety, security and environmental risks.
GETC: AET/ABET NQF 1’s “electives”
GETC: AET/ABET NQF 1’s “electives” include human and social; economic and management; and natural sciences.
The study of human and social sciences imparts an understanding of social justice, human rights and democracy. This is in addition to how they are influenced by different structures. Learners of this subject also gain appreciation of diversity and the importance of promoting tolerance. Moreover, they are taught how to analyse change in society and agents responsible for transformation. They also gain an understanding of sustainability. This is in addition to its importance for society, the environment and finite resources. Attending this class, learners will explore the relationship between humans and the environment. In doing so, they will also suggest solutions for sustainable living. They will also hone and refine their skills in using various sources to understand and analyse information. Local history and its impact on people and communities are an important topic also covered by the subject.
Economic and management sciences teach the basics of accounting. Attending these classes, learners will also explore different types of contracts and their role in the economy. This includes the part that government plays in formulating and implementing policy and in procuring goods and services. Furthermore, the subject imparts an understanding of production and its impact on the local economy. It also covers the various business structures; how to start a business; and the legal considerations involved. Learners will also analyse significant South African economic systems and the role citizens play in them. Moreover, they will develop knowledge of managerial skills and administrative systems.
Natural sciences of GETC: AET/ABET
Natural sciences of GETC: AET/ABET NQF 1 explains natural phenomena using scientific concepts and principles. It investigates scientific questions by experimenting and analysing evidence. Moreover, the subject imparts an understanding of science and technology on society, including economic development and life quality. Learners who attend this class also gain an appreciation of the value of indigenous knowledge. They develop, hone and refine scientific inquiry skills. This includes the ability to plan investigations; collect data; and draw conclusions. Furthermore, they will analyse how science helps to manage natural and artificial resources. This is in addition to gaining a broad understanding of science. In doing so, they will learn about its nature, limitations, methods and everyday applications.
When writing their exams, learners will have to demonstrate that they understand the underlying knowledge and concepts. They must also be able to construct an argument using learning area knowledge and defend it deploying appropriate evidence.
In addition, they will need to demonstrate an ability to explore and explain basic community or work ideas and topics. They must do so by using the skills associated with a relevant learning area.
To pass the exams, learners will also need to be able to produce models to depict concepts. This is in addition to making deductions and conclusions based on cause and effect.
They must also have an ability to demonstrate that the values relating to a learning area are understood. This is by explaining them in various modes of delivery.
Learners will also be expected to analyse the values pertaining to a learning area. This is in terms of own value systems or principles of behaviour.
Learn more about Triple E Training and our quality GETC: AET/ABET NQF N1 learnerships. These are making an impact on high youth unemployment in the country. www.eee.co.za