There are many ways to ensure that your GETC: AET/ABET NQF 1 [SAQA] learnership programme is a resounding success.
The General Education and Training Certificate in adult education and training teaches workplace and life skills. Notably, it transcends merely teaching basic education skills. This is by also equipping learners with fundamental knowledge, skills and values that they need to also thrive in society. It empowers adults with the tools that they need to function effectively in various aspects of life. Participants, therefore, gain the ability to contribute meaningfully to the workforce and actively take part in their communities. In this way, they can also contribute to economic growth and development and help build a better society for all South Africans. This is considering the GETC: AET/ABET NQF’s 1 strong focus on promoting justice and equality within society. These skills, knowledge and values are developed by elective learning areas such as life orientation and human societies.
Importantly, the learnership instils a lifelong learning mindset among participants. They are encouraged to pursue further education and training opportunities – whether academic, vocational or occupational in nature. Refer to the so-called “three-stream process” [https://www.etdpseta.org.za/education/sites/default/files/2021-11/Day%20one_Mr%20HM%20Mweli%20-%20Three%20Streams%20Model%20-%20DBE.pdf]. Equipped with strong literacy, language and communication, as well as numeracy skills, learners are in position to pursue further learning. Ultimately, this leads to improved employment, as well as individual growth opportunities.
Notably, the GETC: AET/ABET NQF 1 draws inspiration from best AET practices in various developed countries. They include the US, Australia, Finland and the UK. Their AET programmes have been very successful in integrating low- and unskilled immigrants into their societies. This is by equipping immigrants with host country language skills and basic workplace proficiencies. Bear in mind that many of these “economic” refugees have the bare minimum in terms of workplace and life skills.
Need for GETC: AET/ABET learnerships
The need for GETC: AET/ABET NQF 1 learnerships has never been more urgent.
As a country, we face significantly greater challenges than these countries. About 4-million South African adults are deemed functionally illiterate. Meanwhile, our labour force’s education levels are lower than other productive countries. Only 20% of the employed South African population holds a tertiary qualification. Just 31% of South African citizens with jobs completed secondary education. And almost half of the working population has not matriculated. They, therefore, do not possess basic education skills at NQF 1 [https://www.ieb.co.za/pages/nqflevel1].
At the same time, we struggle with large mismatches between the skills that employers need and those taught at school. This is one of the major causes of high youth unemployment. South Africa’s basic education system is failing young people. Many learners are either dropping out or matriculating with the bare minimum in terms of literacy and numeracy skills. Therefore, training in literacy, language and communication, as well as maths literacy are fundamental GETC: AET/ABET NQF 1 subjects. In developing the learnership, industry stalwarts were widely consulted.
Why sponsor GETC: AET/ABET learnerships?
Why should you sponsor GETC: AET/ABET NQF 1 learnerships for your employees and unemployed individuals, in particular jobless youth?
The learnership helps you to address skills shortages that are crippling local businesses. By investing in this learnership, you are not only developing your own talent pipeline. You are investing in the skills needed by your industry and the larger economy. Your investment is aligned with economic empowerment. When citizens gain skills and enter the workforce, they contribute to economic growth. In this way, they help to break the cycle of poverty and unemployment. Meanwhile, the so-called “working poor” are given a real chance to escape minimum wage jobs. These incomes barely cover the rising costs of living in the country and certainly not essentials, such as medical aid.
The GETC: AET/ABET NQF 1 also enables you to empower your workforce. They gain valuable skills and knowledge that enables them to become more effective in their roles. Importantly, they are prepared for changes in technologies, as well as work processes and operating procedures. This is in addition to new rules and quality standards. You have ensured that they have the skills to remain relevant. This is as the economy increasingly relies less on mundane and general workers. Companies are increasingly looking for higher skills to help them navigate the Fourth Industrial Revolution.
Companies sponsor GETC: AET/ABET programmes
Moreover, companies that sponsor GETC: AET/ABET NQF 1 learnership programmes have significantly higher employee-retention rates. This is compared to those companies that do not offer these opportunities to their workers. Employees want to improve themselves and will, therefore, stay at companies that provide them with the chance to do so. Not enough attention is given to retaining blue-collar workers. Yet, they are the foundation of all labour-intensive industries. They have mastered their roles and have valuable insights into how the business operates. Losing them will impact business. These costs include unfilled positions, considering the increasing scarcity of low-wage workers with appropriate “soft” and “hard” skills.
This is in addition to intricate knowledge of your standard operating procedures. Constant “churn” also results in the need to pay workers for overtime work until replacements have been found. It will also take time before new employees work at optimal levels and are familiar the company’s operating procedures and nuances. During this time, morale of workers will also decline, impacting productivity. Refer to https://www.hbs.edu/managing-the-future-of-work/Documents/research/Building%20From%20The%20Bottom%20Up.pdf.
Learnerships also boost your bottom line by developing a skilled workforce. Employees are equipped with the skills they need to work more productively, efficiently and accurately. This enables you to produce quality products for and deliver exceptional services to customers.
Invest in GETC: AET/ABET learnerships
Furthermore, companies are incentivised to invest in GETC: AET/ABET NQF 1 learnerships. This includes through Skills Development Levy [Skills Development Levy | South African Revenue Service (sars.gov.za)] rebates.
SDLs are calculated as a percentage of the monthly payroll. Eligible employers are allowed to claim back a portion of the SDL paid, reducing their responsibility.
Companies that engage in learnerships can also claim a tax deduction for various associated costs. For example, these may include expenses incurred on training and stipends paid to unemployed individuals recruited into the programme. These are paid by the lead employer in a learnership or the training provider.
Incentives associated with GETC: AET/ABET
There are further incentives associated with GETC: AET/ABET NQF 1 learnerships.
You can also take advantage of the Employment Tax Incentive [Employment Tax Incentive (ETI) | South African Revenue Service (sars.gov.za)]. This is if your GETC: AET/ABET NQF 1 programme is geared at young and experienced adults. In this way, you reduce the costs associated with hiring and training young South African adults.
Importantly, sponsoring learnerships can also contribute towards an improved broad-based black economic empowerment (B-BBEE) scorecard. Refer to BBBEE Rating Agency | Scorecards | Generic Scorecard. This is considering that learnerships and skills development are recognised as a priority element in the scorecard. Therefore, you must score at least 40% of the minimum target of priority elements. If you do not, you will be marked down by one level on your overall score. This is the case even if you excel in other areas. For example, you need to score at least eight out of the 20 points available for skills development.
Notably, skills development is one of the easier elements to gain points. For example, you can earn eight points if you invest 6% of your payroll on training black citizens. Previously, companies only had to invest 3% of their payrolls in previously disadvantaged South Africans. By sponsoring learnerships, apprenticeships and internships, you can also claim points. You can claim four points if 2,5% of your staff is enrolled in these. A further four points are awarded if 2,5% of your company’s headcount comprises black unemployed citizens. In addition, you earn five bonus points if all your unemployed learners are employed after GETC: AET/ABET NQF 1 training. They do not have to all be employed by you. Therefore, maintain contact with those individuals who you were unable to employ once the learnership programme ends.
Implementing GETC: AET/ABET NQF 1
One of the first steps in implementing GETC: AET/ABET NQF 1 learnerships is to decide how it will be funded.
Funding your own learnership will offer far more choices. Among others, this includes the number and type of learners and the start date. However, learners need to be registered at the relevant Sectoral Education and Training Authority. Refer to SETAs of South Africa (nationalgovernment.co.za). Standard verification processes are also applied. Nevertheless, there is more flexibility with this funding model.
Learnerships funded by SETAs are more complex, prescriptive and rigged. Most SETAs only have specific window periods for learnership applications. The application process is also time-consuming, rigorous and admin intensive. Every SETA will also provide its own requirements and instructions on how to apply for learnerships. SETA-funded learnerships speak to the scarce and critical skills of their specific industries as specified in the Sector Skills Plan. This is in addition to the requirements articulated by the Discretionary Grant policy [dhet.gov.za/Outcome/DHET 2012 SETA Grant Regulations Gazette 35940.pdf]. The following are some examples of such plans:
- LGSETA_Sector Skills LAYOUT 2022-23.pdf
- Sector Skills Plans – BANKSETA
- SSP-Booklet.pdf (mict.org.za)
- Sector Skills Planning – MQA
- inseta.org.za/wp-content/uploads/2020/03/Sector-Skills-Plan.pdf
- Sector Skills Planning MICT SETA MICT SETA
- PSETA-Sector-Skills-Plan-2020-21.pdf
The relevant SETA will accept or decline the application based on these specifications and the motivation provided by the lead employer.
Available GETC: AET/ABET learnerships
It will also communicate available GETC: AET/ABET NQF 1 learnerships on its website. This is where all employers who have submitted their Workplace Skills Plans will be eligible to apply. Refer to The Compiling of Workplace Skills Plans and Annual Training Reports Course – Labour Guide South Africa. Remember that funding by a SETA is at its discretion and there are many “strings” attached.
Note that delays in these organisations paying stipends to learners has become a problem. You need to be mindful of this as it can scupper a well-planned and intended learnership. Unemployed participants recruited into the programme rely on this to cover their expenses.
Motivate GETC: AET/ABET training
Your next step is to motivate GETC: AET/ABET NQF 1 training to senior leadership.
This is required to progress new training initiatives. Large learnerships especially require an executive sponsor. Importantly, senior leaders who “buy’ into GETC: AET/ABET NQF 1 will promote continued employee upskilling and reskilling. The GETC: AET/ABET learnership gets learners to NQF 1. This is just the start of a lifelong learning journey that must be supported and encouraged by employers.
When motivating the learnership, address shortfalls in existing training programmes. By identifying limitations in current training, companies can better align new skills development initiatives with desired performance outcomes. Learning and development personnel can help to identify gaps in current training. Also complete a training needs analysis. This will provide a comprehensive analysis of the shortfalls between employees’ existing skills and desired outcomes.
You will also need to explain the benefits of GETC: AET/ABET NQF 1 training to leadership.
Investing in adult numeracy and literacy programmes does not only enhance basic education skills. It also fosters a culture of learning and empowerment within the company. Employees feel valued and supported in their professional development. This, in turn, also bolsters job satisfaction and morale.
Moreover, companies that prioritise employee education and development gain a strategic competitive edge in the marketplace. A skilled and knowledgeable workforce enables businesses to adapt to changing market demands and innovate more effectively.
GETC: AET/ABET impacts broader communities
Beyond the immediate benefits to the company, investing in a GETC: AET/ABET NQF 1 programme positively impacts broader communities. In this way, companies contribute to economic growth, social mobility and the overall wellbeing of society.
You will also need to identify potential challenges that may occur during implementation. This facilitates an honest, upfront conversation with leadership. Leadership will feel more at ease knowing that you are engaging an expert for potential GETC: AET/ABET NQF 1 training.
In addition to Umalusi, your training provider must be accredited by the relevant SETA. This will enable it to certify learners who exit the programme with a NQF 1 qualification.
Also disclose your provider’s impressive learner completion rate. Leadership may also want to know how many of these learners have secured stable and meaningful employment. Note that the SETAs insist on 100% of projects to be completed by learners. They also want 90% learner retention during the programme. Moreover, 80% of applicants must acquire national certification and 70% must find permanent positions with host employers.
Also explain your AET provider’s robust administration and record-keeping systems. This will assist in tracking learners’ progress, notional hours and on-the-job experience.
Your AET provider should also boast excellent learner selection practices. Share its recruitment and screening processes to ensure that the most promising learners are recruited with leadership.
Leadership will also want to know more about the staff of your GETC: AET/ABET provider. Do they have the necessary expertise, experience and registration status?
Outcomes-based GETC: AET/ABET
In addition, discuss your training provider’s quality, outcomes-based GETC: AET/ABET NQF 1 learning material. This is in addition to its current and fit-for-purpose assessment and moderation policies and practices.
Top-level management will also want to know if your AET provider delivers learner-centred education. Moreover, does it develop its own content and tailor it for the unique client requirements, or is it just generic in nature?
Certainly, you may also be asked whether your AET provider has a track record supporting learners throughout the learnership.
Of course, you will also want to mention your training partner’s robust quality management systems and processes. This is not only to ensure the facilitation of quality GETC: AET/ABET NQF 1. Importantly, it should be able to quickly and efficiently respond to unforeseen circumstances.
ROI on GETC: AET/ABET
You will also need to motivate the return-on-investment (ROI) on GETC: AET/ABET NQF 1 training to leadership.
Evaluating the ROI of adult basic education programmes requires comprehensive analysis of both quantifiable and intangible outcomes.
Measuring the ROI for a GETC: AET/ABET NQF 1 for employees is a lot easier.
Quantifiable benefits include increased productivity; reduced errors; improved customer satisfaction; and enhanced job performance. Sound numeracy and literacy skills enable employees to perform their jobs more efficiently and accurately. In turn, this results in time savings and increased output. By establishing clear metrics and benchmarks, businesses can measure the impact of these programmes in tangible terms. Businesses can evaluate productivity gains by tracking key-performance indicators before and after the implementation of education programmes.
A comprehensive cost analysis is essential to determine the investment required for implementing and sustaining adult education programmes. Comparing these costs against anticipated benefits enables organisations to assess the cost-effectiveness of their investment.
Adult education programmes also contribute to overall quality improvement within a company. By empowering employees with the necessary skills and knowledge, businesses can deliver higher quality products and services. In turn, this leads to increased customer satisfaction and retention. Measuring improvements in quality metrics provides additional insights into the ROI of GETC: AET/ABET NQF 1 training.
Of course, you need to mention all of the incentives for investing in a GETC: AET/ABET NQF 1 learnership.
Employee development via GETC: AET/ABET
Investing in employee development via GETC: AET/ABET NQF 1 also fosters a sense of loyalty and commitment among staff members. This reduces turnover rates and associated recruitment costs. Employees who feel supported in their professional growth are more likely to stay with their employer. This results in savings on hiring, training and onboarding. It also protects your investment in GETC: AET/ABET NQF 1 training.
This is important to mention in your interactions with senior leaders. Many “captains of industry” express growing anxiety about their ability to fill low-level positions. Yet relatively few actually respond to that threat. Managements do little to understand or address the reasons why low-wage jobs are difficult to fill. Very little is also done to understand why low-wage workers are hard to retain. Most employers show little engagement in workers’ lives. They provide minimal support for skill building; provide infrequent or unclear feedback; and offer almost no guidance on career pathways.
GETC: AET/ABET for unemployed youth
Leadership will also want to know why the company should invest in GETC: AET/ABET NQF 1 for unemployed youth.
There are many immediate benefits for doing so, not least of which are lower recruitment costs. Unemployed youth participating in the GETC: AET/ABET NQF 1 will earn a stipend. This is usually a fraction of a wage paid to a seasoned employee.
Young adults also appear to have an inbuilt optimism and ability to anticipate and adapt to change. Many employers also find younger people more willing to learn. Moreover, they are not burdened by previous experience and ways of doing things. Older employees tend to be more set in their ways. As the English proverb goes, you cannot teach an old dog new tricks!
Learners employed after GETC: AET/ABET
Learners who are employed after GETC: AET/ABET NQF 1 will also bring many medium- and longer-term benefits to your team.
Recruiting young people provides an opportunity to instil organisational values and “shape” employees. Close alignment with company goals, ethos and mission contributes to business output quality.
Moreover, employing young people provides important links to the customer base. Young people are current consumers and future purchasers of goods and services. Thus, they can share important insights into markets. This is especially those that change rapidly or are subject to fashion and dominated by young people.
Investing in young people by offering a first job and training enhances loyalty. In turn, this reduces staff turnover, improving productivity and reducing future recruitment costs.
Young employees also inject new ideas and knowledge into businesses.
Furthermore, recruiting young adults allows organisations to plan for the future when older staff retire. Industrious and motivated young employees are suitable candidates for succession. They also mitigate the risks associated with unplanned retirements.
Having a team comprising of employees of different ages brings diversity. It encourages mutual learning between colleagues of different ages and a balance of experience and fresh ideas. Teamwork is enhanced when teams comprise younger and older staff.
What GETC: AET/ABET entails
However, it is important that you understand what a GETC: AET/ABET NQF 1 learnership entails to avoid failure. The more you know upfront, the greater your chance of success.
Learnerships are lengthy, admin-intensive and demanding programmes. However, if approached correctly with the help of an AET specialist, they will provide a wealth of benefits. The main stakeholders include your company, learners and your Umalusi-accredited AET provider [https://www.umalusi-online.org.za/enquiries].
It is important to note that an accredited training provider will always have learners’ interests at heart. This ensures that GETC: AET/ABET NQF 1 learnerships are implemented correctly from the get-go. When poorly implemented, it is the learners themselves that often suffer the most. This is over-and-above being a huge waste of time for companies despite the time and resources invested in the learnership. Therefore, make sure that you always deal with a leading AET provider to give sound advice during these early phases.
GETC: AET/ABET NQF 1 lifecycle
There are three important phases in the GETC: AET/ABET: NQF 1 learnership lifecycle. They include initiating the programme; operating it; and then concluding it. Every step needs to be undertaken correctly to achieve a positive outcome.
When implementing your GETC: AET/ABET NQF 1 always focus on the training and development component. Do not just do it for B-BBEE points, although important. By prioritising learners’ skills and long-term success, you are truly contributing towards transformation. Both you and the learners must be in a better position by the time the learnership ends. If this is not the case, it was implemented incorrectly. Companies that just “tick boxes” to improve their scorecards will not benefit from sponsoring GETC: AET/ABET NQF 1 learnerships. Government has made known its intentions of monitoring this practice closely. The matter has since been taken to the B-BBEE Council [ https://www.bbbeecommission.co.za/b-bbee-advisory-council/]. This is considering that the skills development criterion of the B-BBEE Scorecard is not having the desired impact. If implemented correctly and as intended, the country would have made greater strides in transforming the economy.
Therefore, avoid AET providers who just motivate training for B-BBEE points and tax incentives. These GETC: AET/ABET NQF 1 learnerships are seldom successful. Your AET provider will, firstly, focus on the benefits of the training to participants and then to your business.
Recruiting GETC: AET/ABET learners
Before recruiting GETC: AET/ABET NQF 1 learners, meet with them and explain what the programme will entail. In this way, you will also be able to establish realistic expectations. Try and involve your AET provider in these sessions. This is considering its experience undertaking awareness campaigns before training. These better prepare learners for a demanding journey. Learners are made aware of the many benefits of participating and the importance of the skills that will be learnt. They are also reminded of the support that they will receive from their managers and training facilitators.
During these preliminary meetings, you will also get to know the prospective learners better. This is very important. Up to 90% of the success of a GETC: AET/ABET NQF 1 learnership depends on recruiting the correct learners. You want to recruit intelligent, ambitious, growth-minded and resilient learners. This will ensure that they will be able to cope with the rigours of year-long training programme. Again, consult your AET provider during this process. These companies have extensive experience ensuring large participation in both workplace and community AET programmes.
For example, these companies recruit with the help of community leaders and church representatives. Use is also made of notices, posters and various media to recruit learners.
A reputable training provider also helps clients to identify communities in their operational footprints that need AET.
During workplace training, they identify enterprising employees that could be developed further. Among these are those industrious employees who would make great leaders. With further training and skills development, as well as grooming and coaching, they become even more valuable assets.
The Department of Labour also assists with the recruitment, selection and referral of unemployed people for learnerships. Refer to its Employment Services [https://essa.labour.gov.za/EssaOnline/WebBeans/?wicket:bookmarkablePage=wicket-0:za.gov.labour.essa.web.online.MainHomePage].
Launching your GETC: AET/ABET learnerships
Once you have recruited suitable learners, you are ready to start launching your GETC: AET/ABET NQF 1 learnerships. However, before you do so, do not forget the onboarding process.
An awareness campaign undertaken by a reputable AET training provider will ensure that learners are ready to hit the ground running. It sets the tone of the GETC: AET/ABET NQF 1 learnership and ensures that learners understand their responsibilities. You need to show them the path to success.
Your training provider should clearly communicate the need for commitment to learners. A learnership requires dedication; hard work; and focus. Some learners enter a learnership programme without fully understanding the level of commitment required. Therefore, learners need to be made aware of the time and effort that is needed.
Attendance is also critical in learnership programmes. Learners must be present at all scheduled training sessions, workshops and assessments. They need to understand that the learnership should be their top priority.
Learners must also be prepared to meet the challenges of both the theoretical and practical training components of a learnership. Therefore, before entering the programme, they must familiarise themselves with learnership requirements and expectations. Moreover, they need to have the necessary equipment and resources to learn.
Learners also need to be reminded to take initiative. This is to avoid missing opportunities to learn and grow. It is important that they know that they need to constantly seek out opportunities to develop their skills. They must ask questions regularly and be willing to take on additional responsibilities.
Successful learners are also not afraid to ask for help when they struggle. Failure to do so can impede their performance and progress.
Self-discipline and self-motivation are also important. Learners must set goals for themselves; prioritise their time; and avoid distractions.
GETC: AET/ABET NQF 1 stipend
Also remember to again discuss the GETC: AET/ABET NQF 1 stipend with unemployed learners. This is to manage expectations.
It is important that they understand that stipends are a means of providing support to learners. They cover certain expenses, such as transportation, meals and stationery. Therefore, stipends do not equate to a full-time income. As such, learners should be encouraged to continue seeking other forms of financial support. These can supplement their income while completing the learnership.
The current stipend rates for learnerships range from R1 500 to R4 500 a month. This depends on the NQF level of the learnership. Therefore, GETC: AET/ABET NQF 1 learners should earn at least R1 500. This is in line with National Minimum Wage Act. Refer to National Minimum Wage Act: Investigation into National Minimum Wage: Comments invited (www.gov.za). Although legal, this is a very low wage considering inflation. Therefore, think about paying more. This is to sufficiently cover expenses and to reduce the risk of learners dropping out of the learnership.
Many learners have had no other choice to abandon their training programmes due to non- and low payment. Without a decent stipend, they cannot afford transportation to work. Due to inexperience, many learners only realise this once they have started the learnership.
Employees participating in GETC: AET/ABET
An awareness campaign is also important for employees participating in GETC: AET/ABET NQF 1 learnerships.
For these learners, you need to focus on the benefits of participating in workplace training. Adult skills learning in the workplace provides benefits across three dimensions, namely economic, wellbeing and social. These must be explained clearly to employees.
The economic benefits are the potential increase in wages and improved employability. Enabling workers to better acquire knowledge by linking old and new learned concepts to practical applications addresses skills deficiencies. This is in addition to limitations in their knowledge and experiences that can be of economic value to organisations.
Participation in GETC: AET/ABET NQF 1 is shown to improve employees’ perception of their own mental and physical health. It also increases their life satisfaction and stimulates their self-confidence.
Adult learning in general can lead to improved disposition to voluntary and community activities. This is in addition to better civic attitudes and political participation. In this way, adult learning in the workplace can also lead to improved engagement with the community and in civic activity. Furthermore, adult learning in the workplace allows employees to develop basic work habits and an occupational identity.
A skilled and experienced AET provider knows how to teach basic education skills to adults. It also has experience keeping them motivated, considering that adults learn differently to children.
An AET provider knows how to create a need for GETC: AET/ABET NQF 1 among employees. Thereafter, it keeps reminding them that the course is valuable to their jobs. An experienced AET provider shows learners a glimpse of a better future after completing the learnership. Moreover, it establishes establish trust with learners. This is important as adults are more influenced by messages that come from a trusted source. They are not as naïve as children.
GETC: AET/ABET learnership agreements
Your GETC: AET/ABET NQF 1 learnership agreements must also be correct. These are entered into between employers, learners and training providers.
GETC: AET/ABET NQF 1 learnership agreements are governed by the Skills Development Act. Refer to Skills Development Act 97 of 1998 | South African Government (www.gov.za). This must be read with the Basic Conditions of Employment Act [https://www.gov.za/sites/default/files/gcis_document/201409/a75-97.pdf].
As indicated by Section 17 of the SDA, a learnership is regulated by a limited-duration contract. It obliges an employer to employ learners for a set period. This is in addition to providing learners with specified practical experience and release them to attend training and education.
The learnership agreement remains in force for the duration of the GETC: AET/ABET NQF 1 programme. When it is completed, the learnership must be registered with the relevant SETA.
Terminating a learnership contract is permissible under various conditions. These include programme completion; expiry of the duration; mutual agreement; or fair dismissal for misconduct or incapacity. Any dispute regarding termination of a learnership agreement can also be referred to the Commission for Conciliation, Mediation and Arbitration. Refer to https://www.ccma.org.za/. This is similar to the provision of the Labour Relations Act [https://www.gov.za/documents/labour-relations-act]. It too provides that the CCMA must first attempt to resolve disputes through conciliation. If disputes cannot be resolved this way, they can be referred to arbitration by either of the parties.
The Sectoral Determination prescribes conditions that need to be met upon termination. Learners are entitled to all statutory money owed and a certificate of service. It must include learners’ full particulars and a description of the SETA under which the learnership was registered. The agreement also needs to include an explanation of the training and practical experience that the learner received. Also detail the remuneration paid to learners.
GETC: AET/ABET legal requirement
Do not forget another important GETC: AET/ABET NQF 1 learnership legal requirement. Section 18(2) of the SDA prescribes that the employer and unemployed learners enter into an employment contract. This will define the nature of the employment relationship between the parties. It will also regulate the manner in which the learner obtains qualifications via work-based practical experience and learning programmes.
This will avoid a dispute regarding the status of people who concluded the learnerships. Without a learnership agreement or employment contract, learners also cannot refer disputes to the CCMA. Employees may wish to rely on a right conferred by the LRA. They can only do so if they are employees as defined in the LRA. If no employment relationship exists, the Labour Court does not have jurisdiction to consider disputes in terms of the LRA. Refer to https://www.justice.gov.za/labourcourt/.
GETC: AET/ABET onboarding process
You also want to organise a GETC: AET/ABET NQF 1 on-boarding process for managers and mentors. There is a lot to assimilate upfront, so involve your AET provider. Such a company is very familiar with the very specific requirements of learnerships. These have been mandated by the SETAs. Refer to https://www.labour.gov.za/DocumentCenter/Pages/Basic-Guide-to-Learnership-Agreements.aspx.
A well-structured orientation process can help ensure alignment between all stakeholders. This is in addition to managing expectations.
Remind managers that learners may not be exploited in any way. This undermines the skills development process. Therefore, it will result in legal consequences for the company.
It is also illegal to threaten learners with non-payment. Claims have also been made that learners have to payback the costs of the learnership if they want to leave. This form of intimidation will not be tolerated. There are also formal and legal ways of dealing with problematic learners with which they need to familiarise themselves.
In some instances, managers have treated learners with scorn. They have also involved them in fraudulent practices, such as falsifying documentation. There have even been incidences where money has been illegally claimed from learners.
Companies that indulge in such practices are exploiting vulnerable members of our society. They do this to benefit from the incentives offered by learnerships. There have been cases where learnerships have been simulated. Irrelevant training is conducted that provides little or no benefit to employees or unemployed youth. This is just to improve B-BBEE scorecards.
A reputable AET provider will refuse to participate in such practices.
Incentivise GETC: AET/ABET learners
Incentivise good performance by GETC: AET/ABET NQF 1 learners. Incentives bolster motivation and performance significantly. They may include financial rewards, such as vouchers and bonuses. Alternatively, they can also be extra leave days, as well as travel and conference opportunities. Even simple internal praise and commendation can encourage commitment and continue to bring out the best in your learners.
Also, do not be afraid to penalise poor attitudes and behaviours that lead to under-performance. The prospect of stopping stipends due to inactivity or deregistration can be incentive enough for learners to give their best.
For employed learnerships, align learners’ individual development plans and key-performance indicators with GETC: AET/ABET NQF 1 training. This helps to drive consistent progress and make the programme more relevant to employees’ career aspirations. It can also then be more closely linked to general performance-associated incentives and bonuses. This includes salary increases and promotions.
Strong mentors support GETC: AET/ABET
Appoint strong managers and mentors to support the extensive skills and experience of your GETC: AET/ABET NQF 1 provider. Pair them with learners. Remember that good mentors do not have to be senior staff. They can even be mid-level or junior employees. This also provides them exposure to leadership and management. Learnerships are only one-directional if they are approached in that manner.
Both management and mentorship play important roles in helping learners to achieve their goals. However, they adopt distinctly different approaches in doing so.
Incorporating on-the-job practice and mentorship is fundamental to the success of any learnership programme. Together with theoretical training, learners are exposed to the so-called “ins-and-outs” of an occupation. They do so by practicing all aspects on a daily basis under the watch of a mentor. In this way, a professional relationship is developed between the mentor and mentee. It is most certainly not just a procedure or activity. The Association for Talent Development notes the importance of mentoring in the employee or learner development process. It says that it “increases engagement; improves productivity; and can reduce turnover.”
Different roles in GETC: AET/ABET
So, what are the different roles that managers and mentors play in a GETC: AET/ABET NQF 1 learnership?
Good mentors assess proactively. They guide based on learners’ capabilities, strengths and areas. Good managers, on the other hand, set targets and employ more reactive-management techniques.
Skilled mentors build a relationship, with mentorship often becoming personal. Conversely, good managers are organisational.
Effective mentors also collaborate and listen. They are guiding figures who ask questions and facilitate learner self-discovery. Managers, on the other hand, are authority figures.
For learners, mentoring provides many benefits. They can earn and develop in safe and supportive environments. In addition, mentors help identify learning that is needed and show how to apply theory into practice. This while providing professional support. They also help learners to identify opportunities for career advancement and enhance their professional competence.
Consult your GETC: AET/ABET provider
Consult your GETC: AET/ABET NQF 1 provider regularly to track progress of learners. By establishing regular, clear and transparent communication channels, unforeseen challenges can also be resolved quickly. In this way, they do not become more serious problems. In many instances, when learners experience challenges, all they need is empathy.
A reputable AET provider will organise regular meetings with relevant managers and mentors. This is to ensure that learners are progressing.
One of Umalusi’s strict accreditation requirements is that AET providers have robust learner management systems. Among others, this system tracks progress of learners and “red flags” those who are struggling. In this way, the necessary support can be provided quickly before learners fall behind.
If done correctly, your GETC: AET/ABET NQF 1 learnership can contribute to the high success rate of workplace training. In 2014, researchers found that 70% of apprenticeship and 86% of learnership participants secured employment quickly. 90% of those individuals who completed a learnership found permanent employment.
Conclude GETC: AET/ABET NQF 1
Conclude your GETC: AET/ABET NQF 1 learnership correctly.
Do not withdraw or deregister learners prematurely. There can be pressure to remove inactive or underperforming learners from a programme. However, this may be commercially necessary if stipends are being paid to learners. Nevertheless, remember that even learners who are struggling are still participants in your programme. Therefore, they still count towards your skills development targets. This is especially important for employed learnerships as salaries are counted. Certainly, this does not mean that there are never good or valid reasons for learnerships to be deregistered. Even so, it is important to be mindful of the impact that this will have. This includes on longer-term B-BBEE scores or SETA funding.
Companies also tend to forget about the valuable bonus points that are awarded for absorption after the learnership has been completed. Absorption is counted on the B-BBEE verification date. However, there is often a long lead time between the end of the learnership and employers’ B-BBEE verification date. You will need to be able to demonstrate that learners are employed. They do not have to work for your business for you to be awarded the bonus points. This will be difficult to verify if you have not maintained contact with learners after GETC: AET/ABET NQF 1. Consider a small incentive for learners to send you proof that they are employed. This is a small cost compared to the value of the bonus points you could earn.
Skills GETC: AET/ABET participants learn
So, what skills do GETC: AET/ABET NQF 1 participants learn?
They have to take literacy, language and communication (LLC), a fundamental learning area.
Individuals who have completed LLC can speak and listen confidently. They also know how language works in different situations. Moreover, they have developed their language skills for problem-solving; decision-making; and creative, critical and evaluative thinking. They are also effective readers. This enables them to find and reference information and understand the purpose of different writing styles. They are also strong writers themselves who have the capacity to convey important information in the written word. This while using the appropriate tonality for various purposes.
GETC: ABET mathematical literacy
GETC: ABET NQF 1 mathematical literacy equips individuals with critical basic numeracy skills. Considering the importance of basic number skills in modern life, adult numeracy training is a fundamental learning area.
Individuals who have completed this NQF 1 qualification understand how to use geometry to describe and interpret surroundings. They can also work with maps and scale drawings and draw objects from different angles. Moreover, they can solve problems involving area, volume and perimeter, as well as collect, analyse and display data. They can also use math to solve real-world problems in different contexts. Basic numeracy skills also include an understanding of number systems and their use in different cultures. Moreover, this proficiency is used to solve measurement problems and calculate quantities in various situations.
GETC: AET/ABET NQF 1 LO
GETC: AET/ABET NQF 1 life orientation (LO) is a core learning area.
LO topics include understanding self-awareness and -esteem. This is in addition to gaining an appreciation of the importance of health and safety in various situations. Learners are also equipped with sound knowledge of sexual health, hygiene and healthy habits. The subject also imparts an understanding of ethical behaviour and rights and responsibilities. This is in addition to an appreciation of diversity and positive relationship skills. Notably, these are all “soft” skills that employers also find desirable. In this way, GETC: AET/ABET NQF 1 further grooms and coaches learners for the world of work.
GETC: AET/ABET NQF 1 electives
Among the GETC: AET/ABET NQF 1 electives, the study of human and social sciences expands knowledge of human cultures. This is in addition to imparting a better understanding of our differences and what binds us together as a society.
Learning for a GETC: AET/ABET NQF 1, individuals, therefore, also gain insights into social justice; human rights; and democracy. They learn how they are influenced by different structures.
GETC: AET/ABET NQF 1 learners also gain an appreciation of our society’s rich diversity and the importance of tolerance in building a better future. This knowledge includes the history of our country and its people.
Moreover, they learn the skills needed to analyse change in society. This is in addition to being able to recognise the responsible agents for positive change in society.
Learners also gain an appreciation of sustainability and its importance for society. This is in addition to an ability to explore the relationship between humans and the environment. In this way, they too can make suggestions for sustainable living.
Individuals also develop skills in using different sources, such as maps and graphs, to understand and analyse information.
GETC: AET/ABET business skills
GETC: AET/ABET NQF 1 also imparts important business skills. This is via the diligent study of economic and management sciences.
The subject focuses on the efficient and effective use of different types of private, public or collective resources. This is to satisfy people’s needs and wants.
It comprises three main components, namely the economy; financial literacy; and entrepreneurship. The economy constitutes 30% of the subject. Entrepreneurship and financial literacy make up 30% and 40% of economic and management sciences, respectively.
Under economy, individuals learn about economic systems, including circular flow; price theory; and trade unions.
As part of the financial literacy component, individuals study the journals of a sole trader in detail. This includes posting to the general ledger; preparing a trial balance; and recording transactions.
When studying entrepreneurship, individuals learn about the sectors of the economy and the function of business. Thereafter, they also learn how to prepare of business plan.
Individuals who complete this GETC: AET/ABET NQF 1 band, will possess basic accountancy skills. They will also have a sound understanding of the different types of contracts and the role that they play in the economy. This includes government’s involvement in commerce and trade via policymaking and as a sizeable consumer of products and services. They will also possess a sound understanding of production and its impact on the economy. This is complemented by knowledge of various business structures; how to start a business; and the legal considerations involved. In addition, they will be able to analyse major South African economic systems and the roles individuals play in them. Moreover, they will possess knowledge of managerial skills and administrative systems.
GETC: AET/ABET natural sciences
GETC: AET/ABET NQF 1 natural sciences develops scientific knowledge and understanding. This includes science processing skills and an understanding of the importance of these proficiencies in society.
These range of process skills can be deployed in everyday life; in the community; and in the workplace.
Studying natural sciences, individuals learn how to access and recall information from a variety of sources. These facts and key ideas are then used to build a conceptual framework.
Learners also improve their observation skills by noting objects, organisms and events in detail during their studies. By identifying similarities and differences between objects, they also develop their comparison skills.
The subject also provides ample opportunity to develop and hone measurement skills.
This is in addition to the ability to sort and classify according to specific criteria. For example, learners apply specific criteria to class items into a table, mind map or key list while studying.
Moreover, individuals learn how to identify problems and issues and articulate the needs and wants of people in society.
Learners also develop and hone their questioning skills about problems, issues and natural phenomena.
Moreover, they learn how to predict; hypothesise; and plan and undertake investigations. This while using the appropriate apparatus and equipment. Individuals also learn how to collect data by observing and comparing; measuring and estimating; sequencing or sorting; and classifying.
GETC: AET/ABET NQF 1 elective
Studying the GETC: AET/ABET NQF 1 elective, employees learn how to systemically and accurately record data collated from an investigation. This includes the use of drawings, descriptions, tables and graphs to do so.
As part of the study, individuals learn how to interpret information and design to demonstrate findings. This while considering the design brief, specifications and constraints.
Moreover, the subject provides ample opportunity to develop and refine evaluation skills. When assessing products, learners will use established criteria before implementing methods to improve or refine them.
The subject also involves extensive communication. This includes using written, oral, visual, graphic and other forms to convey information to others.
Learn more about our GETC: AET/ABET NQF 1 learnership. www.eee.co.za