GETC: AET/ABET qualification signals competence - Triple e Training

GETC: AET/ABET qualification signals competence

A GETC: AET/ABET NQF 1 qualification [SAQA] signals competence in all the basic skills required in modern workplaces. These include foundational, “soft” and cognitive proficiencies. Moreover, employees who have completed the learnership possess the basis upon which technical skills can be developed. These include the ability to select and operate relevant equipment, tools and machinery. “Hard” skills also entail being able to analyse operations, data, policies and quality. 

These are all the proficiencies staff need to achieve personal and professional success in an industrial setting. This while significantly enhancing work performance to improve their companies’ competitive edge. Equipped with these skills, blue-collar workers are more productive. They can communicate more efficiently; resolve issues faster; and work more cohesively. They are also effective problem solvers and have a keen eye for detail, reducing costly errors and downtime. Their ability to work effectively as part of teams also helps to maintain healthy and safe working environments. This, in turn, reduces accidents and minimises liability risks. Occupational health and safety are always a first priority.

However, they are especially important in highly regulated industries where minor contraventions have serious consequences. This includes closure of operations until such time that the workplace is deemed risk free by authorities. During this time, companies can lose business and market share. This is if they can recover from damaged reputations. Bear in mind the weight that shareholders now give Environmental, Social and Governance!

GETC: AET/ABET – balanced skills development

Our GETC: AET/ABET NQF 1 learnership presents a balanced and well-rounded approach to skills development. This is by successfully addressing the multi-faceted requirements of modern adult and work life.

Gaps in these skills are having a profound negative impact on the performance of companies. They manifest in increased project durations and slower resolution times. This is in addition to notable declines in the ability to meet business objectives. As these gaps grow into gaping chasms, companies also become more vulnerable to security risks and experience higher operating costs. The ultimate outcome is a decline in customer satisfaction, resulting in market share and profit losses!

Certainly, skills gaps are not unique to South Africa. Most companies throughout the world are struggling to fill vacancies. However, our situation is unique in that it is also fuelling high levels of inequality. Bear in mind the close correlation between skills gaps and social inequality. Certain segments of the country’s population face greater barriers to accessing quality education and training opportunities. This drives the cycle of disadvantage. The high rate of unemployment among less educated citizens is a leading cause of urban poverty. This new form of deprivation is replacing the income inequality between races. Refer to The new inequality: based on employment more than race | UCT News. Addressing these skills gaps is, therefore, also a way of achieving a more inclusive and equitable society. For this very reason, our learnership also earns companies well-deserved points towards their Broad-Based Black Economic Empowerment Scorecards [https://www.bbbee.com/scorecards/scorecards-gs.html].

GETC: AET/ABET for employees

GETC: AET/ABET NQF 1 is for new and existing employees who have not completed their basic education. For new employees, it serves as a bridge from the highest level of educational attainment into entry level positions. Existing employees are enrolled on the learnership to learn skills that will enhance their performance. However, more importantly, they are also equipped with skills that facilitate further learning – whether vocational, occupational or academic in nature. This enables upward mobility. Too many South Africans still languish in low-wage jobs. As of the first quarter of 2023, 7,5-million and 4,6-million South Africans performed unskilled and semi-skilled work, respectively. This is compared to the 4,1-million skilled South African employees. The extent of the skills gap and challenge with which companies grapple to fill vacancies is stark.

South Africa’s skills crisis is being exacerbated by major disruptive forces that are dramatically reshaping blue-collar work landscape. These include a plethora of fourth industrial revolution technologies. Their uptake was hastened during the COVID-19 pandemic and have now become a set feature of industrial processes. Then there are other factors that are reinventing traditional production processes. These include the adoption of “green” manufacturing techniques to lower the embodied energy of products. This is an especially important consideration for local companies that export goods to environmentally conscious markets. More companies will have to reconfigure their processes since the implementation of a local Carbon Tax | South African Revenue Service (sars.gov.za). At the same time, companies are also having to adapt to stricter policies.

These are on the back of factors that have long contributed to skills shortages. This includes a large disconnect between industry and educational institutions, resulting in skills mismatches. Of serious concern is the continued underperformance of state-sponsored Technical and Vocational Education and Training colleges. 

GETC: AET/ABET bridges educational gaps

GETC AET qualification signals competence workers discussing hands holding material

Our GETC: AET/ABET NQF 1 learnership bridges educational gaps. This is by teaching the skills that companies need to thrive in this era of technology and digital connectivity. 

Extensive research has been undertaken into South Africa’s skills requirements.

The Future of Jobs Report 2018 | World Economic Forum (weforum.org) identifies the following skills gaps:

  • Analytical thinking and innovation
  • Creativity, originality and initiative
  • Active learning and learning strategies
  • Complex problem solving
  • Leadership and social influence
  • Reasoning, problem-solving and ideation
  • Critical thinking and analysis
  • Resilience, or stress tolerance
  • Flexibility
  • Emotional intelligence

DPRU-LMI-Project-5-5_Skills-Imbalances-in-the-SA-Labour-Market_2022.pdf (lmi-research.org.za) notes the following skills gaps:

  • Reading comprehension
  • Writing 
  • Speaking
  • Active listening 
  • Critical thinking
  • Learning strategies
  • Active learning
  • Monitoring 
  • Social perceptiveness 
  • Judgement
  • Decision-making

https://www.oecdskillsforjobsdatabase.org/data/S4J2022_results.pdf lists skills deficiencies as follows:

  • Active learning
  • Persuasion and negotiation
  • Active listening 
  • Complex problem solving
  • Personnel resources management
  • Judgement and decision-making
  • Financial resources management
  • Reading comprehension
  • Speaking
  • Originality
  • Writing
  • Digital literacy
  • Reasoning and problem-solving

In 2022, the SETAs of South Africa (nationalgovernment.co.za) surveyed local companies to determine their skills gaps. They focused on proficiencies required for high-, middle- and low-level occupations. Based on their interactions with companies, the SETAs identified the following skills deficiencies in South African companies:

  • Leadership
  • Communication
  • Project management 
  • Information and communications technology 
  • Financial management
  • People management
  • Problem-solving
  • Accountability 
  • Customer service
  • Literacy and numeracy

Many companies with which they engaged noted that their employees possessed job-specific or technical skills. However, they lacked foundational, cognitive and “soft” skills. 

Our clients identify these gaps via their Workplace Skills Plans [Workplace Skills Plan MICT SETA MICT SETA]. In this way, they can prioritise the necessary training for existing and new employees. This is so that their teams can upskill themselves to provide even more value. It also provides a guideline for the recruitment of new employees.

Planning GETC: AET/ABET learnerships

In planning their GETC: AET/ABET NQF 1 learnerships, they categorise their skills gaps. These categories include fundamental, “soft”, cognitive and “hard” proficiencies. This approach ensures that all essential aspects of skills development are covered.

Human resources practitioners also use this categorisation to identify the specific skills that are needed for various job roles. This also helps to develop targeted development plans for employees.

By doing this, employees can also identify their strengths and areas that can be improved. This knowledge empowers them to make informed decisions about their career paths; establish personal development goals; and work on enhancing their skills.

Importantly, this approach also instils a culture of lifelong learning among your blue-collar workers. This is considering the emphasis on continuous development.

The foundation of AET: GETC

The foundation of our AET: GETC NQF 1 learnership is fundamental learning areas. They include Language, Literacy and Communication and Mathematical Literacy studies, counting 23 and 16 credits towards the qualification, respectively. 

These subjects teach the foundational skills that employees need to function effectively in 21st century workplaces. They include verbal and written communication, as well as reading comprehension and active listening skills.

Effective communication has and will always be critical in industrial settings, for example. In these environments, teams collaborate closely, and safety protocols are paramount. Clear communication prevents errors; minimises accidents; and ensures alignment with company goals.

Importantly, these skills are also the building blocks to other fundamental skills. These include basic digital and media literacy. 

By mastering basic literacy and numeracy, your employees will be able to work with computers. This is in addition to other digital technologies which are redefining blue-collar work in industrial settings. Employees must be able to adapt quickly to new tools, software and equipment to stay relevant. These foundational skills also enable them to navigate and critically analyse media. In this way, they can sift through the vast amounts of information online; identify sources; and use media tools in the workplace. In turn, this enhances productivity and collaboration!

GETC: AET/ABET develops interpersonal skills

GETC: AET/ABET NQF 1 develops both interpersonal and intrapersonal skills, or “soft” skills. They have a bearing on how employees interact with one another, as well as self-awareness and management.

These include public speaking; active citizenry; discipline; strong work ethic; the ability to manage one’s finances; reliability; and accountability. Other “soft” skills include positive attitude; integrity; self-, cultural- and environmental- awareness; and empathy. These traits which so many employers find desirable can all be simply described as “emotional intelligence”. They are vital for fostering positive work environments and resolving conflicts. They also enhance customer interactions.

These are developed by strategically selected core and elective learning areas. This includes Life Orientation, a core learning area which counts 32 credits towards the qualification. These skills are further enhanced, honed and refined by the diligent study of natural, human, social and business sciences.

Together, these three GETC: AET/ABET NQF 1 learning areas also develop employees’ cognitive skills. These refer to the mental processes that enable employees to acquire knowledge; understand complex concepts; and adapt to new situations. They include problem solving; analytical and critical thinking; logical reasoning; and judgement. These are critically important in today’s fast-paced industrial industries where employees are also expected to solve complex challenges quickly. To do so, they need to be able to identify issues, analyse available data and devise innovative solutions.

GETC: AET/ABET facilitates lifelong learning

Importantly, GETC: AET/ABET NQF 1 facilitates lifelong learning. Employees who completed the learnership have acquired more than just fundamental skills. They have also learnt how to manage their time, while balancing their work, academic and personal responsibilities. Therefore, they have been primed to succeed in acquiring technical skills. These are typically learned through formal education; on-the-job training; certifications; or specialised courses. They vary greatly from one industry to another. This is in addition to the many new blue-collar tasks that have been created by technology. Human and technological systems interactions demand new skills that need to be learnt. Many of these are yet to be defined!

Learn more about Triple E Training, industry’s first point of contact for quality workplace literacy training. www.eee.co.za

Book a Call

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

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

Book a Call

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

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