GETC: AET – workplaces become classrooms
Through our innovative GETC: AET NQF 1 learnerships [SAQA], workplaces become classrooms. And classrooms are transformed into environments in which competent training facilitators guide discovery of new skills and latent capability. These are environments in which your blue-collar workers, who are so often neglected in corporate training, can grow and develop.
Structured around your production schedules, we provide instruction in basic education skills at your worksite, factory warehouse, mine, quarry or farm. There is not a single operation that employs unskilled and semi-skilled workers that we cannot reach. This is considering our vast national geographical footprint.
Attending GETC: AET classes
Attending GETC: AET NQF 1 classes, employees acquire theoretical knowledge which they immediately start applying into practice in the workplace. This while working under the close watch of a mentor over a 12-month period.
For example, they start practicing GETC: AET NQF 1 skills such as active listening; being clear and concise; using visual aids; and following up. These are among the proficiencies taught during Language, Literacy and Communication (LLC) studies. Engaging in a range of speaking and listening interactions is but one learning area covered by this fundamental subject [SAQA].
Irrespective of the work performed, most blue-collar workers must give full attention to what colleagues or higher-ups are saying. They take their time to understand points that are being communicated. When they do not understand the message, they ask questions to clarify and do not interrupt at inappropriate times. Furthermore, they can understand written sentences and paragraphs in work documents. Both reading comprehension and writing skills [SAQA and SAQA] are also a focus of LLC. These are proficiencies that employees will also practice regularly when completing important documentation and referring to employee handbooks. In this way, they hone and refine their knowledge of English structure and content. This is in addition to the meaning and spelling of words; rules of composition; and grammar of the formal language of business and learning.
GETC: AET classes facilitated in workplaces
Attending GETC: AET NQF 1 Mathematical Literacy classes facilitated in the workplace, your employees acquire basic numeracy skills. They learn how to describe and represent objects in terms of shape, space and measurement [SAQA]. Moreover, employees learn basic number skills. This includes working and operations with, as well as relationships between numbers [SAQA]. Another important focus of Mathematical Literacy is measurement in a variety of contexts [SAQA]. This is knowledge that your blue-collar workers will also apply on a daily basis. In doing so, they have an opportunity to hone and refine these proficiencies.
However, these GETC: AET NQF 1 fundamental subjects transcend merely teaching employees how to read, write and count. They also impart the skills that your employees need to use logic and reasoning. This is so that they can identify the strengths and weaknesses of alternative solutions; conclusions; or approaches to problems. Employees also use literacy and numeracy skills for judgment and decision-making. This entails considering the relative costs and benefits of potential actions before deciding on a suitable approach.
GETC: AET addresses AET limitations
In this way, our GETC: AET NQF 1 training addresses traditional AET programme limitations.
All too often, adult literacy and numeracy training is generic in nature. Certainly, the general life skills taught are important. However, employees also need to understand the relevance of the learning to their specific situation. Furthermore, they must learn how to apply their newfound knowledge in the workplace under the close watch of a mentor. There is extraordinarily little opportunity to do so especially if the training is hosted offsite in a classroom. In these environments, teachers are just that. They are not instructors and facilitators whose role is to devise problem-based learning strategies and encourage mentoring and peer tutoring.
Subjects, especially Mathematical Literacy, must be taught in a workplace setting. This is considering that the workplace influences the type of numeracy skills that are required and how they are used. The history of tasks and the equipment used determine the types of calculations that employees must be able to perform. Once these are learned in the classroom, they are embedded through practice. Activities are repeated on the job until workers are competent.
Furthermore, employees apply these skills while exercising judgement, such as when it is appropriate to estimate or not. This is an ability that they also develop through constructive feedback from team members and expert managers.
GETC: AET workplaces reflect practices
Our GETC: AET NQF 1 training reflects workplace practices. This is by incorporating authentic scenarios in the classroom and then facilitating their practice in the workplace.
Employees work on actual projects with real colleagues and share relevant learning with their team members. This while working in a structured, supportive environment where experimentation is encouraged. Learning in this way has an immediate impact in that employees see their progress as it happens.
Unless it is used regularly, new information can be very quickly forgotten. Even if they do not master new skills immediately, employees will develop and improve over the duration of the learnership. Moreover, a hands-on approach ensures that employees are not just memorising information for a test. By integrating knowledge into their daily work practices, they can better retain new knowledge. This experiential learning also results in a deeper understanding and longer-lasting knowledge than what might be achieved through classroom instruction alone. The Forgetting Curve provides an indication of how fast knowledge is lost if it is not repeated and reinforced:
- within one hour people forget 50% of information presented;
- within 24 hours people forget 70% of information presented; and
- within one week people forget 90% of the information presented.
Refer to Ebbinghaus’s Forgetting Curve – Why We Keep Forgetting and What We Can Do About It (mindtools.com).
Immediate feedback from supervisors also facilitates rapid skills development. In this way, employees can correct mistakes and refine their techniques on the spot. This feedback usually also includes insights into how employees’ role affects larger business objectives.
Well-planned GETC: AET classes
However, this on-the-job learning must be supported by well-planned GETC: AET NQF 1 classes. These can never be replaced or substituted as they are the bases of the learnership.
One of the key strengths of our classroom-based training is that it facilitates enhanced interaction and collaboration. This fosters a dynamic learning environment. Employees can actively participate in discussions; ask questions in real-time; and benefit from the diverse perspectives of colleagues. This direct interaction promotes engagement; knowledge sharing; and the development of networks.
Furthermore, learners can directly interact with our SACE | South African Council for Educators-accredited training facilitators. This, in turn, creates an environment conducive to immediate feedback. Learners can request further explanation or ask specific questions related to the subject. They then receive prompt responses from the facilitator. This does not only improve understanding of the subject matter. Importantly, it also ensures that any misunderstandings or misconceptions are addressed and corrected immediately.
Our facilitators also provide valuable insights and explanations. By providing clear and concise answers, they help learners grasp concepts more effectively. They can also gauge the understanding and engagement levels of participants. This enables them to adjust their teaching approach accordingly.
GETC: AET NQF 1 facilitators
Immediate feedback from GETC: AET NQF 1 facilitators also empowers learners to adapt and improve their learning strategies. By receiving timely guidance, learners can make necessary adjustments to their approach and focus on improvement areas. They can also reinforce their subject matter understanding. In turn, this process fosters a deeper level of comprehension and skill acquisition.
Furthermore, the immediate feedback and clarification offered in a classroom setting create a supportive and interactive learning environment. Learners can engage in discussion; ask follow-up questions; and actively participate in the learning process. The opportunity to receive feedback not only from the facilitator but also from peers enriches the learning process. Collaborative problem-solving; group discussions; and peer-to-peer feedback contribute to a comprehensive understanding of course content and promote critical thinking.
GETC: AET classes foster discipline
GETC: AET NQF 1 classes also foster personal accountability and discipline.
Attending classes at work requires learners to adhere to a fixed schedule and commit to the allocated time for training. This structure helps individuals to prioritise their training commitments amid their work responsibilities.
By dedicating specific time slots to attending classes, learners demonstrate a proactive approach to their professional development. This is in addition to showcasing their commitment to acquiring new knowledge and skills.
The presence of a facilitator and fellow learners in the classroom further reinforces personal accountability. Learners feel a sense of responsibility to actively engage in training; contribute to discussions; and participate in group activities.
The supportive environment of the classroom encourages learners to take ownership of their learning journey. They also make the most out of their training opportunity.
The commitment to attending regular training sessions fosters a work ethic centred on time management and prioritisation. These are also learning areas covered by Life Orientation, a core GETC: AET NQF 1 subject [SAQA and SAQA].
Employees also learn to balance their work responsibilities with their learning goals. They hone their ability to manage their time effectively and meet deadlines. The disciplined approach cultivated in the classroom environment translates into improved productivity and efficiency in the workplace. Furthermore, the presence of peers and the facilitator acts as an accountability factor. Learners become more conscious of their progress and engagements as they are aware that their actions are observed by others. This social accountability motivates learners to actively participate; contribute their insights; and maximise their learning potential.
GETC: AET encourages accountability
The supportive and collaborative nature of GETC: AET NQF 1 classroom-based training encourages accountability and respect for continuous improvement. Moreover, the structured nature of classroom-based training provides a framework for establishing goals and tracking progress. Employees can identify specific learning objectives and measure their achievements throughout the learnership. In turn, this approach fosters a sense of accomplishment. It also encourages learners to stay focused and committed to their personal and career growth.
GETC: AET classes enhance collaboration
GETC: AET NQF 1 classes enhance collaboration via face-to-face interactions with facilitators and other learners. This is an opportunity for learners to also practice the many “soft” skills that they are learning.
Engaging in group activities, discussion and collaborative projects cultivates effective communication. Employees learn how to articulate their ideas; actively listen to others; and navigate diverse perspectives.
In the classroom, participants also develop their teamwork skills by working together on assignments. They learn how to delegate tasks; resolve conflicts; and achieve common goals.
By engaging in these cooperative experiences, learners gain a deeper understanding of team dynamics. They also learn how to contribute to a cohesive and productive team environment. Furthermore, employees build confidence by engaging in discussion; receiving positive reinforcement; and successfully completing assignments in a controlled environment. Constructive feedback from facilitators and peers helps learners to recognise their strengths and improvement areas. This facilitates a growth mindset, and builds the confidence needed to embrace challenges.
Learn more about Triple E Training and how we can also transform your workplace into classrooms. www.eee.co.za