Why is GETC: AET/ABET NQF 1 life orientation (LO) a core learning area? This is a question that is often posed by companies that are considering sponsoring this learnership for the first time.
Any reputable AET provider will agree that attending LO classes is certainly not a waste of work time. However, the subject must be taught well and facilitated in ways that learners engage in the lessons. Only then will it achieve its intended purposes!
Facilitated by a competent AET training provider, LO can be one of the most important subjects offered by this learnership. This is because LO equips learners with the skills that they need to function effectively in adult life. Former Minister of Education, Angie Motshekga [Minister of Basic Education], corroborated this view in 2017. She was briefing the launch of a LO textbook writing project at the then Teacher Management and Curriculum Management lekgotla. Notably, she said, “if taught properly, LO is the most important subject in the curriculum. It can address the social ills that are gripping our country.”
By offering LO, GETC: AET/ABET NQF 1 transcends merely teaching workplace literacy skills. These are adequately covered by the elective learning areas of literacy, language and communication and mathematical literacy. Participants in this learnership also learn skills to make a substantial contribution to their communities and our society. This is one of the important objectives of any AET programme.
Individuals who have been enrolled for this learnership – either as employees or unemployed individuals – have already passed AET Level 3. They will, therefore, cope with AET Level 4. This is the last level of AET. Learners who pass this level attain a General Education and Training Certificate in Adult Education and Training. It is on the first band of the National Qualifications Framework. Refer to https://www.saqa.org.za/national-qualifications-framework/.
Umalusi motivates GETC: AET/ABET LO
Umalusi Council also motivates GETC: AET/ABET NQF 1 LO. This is based on extensive research that it undertook into the learning area to determine if it was still relevant. It was responding to criticism of the subject. Parents and employers failed to see the relevance of this subject which is taught at school and in AET.
The council sets and monitors standards for general and further education and training. This is undertaken according to the requirements of the National Qualifications Framework Act. Refer to National Qualifications Framework Act 67 of 2008 | South African Government (www.gov.za). Therefore, only AET providers that have been accredited by the council are permitted to provide GETC: AET/ABET NQF 1 learnerships.
It notes that young adults are faced with unique needs and challenges that present difficulties and opportunities. They include social and environmental injustice; poverty; unemployment; and preventable lifestyle diseases. The study of LO addresses all these – whether facilitated at school or in AET.
GETC: AET/ABET LO strengthens democracy
Moreover, by developing active citizens, the GETC: AET/ABET NQF 1 LO strengthens our democracy.
It teaches important skills that help to navigate a relatively new dispensation. This is in addition to the stubborn legacies of the past regime. While we may be 30 years into democracy, there are still many challenges that linger to this day. Equipped with LO skills, individuals can play a meaningful role in helping to solve them. This is through their behaviours, as well as skills, values and ethos that they have developed by diligently studying LO.
Umalusi Council further notes that few subjects focus on the well-being of learners in a manner in which LO does. Many school and AET subjects focus on their core subject matter. They do not consider the emotional, psychological, social and other needs of learners. Thus, “LO is unique as it plays a vital role in the holistic development of the learner and student.”
Furthermore, the council says that the knowledge, values and skills acquired in LO contribute greatly to success in other subjects. This is considering that attending LO classes influence learners’ attitudes leading to improved behaviour. In addition, it complements the knowledge imparted by the fundamental and elective learning areas.
Umalusi Council also boldly states that LO has the potential to change our nation for the better. “Its role in this country should not be overlooked or taken lightly. The youth of this country have a backlog in this area of learning. It is, therefore, imperative that this opportunity for learning through LO is maximised.” Refer to https://www.umalusi.org.za/docs/assurance/2014/lifeorientation.pdf.
GETC: AET/ABET LO compulsory
Internationally, subjects such as GETC: AET/ABET NQF 1 LO are considered compulsory. This is considering the essential skills that they teach.
By offering LO, South Africa is following international best practice in education. We have a worldclass LO curriculum. It compares favourably to similar subjects offered in other countries, such as Kenya, Singapore and British Columbia.
Young adults who have graduated from the Singaporean education system have been well prepared for grownup life. They have a strong sense of self-awareness; a sound moral compass; and the “soft” skills required to surmount future challenges. Importantly, they also appreciate the beauty of the world around them. This is in addition to possessing a healthy mind and body, as well as zest for life. In 2018, the country’s government launched the Learn for Life initiative. It facilitates greater flexibility in teaching, learning and assessment. This will also create more opportunities for self-directed learning in and out of school. In this way, the country hopes to encourage lifelong learning for all Singaporeans. Such is the value that the country places on LO. Refer to https://ncee.org/country/singapore/.
Life Skills Education (LSE) in Kenya teaches adaptive and positive behaviour. These enable individuals to deal effectively with the demands and challenges of everyday adult life. It focuses on equipping learners with psychosocial competencies and interpersonal skills. These are essential to make informed decisions; solve problems; and think critically, logically and creatively. Attending LSE classes, students learn how to communicate effectively; build healthy relationships; and empathise with those in need. They also learn how to manage their lives in a healthy and productive way. It is a comprehensive change approach that concentrates on the development of the psychosocial skills required in life. Reference Life skills education in Kenya_report.pdf (fhi360.org).
British Columbia’s “GETC: AET/ABET LO”
British Columbia’s version of GETC: AET/ABET NQF 1 LO is Health and Career Education 8 and 9 curricula. They provide adequate practice in decision-making and problem-solving strategies. Learners also learn how to identify and explore personal, educational and career goals. In addition, they are taught how to think critically about a variety of health topics and decisions. This is in addition to skills needed to develop healthy relationships and safe practices in various settings. Furthermore, individuals who study these subjects learn how to identify sources of information and support for health and career topics. Refer to https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/curriculum/healthcareer/hce89_ca.pdf.
Strategic GETC: AET/ABET LO classes
Notably, strategic GETC: AET/ABET NQF 1 LO classes teach 21st century skills. These are the proficiencies that companies now find desirable because they are increasingly relying on machines to perform operations. While technology can replace many of the technical or “hard’ skills of general labour, machines lack human traits.
According to The World Economic Forum, as industries navigate the Fourth Industrial Revolution, “soft” skills will become even more important. In some instances, these proficiencies will be even more important on CVs than “hard” skills. This is considering the rate of automation and mechanisation, which reduce reliance of humans to perform tasks. Semi- and unskilled work is most at risk in this new digital era.
So-called 21st century skills include:
- Complex problem-solving
- Critical thinking
- Creativity
- People management
- Coordination with others
- Emotional intelligence
- Judgement and decision-making
- Service orientation
- Negotiation
- Cognitive flexibility
Refer to The Future of Jobs | World Economic Forum (weforum.org).
Umalusi Council adds to this list of “soft” skill based on its interactions with industry. “Skills such as emotional quotient are becoming increasingly prominent.” This is in addition to the ability to manage diversity; resolve conflict; and manage time. Employers are also looking for employees who are flexible; motivated; and good communicators. Most of these are taught by LO.
The teaching of these skills is done through positive psychology-based programmes. These focus on individual exploration of strengths; deep thinking; and practical application in relevant life contexts.
In this way, GETC: AET/ABET NQF 1 responds to a need for a different approach to education. It combines cognitive and psychological teaching methods. This enables learners to cope with this new world of work. At the same time, they have a coherent sense of self. Therefore, they possess sufficient flexibility to adapt as ways of working keep changing.
GETC: AET/ABET relevant to workplaces
Even so, most of the many topics covered by GETC: AET/ABET NQF 1 LO are very relevant to workplaces. They complement those skills taught by the fundamental learning areas mentioned earlier as well as the various elective subjects. These comprise the different sciences, namely natural, human and business.
This core learning area counts up to 32 credits towards attaining a GETC: AET/ABET NQF 1. It covers the following important topics:
GETC: AET/ABET LO ID 14656
GETC: AET/ABET LO ID 14656 [SAQA] imparts an understanding of sexuality and sexually transmitted infections (STIs), including HIV/Aids. This counts five credits towards the learning area.
A learner credited with this unit can:
- Demonstrate an understanding of sexuality
- Demonstrate knowledge of the nature, transmission and prevention of STIs
- Describe the means to cope and deal with STIs
- Describe human rights of individuals living with STIs
It is an especially important topic in South Africa. Bear in mind that the country is the epicentre of the HIV pandemic. It is also the largest AIDS epidemic in the world. 20% of all people living with the disease are South Africans. In addition, 20% of new HIV infections occur here. Also of particular concern are South Africa’s hyper-epidemics in KwaZulu-Natal and Mpumalanga. This is in addition to high HIV-infection concentrations in specific populations. Of the 7,2-million South Africans living with HIV, 60% are women above the age of 15. Refer to https://journals.lww.com/stdjournal/fulltext/2023/12000/prevalence_of_curable_sexually_transmitted.4.aspx#:~:text=In%20South%20Africa%2C%20which%20has,and%206.0%25%20chlamydia%20among%20men.
However, this is not our only problem. In 2017, there were an estimated 2,3-million new gonorrhoea and 19-million new chlamydia cases. Refer to https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0205863. This is in addition to 47 500 new cases of syphilis. These high numbers of STI infections in the country have been partly due to inadequate prevention and treatment gaps. Some people with STIs may go untreated because they do not show any symptoms. A case in point are those citizens infected with chlamydia. Herpes simplex virus and human papillomavirus is also especially prevalent among young people in sub-Saharan Africa.
GETC: AET/ABET LO bolsters awareness
GETC: AET/ABET NQF 1 LO bolsters awareness and perceptions of STIs. This is very important. Bear in mind that the level of awareness and perceptions of STIs is still poor among youth. This is evidenced by their risky practices that could potentially spread STIs. As such, health education needs to be strengthened. This is to equip young adults with appropriate knowledge so that they change their behaviours regarding their sexual health. Refer to https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9913921/.
GETC: AET/ABET LO supports OH&S
However, this GETC: AET/ABET NQF 1 LO topic also supports workplace Occupational Health & Safety (OH&S) policies. All workplaces must comply with the provision of the OH&S Act [Occupational Health and Safety Act 85 of 1993 (www.gov.za)]. This includes the Regulations for Hazardous Biological Agents [Regulations for Hazardous Bilogical Agents.pdf (labour.gov.za)]. GETC: AET/ABET LO also supports the Mine Health and Safety Act. Refer to Mine Health and Safety Act 29 of 1996 | South African Government (www.gov.za).
These regulations pay particular attention to the risk of HIV/Aids infections in the workplace. Worryingly, labour-intensive industries, such as mining, construction and transport, are most affected by the disease in the country. Reference HIV/AIDS in the South African construction industry: Understanding the HIV/AIDS discourse for a sector-specific response | Request PDF (researchgate.net).
GETC: AET/ABET specifically for workers
Notably, the GETC: AET/ABET NQF 1 is specifically for this worker demographic, namely existing and future blue-collar workers. This aspect of training will strengthen already robust STI-prevention practices adopted by enterprising companies.
The disease has claimed the lives of many skilled and experienced truck drives in sub-Saharan Africa. The infection rate among these workers is said to be twice that of the general sub-Saharan African population. A study undertaken in 2001 revealed the extent of the problem in South Africa, alone. 56% of our long-distance drivers were HIV positive. 95% of these employees tested for HIV at one truck stop were infected. Bear in mind that long-distance trucking is already a very specialised skill that is difficult to replace. Refer to https://www.cam.ac.uk/research/news/research-recommends-how-to-tackle-spread-of-hivaids-by-african-truckers#:~:text=Today%20long%2Ddistance%20truck%20drivers,at%20one%20truck%20stop%20infected.
Meanwhile, research indicates that the local construction industry has the third-largest incidence of HIV/Aids in the country. The industry predominantly consists of a migratory labour force. This makes it a prime contributor to the spread of the STI. Refer to https://fidic.org/node/750#:~:text=%22Research%20indicates%20that%20the%20South,the%20spread%20of%20HIV%2FAids.
According to a study, mine openings increased the odds of HIV infection almost two-fold. The strongest effects were witnessed in high-prevalence countries, such as South Africa, and in the 20 to 29 age group. In mining communities around operational mines, there was a tendency towards lower HIV knowledge. This contributes to the spread of the STI. Refer to https://journals.lww.com/aidsonline/fulltext/2022/09010/industrial_mining_and_hiv_risk__evidence_from_39.10.aspx.
Meanwhile, the International Organisation for Migration found that farmworkers in Limpopo and Mpumalanga have the highest prevalence of HIV/Aids. This is compared to any working population in southern Africa. The survey found that an average of 39,5% of farm workers who tested were HIV positive. This is more than twice the United Nations’ estimated national prevalence for South Africa of 18,1%. Reference https://www.iom.int/news/hiv-prevalence-south-africa-highest-among-farm-workers-new-iom-report-says.
GETC: AET/ABET LO ID 14659
GETC: AET/ABET LO ID 14659 [SAQA] imparts an understanding of factors that contribute towards a healthy living. This counts four credits towards this learning area.
A learner credited with this unit standard can:
- Explain the basic principles of personal hygiene
- Demonstrate knowledge of healthy and nutritious eating habits
- Demonstrate an understanding of the consequences of drug and alcohol abuse
- Demonstrate an understanding of the important role of sports and recreational activities in promoting a healthy lifestyle
Note the attention given to the harmful effects of alcohol and substance abuse. This is especially important in a country where one out of every five adults abuse mind-altering substances. The problem is twice the world norm! Alcohol abuse, alone, costs the country R37,9-billion a year. This is about 10% of our gross-domestic product, according to the South African Medical Journal. These losses are also due to health and welfare costs and related crime. Refer to Self-reported alcohol use and binge drinking in South Africa: Evidence from the National Income Dynamics Study, 2014 – 2015 | Vellios | South African Medical Journal (samj.org.za).
Although being a serious offence, substance abuse is on the increase in South African workplaces. This comes at a major cost to business and the economy, according to the International Labour Organisation. Refer to ILO Homepage | International Labour Organization.
It found that absenteeism of employees with alcohol and drug problems was three time higher than other staff. In addition, employees who were addicted to chemicals claimed sick benefits three times more than other workers. They also made compensation claims five time more than other employees. Also, 20% to 25% of injuries in workplaces involved staff under the influence of alcohol. Drugs and alcohol suppled at work also accounted to between 15% and 30% of all workplace accidents.
GETC: AET/ABET LO NQF 1 relevant
Therefore, this knowledge learnt during GETC: AET/ABET NQF 1 LO classes is very relevant to modern workplaces.
Section 2(a) of the OH&S act is very clear about alcohol and substance abuse in the workplace. It is employers’ responsibility to prohibit members of staff under the influence to work or remain in the workplace. Employers must also ensure that employees are not under the influence of substances or alcohol. Moreover, they have to verify that employees have not brought alcohol or substances to the workplace. In addition, they are responsible for ensuring that employees do not offer liquor or drugs to other workers.
Meanwhile, Schedule 8 of Labour Relations Act prescribes measures to deal with substance and alcohol abuse in the workplace. Refer to Labour Relations Act 66 of 1995 | South African Government (www.gov.za).
It is a concern then that few employees are inducted into specialist outpatient treatment programmes. According to this study, closer collaboration between these programmes and employers will help to stifle drug abuse problems in the workplace. Refer to https://www.researchgate.net/publication/326554008_Substance_abuse_and_the_workplace_a_situation_analysis#:~:text=Substance%20abuse%20among%20the%20employed,are%20inducted%20into%20these%20programmes.
Notably, this research claims that 15% of all South African employees are addicted to drugs!
GETC: AET/ABET LO ID 14664
Importantly, GETC: AET/ABET NQF 1 LO ID 14664 [SAQA] teaches knowledge of diversity within various relationships in local society. This topic counts three credits towards the learning area.
Learners credited with this unit standard can:
- Identify aspects of diversity within South African society
- Demonstrate knowledge of diversity within different relationships
- Identify aspects of diversity within local society
- Recognise their roles and responsibilities in relationships
- Identify ways and techniques to form positive relationships
This is a very important learning area in a country as diverse as South Africa. It has even earned us the reputation for being a “Rainbow society”.
However, 30 years after democracy, we remain one of the most unequal societies in the world. Refer to Inequality in Southern Africa : An Assessment of the Southern African Customs Union (worldbank.org). Our Gini coefficient is about 0.67, which is fuelled by three factors.
Yet, our Constitution [https://www.justice.gov.za/constitution/SAConstitution-web-eng.pdf], the cornerstone of our young democracy, enshrines the rights to equality and human dignity. This underpins the nation’s drive to build a non-racial and sexist society.
Among the vehicles geared at redress are employment equity legislation [https://www.labour.gov.za/DocumentCenter/Publications/Employment%20Equity/What%20employers%20and%20workers%20need%20to%20know%20about%20Employment%20Equity/EE%20pamphlet%20opt%20red.pdf] and broad-based black economic empowerment (B-BBEE) [https://www.gov.za/sites/default/files/gcis_document/201409/37271act46of2013.pdf]. These are helping to build a new country in which race, class and gender no longer determine birth circumstances of life prospects.
However, ending past legacies is not just about changing attitudes. Material conditions that still separate black and white citizens also need to be transformed.
Worryingly, this inequality is fuelling racism and racial polarisation, according to the South African Human Rights Commission (SAHRC). “It is impossible to promote unity and social cohesion when inequality still persists according to racial lines.” This is according to SAHRC chairperson, Dr Bongani Majola. Refer to https://www.sahrc.org.za/index.php/sahrc-media/news/item/2724-inequality-is-fuelling-racism-in-south-africa-says-human-rights-commission.
GETC: AET/ABET never more relevant
This topic of GETC: AET/ABET NQF 1 LO has never been more relevant, especially in modern workplaces.
Looking beyond regulations, enterprising supervisors, managers and directors will often strive to create a unified working environment. This is where differences are valued, and employees get along well. These companies view diversity as an investment. Research undertaken by Deloitte highlights the many advantages of a diverse workforce. Diverse companies outperform their peers. They experience 30% higher revenues per employees and greater profitability than their competitors. Refer to Diversity and inclusion at the workplace | (deloitte.com).
However, workplace tensions and hostility usually emerge when people from diverse backgrounds interact and are exposed to unequal treatment.
Managing workplace diversity is even more of a daunting task in South Africa. This is considering our history. The country was entrenched in unfair labour practices and many political and social-economic struggles.
Diversity is defined as the range of difference in human demographics. This includes race, gender, religion, sexual orientation and age. However, in South Africa, there are more factors to consider. These include vastly different cultures and socio-economic backgrounds.
Thus, it is important for employees and even managers to constantly question their own assumptions and judgements. These preconceived ideas may sometimes even be subconscious without us even being aware of them. For example, just because employees are women does not mean that they do not harbour biases about other female workers. They may consider women employees as aggressive when they are assertive communicators. Yet, when their male colleagues communicate in this manner, it is not perceived in a negative way. Meanwhile, women in male-dominated industries may encounter subtle but blatant discrimination from men. For example, they may be interrupted or talked over in meetings; or “mansplained”.
GETC: AET/ABET LO addresses prejudice
GETC: AET/ABET NQF 1 LO also addresses another emerging prejudice, namely xenophobia in our workplaces.
Discrimination of migrant workers has become a big problem in South Africa. It is being fuelled by a sluggish economy and consequent high levels of unemployment among people born in the country. Migrant employees experience different types of harassment or indirect or direct discrimination or victimisation. Employers or employees may avoid communicating with these workers They pretend to not understand them even though they do by ignoring or staring at them. They speak loudly about migrant workers to colleagues. In addition, they show distrust when dealing with employees from other African countries.
Discrimination may start with co-workers making snide comments about migrant employees’ culture or country. They then try and pass this off as a joke. The discrimination will continue thereafter. It will include explicit sayings of hurtful things about these employees’ culture, accent or nationality. Negative statements will also usually be made about their abilities, interests or personalities. These are based on racist perceptions of their country of origin. A case in point is the discriminatory claim that all “foreigners” are involved in crime. These employees will later be excluded from events or even conversations because of their nationality.
These false perceptions are dangerous especially during tough economic conditions. Remember the atrocities that occurred when a certain German leader referred to a specific demographic as “rats”. This spread among a struggling German population who were looking for people to blame for their hardships. It ultimately led to genocide.
GETC: AET/ABET supports good practice
GETC: AET/ABET NQF 1 supports the Code of Good Practice on the Prevention and Elimination of Harassment in the Workplace. Refer to Scanned Document (labour.gov.za). It was implemented under the Employment Equity Act. The code creates an obligation on an employer to prevent and eliminate all forms of harassment in the workplace.
Worryingly, discrimination in the workplace is still rife, according to the South African Human Rights Commission. It notes that of the biggest driving factors of unfair discrimination is a lack of awareness and information.
The SAHRC also notes the importance of addressing discriminatory practices in the workplace. “The workplace remains a key point of entry for rectifying inequalities and eliminating harmful stereotypes and prejudices. These continue to fracture the greater social fabric of the country.” Refer to https://www.sahrc.org.za/home/21/files/SAHRC%20-%20Unfair%20Discrimination%20in%20the%20Workplace%20Report%20_%20September%202017.pdf.
GETC: AET/ABET LO ID 14569
GETC: AET/ABET LO ID 14569 [SAQA] teaches learners how to participate effectively in workplaces. It counts three credits towards the learning area.
Learners credited with this unit standard can:
- Identify the importance of ethical behaviour
- Understand the role, rights and responsibilities of coworkers and higher-ups
- Identify opportunities for personal growth and advancement in the workplace
- Demonstrate knowledge of their own contribution in the workplace
All of these are important. However, the focus on developing strong ethics of learners is especially noteworthy. Bear in mind the many lapses in corporate governance in both private and public businesses in the country of late. These have occurred despite the publication of King IV code of good practice. Refer to Publications-King IV – The Institute of Directors in South Africa NPC (iodsa.co.za).
Corporate governance failures were experienced at Eskom, a state-owned enterprise. Refer to Eskom update on governance challenges; coal power stations; key performance targets, with Minister | PMG. Then there are those incidences that have forced South Africans to question the moral fibre of private corporate citizens too. A case in point is the debacle involving Steinhoff International. Refer to The Steinhoff Corporate Scandal and the Protection of Investors Who Purchased Shares on the Secondary Market (scielo.org.za). Then there are other examples of high-profile corporate governance collapses. These involved Saambou, Deloitte and KPMG. Refer to (PDF) Enron and Saambou Bank in South Africa: A case study of insufficient relationship management (researchgate.net). Also reference KPMG South Africa, two partners fined $275K for using unregistered firm | Article | Compliance Week.
Employees have a very high interest in corporate governance. If companies are successful, employees can continue reaping benefits. This is in the form of remuneration for the time they spend doing their jobs. If companies fail, they will lose a lot.
GETC: AET/ABET develops ethical employees
GETC: AET/ABET NQF 1 LO develops ethical employees. They perform their duties in line with their employers’ code of ethics and conduct. This is not only to comply with them so that they retain their livelihoods. They understand the importance of these values and are proud of the part that they play in upholding them.
Ethics and business performance are connected. This is according to research by Ethisphere, which track the ethical conduct of the biggest companies in the world. Companies on its 2022 list of most ethical companies outperformed an index of similar large cap companies by 24,6% overall.
According to researchers, quality of service and an ethical business plan are essential to long-term success. It also notes that businesses can take specific steps to rectify ethical lapses that impact performance. These include creating a climate based on service quality and ethical behaviour. This guides employees without direct supervision by taking corrective action timeously. Employees’ perceptions of their employers’ ethical climate should be gauged periodically. Moreover, companies must regularly reemphasise the importance of service quality and ethical behaviours. This is as they relate to competition in the marketplace.
GETC: AET/ABET teaches upstanding traits
GETC: AET/ABET NQF 1 LO teaches various upstanding traits. Among others, these include honesty, integrity and fairness.
Attending LO classes, individuals learn the importance of respecting others. When there a base level of respect has been established, people take criticism less personally. They can also communicate more openly and see and value other people’s perspectives.
Moreover, they understand the importance of open communication. This ensures that co-workers can communicate with one another and avoid misunderstandings. Constant communication also ensures that employees are always aligned to their companies’ core values and ethos.
Attending LO classes, individuals have also gained an understanding of the importance of accountability. Employees must take responsibility for their actions. In this way, they hold themselves and their peers to a standard of accountability. They understand that the so-called “blame game” and “finger pointing” do very little to solve the problem. Time should rather be spent finding ways to solve it.
GETC: AET/ABET LO ID 14661
GETC: AET/ABET NQF 1 LO ID 14661 [SAQA] focuses on imparting knowledge of self. This imparts an understand of our own identity and its role within society. The topic counts three credits towards the learning area.
Learners credited with this unit standard can:
- Understand the basic meaning of personal identity
- Understand value of self
- Identify their personal roles in society
Again, GETC: AET/ABET teaches skills that are also very relevant to the workplace.
Employees who know their self-worth are usually high performers. They are happy and feel good about their contribution to the success of the company. They usually emanate a positive energy that spreads in workplaces where self-worth is part of company culture. In these environments, employees are purpose-driven and will always strive to improve their performance.
Employees who know their self-worth will develop professional relationships with co-workers. They also establish a level of trust and self-confidence that diffuses any unwarranted bad energy. This helps other employees view them in a positive light. They also cope well with stress. In addition, they do not succumb easily to tensions in the workplace that may impact their sense of self-worth.
Employees who value their self-worth are also interested in partaking in additional workplace training programmes. This is because they want to offer their employers additional value. They further demonstrate knowledge of their self-worth by asking higher-ups for permission to deploy new skills learnt. In this way, GETC: AET/ABET NQF 1 LO also develops lifelong learners. Also equipped with fundamental skills, they have the ability to pursue further learning options.
GETC: AET/ABET LO develops “go-getters”
GETC: AET/ABET NQF 1 LO develops “go-getters” who trust their judgement and performance in the workplace. They are not afraid to accept opportunities to grow. This can lead to advancement, promotion and higher levels of work satisfaction. Through their self-worth they demonstrate their readiness for more responsibility and a level of autonomy in the workplace.
They display their abilities and qualities in the workplace. This helps team members to become readily accepting of the type of people who they are.
To reinforce their self-worth, they know that they must ask for feedback from their managers and fellow team members. They also know how to accommodate feedback because some people can be blunt, and others just want to massage egos. Moreover, they know that constructive criticism will improve their performance.
Feedback remains an important tool. It helps employees and learners to evaluate themselves and how others perceive them.
GETC: AET/ABET LO ID 15092
GETC: AET/ABET NQF 1 LO ID 15092 [SAQA] teaches financial literacy. This unit standard facilitates understanding of the importance of personal finance management. It assists learners in actively planning and managing their own financial well-being. This is by considering risks and safety measures. Moreover, it imparts a solid understanding of own income and expenditure patterns. It counts five credits towards this learning area.
Learners credited with this unit standard can:
- Explain the importance of managing personal finance
- Set personal financial goals
- Identify ways to achieve personal financial goals
- Develop a personal or family budget
This is a very important aspect of GETC: AET/ABET NQF 1. Bear in mind that the country’s economic growth is being stunted by high levels of poverty, inequality and unemployment. Poor financial decision making, and lack of financial security is due to overall poor basic financial literacy skills.
Only 42% of South African adults are financially literate. This is according to a survey undertaken by the Organisation for Economic Co-operation and Development. Refer to oecd.org/daf/fin/financial-education/measuringfinancialliteracy.htm. Thus, a sizeable portion of the population does not understand basic financial concepts. These include interest rates, inflation and savings. The lack of financial literacy is particularly acute in rural areas and among low-income groups. This is considering the lack of financial education in these areas.
However, many schools also do not offer financial education. When they do, it is insufficient. The learning offered does not provide students with the skills that they need to effectively manage their finances effectively. Furthermore, there is no financial literacy education programmes for community members and their families.
Yet, every decision made by people has a financial aspect to it!
High financial illiteracy also makes our population increasingly susceptible to scams and fraud.
Significance of GETC: AET/ABET LO
The importance of this skill in the workplace again reinforces the significance of GETC: AET/ABET NQF 1 LO.
Employees who know how to manage their finances are less stressed. Financial obligations are one of life’s top stressors. Buying a home; handling the estate of the deceased; and having a baby. These are just a few examples of stressors that all have financial implications.
This also leads to lower healthcare costs for companies, considering the impact of stress on wellbeing.
When employees have the knowledge to handle unique financial challenges, they can focus on their work. Employees under high levels of financial stress also have higher absenteeism rates.
In extenuating circumstances, employees who struggle from one month to the next will regularly ask for cash advances. This may not always be possible for companies, and it can become an inconvenience. They may also start becoming unsatisfied with their earnings and harbouring unwarranted resentment towards their employers. Therefore, some employees will start justifying stealing from their companies and its clients.
Notably, one of the main reasons that employees steal from their companies is because they believe that they are underpaid. 43% of all stock “shrinkage” is due to employee theft. Most of this “shrinkage” occurs at the point of sale and 20% of incidences on the retail floor. Refer to https://criminalinvestigations.co.za/employee-theft/. This does not only impact businesses. It is also a major concern for foreign investors who wanted to do business in our country.
GETC: AET/ABET LO ID 113966
GETC: AET/ABET NQF 1 ID 113966 [SAQA] teaches how to identify security, safety and environmental risks in the local environment.
Qualifying learners can:
- Identify potential exposures to personal safety risk
- Identify potential exposure to fire risk
- Identify potential exposure to security-related risk
- Identify potential exposures to community and environmental risks
- Investigate security, safety and environmental risks in the local environment or neighbourhood.
Learners equipped with these skills are able to make a substantial contribution to developing better communities. However, they have also been primed to help create a healthy and safe working environment for team members.
By being able to identify and assess risks, employees can take steps to avoid or mitigate potential hazards. This is before they result in injuries, illnesses or property damage. In this way, the knowledge that employees have acquired can also help to save lives.
In turn, this will reduce workers’ compensation rates. These are generally based on the number and severity of claims filed by employees. Therefore, reducing the frequency of these claims will lower insurance rates, saving money on premiums. Further savings are realised by avoiding the cost of lost productivity due to injury or illness.
Equipped with these GETC: AET/ABET LO skills, employees help to create a happy work environment. This leads to high engagement levels and moral among team members, translating into a very productive work environment.
Equipped with GETC: AET/ABET skills
Equipped with these GETC: AET/ABET LO NQF 1 skills, employees make a substantial contribution in other important ways.
For example, they help to prevent legal liability. Companies can be held liable for failing to take steps to protect their employees from foreseeable risks. Non-compliance can also lead to closures until incidences have been investigated. During this period, companies are unable to generate revenues.
They also help to mitigate interruption costs in other ways. This is considering that accidents or incidents result in production losses. Additional costs will also be incurred for making up for lost time.
Health, safety and environmentally conscious employees also contributed to a positive reputation that customers value. Customers want to know that the products or services that they buy are produced or provided in a responsible manner. In this way, they are also reassured that their purchases are safe for their own uses.
Too many local companies still pay “lip service” to occupational health and safety. This is considering that South Africa experiences about 198 000 workplace accidents every year. Add to this the 22 000 workers who contract occupational diseases annually. This equates to about 220 000 occupational incidents every year. Refer to https://www.fanews.co.za/article/short-term-insurance/15/commercial/1006/compensation-for-occupational-injuries-and-diseases-half-of-sa-businesses-non-compliant/38776#:~:text=Tackling%20the%20need%20for%20better,000%20occupational%20incidents%20every%20year.
GETC: AET/ABET LO ID 15091
GETC: AET/ABET NQF 1 LO ID 15091 [SAQA] teaches the important skill of time management. It counts three credits towards this learning area.
A learner credited with this unit standard can:
- Set realistic goals for tasks and activities
- Prioritise tasks and activities to plan time
- Draft a schedule to organise tasks and activities
- Undertake tasks and activities as planned
This is a very desirable “soft” skill for employers for many reasons.
Effective time management reduces stress levels and increases confidence of employees. This is considering that it enables tight deadlines to be met according to specification and cost. It reduces overwhelm and fatigue. This facilitates high productivity and efficiency levels.
Notably, good time management enables employees to achieve a better work-life balance. Employees who spend long hours in the workplace because of poor time management risk experiencing fatigue and burnout. In extenuating circumstances, it can even lead to severe mental health problems, such as work-related depression.
Employees who have achieved “time freedom” can also set greater career goals for themselves. They are not overwhelmed by their existing responsibilities. This also enables employees to focus on their most productive activities. In this way, they develop positive habits. This includes spending more time on aspects of jobs that help achieve goals.
Clear and focused goals also avoid procrastination. Furthermore, by prioritising these, employees are also more productive and efficient. Productivity and efficiency are also achieved by simplifying responsibilities via effective scheduling.
To pass GETC: AET/ABET LO
To pass GETC: AET/ABET NQF 1 LO, learners will have to demonstrate competency in the various skills taught.
They have to show 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 LO learners
GETC: AET/ABET NQF 1 LO learners will also have to explain how sports and recreation promote healthy lifestyles.
They will also have to show that they know how to promote positive relationships. This is to develop strategies to cope with personal and emotional challenges.
Moreover, they must 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.
Skills GETC: AET/ABET participants learn
So, what other 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 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.
Furthermore, 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.
In addition, 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