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Nquthu Local Municipality : Corporate Services Department
DRAFT
TRAINING
AND
DEVELOPMENT
POLICY
(INCORPORATING THE ABET AND RECOGNITION OF PRIOR
LEARNING PROCESSES)
1.
DEFINITIONS
In this Policy unless the context indicates otherwise:“Policy” means the Training and Development Policy
(incorporating the ABET Process);
“Act” means the Skills Development Act, (Act No.98 of
1998);
“South African Qualifications Authority Act” means the
South African Qualifications Authority Act, 1995 (Act No.58
of 1995);
“SAQA” means the South African Qualifications Authority;
“Worker” includes an employee, an unemployed person and
a work-seeker;
“RPL” means recognition of prior learning.
“Municipality” means the Nquthu Local Municipality;
“ABET” means Adult Basic Education and Training;
“IEB” means Independent Examination Board;
“Facilitator” means the Presenter of Programs;
“HRPC” means the Human Resources Portfolio Committee;
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“Examinations” refers to IEB Examinations;
“Levels” refers
Framework;
to
levels
within
National
Qualifications
“NETS” means National education and Training Strategies;
“Principles” refers to Principles of NETS;
“Stakeholders” means all parties with functions and
responsibilities regarding training and development (e.g.
ABET process), Council and employees, and those rendering
services;
“Strategy”
Strategy;
refers
to
National
Education
and
training
“Unions” means Registered Unions in the workplace.
2.
INTRODUCTION
2.1
Training and development assists employees to acquire
appropriate skills and knowledge to improve
performance, productivity and overall efficiency.
Furthermore, training programmes assist employees to
develop their skills and their capacities to enable the
Municipality to deliver services most effectively and
efficiently;
2.2
The Training and Development Policy shall, be based
on the requirements of both the Skills Development
Act and Skills Development Levies Act, as amended,
and includes, the preparation of the ABET Programme;
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3.
PHILOSOPHY
3.1 The Municipality underwrites the vision and underlying
principles of National Education and Training Strategy,
proclaimed as follows:
“A human resources development system in which
there is an integrated approach to education and
training, which meets the economic and social needs on
the country and the development needs of the
individual.”
4.
STRATEGY
4.1
The starting point of the strategy is the National
Qualifications Framework (“NQF”) specifying learning
in terms of nationally accepted outcomes.
4.2
The NQF is the vehicle which makes it possible to
adopt an integrated approach to education and
training, empower the individuals and develop
cultures of learning and of appropriate skills needed
by an educated and trained population, in order to
contribute to their own and the country’s economic
well-being.
4.3
Formal qualification provides a better opportunity for
employment, in both the formal and the microenterprise sectors, and leads in its turn to an
improved quality of life.
4.4
A nationally recognised qualification obtainable via a
multiplicity of acceptable education and training
sources should satisfy that need and concurrently
encourage the development of a culture of learning in
the workplace.
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5.
CORE STRATEGY
5.1
Education and training must empower he individual,
improve quality of life and contributes towards the
development targets in the national economic plan,
through a National Qualification Framework.
6.
NATIONAL QUALIFICATIONS FRAMEWORK
6.1
The National Qualifications Framework (“NQF”), is
based on a system of credits for learning outcomes
achieved.
6.2
A learning outcome is essentially a capability
developed in the learner reflecting an integration of
knowledge and skills which can be understood, applied
and transferred to different contexts.
6.3
Qualifications might be achieved by full time, part time
or distance learning, by work-based learning (“RPL*”)
or by a combination of these together with the
assessment of prior learning, and most particularly
previous experience.
6.4
The NQF is designed to:(a)
Introduce a fair assessment system which
measures achievement against clearly stated
standards;
(b)
Establish a dynamic and flexible system able to
adapt quickly to new developments in the labour
market, workplace, education and training;
(c)
Encourage more people to participate in further
education and training;
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(d)
Develop learning which is relevant and responsive
to the needs of the individual, the economy and
society;
(e)
Promote access to learning;
(f)
Provide a variety of routes to qualifications;
(g)
Simplify the structure of qualifications; and
(h)
Provide national quality assurance.
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THE NATIONAL QUALIFICATIONS FRAMEWORK
PROPOSED
LEVEL
QUALIFICATIONS (REFERENCE)
Level
Level
Level
Level
Masters and PHDs
Professional Qualifications
Degree and Diploma
Advanced Certificate
8
7
6
5
Level 4
Further Education Certificate
Level 3
Level 2
A seemless system of credits which combine for qualifications in
multiple mixes for different purposes within broad agreed guidelines
which includes traditional “academic” with traditional “trade areas and
new production, service and development related areas of study (in
formal employment, self-employment, labour market programs or
youth programs) with new areas for the new challenges we face.
General Education Certificate
Level 1
Schooling
Compulsory 9 years plus Educare
Progression towards clear
Learning outcomes at GEC level
ABET 4 INTEGRATED
BUSINESS STUDIES
INTEGRATED SCIENCE
INTEGRATED SOCIAL
STUDIES;
COMMUNICATION IN
ENGLISH
&
MATHEMATICS
ABET 3 COMMUNICATION IN
ENGLISH
MATHEMATICS
&
ABET 2 COMMUNICATION IN
ENGLISH
MATHEMATICS
&
ABET 1 MOTHER TONGUE
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The NQF would:

Apply to all qualifications

Be based on accredited units of learning outcomes defined
according to national criteria established to the different levels.

Recognize through assessment against national standards, on
the job learning and prior learning o an equal basis to skills and
knowledge acquired in formal courses through national
certification.

Have all national certificate issued, regardless of level, endorsed
by the South African Qualifications Authority.
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7.
PRINCIPLES
7.1
Identify Training needs Analysis
7.1.1It is important that training and development be
directed towards satisfaction of the defined strategic
objectives of the Municipality, for specified functions or
work groups, as well as for individuals.
7.2
Preparation and Implementation of Training and
Development Plans
7.2.1Strategic Training and Development Objectives must
aim to achieve measurable goals, expressed in terms of
improving performance and efficiency;
7.2.2Training and development plans must describe the
holistic training scheme, as well as the costs and
benefits, the selection and utilization of appropriate
training methods and the selection and empowerment
of trainers, facilitators, assessors and moderators;
7.2.3A rollout schedule for each training and development
program, must be compiled with dedicated timelines,
trainers facilitators, assessors,
moderators and
appropriate venues;
7.2.4Training records must be updated and maintained for
future reference.
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8.2
NATIONAL STRATEGY
8.2.1 Integration : Education and training should form part
of a system of Human Resources and Development,
which provides for the establishment for an integrated
approach to education and training.
8.2.2 Relevance : should be and remain relevant to national
development needs.
8.2.3 Credibility : Should have international and national
credibility.
8.2.4 Coherence ad Flexibility : Should adhere coherent
framework of principles and certification.
8.2.5 Standards : Should be expressed in terms of a
nationally agreed framework and internationally
accepted outcomes.
8.2.6 Legitimacy : Should provide for the participation in
planning and co-ordination thereof of all significant
stakeholders.
8.2.7 Access : Access to appropriate levels of education and
training should be provided for al prospective learners
in a manner which facilitates progression.
8.2.8 Articulation : Should provide for learners on successful
completion of accredited prerequisites, to move
between components of the delivery system.
8.2.9 Progression : Should ensure that the framework of
qualifications permits individuals to progress through
the levels of national qualifications via different
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appropriate combinations of the components of the
delivery systems.
8.2.10Portability : Should provide for learners to transfer
their credits or qualifications from on learning
institution and/or employer to another.
8.2.11Recognition of Prior Learning (RPL) : Should through
assessment give credit to prior learning.
8.2.12Guidance of Learners : Should provide for the
guidance of learners by persons who meet nationally
recognize standards for education and trainers.
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9.
ABET : MODEL
LIFELONG LEARNING
FORMAL EDUCATION
CHILD CENTRED
STANDARD 7
ADULT BASIC EDUCATION
ADULT CENTRED (ABET)
GENERAL EDUCATION
CERTIFICATE (GEC)
IEB Examinations
STANDARD 6
STANDARD 5
IEB Level 3 Examination
LEVEL 4:
English, Mathematics
Integrated
Business Studies,
Integrated Science,
Integrated Social
Studies
LEVEL 3:
English and
Mathematics
See note
STANDARD 4
STANDARD 3
LEVEL 2:
English and
Mathematics
See note
STANDARD 2
STANDARD 1
LEVEL 1:
Mother tongue and
Numeracy
See note
SUB-B (Grade 2)
SUB-B (Grade 1)
PRE-SCHOOL
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Nquthu Local Municipality : Corporate Services Department
Note : Communication for level 1 – 4 will be available in all official
languages, taking into account the language preference of each
region. (e.g. Zulu : Nquthu sub – region).
10.
THE LINK BETWEEN ABET AND FORMAL EDUCATION
10.1 The standard outcome of an ABET Program is equal to
that of similar formal education.
10.2 The Training and Development Section of the
Municipality will work towards the ideal situation to
promote the following, model of Adult Basic education
and Training (ABET) to enable individuals, to:(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
11.
Develop their full potential;
Participate actively in society as a whole;
Develop communication skills in their mother
tongue and English;
Develop skills in Mathematics;
Shape and develop economic policies, to build a
democratic society and enhance job creation
schemes;
Develop a critical understanding of their society;
Take development initiatives and understand the
world of science and technology;
Be credited for skills through the ABET system.
STAKEHOLDERS
11.1 The following stakeholders are involved in the ABET
Process:
(a)
(b)
The employer- employer of the adult leaner with
specific responsibilities;
The employees-primary objectives of the adult
learners program with specific responsibilities;
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12.
(c)
The unions-the collective representative body of
the adult learner;
(d)
The facilitator-the presenter of certain/specific
ABET Programs.
THE ROLE DEFINITION
12.1 The role definition includes the following two
distinguishably elements:-
12.2
(a)
Principles underlying the implementation of the
role;
(b)
Specific responsibilities attached to the roles.
EMPLOYER
12.2.1 Principles
(a)
The Municipality must accept the responsibility
for the training and development of all its
employees;
(b)
The Municipality must set a policy by means of
an inclusive process of negotiations with all
stakeholders, which will result in training and
development of all employees;
(c)
The Municipality must further participates in
training and development at all levels in the
organization, and commits itself to the
implementation and continuous participation in
the ABET process and programs. By subscribing
to and executing the above mentioned principles,
a learning culture is created and promoted.
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(d)
The Municipality must acknowledge qualifications
obtained through the ABET process, as being
equivalent to formal qualifications.
12.2.2 Responsibilities
12.3
(a)
The Municipality must create and maintain
structures
(Human
Resources
Portfolio
Committee) to facilitate the training and
development process in the organization.
(b)
The Municipality must supply financial support by
means of a training budget, within reasonable
bounds and capabilities of the Council.
(c)
The Municipality must create opportunities for
training and development of each employee, with
the accompanying creation of resources, viz.
facilities, personnel, transport, course materials
and stationary, all being within financial constraint
of the Council.
EMPLOYEES
12.3.1 Principles and Responsibilities
(a)
Employees
should
commit
themselves
to
participation in, and ownership of training
programs so that the process of training and
development can succeed and be carried to its full
consequence. It is necessary that employees
make use of these programs in a responsible
manner by, inter alia:-
(aa)
voluntary participation;
(bb)
continuous attendance;
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(cc)
individual
acceptance
of
and
responsibility for personal development,
and
(dd)
continuous positive input regarding
ways to improve the process and
programs, and allow them to succeed.
(b)
Employees must accept the principle that age is of
no importance, in training and development;
(c)
Mother tongue language education is the starting
point of the ABET Process, with further
requirements as negotiated and defined at
national level;
(d)
Entry level will be defined through a needs
assessment.
12.3.2
[Learners]
The following rules will apply wit regard to the
commitment expected from learners:-
(a)
If a learner is absent from three classes during
his/her training period, without valid reasons,
he/she will be removed from the program. The
final decision to remove the learner from the
program will rest with the Director Corporate
Services.
(b)
Employees who removes themselves from the
program, before completion of the program, will
be granted an opportunity to make representation
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Nquthu Local Municipality : Corporate Services Department
to the Director Corporate Services as to their
reasons to avoid being liable to the cost of the
course material, as discussed in the next point:
(aa)
the employee will be liable for the cost
of material and stationary issued.
(bb)
The cost of the material and stationary
will be deducted from the employee’s
wages over a period of time agreed
with the learners, up to a maximum of
one year.
(c)
Learners will be expected to arrange annual
vacation leave around the requirements of the
program.
(d)
A learner’s progress to a higher class will be
determined by a successful assessment conducted
by his/her facilitator and passing the relevant IEB
examination.
12.3.3
Attendance/Duration/Time
(a)
Learners to attend classes regularly.
(b)
Sizes of classes to be ideally 15 people.
(c)
Each group of learners are to select from
their number, a representative/monitor,
whose duty is to assist the ABET Facilitator
with any issue that might arise in the learning
environment.
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12.3.4
12.3.5
Learners Library
(a)
The Municipality shall provide reading material
for the learners, and the Facilitator shall
monitor the borrowing and return of the
books.
(b)
Should the learner loose a book, he/she will
replace it.
Commitment from Supervisors
It will be compulsory for Supervisors to release
learners for appropriate classes. The following rules
will apply in these circumstances:
(a)
Learners schedule to attend specific classes
will not be called for duty during class
periods;
(b)
Supervisors
will
make
alternative
arrangements in the event of emergencies
requiring the learner’s attention;
(c)
Supervisors failing to release learners will
have to report their reasons for doing so to
the relevant Head of Department.
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12.3.6
Selection of Facilitator
The Facilitator will, where possible, be selected fro
existing staff members. The requirements for
selection, are as follows:
(a)
A minimum of a matriculation education (A
standard 8 will be accepted in certain
instances).
(b)
(c)
(d)
(e)
A good command of English language.
A sound interest in adult education.
Commitment in developing other people.
A willingness to devote extra effort for
preparing of classes.
Credibility with learners.
Successful completion of the Facilitators
Course.
(f)
(g)
Internal facilitators’ appointment will have to be
acceptable to the learners as well as to the Director
Corporate Services.
External facilitators’ appointment will have to be
acceptable to the learners.
12.3.7
Cost and other Logistic Arrangements
(a)
The Municipality will be responsible for all the
costs associated with the ABET Program
except for the examination fees. In instances
of the learner not completing the program,
the ruling under 12.2 (ii) (a) will apply.
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(b)
(c)
(d)
12.3.8
Transport: the relevant Department will,
where necessary, be responsible for the
transport of learners to and from the training
venues.
Complaints: as the program is learner
focused, learners will be allowed to lodge
complaints regarding the training, facilitator,
etc. to the Director Corporate Services, who
will conduct an investigation.
Certification:
learners
successfully
completing various language levels, will be
issued with a certificate at each level, as
proof thereof.
Feedback
The Director Corporate Services will, provide the
following feedback:
12.3.9
(a)
On
a
daily
basis,
report
to
Departments/Sections any absenteeism and
other related problems.
(b)
On a monthly basis, provide Human
Resources Portfolio Committee, with progress
reports.
(c)
Rendered counseling, should a learner
experience serious problems. Each case to be
considered individually, on its merit.
IEB Examination
(a)
In order to ensure that learners attain
recognized qualifications, they will be allowed
to sit in the Independent Examination Board’s
examinations.
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(b)
Learners will pay examination fees upfront.
(c)
The cost of the examination will be
reimbursed provided that the learner passes
the examination.
12.3.10 Unsuccessful Learners
(a)
In view of a high number of learners
awaiting to participate in the ABET Program,
learners need to make sufficient progress
during the year.
(b)
The Director Corporate Services to assess
poor
progress/unsuccessful
learners
individually.
(c)
The ABET Facilitator to submit a regular
progress report to the Director Corporate
Services.
12.3.11 Overall Evaluation and Monitoring
(a)
The
Director
Corporate
Services
is
responsible for the overall evaluation of the
ABET Program by obtaining feedback from
the ABET Facilitator/ Learner representatives
by
scheduling
regular
meetings
and
reviewing the success rate of learners writing
the IEB outcome based papers.
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Nquthu Local Municipality : Corporate Services Department
12.4
TRADE UNIONS
12.4.1 Principles and Responsibilities
12.5
(a)
The Trade Unions are acknowledged as equal
partners in the process of training and
development.
(b)
The
Trade
Unions
should
continuously
encourage and motivate heir members to
participate in training and development
programs.
(c)
Deliberate efforts should be made to improve
or even initiate an awareness regarding the
ABET process within the organization.
(d)
By setting an example of active participation in
the process of ABET, the trade unions could
encourage their members to accept a learner’s
culture, in other words to accept ownership of
policy and process.
FACILITATORS
12.5.1 Principles
(a)
The Facilitator should always put the interests
of learners first.
(b)
The Facilitator must commit him/herself to the
implementation of the ABET process and related
policy.
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12.5.2 Responsibilities
(a)
The Facilitator will provide ABET starting from
level 1 of the ABET process based on the needs
defined through a needs assessment.
(b)
The Facilitator is the internal connection
between the learner and the Director Corporate
Services.
(c)
Each Facilitator must see to it his/her own skills
and frame of reference must be developed
optimally and be maintained in accordance with
the structure and opportunities which the
employer provides.
13.
ABET (ADULT BASIC EDUCATION AND TRAINING)
PROCESS
13.1
ABET is the application of adult learning principles
whereby employees have a chance to learn subjects
such as reading, writing and spoken languages i.e.
English, Afrikaans, and any other of the official South
African Languages, Numeracy, Development Studies,
Science, Technical and Social Studies.
13.2
The Municipality agrees on the principle of equal
access to ABET for all employees and will endeavour
to ensure that this principle is practically
implemented according to the following process:
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13.2.1 Information to all stakeholders
(a)
The Municipality accepts the principle that all
stakeholders
have
the
right
to
clear
understandable information in respect of ABET
and that it involves an awareness of ABET within
a culture of learning needs to be ensured as the
first stage of the process.
(b)
The Municipality subscribes to the principle that
all employees should be given the opportunity of
equal access to training to improve their general
education, life skills and effectiveness in the
workplace.
(c)
The Municipality accepts that the process must
be inclusive and open to all on a voluntary basis.
(d)
The Director Corporate Services, accept the
responsibility to deliver standardized ABET
information workshops to all stakeholders.
13.2.2 ABET Levels
(a)
The Municipality is committed to the delivery of
ABET
in
accordance
with
the
National
Qualifications Framework, Level 1.
(b)
Through the NQF, all adults have access to adult
Examination on a modular basis and can
accumulate credits, working towards various
levels of accreditation with the NQF.
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Nquthu Local Municipality : Corporate Services Department
(c)
The NQF accreditation system is designed to
enable accumulation of credits at the various
levels in line with principles of Life Long
Learning.
13.2.3 Material Selection
13.2.4
(a)
The Municipality will undertake the provision of
ABET in line with National Standards as laid
down within the ABET level outcomes as
stipulated by the NQF.
(b)
To ensure that the outcomes can be achieved by
all learners, the Municipality will not buy into
any specific program, but will select material to
meet their learners’ needs and the National
Standards.
(c)
The Municipality will ensure that the instructors
are provided with a resource pack and adhere to
the core program guidelines linked to the
integration of ABET.
(d)
The Municipality will ensure that their learners
are provided with the necessary material.
Expectation of ABET Learners
(a)
Dedication and Commitment : The saying “you
reap what you sow” simple means that without
your hard work and enthusiasm towards your
learning sessions [you will not achieve any
fruitful results at the end of the term.
(b)
Patience and Perseverence : To succeed and
achieve goals/outcomes, learners must realize
that attending ABET sessions is a long term
process.
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(c)
Progression Through the Levels : Progression to
the next level, will only take place one the
learner
has
written
and
fulfilled
the
requirements of the outcome based papers set
by the Independent Examination Board.
(d)
Timekeeping/Absenteeism: Learners to be
punctual for learning sessions and should they
not be able to attend for any reason, they are to
advise
the
ABET
Facilitator/Supervisor
timeously.
(e)
Leave : Learners to take their annual leave so
that they do not miss any learning session
during the year.
(f)
Set work/ Practice : Learners will be required to
work after working hours. English language
learners will need to practice speaking the
language during the learning sessions and in the
external environment.
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