-Taking advantage of resources and emerging opportunities
-Responding effectively to resistance and barriers
-A more efficient use of time, energy, and resources
WE WILL PURSUE THE FOLLOWING STRATEGIES TO REACH EACH OF OUR OBJECTIVES:
Assist local communities in implementing awareness sessions (for example, a series of talks might be given discussing how to assist the community to grow into a productive and active working force);
Include comprehensive education in the training curriculum by active measuring assessment;
Incorporate options for training-led and peer support skills training;
Assessment and report on community non-verbal, current literacy and numeracy skills (recognition for prior learning);
Increase access to assessment process for further development;
Organize a community action group to create supervised training attending of selected skills, etc.
Give overall direction (guiding on training specifics, such as the particular hard skills (theory, simulation, practical)- education, entrepreneurship curricula to be used).
Fit training resources available, (update peers, relevant councils and trainers).
Review process to adapt to existing growing situations (such as increased training); others are geared to access community development
Involve many different parts of the community, including council, peers and other groups from whom opposition to some strategies (such as access to measure assessment then placement of training) might be expected.
Decrease some of the probable risk factors of absence from measure assessments (lack of information, lack of access to measuring assessment, or placement of training), and at the same time, they try to increase some of the possible protective factors (increased communication, council involvement, education, opportunities for a better future).
Enhancing experience and skill or increasing resources and opportunities, should point out the overall path without dictating a particular narrow approach (e.g., using the measuring assessment or a specific skills training program).
Resistance and Barriers
MINIMIZE RESISTANCE AND BARRIERS:
When initiatives set out to accomplish important things, resistance (even opposition) is inevitable. However, the process needs not provide a reason for opponents to attack the initiative. Good strategies attract allies and deter opponents.
REACH THOSE AFFECTED
Address the issue or problem, process must connect the intervention with those who it should benefit. For example, if the mission of the initiative is to get people into decent jobs, does the process (providing assessment with placement of education and skills training, creating job opportunities, etc.) reach those currently unemployed!
Likely to make a difference on the mission and objectives:
The aim is to reduce a problem such as unemployment; the project should be enough to make a difference on rates of employment
The aim is to prevent a problem, such as education, have factors contributing to risk (and protection)
The South African Qualifications Authority (SAQA)
The SA Qualifications Act of 1995 established the South African Qualifications Authority and a National Qualification Framework to regulate Education, Training and Skills Development in South Africa.
SAQA is a body appointed by the Ministers of Education and Labour. The functions of the Authority are essentially two-fold:
To oversee the development of the National Qualifications Framework (NQF), by formulating and publishing policies and criteria for the registration and accreditation of bodies responsible for establishing education and training standards or qualifications.
To oversee the implementation of the NQF by ensuring the registration, accreditation and assignment of functions to the bodies referred to above, as well as the registration of national standards and qualifications on the framework.
Standards Generating Bodies were established, responsible for generating standards and qualifications and recommending them to Consultative Panels.
The Education and Training Quality Assurance (ETQA) regulations were also published in 1998 and provided for the accreditation of Education and Training Quality Assurance bodies. These bodies are responsible for accrediting providers of education and training standards and qualifications registered on the NQF, monitoring provision, evaluating assessment and facilitating moderation across providers, and registering assessors.
Skills Development and Employment Equity Act
Employers employ Employees to make the effective and profitable operation of the organization or company possible. Employees offer their person and skills to the employer for this purpose, and expect a fair and market-related reward for their efforts. The entire process is governed by a framework of government laws and regulations, aimed at preventing injustices and ensuring future prosperity for the individuals, the organization, and the country. One of the primary laws governing human resource practices is The Skills Development and Employment Equity Act (EEA), which mandates employers to develop the relevant skills of their employees, within the National Qualifications Framework (NQF) and in compliance with standards set by the South African Qualifications Authority (SAQA). An essential element in any Skills Development programme is assessment, to determine what development is required and to ensure that training is conducted effectively.
According to the Skills Development Act (1998) and the Skills Development Levies Act (1999), employers are mandated to pay 1% of their payroll towards annual skills levies. Employers can recover this levy if they can prove that they have assessed and trained employees during the year. All employers are legally obliged to appoint a SDF (Skills Development Facilitator), to complete and submit a Workplace Skills Plan (WSP), and to report on training in an Annual Training Report (ATR).
A Major Challenge for Every Human Resource Manager is to comply with the Employment Equity Act (EEA) requirements, which resulted in 2007 in more than 66 companies being fined by the Department of Labour between R100,000 to R900,000 each for non-compliance.
Non-compliance with the EEA is:
- Not submitting a plan yearly
- Not preparing an Individual Development Plan for each employee (IDP)
- Not implementing the IDP
- Not appointing a Senior Manager to take responsibility for the EEA project
These are the main offences for which the 66 companies employing more than 50 employees were fined.
Managers have to recognise the prior learning (RPL) of employees in order to place them in on-the-job or job relevant training programmes. Refunds of mandatory skills levies are claimed by the companies from the SETAs for submission of WSPs and ATRs. Furthermore, discretionary grants can be claimed for the registration and provision of Learnerships and Skills Programmes to employees.
RECOGNITION OF PRIOR LEARNING
THE PROVEN RPL ASSESSMENT TOOL THAT ASSESSES:
Eye to Hand Coordination
Short- and Long Term Memory
Visual- Perception and Insight
Seeing the whole Picture (Gestalt)
WRITTEN & VERBAL LANGUAGE COMMUNICATION SKILLS IN:
English, French, Swahili, Portuguese and ethnic languages
NUMERACY AND MATHEMATICAL SKILLS:
(AET) levels 0-4
School grades 1-12
NQF levels 1-4
Skills programmes & learnerships
IDENTIFICATION OF COMPETENCY LEVELS AND BRIDGING PROGRAMMES REQUIRED
For entry levels to learnerships and any other skills development programmes
WORKSKILLSPLAN – ANNUAL TRAINING REPORT (WSP/ATR)
SUPPORTING YOUR SKILLS GAP ANALYSIS PROCESSES:
As part of preparing your workplace Skills Plan (WSP) and Annual Training Report (ATR)
ACCREDITATION AND ALIGNMENTS
The LAB assessment tool is fully aligned to the principles of SAQA (South African Qualifications Authority), OBE (Outcomes Based Education) and the NQF (National Qualifications Framework).
LAB is SAQA and NQF Accredited: ETDP Seta Accreditation No ETDP7416 / Reg No 812
Unit Standard: 7386 – Assess Learners within a learning situation
Unit Standard: 117864 – Advise and Counsel Learners
Many companies are resistant to developing their local communities capital because they believe that training is prohibitively expensive.
Education, entrepreneurship, physical and social infrastructure all play an important role in developing community regions.
Skills are central to improving employability and livelihood opportunities, reducing poverty, enhancing productivity and promoting sustainable development.
TURN COMMUNITY DEVELOPMENT CHALLENGES INTO ADVANTAGES
-Select & Identify from the pool of community candidates with the greatest learning potential
-Increase productivity through better selection and training
-Identify the most promising candidates for career development
-Potential to grow and become productive
-Talented candidates to learn new skills for productivity
-Current level of Literacy and Numeracy for bridging courses
LAB (Learning Ability Battery) Assessment
WHEN THE RESULTS OF A TRAINING PROGRAMME DO NOT MEET EXPECTATIONS EITHER THE TRAINER OR THE PROGRAMME CONTENT IS BLAMED, BUT SELDOM IS THE LACK OF RESULTS ASCRIBED TO THE DIVERSITY OF THE LEARNING ABILITIES AND POTENTIAL OF THE GROUP. THIS ASPECT BECOMES PARTICULARLY CRITICAL IN ADULT EDUCATION AND TRAINING, WHERE TRAINEES OFTEN HAVE VERY DIVERSE LEVELS OF EDUCATION.
ASSESSMENT AND PLACEMENT
THE DEVELOPMENT OF LAB (LEARNING ABILITY BATTERY)
In recent years in South Africa the need has arisen to pay urgent attention to community development. This action resulted in a need for Adult Education, hard skills and the development of people skills.
THE PROBLEMS ENCOUNTERED WERE NUMEROUS AND DIVERSE, HIGHLIGHTING THE NEED FOR
A method of assessment, which is wholly South African and totally culture fair
An instrument to enable us to establish the level of actual Reading and Numeracy achieved by an individual as opposed to school grade passed, as well as the physical ability to hear and see
*An accurate method of determining the learning ability &; potential of both literate and illiterate adults
The LAB was developed to meet above needs.
After completing the measure assessment (LAB) process, candidates should be provided with a RPL (recognition of prior learning) individual report including non-verbal skills outcome covering the Individual Development Plan (IDP/PDP for WSP/ATR).
ALL CANDIDATES ARE REQUIRED TO ATTEND ABOVE LAB ASSESSMENT FOR: PLACEMENT – TRAINING – AND PLANNING SESSION:
The purpose of the session is to evaluate placement, grade school current outcome, and non-verbal skills outcome (if submitted). These are used to determine appropriate placement training, pursue developmental training after theory training has been attended and found competent. Enrolling (simulation & ; practical) after theory competency has been prior to taking further skills training, or consider other training preparation before enrolling.
New candidates who do not plan to pursue placement training are not required to take the LAB Assessment. However, the assessment is required prior to enrolling in Placement Training (either; literacy or numeracy training and any other course.)
The LAB assessment evaluates a candidate’s non-verbal skills, literacy and numeracy current skills (RPL)
All candidates are required to take the LAB Assessment to validate satisfactory completion of prerequisites before registering for any training courses, literacy courses, or courses with a specific prerequisite. Candidates are encouraged to prepare for the LAB assessment by attending or discussing during meetings with peers.
LAB (LEARNING ABILITY BATTERY)
A method of assessment, which is culture fair
Evaluates verbal and non-verbal skills level (mobile, hard skills, communication, safety, management/supervisor level, etc…)
An instrument to enable you to establish the level of actual reading and Numeracy, achieved by an individual, as well as the physical ability to hear and see
An accurate method of determining the learning ability &; potential of both literate and illiterate audits
Quick and easy to administer
Can be done anywhere
Assess individually or in groups
Results are quickly available
Quick and accurate
Literacy level in any of the following languages:
English, French, Portuguese, Swahili including South Africa ethnic languages
Ability to learn anything
Potential to be trained and level of training performance
Recognition of Prior Learning
Visual memory (short- and long term)
Numeracy & Quantitative perception
Seeing the whole picture