LEARNERSHIP IMPLEMENTATION PROCESS 10 steps

1 LEARNERSHIP IMPLEMENTATION PROCESS - 10 steps . Diagram of the 10- step IMPLEMENTATION PROCESS Introduction to step 1. The importance of planning LEARNERSHIP IMPLEMENTATION Before you take the first step on your journey, it would be worth considering the importance of carefully planning your organisation's involvement in Learnerships, to avoid the pitfalls of poor planning. The success of LEARNERSHIP IMPLEMENTATION depends largely on a thorough planning of the organisation's involvement in Learnerships and an understanding of the issues raised in step 1.

2 It is for this reason that the first step in the LEARNERSHIP IMPLEMENTATION PROCESS is dealt with quite comprehensively. Implementing Learnerships is a costly and time-consuming PROCESS , and therefore it is important that the PROCESS be carefully planned. In addition, LEARNERSHIP actions must be driven by people who have a thorough understanding of what is required to make it a success. Negative impact of poorly planned IMPLEMENTATION When Learnerships were first introduced into workplaces, around 2001-2002, many organisations that enthusiastically embraced this new system burnt their fingers because they had not planned the IMPLEMENTATION thoroughly.

3 Unfortunately, many were driven by SETA promises of substantial financial reward for implementing Learnerships, rather than by a clear plan for using Learnerships to address critical skills development needs in their organisations. This has had many negative results, the Learnerships did not achieve the intended objectives, the PROCESS was disorderly and caused much confusion (especially in the workplace), and, most importantly, the problems experienced created resistance to Learnerships in general.

4 step 1: INITIATE LEARNERSHIP IMPLEMENTATION . FORMULATE THE ORGANISATION'S STRATEGY ON. LEARNERSHIPS, OR REVIEW EXISTING STRATEGY. INITIATE YOUR ORGANISATION'S INVOLVEMENT IN. LEARNERSHIPS. A good starting point to complete step 1 is to initiate a discussion in your organisation on its involvement in Learnerships. If your organisation is already involved in Learnerships, this action should be directed towards evaluating the current involvement. This is generally initiated by an individual or group of people from the departments/units responsible for Human Resource Development (HRD), skills development or training.

5 In companies this would probably be the HRD or Training Manager, Skills Development Facilitator (SDF) or Training Committee. In training institutions this could be the senior manager responsible for curriculum planning. It could also be any person who acts as a LEARNERSHIP champion and takes the initiative in promoting the organisation's involvement in Learnerships. This document is designed to record the information that will assist you in planning your organisation's strategy for implementing Learnerships.

6 You should adapt it to suit the particular needs of your organisation. Large organisations planning extensive involvement in Learnerships may need a comprehensive document, while small organisations may only need to record some of the points. Use the template of the Strategy for LEARNERSHIP IMPLEMENTATION which is provided in this publication, or develop your own document on the basis of the template. The index to the template gives an overview of the type of information that is included in this document.

7 Annexure: STRATEGY FOR LEARNERSHIP IMPLEMENTATION . Please note that this template is an example that has been developed to assist you to make a success of your LEARNERSHIP IMPLEMENTATION . The form itself is not an official SASSETA. requirement. DETERMINE THE NATURE OF LEARNERSHIPS AND SKILLS. PROGRAMMES. Before your organisation gets involved in Learnerships it is vital to ensure that all interested parties have an accurate understanding of what a LEARNERSHIP is. For those driving the planning and IMPLEMENTATION of Learnerships, it is imperative to have a clear understanding of the key features of a LEARNERSHIP and what is involved in its IMPLEMENTATION .

8 Further characteristics of a LEARNERSHIP are provided in the Skills Development Act (1998), while the Regulations to the SAQA Act describe the characteristics of the qualification that the LEARNERSHIP is designed to achieve. Identify the legal requirements relevant to LEARNERSHIP IMPLEMENTATION In view of its commitment to the development of the people of South Africa, the Government introduced a series of acts and regulations to create an integrated skills development system aimed at promoting economic and employment growth and social development.

9 The main acts and regulations are listed below: The Skills Development Act, 1998 (Act No. 97 of 1998. The Skills Development Amendment Act, 2003 (Act No. 31 of 2003). The Skills Development Levies Act, 1999 (Act No. 9 of 1999). The Skills Development Regulations, No. R. 571 of 22 June 2001. The Regulations concerning the registration of intended Learnerships and LEARNERSHIP Agreements, No. R. 330, dated 3 April 2001. The Sectoral Determination No. 5: Learnerships, of the Basic Conditions of Employment Act 75 of 1997.)

10 The South African Qualifications Authority Act, 1995 (Act No. 58 of 1995 that established the National Qualifications Framework (NQF), and The Employment Equity Act, 1998 (Act No. 55 of 1998). Identify the benefits of implementing Learnerships in your organisation Learnerships are designed specifically to benefit employed and unemployed people, employers, as well as the economy and the broader nation. Learners need learnerships because they cannot afford the loss of income that full-time study would incur and many are not able to finance full-time study.)