Table of Contents
1: INTRODUCTION TO THIS GUIDE ........................................................... 2
2: IDENTIFYING SKILLS NEEDS ................................................................. 2
3: SELECTING THE RIGHT TYPE OF TRAINING ........................................ 5
4: THE LEARNERSHIP APPROACH .......................................................... 12
5: MANAGING THE LEARNERSHIP .......................................................... 27
6: TOOL KIT ............................................................................................... 38
7: REFERENCES ....................................................................................... 41
1
1: INTRODUCTION TO THIS GUIDE
Purpose of this guide
The purpose of this guide is to assist BANKSETA registered employers who
select learnerships as the best alternative to their human resource development
needs.
Objectives of the guide
The objectives of this guide are to assist organisations to:
 Conduct a skills audit in order to identify the need for a learnership
 Understand the significance of implementing a learnership
 Understand the steps involved in implementing a learnership
 Plan the implementation of learnerships
 Implement learnership programmes
 Evaluate the impact
 Implement improvements
2: IDENTIFYING SKILLS NEEDS
Content outline
1. Why identify skills needs?
2. Does my organisation need to conduct a skills audit?
3. Conducting a skills audit
 Why identify skills needs?
A skills audit is a scientific way of identifying training needs based on current or
anticipated performance gaps in an organisation. Many organisations choose not
to follow this route and risk wasting time and money on ineffective training
interventions. However, when choosing to implement a learnership in your
organisation, it is important that it is seen as a real investment in the future growth
of your staff as well as the organisation as a whole.
There are numerous advantages to conducting skills audits in order to determine
whether learnerships are the best alternative to your training needs and in order
to determine the content of the learnership. These are:
 Alignment of training intervention with organisation mission, vision and
strategy: The first step in conducting a skills audit is to identify the overall
strategic direction of the organisation. By aligning training to the current and
future direction of the organisation, employees can grow more effectively with the
business. This ensures an ongoing positive fit between organisational needs and
the skills of employees.
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10 November 2005
 Cost Effectiveness: By identifying real rather than ad hoc training needs –
the organisation ensures better value for training spent.
 Time Effectiveness: A skills audit could include a review of existing training
providers along with the quality of delivery of their interventions. This increases
the likelihood of an employee being sent on the correct training intervention and
ensures that they acquire the skills more quickly than if they are sent on a
number of unrelated or ineffective training interventions.
 Learning Effectiveness: During the skills audit process the company will also
assess which type of learning would be best suited to the training need, e.g. on
the job learning, a skills programme, a learnership etc. This ensures that the
learning methodology is best suited to the learning need identified.
 Consistency: The quality of your training is consistent.
be selected for the required quality.
All programmes will
 Scientific approach: A skills audit provides objective and verifiable information
related to training needs in an organisation. It therefore increases the chances of
the correct training intervention being selected as well as the correct selection of
candidates for the training.
 Does my organisation need to conduct a skills audit?
The following checklist will assist to determine whether your organisation
requires a skills audit and to assess the need for a learnership. Answer each
of the following questions with “yes”, “no”, or “not sure”.
Current training interventions are aligned to the organisation’s mission, vision and strategic
direction
Current training interventions are meeting organisational needs
Employee’s skills and competencies are known.
The required skills per job role are known
Competency gaps have been identified based on the gap between current skills of staff and
the skills required per job
The need for a learnership has been clearly identified – based on organisational needs and
sectoral needs (note the BANKSETA requires that all learnerships registered by them with the
Department of Labour must meet the needs of the banking industry as a whole – not just one
organisation)
A qualification associated with the learnership is registered with SAQA
3
Learnerships are the most effective approach and methodology for delivering the qualification
If you answered “no” or “not sure” to any of these questions, you could use some
or all aspects of a scientific approach to addressing skills gaps within your
organisation. If you answered “no” or “not sure” to several of the questions, you
may need to conduct a comprehensive skills needs analysis.
Conducting skills audits
The aim of an organisational skills audit is to answer the following questions:
 What are the current strengths, weaknesses, opportunities and
threats faced by our organisation?
 How will this organisation be changing in the next 5-10 years?
 What are the resulting skills and training needs likely to emerge from
these changes?
 What are the current skills of existing employees?
 What career paths exist in the organisation?
 What is the gap between current and required skills in the
organisation?
 How will the organisation address these gaps – through training or
employing new staff?
 What training is therefore required? At what level should it be provided
(ie what NQF level is required)
The information required for a skills audit can be collected using a variety of
methods and processes including:
 Reviewing strategic documents regarding the mission, vision and
strategic direction of the organisation
 Interviewing key industry experts both within and outside the
organisation regarding new developments in the industry and
organisation
 Analysing current job descriptions and profiles
 Conducting an audit of the existing skills of employees through the
use of structured interviews of employees and their managers as well
as self assessments.
 Researching the current training providers in the market by identifying
those providers currently utilised by the organisation as well as the
industry more broadly.
 Using current and previous workplace skills plans to establish patterns
of training delivery and needs
Before embarking on training you will need to consider the following facts:
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4
The problem that needs to be addressed
The intended purpose of the training
Prospective employees the training is intended for
Broad overview of the outputs from the training
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Once the strategic training needs have been identified, the next step is to
determine whether the learnership route is in fact the best approach to
meeting these training needs. This is explored in more detail in the next
section.
3: SELECTING THE RIGHT TYPE OF TRAINING
Content outline




Rationale behind national unit standards and qualifications
Approaches to training
Factors to consider when selecting a training approach
Introduction
Once training needs have been identified in an organisation the next step is to
determine how to deliver on these training needs. Training interventions can be
provided in a number of different ways – including but not limited to on the job,
through ad hoc short courses, skills programmes and learnerships. In this section
of the manual we explore how to select the best approach to your training need.

Rationale behind national unit standards and qualifications
The implementation of the National Qualifications Framework (NQF) in South
Africa has brought a system of nationally recognised unit standards and
qualifications. Unit standards describe the outcomes of learning, the standard of
performance as well as what needs to be assessed. They can be combined in
different ways in order to create qualifications which are also registered on the
NQF and are nationally recognised. It is important to note that unit standards
describe the results of learning (ie the outcomes) rather than the process.
Therefore training providers are still required to develop their own training
materials against these unit standards and qualifications.
Skills programmes and learnerships in particular are delivered against unit
standards and qualifications. However, short ad hoc classroom or on-the-job
training may well not be designed against a particular unit standard.
Organisations may well choose to continue to offer this type of training for
particular skills. However, the benefits of having training aligned to unit standards
and qualifications should be considered for more strategic skills and
competencies. The advantage of designing training against unit standards and
/or qualifications is that they provide a standard against which training is delivered
and assessed. The standard is nationally recognised and therefore provides
some assurance to employers as well as learners that the training is being
delivered against clear outcomes of learning.
5

Approaches to training
Once an organisation has identified a training need the next step is to identify the
appropriate training methodology – these can include one or more of the
following:
 Learnerships
 Skills Programmes
 On the Job Training
 Job Rotation

Learnership
A Learnership is defined as a work-based route for learning and gaining
qualifications. It includes both structured work experience (practical) and
structured institutional learning (theory). In other words it includes both on- thejob and academic components. A Learnership is not the only way to gain a full
NQF qualification but it does offer a very specific work oriented method for young
people, especially from previously disadvantaged backgrounds, to acquire
qualifications as well as preparation for the workplace and possible placement in
jobs.
The criteria for a Learnership are set out in the Skills Development Act. These
indicate that the Learnership must:




Consist of a structured learning component
Include practical work experience
Be governed by an agreement between the learner, employer and
education and training provider
Lead to a qualification registered on the NQF and relate to an
occupation
Learnerships also require, on-going mentorship and coaching as well as
assessment in order to fully support the learner. Learnerships need to be
registered with the Department of Labour through the SETA.
The BANKSETA has identified the following key priority areas for learnerships
and skills programmes:

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


6
information technology-related skills development
management and leadership skills development
customer interface-related skills development
specialist financial skill development
legislative compliance related skills development
10 November 2005
While the BANKSETA is very much led by its individual members and
emphasises a non interventionist approach – learnerships in the above key
areas are likely to be prioritised for funding from the BANKSETA.

Skills programme
A skills programme is an occupationally based learning intervention where learners
are trained towards the achievement of national unit standards. A number of skills
programmes could lead to a qualification or even contribute towards a learnership.
Skills programmes are shorter interventions than learnerships and are required to
include practical as well as knowledge based learning towards specific skills and
outcomes. However this practical learning does not have to occur in the workplace.
Skills Programmes are registered with the SETA.
The difference between Learnerships and Skills Programmes
Learnerships
Skills Programmes

Combine theory and on-the job
practice

Combine theory and practical
learning

Leads to a full qualification
registered on the NQF. The
qualification may be unit
standards based or a whole
qualification

Shorter clusters of unit standards
that lead to credits, and not a full
qualification (they should involve
at least 1 unit standard)

Three- party agreement signed
by the employer, accredited
training provider and learner

Agreements are not compulsory
Occupationally directed and
must lead to employable skills

Occupationally directed and must
lead to employable skills

Registered with the SETA –
must address demonstrated
labour market needs in order to
be registered

Outcomes-based assessment
against registered national unit
standards with successful
learners to be awarded credits

The learner must be assessed by
a registered assessor before
credits towards the skills
programme can be awarded

All learning must be outcomes
based


Registered through the SETA
with the Department of Labour –
must address demonstrated
labour market needs in order to
be registered

Outcomes-based assessment
against registered national unit
standards and/or qualifications successful learners are awarded
a national qualification

The learner must be assessed
by a registered assessor before
credits towards the full
qualification can be awarded

All learning must be outcomes
based
Source: The Skills Framework and the BANKSETA Document “Skills Programmes in the Banking Sector”
7
 On-the-job training, job rotation
On-the job training and job rotation may be considered stand-alone training
interventions or could be incorporated into learnerships and skills programmes. As
short term or quick interventions, they can be used to address immediate or urgent
skill needs in an organisation. This type of intervention, if used outside of a skills
programme or learnership, should be used to address discrete skills where the
knowledge and context of the learning has already been achieved eg where an
employee understands the general process for issuing credit cards but needs to
experience an organisational specific operating procedure.
There are a number advantages associated with on-the-job training and job rotation,
namely:






Mistakes can be rectified immediately
Technical performance and operating skills can be improved
Life long learning experiences are provided
Training is conducted in a “real world” context thereby allowing for real
problem solving abilities to emerge
It can support the development of skills associated with self directed
employees
Factors to consider when selecting a training approach
When selecting a training approach a number of factors should be considered.
These include:
 Cost and resource implications: The total direct and indirect cost of the training
should be measured including the time and cost implications for staff who may be
involved in training, mentoring, coaching and assessing of learners. However
costs should not be considered in isolation – training is an investment in the
human resources of a company. Ideally organisations should know what the
return on investment of a training programme is likely to be. Comparisons of the
cost of recruiting a fully trained staff member rather than training a new recruit
need to be made. It is also useful to look at the cost implications of not having
fully skilled staff in certain key roles and the impact on bottom line, productivity
and morale.
 Availability of learners: The issue of whether learners can be released from their
jobs for the period of time required for the classroom training to occur needs to be
well thought-out. An organisation should also consider the implications of having
a learner in on-the-job training in terms of availability. The advantage of this
option is that the learner may be doing work while this training is occurring –
although not as productive as a fully trained person. However, the impact on
other staff and workflow should also be planned to ensure minimum disruption.
 Type of training required: This is probably the most important factor to consider
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10 November 2005
when selecting a training methodology. Questions to be answered in this area
are:
o Is the training of strategic importance to the company in terms of
the competitive position of the organisation, the complexity of
training required and the scarcity of the skills in the market place?
o Is the training urgent?
o Can the skills gaps be met through a short term, quick
interventions or is it a more long term holistic training intervention?
o Does the training need to address a number of skills and
knowledge requirements or should it address a discrete skill
need?
9
The table below provides an analysis of each of the training methodologies in
terms of these factors:
TRAINING
APPROACH
COST AND RESOURCE
IMPLICATIONS
AVAILABILTY
LEARNERS
Learnerships
Direct Costs:
1. Formal classroom based
training
2. The costs of a mentor
and coach – these may be
an employed member/s of
staff or externally
contracted
3. The cost of on the job
instruction and training
4. The cost of formal
assessment against unit
standards
5. The allowances paid to
the learner for the duration
of the learnership if the
learner is not in the
employment of the
organisation
Learnerships would
generally function
for a period of a
year. A minimum
of 30% of this time
should be
classroom based.
During this time the
learner would be
unavailable.
However, up to
70% of the time
can be spent in the
workplace with onthe job training and
job rotation –
where they are
working and
contributing to the
organisation.
Learners will also
need to be
available for
assessment
purposes – some
assessment may
take place in the
workplace. This
would need to be
carefully planned to
avoid major
disruption.
Indirect Costs:
1. The cost of learner’s
time while in formal training
2. The cost of learner’s
time while gaining skills on
the job – while they are not
yet fully productive
3. The cost of learner’s
time while meeting with
mentors and coaches
4. The cost of learner’s
time while being assessed
10
OF
TYPES OF TRAINING
REQUIRED
Training to address
strategic skills
shortages in the
organisation. Training
to equip learners with
strong knowledge as
well as concrete skills,
which are directly
applicable in the
workplace. Learners
will also receive
nationally recognised
qualifications –
ensuring that
employers can be
confident of the
competence of the
learners in the
outcomes of the
qualifications.
10 November 2005
TRAINING
APPROACH
COST AND RESOURCE
IMPLICATIONS
AVAILABILTY
LEARNERS
OF
TYPES OF TRAINING
REQUIRED
Skills
programmes
Direct Costs:
1. The cost of formal
classroom based training
2. The cost of formal
assessment against unit
standards
Skills programmes
may be very short
interventions
ranging from a day
of training to a
week or two.
Learners will be
unavailable during
the time of training.
They will also be
required to
complete portfolios
of evidence for
assessment
purposes after the
training – either at
the workplace or in
their own time.
This would need to
be carefully
planned to ensure
minimum
disruption.
Learners would
generally be
available to do
some work during
on-the-job training
but may not be fully
productive.
Training to address
discrete skills
shortages – to equip
learners with
knowledge as well as
practical skills.
Learners will also
receive nationally
recognised credits
against unit standard/s.
Learners could be sent
on a number of skills
programmes which
ultimately culminate in
a full qualification over
time.
Indirect Costs
1. The cost of the learner’s
time while in training
2. The cost of the learner’s
time while being assessed
On – the-Job
Training
Direct costs:
1. The cost of the trainer’s
time (if applicable)
Indirect costs:
1. The cost of learners time
while not fully productive
2. The cost of the
supervisor/managers time
while providing on-the-job
training
Training to address
discrete, urgent skills
needs – with a strong
emphasis on skills
applicable in the
workplace.
11
TRAINING
APPROACH
COST AND RESOURCE
IMPLICATIONS
AVAILABILTY
LEARNERS
OF
TYPES OF TRAINING
REQUIRED
Other formal
full time
training (eg
degree
programmes
with tertiary
institutions
etc)
Direct costs:
 The cost of the training
(usually high cost)
Learners would not
be available to the
workplace – if the
training is full time
Training to address
senior level staff
competency
requirements with a
strong knowledge
component. This
training could also be
selected on the basis
of the excellence of the
training providers – eg
specific tertiary
institutions. This type
of training represents a
big investment in a few
staff members. The
impact for the
organisation and the
chances of retaining
the staff member
should be carefully
considered.
Indirect costs:
 The cost of learners time
while on training
4: THE LEARNERSHIP APPROACH
Content outline


Building a business case
Steps for the building and development of learnerships

Introduction
In this chapter of the guide we explore, in more details the process of developing
and implementing learnerships within organisations.

Building a business case
Once an organisation has established that a learnership is the best route to
follow in addressing competency development needs – the first step is to
liaise with BANKSETA to establish whether a learnership is currently
registered with the Department of Labour through any of the SETAs. This
information can be gathered from the Department of Labour website
(www.labour.gov.za). If a learnership is not currently registered – a proposal can
be forwarded to the SETA to have a specific learnership registered.
In order to implement Learnerships it is important to have the support and buy-in
from key stakeholders. This involves marketing and communicating the
implications of a Learnership to all key stakeholders. A business case helps build
12
10 November 2005
the ‘case’ for introducing a new project, concept or process, such as learnerships.
It will show clearly the potential returns for key stakeholders. In addition it is used
to create quantified accountability for delivery as it sets the expectations of key
deliverables of the project. A communication strategy that outlines the verbal and
written briefings required to keep stakeholders informed throughout the process,
should be developed and implemented.
The BANKSETA and the Department of Labour require an adequate business
case to be put forward before considering the registration of a new learnership.
The following table provides an overview of the type of information required to
present a business case for a learnership.
Learnership Business Case Template
Headings
Questions to be answered
Current Strategic
Imperatives
What are the key business challenges at the moment?
Purpose of the
Learnership
How will the Learnership contribute to achieving these
business goals?
Deliverables of the
Learnership project
What are the key results of the Learnership? Eg, how
will it contribute to the availability of skills within the
business?
Beneficiaries of the
Learnership
Who are the targeted learners and why?
Project time lines and
phases
What are the key phases of the project and when will
these be implemented?
Project sponsor &
project team
Who are the project team members and the key drivers
of the project?
Stakeholders
Which key executives/ stakeholders support it?
Project budget
What is the projected cost of the project?
Financial returns
What are the financial and non-quantifiable benefits of
the Learnership project?
Risks & Dependencies
What could interfere with the successful implementation
of the project?

Requirements from the BANKSETA in registering a learnership
The BANKSETA also has specific requirements that they consider before applying
to the Department of Labour to register a learnership. These include:
 Relevance to the Sector Skills plan
 Inviting sector participation in the learnership
13
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
Motivation to register the learnership
Any additional information required by the Department of Labour
A quality management plan
(
The role of the BANKSETA in the implementation of learnerships is as follows:
 Providing overall guidance on the development and implementation of
learnerships, including the development of sector strategy and policy,
as well as in respect of the design of specific learnerships.
 Providing administrative processes and support for their realisation.
 Providing quality assurance services to ensure that the sector
relevance of the learnership is uncontested.
 Providing quality assurance to ensure that the planning, design, and
development of learnerships meet required standards in all respects.
 Providing quality assurance to the implementation of learnerships in
order to verify that envisaged results are consistently achieved.
 Declining the registration of learnerships that do not meet agreed
provisions as stipulated in the various quality management
frameworks.
 Promoting the implementation of learnerships in the sector through
communication by various channels.
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
Steps for the building and development of a learnership
Once learnerships have been considered as the best route for the organisation,
there are four major steps that have to be followed before the learnership can be
implemented.
These steps are discussed in detail below.
Identify the required qualification
Training providers selected
Agreements with training providers and employers
Curriculum
Learning Programmes
Work experience, job rotation & resource preparation
Learner selection
Induction process
The Learnership agreement
Contracts of employment
Assessors
Mentor
Coach
Manager
STEP 1
LEARNERSHIP
DEVELOPMENT
STEP 2
LEARNER SELECTION &
CONTRACTING
STEP 3
LEARNER SUPPORT
STEP 4
IMPLEMENTATION AND
LEARNING DELIVERY
AND EVALUATION
15
STEP 1 - LEARNERSHIP DEVELOPMENT
In order to develop the Learnership Learning programme these
areas need to be addressed in Step 1:


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
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Identify the required qualification
Select the training provider(s)
Develop the curriculum
Develop the learning programmes
Structure work experience, job rotation & resource
preparation
Sign the service level agreement with the training
provider(s)
Identifying a qualification
All learnerships must lead to a registered qualification – these
can be sourced off the internet. There are many registered
unit standards and qualifications on the BANKSETA webpage,
which may be viewed at www.bankseta.org.za
There may be other qualifications that are required that do not
fall within the ambit of the BANKSETA – which cover more
generic competencies such as management skills. These can
be sourced through the SAQA (South African Qualifications
Authority) www.saqa.org.za.

STEP 1
LEARNERSHIP
DEVELOPMENT
STEP 2
LEARNER
SELECTION &
CONTRACTING
STEP 3
LEARNER SUPPORT
STEP 4
IMPLEMENTATION
AND LEARNING
DELIVERY AND
EVALUATION
Training providers selected
A variety of training providers may be chosen to deliver training against all the
learning outcomes.
These questions need to be considered when selecting providers:

Do their learning interventions cover the learning outcomes?

Are the facilitators experienced in this area?

Does the provider have registered assessors against the required unit
standards or qualification?

Is the provider accredited by the relevant ETQA for this qualification?

Who will be the lead provider?

How will the provider be reimbursed and what are the fees?

What are the payment terms?

What memorandum of agreement needs to be entered into with this
provider?

Who is responsible for keeping which learner records?
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What management and learner reports do we require and how
frequently?
Who is responsible for the learner achieving competence?
What are the cooperation arrangements?
What are the deliverables of the provider and the required time
frames?
Where will the training take place?
What facilities does the training provider have?
Contract between providers and employers
The terms and conditions in the agreement must address these areas:

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
Roles and Responsibilities
Services to be rendered
Assessment requirements
Reporting requirements
Project deliverables and time lines
Terms and conditions
It is vital that these agreements are discussed in detail and reached before
Learnerships are implemented.
 Curriculum
The curriculum comprises the learning programme which the learner will go
through in formal off-the-job training interventions as well as the on-the- job
workplace training. Learnerships are registered against specific qualifications –
which will be awarded once the learner has completed and been deemed
competent against all outcomes of the qualification. This qualification may be a
unit standards based or modular based i.e. a whole qualification. The learnership
must address all outcomes of the whole qualification or all specific outcomes of all
the unit standards in the qualification. This is not to say that training will be
conducted against all outcomes or unit standards in the qualification. Learners
may already have the skills associated with some of the outcomes and unit
standards. In this case they can undergo recognition of prior learning and be
awarded the unit standards after being assessed as competent – without
attending training.
In the case of qualifications based on unit standards – these unit standards will be
divided into the following categories:
 Fundamental
 Core
 Elective
Fundamental Unit Standards are generic and include unit standards relating to
17
skills such as communications and maths – in many cases an organisation may
choose to RPL learners against these unit standards as they already have these
competencies.
Core Unit Standards are specific to that job, and might include specific product
knowledge, or job specific processes or procedures.
Elective Unit Standards would distinguish the job incumbent by giving them
extra skills and knowledge that would enhance their capability to perform their
job.
The curriculum of the Learnership includes a mix of workplace and other learning
interventions. The sequence of learning and the combination of learning
interventions and methodologies would be clearly identified in the curriculum.
The curriculum, workplace learning and actual training modules need to be
consolidated into a training or individual development plan for each learner.
Sample table of a curriculum building table
Unit Standard
Learning
Outcomes
(E.g. unit standard
titles, number of
credits, fundamental,
core, elective,
specific and critical
cross field outcomes;
embedded
knowledge, range
statement and
assessment criteria)
(Group outcomes
into clusters of
learning
outcomes of
competencies
that are relevant
to the effective
performance of
specific tasks in
the workplace)
Sequence
(The order in
which the
learning
takes place
to ensure
logical
progression
of learning)
Learning
Programmes
(on-and offthe-job)
(The
programmes
on-and off-thejob)
Assessments
(How will
learners be
assessed
against the
outcomes, e.g.:
formative,
summative and
integrated)
 Developing a learning programme
The learning programmes make up the curriculum and are the actual content and
process of learning.
In developing a learning programme, the accredited training provider will do the
following:



18
Select unit standards and qualifications as it is registered with
SAQA
Cluster the learning outcomes in line with the standards
Design new or align existing learning materials
10 November 2005
 Registered assessors
 Select training facilities and required equipment
 Assist the employer to identify workplace learning
interventions
 Select or develop assessment systems and tools
 Ensure the link between workplace input and provider input
 Draw up the schedule to rotate learners between workplace
and provider
When developing the learning interventions and materials the training
provider should keep these points in mind:
 Align the training to the requirement of the learnership
qualification and the requirements of the SETA
 Ensure that they (the training provider) are accredited for the
specific qualification and training materials approved
 Ensure that knowledge and skills can be gained using a variety
of learning media, such as: formal lectures, practical
demonstrations, reflection while learning etc.
 Expose the learner to a range of activities to reach each learning
style
 Ensure that the training is hitting the mark and learners can
transfer skills learnt during the training into the workplace
 Providing opportunities that are challenging
 Provide for opportunities involving collaboration with other
learners.
.
 Work experience and job rotation
One of the challenges as an employer is to ensure that learners gain the full
exposure to all the areas of work required to achieve the full qualification. Job
rotation is not mandatory. However, it often provides excellent learning
opportunities to the learners as well as providing potential employees to have
broad insight into the functions of the company.
It is important to think broadly about what constitutes a learning opportunity. The
learners will not learn, nor will they add best value to your organisation if they are
deployed in merely menial work, or serve as a form of ‘cheap’ labour to the
business.
The objective is to develop broad competency against a full qualification, whilst at
the same time providing the opportunity for the learner to be able to contribute to
the business, and to perform effectively for the period which they are with you.
19
At this point of the learnership development – the employers and
providers are required to submit their quality plan to the
BANKSETA for approval
STEP 1
LEARNERSHIP
DEVELOPMENT
STEP 2 – LEARNER SELECTION AND CONTRACTING
The selection of the right learners for the learnership is essential for
the success of the learnership.
Issues included in this step:
 Learner selection
 Induction process
 The learnership agreement
 Contracts of employment
STEP 2
LEARNER
SELECTION &
CONTRACTING
STEP 3
LEARNER SUPPORT
 Learner selection
Selection process:
The selection process will vary depending on the number of
individuals, whether they are employed and/or unemployed and
the extent to which the members on the selection panel know the
capabilities of the applicants. Aspects to consider include:
STEP 4
IMPLEMENTATION
AND LEARNING
DELIVERY AND
EVALUATION
 Determine the number and category (employed and/or
unemployed) of individuals to be selected
 Develop selection criteria
 Decide on selection instruments to be used
 Identify a selection panel or participants
The number and category of learners to be selected for the Learnership must be
determined. This will be influenced by a number of factors, such as:

The number of existing employees that the workplace can realistically
afford to release for training, while still keeping normal work processes
functioning effectively
 The total number of employees that can be accommodated, including
employed, unemployed learners
 The number of coaches and mentors available in the company to
guide and support learners through the learning process
Note: The BANKSETA may require equity requirements to be fulfilled as stipulated
in the National Skills Development Strategy when considering the funding of
learnerships.
Selection Criteria:
20
10 November 2005
The process of obtaining approval and buy-in from stakeholders on the criteria is as
important as the criteria itself. The main consideration in developing selection
criteria is the learners and their readiness for learning and work. Aspects that could
be considered in the development of selection criteria include:















Target group requirements
Occupational specific requirements
The work environment
Company objective with the Learnership
Equity requirements
Specific SETA requirements
Previous work experience (where applicable)
Learner readiness for the programme
Learning potential
Work readiness
Learning needs, including learning preferences and style
Attitude and commitment to learning
Age
Motivation for self improvement
Specific employer requirements
Note: the Department of Labour labour centres, established in each of the
provinces, are a good source of unemployed learners for learnerships. These
centres will have databases of learners looking for work along with their
qualifications.
Selection Instruments:
All instruments should meet the following criteria:








Fair, transparent, non discriminatory, unbiased and free from cultural
bias
Valid – measure what they are supposed to measure
Reliable – measure the same evidence time after time
Feasible – practicable, cost effective, and not too time consuming
Appropriate
Focused on measuring specific predetermined competencies or
characteristics
Directly related to the specific Learnership
Designed in consultation with the major stakeholder
Policy and procedure:
Policies and procedures (underpinning the strategy) to guide decisions and
actions on learner recruitment / selection and other processes related to
learnership implementation are also required.
21
 Induction process
Induction refers to the orienting of a new employee to the organisation through
training on the company policies and procedures, values, culture as well as
providing an overall perspective of what the company does and who does what.
The Learnership induction, however, is not just about orienting learners to the
business, but also to the Learnership, and if they are unemployed, to the world of
work at large.
Research has shown that the more training conducted on life skills and
interpersonal skills, the quicker learners are socialised into the organisation. This
leads to more positive work attitudes and performance. The design of the learner
induction programme should address these areas:
 Orientation to the Learnership
 Orientation to the world of work
 The world of Learnerships
 The world of work
 Working with computers
 Managing my money
 My own work style
 Working with teams
 The Learnership Agreement
Before commencing a learnership – the training provider, learner and employer
are required to sign a learnership agreement which is then registered with
BANKSETA. The format for this agreement is specified by the Learnership
Regulations.

Contracts of Employment
Short term/ temporary contract of employment
All learners on learnerships are required to be employed by the company for the
duration of the learning programme. Learners who are employed by the company
at the time of selection may continue their current contract. Employers are
required to sign employment contracts with learners who were previously
unemployed. The employer will enter into an employment contract for the duration
of the learnership only. The employer is under no obligation to extend or renew
the contract of employment on completion of the Learnership. Employment is not
automatic, nor is it a right on completion of the Learnership. Learners’
expectations need to be sensitively and suitably managed around employment
opportunities and criteria.
22
10 November 2005

STEP 3 – LEARNER SUPPORT
The learner support forms a vital role in the learnership. The
following aspects need to be in place prior to the commencement
of the learnership.





Assessment
Mentoring
Coaching
Managing
STEP 1
LEARNERSHIP
DEVELOPMENT
STEP 2
LEARNER
SELECTION &
CONTRACTING
Assessment
During the learnership, learners are assessed on an ongoing basis
against the assessment criteria of the unit standards and/ or
qualification. If successful, a learner is deemed competent against
the unit standards and/or qualification. During a Learnership, a
learner will gain new skills through on and off the job training.
These new skills will be assessed in different ways to establish
whether the learner is competent.
STEP 3
LEARNER SUPPORT
STEP 4
IMPLEMENTATION
AND LEARNING
DELIVERY AND
EVALUATION
Assessment can be defined as a structured process for gathering
evidence and making judgments about an individual’s performance
in relation to registered national standards.
Assessment is a
structured and objective activity, which is transparent and is communicated to the
learner.
Competence in SAQA terms focuses on what is expected of the learner in order
to receive credits and includes the ability to transfer and apply skills and
knowledge in other situations and environments.
The assessor can be part of the provider organisation or can be an employer who
has been trained and registered with the BANKSETA as a workplace assessor.
The assessor’s role is to evaluate the evidence that has been gathered and
assess how far the learner has progressed towards meeting the standard. In
order to do this the assessor must be very familiar with the unit standards that
he/she will be working with when conducting the assessment.
The assessor’s role can be broadly described as:





Plan and prepare for the assessment.
Conduct assessment
Gather evidence
Make judgments on the evidence.
Provide feedback to the learner.
23




Complete the necessary documentation.
Plan for re-assessment if necessary.
Record and Report on the decision.
Mentoring in a Learnership:
Traditionally, mentors are people with extensive life and work experience who
share that experience to help others advance in their careers. They also help
learners identify opportunities for improvement and providing information to the
learner, so they can make informed decisions concerning their development.
Some other roles include:





Provide career counseling to learners
Build personal skills of learners
Enhance the learner’s analysis of situations in the workplace
Unlock an individual’s own potential to maximise their performance
Influence the learner in achieving important goals
Effective mentors possess specific skills that help develop the professional growth
of others. They have the ability to use their extensive business and life experience
to provide valuable feedback to learners. They also have good interpersonal skills
and practice effective listening, so they can develop an open, honest, and trusting
relationship with their learner.
Mentors in the learnership are employed to support the learners with their long
term vision and motivation on the learnership. Mentor could assist learners to
clarify their personal goals and vision and assist them to develop plans and
strategies to achieve these.
 Coaches
Coaches are selected to provide ongoing support to learners with the specific
content of the training programme. On-the-job coaching enables skills to be
passed on and the learner is supported to achieve competence.
Coaching is effective in Learnerships, given the work component of the
Learnership. It is recommended that coaches be selected for particular areas of
work, and for each learner in the Learnership. The role of coaches during the
implementation of the Learnership is to specifically assist the learner to identify
any gaps in their understanding during the training process and to assist them to
understand the content of the training better.
24
10 November 2005
The differences between Coaching and Mentoring:
Coaching
Mentoring
Concerned with task
Concerned with implications beyond the
task
Focuses on skills and performances
Focuses on capacity and potential
Agenda set by or with the coach
Agenda set by the learner
Emphasises feedback to the learner
Emphasises feedback and reflection by
the learner
Typically addresses a short-term need
Typically a longer-term relationship,
often ‘for life’
Feedback and discussion primarily
explicit
Feedback and discussion primarily about
implications intuitive issues and
behaviours
 Managers
The manager’s role is to provide feedback on work performance
and on aspects relating to the learner’s application of the learning.
Management also needs to ensure that there is support and
commitment towards the Learnership initiative in the organisation.
Hence, communicating and making responsibilities clear with all
stakeholders is of great importance
The manager should consolidate workplace learning and actual
training modules into a training / individual development plan for
each learner. This can be used for tracking purposes and must
indicate training, assessments, leave, work rotation etc
Note: Though the role of the mentor, manager and coach is
different it may be performed by the same person.
STEP 1
LEARNERSHIP
DEVELOPMENT
STEP 2
LEARNER
SELECTION &
CONTRACTING
STEP 3
LEARNER SUPPORT
 STEP 4: IMPLEMENTATION, LEARNING DELIVERY AND
EVALUATION
Learnerships are conditional upon training and workplace
components being fulfilled: where there is no work experience, there
STEP 4
is no Learnership. However, the relative emphasis given to
IMPLEMENTATION
structured learning and work experience will be determined by the
AND LEARNING
DELIVERY AND
workplace and the providers through the curriculum. The only
EVALUATION
stipulation is that a minimum of 30% of the learning take place at the
workplace and in the classroom (ie neither classroom based learning
or on the job learning can be more than 70% of the entire learning programme).
25
Work experience may be at a single workplace, at a cluster of workplaces or in a
development or job creation project - provided that the learning outcomes are
achieved.
The structured learning component of Learnerships should be brought as close as
possible to work experience to promote the best learning synergy. For those in
industry, this could mean providing theory at an accredited site in the workplace.
Trainers could travel to the workplace for these purposes.
Assessment should always be considered as an integral part of Learnerships. In
particular, Recognition of Prior Learning (RPL) should enable a learner to gain
credits for any component of a Learnership.
Some of the steps to consider here include the following:




















Submit funding application in accordance with BANKSETA
funding Policy
Draft project plan and budget for this stage of development
Manage the logistics of the implementation
Implement communication strategy
Promote the Learnership
Ensure workplace readiness
Ensure alignment with ETQA and implementation of QMS for:
Mentoring
Assessment
Induction programme
Management information system
Learner records
Learner feedback and evaluation records
Build capacity of mentors and coaches
Register workplace assessors if applicable
Confirm and schedule work opportunities for learners
Maintain learner database and records
Resolve learner allowances and workplace issues
Ensure relevant contracts are signed
Implement dispute system
Finally once the learnership is completed a detailed evaluation should be conducted
to determine the impact on both learners and the organisations. Lessons learnt
from this evaluation are essential in informing any other learnership the organisation
may wish to implement. The BANKSETA also requires ongoing reporting and
monitoring through-out the learnership implementation process.
26
10 November 2005
5: MANAGING THE LEARNERSHIP
Content outline







Developing the management system
Learnership records and management information system
Manage delivery
Manage learners
SETA and SARS liaison
Ensuring continuous improvement
Developing the management system







Learner Records
Training Records
Assessment Records
Learnership Records
Provider Records
Workplace Records
Management Reports






Ongoing communications
Manage Training
Manage Assessments
Manage Work placements
Manage coaches/ mentors
Manage providers






Monitor and manage results
Contract terms managed
Learner exit strategies
Termination of Learnerships
Grievance, appeals and disciplinary procedures
Learner prospects




Funding Learnerships
Grant Structure
SARS claims
Budget tracking
STEP 1
LEARNER RECORDS &
MANAGEMENT
INFORMATION SYSTEM
STEP 2
MANAGE DELIVERY
STEP 3
MANAGE LEARNERS
STEP 4
SETA AND SARS
LIAISON
STEP 5
ENSURING CONTINUOUS
IMPROVEMENT
27

STEP 1: LEARNER RECORDS AND MANAGEMENT INFORMATION
SYSTEMS
It is important that companies develop management
information and record keeping systems for learning
programme implementation. These systems allow records to
be kept of the implementation process.
The management information system would identify the
records needed, provide a system for maintaining the records,
allocate responsibilities for system maintenance and identify
where and for how long records are to be kept.
The following information may need to be kept:
 Learner Records
 Training Records
 Assessment Records
 Provider Records
 Learnership Records
 Workplace Records
 Management Reports
The BANKSETA ETQA will specify the learner achievement
submission requirements.
 Managing the information
Throughout the Learnership there needs to be systems in
place to monitor progress. This will mean a regular and
consistent flow of information and feedback.
Original or copies of the following forms should be kept on
record:










28
STEP 1
LEARNER RECORDS &
MANAGEMENTINFORMA
TION SYSTEM
STEP 2
MANAGE DELIVERY
STEP 3
MANAGE LEARNERS
STEP 4
SETA AND SARS
LIAISON
STEP 5
ENSURING CONTINUOUS
IMPROVEMENT
Learner agreements/contracts
Standard forms and reports (SETA, employer or provider specific)
Assessment guides
Training manuals
Employment contracts
Code of conduct
Certificates
Grievance and appeal discussions/proceedings
Progress reports
Placement records
10 November 2005

STEP 2: MANAGE DELIVERY
A Learnership needs to be monitored continuously. In order to
ensure the smooth running of the learnership the following
processes need to be in place:






Ongoing communications
Manage Training
Manage Assessments
Manage Workplacements
Manage Coaches/ mentors
Manage Providers
At the beginning of a learnership – a project team will be
established which may include representatives from the
employer/s and training provider/s. This team will be
responsible for the monitoring of the learnership
implementation. In the case of learnerships which span a
number of employers, the leader of the project team will be a
representative of either the provider or employer body while
the members will include those parties directly involved as well
as interested participants from the sector.
The project team will be responsible for advertising the
intended learnership in the sector, using the BANKSETA
website as the means of communication, and then acting as
the co-ordinating body to plan and implement the learnership.
The project team should report to the BANKSETA on the
progress of the learnership and evaluate the success of the
learnership upon completion.
STEP 1
LEARNER RECORDS &
MANAGEMENT
INFORMATION SYSTEM
STEP 2
MANAGE DELIVERY
STEP 3
MANAGE LEARNERS
STEP 4
SETA AND SARS
LIAISON
STEP 5
ENSURING CONTINUOUS
IMPROVEMENT
 Ongoing communications
A clear communication strategy should be developed for the company in order to
ensure ongoing stakeholder buy-in. The matrix below should be introduced prior to
the implementation of the Learnership and should be tracked throughout the
Learnership to ensure ongoing communications. An example of the matrix is
presented below:
29
Role Player
Type of communication
Executive committee
The Business Case
Senior management
An overall presentation on the Learnership objectives and
implementation plan
Monthly progress reports and escalation of any risks
An overall presentation on the Learnership objectives and
implementation plan
Trade Union
Briefing on learner selection, assessment process impact
on wages, conditions of employment, and progress reports
Regular progress reports
Joint briefing by management and union, where appropriate
Employees
Communication brochure developed – highlighting the
definition and purpose of the Learnership, how the
company and employees can benefit, opportunities to enter
Learnerships etc
Ongoing feedback on outcomes achieved
Learners
Regular feedback on work placement
Learnership Staff
Regular review on Learnership objectives and
implementation
Briefing on assessments
 Manage Training
Training must be managed by doing the following:




30
Identify possible gaps in the training
Ensure regular training update meetings with provider and employer
Maintaining learner records and communication
Monitor and evaluate the training delivery on an ongoing basis
10 November 2005
 Manage Assessments in the workplace
Final judgment on the learner’s competence must be based on evidence gathered
by assessors of workplace and institutional learning. This is done in the form of
assessments:




Formative assessment must be conducted throughout to monitor learner
progress.
Summative assessment must also be conducted throughout to assess
learners against the outcomes of modules. In order to assess applied
competence,
Conduct joint integrated assessment of institutional and workplace
learning.
Assessment results must be moderated and verified in accordance with
the ETQA requirements valid at the time of implementation.
 Manage Providers
Management of providers may include the following:




Site visits to determine whether the quality of delivery is up to standard.
This will be conducted by either the project team or the SETA
Reinforcing learning thereby allowing learners to practice skills learnt. This
will be managed by the employer
Ensuring communication between employers and learners is continuous
by the employer
Scheduling training programmes / on the job learning as per the
curriculum, which is to be managed by the employer
The project team will provide the overall management of the training provider/s. The
employers may then liaise with each of the employers.
 Manage Work Placements
Work placements are the institutions/department where learners are placed to gain
experience. Learners can be rotated between various work placements. Employers
can manage the work placements by doing the following:




Managing relationships with key stakeholders at the workplace or
department
Allowing for learner job rotation, so they can get a feel for different
placements
Constant communication with managers and key stakeholders regarding
gaps and improvements to be made at the placements.
Set up feedback forums with learners to evaluate the workplace
31
 Manage Coaches / Mentors
Employers should ensure that the coaches and mentors are managed by doing the
following:


Having networking sessions whereby they meet one another and discuss
difficult or challenging situations, while maintaining confidentiality
 Discussing the various roles of coaching and mentoring and keeping up to
date with new trends
 Maintaining reports used during the delivery
 Assisting them with useful forms, such as mentoring/ coaching tools and
feedback forms
 Providing a mentor toolkit that equips mentors and coaches with tools
required to be effective and professional at all times
 Ensuring that coaches and mentors are focused on performance of the
learner and not on themselves
 Ensuring coaches and mentors are constantly
practicing their skills and possibly attending courses.
STEP 1
LEARNER RECORDS &
MANAGEMENTINFORMA
STEP 3: MANAGE LEARNERS
TION SYSTEM
Managing learners is more than ensuring that they arrive at the
workplace and attend classes. There are a number of aspects
that need to be considered when implementing a learnership:





Monitor and manage learner results
Learner exit strategies
Termination of Learnership agreements are managed
as required
Grievance, appeals and disciplinary procedures
Learner prospects
 Monitor and manage results
Ongoing quality assurance should be conducted during the
implementation of the Learnership. Steps involved in monitoring
and managing results include:
 Identify criteria for monitoring and evaluation (e.g.:
progress against business plan, absenteeism of
learners, drop out rate of learners, etc.)
 Take corrective action where problems are
encountered
 Notify the SETA regarding certification of learners,
employment of learners once qualified (as per SETA
requirements)
 Lessons can be consolidated into a case study
 Conduct an overall evaluation of the Learnership and
32
STEP 2
MANAGE DELIVER
STEP 3
MANAGE LEARNERS
STEP 4
SETA AND SARS
LIAISON
STEP 5
ENSURING CONTINUOUS
IMPROVEMENT
10 November 2005
compile a report.
 Learner exit strategies
The exit strategy is a beneficial manner in which to gain information about the
learner, the placement and the Learnership as a whole. It is therefore helpful to do
the following:





Provide regular and holistic feedback to the learner regarding their
performance
Communicate openly with the learner
Offer additional assistance where possible
Discuss recommendations of the potential of the learner and where you
see the learners strengths and weaknesses
Offer support and guidance in the form of a coach or mentor
Other considerations:



What will form part of the exit strategy?
Who will conduct the exit programme?
Will all learners undergo the exit procedure (i.e.: employed vs. previously
not employed)?
 Termination of Learnerships:
The Learnership agreement terminates:





On the termination date stipulated in the Learnership Agreement; or
On an earlier date if:
The learner successfully completes the Learnership
One of the parties has requested, on good cause, to terminate the
agreement and the other parties have had the opportunity to make
representations as to why the agreement should not be terminated
The employer and learner have agreed in writing to terminate the
agreement; or
The employee has terminated the contract of employment with the employer
 Grievance, appeals and disciplinary procedures:
The Learnership Regulations published by the Department of Labour, outlines the
dispute procedure for learners on learnerships. This can be sourced off the
BANKSETA website.
33
 STEP 4: SETA AND SARS LIASON
In this step there are a number of responsibilities when
implementing a learnership that need to be considered:



Funding Learnerships
SARS tax allowance
Budget tracking
 Funding learnerships
STEP 1
LEARNER RECORDS &
MANAGEMENTINFORMA
TION SYSTEM
STEP 2
MANAGE DELIVER
Employers are responsible for the full cost of the learnership.
Employers may apply to BANKSETA for funding to assist with
the cost. The funding of learnerships is in line with the
BANKSETA Funding and dependant on the availability of funds.
Employers MUST get the approval from BANKSETA for the
grant before they proceed with an agreement with the learner,
as the grants will depend on whether or not sufficient funds are
available from the BANKSETA.
Note: Please refer to “Learnership Funding Policy” published by
BANKSETA (and available on the BANKSETA website) for
more information.
STEP 3
MANAGE LEARNERS
STEP 4
SETA AND SARS
LIAISON
 SARS Tax Allowance
SARS has instituted a tax allowance for employers wishing to
implement learnerships (Section H of the Income Tax Act) – this
can be sourced from the BANKSETA website.
 Budget tracking
STEP 5
ENSURING CONTINUOUS
IMPROVEMENT
Managing Learnership costs:
In order to offer a successful learnership, an organisation needs to be geared
up to finance and support the:




34
Recruitment of learners meeting the selection criteria
Induction of learners into the Learnership
Co-ordination and management of the Learnership with reporting
mechanisms in place for the Seta
Provision of the theoretical component of the learnership. This will include
10 November 2005




o Training material
o Assessment (if not workplace assessment)
o Moderation
o Delivery
Workplace assessors if appropriate
Job specific training
o In-house courses
o On the job learning
Exit strategy
Learner allowances
Learner Allowances:
The employer is responsible for funding the learnership allowance. The
unemployed / pre-employed learner will be paid an allowance, rather than a
salary, while the learner gains workplace experience and learns with the
training provider. The employed learner will receive a negotiated salary during
the course of the Learnership.
The following are the guidelines for the minimum allowance and have been
recommended as:
EXIT LEVEL OF
LEARNERSHIP
CREDITS
ALREADY
EARNED BY
THE
LEARNER
PERCENTAGE OF
QUALIFIED WAGE
TO BE PAID AS
ALLOWANCE
MINIMUM
ALLOWANCE
PER WEEK
NQF 1 or 2
0 -120
35%
R120.00
121 – 240
69%
R240.00
0 - 120
17%
R120.00
121 - 240
40%
R226.00
241 – 360
53%
R370.00
0 – 120
13%
R120.00
121 – 240
25%
R240.00
241 – 360
53%
R370.00
361 - 480
56%
R540.00
0 - 120
8%
R120.00
120 - 240
18%
R260.00
NQF 3
NQF 4
NQF 5 - 8
35

240 – 360
27%
R389.00
361 – 480
38%
R548.00
481 – 600
49%
R700.00
STEP 5: CONTINUOUS IMPROVEMENT
 Creating continuous improvement strategies for the
implementation and management of Learnership/s
 Consolidating your management procedures
 Continuous Monitoring and Improvement
STEP 1
LEARNER RECORDS &
MANAGEMENT
INFORMATION SYSTEM
Evaluating the impact of the Learnership
The learner’s progress needs to be monitored during the course
of the Learnership in order to address any problems as they
arise. This means that there needs to be feedback along the
way as to how the learner is coping. Thus the Learnership
needs to be monitored and reported on regularly.
Over and above this the overall success of the Learnership
project needs to be evaluated. The Learnership will be deemed
successful if:



The learner achieves competence within stipulated time
frames
The Learnership has led to an increase in productivity
levels
The learners have found placement following the
Learnership – i.e. are more employable
The employer should identify the criteria for success and these
criteria need to be understood and communicated from the
outset.
STEP 2
MANAGE DELIVERY
STEP 3
MANAGE LEARNERS
STEP 4
SETA AND SARS
LIAISON
STEP 5
ENSURING CONTINUOUS
IMPROVEMENT
It is important to evaluate the impact of Learnerships on an
organisation in order to report on the value added to the
organisation and inform future Learnership implementation.
36
10 November 2005
Identify the potential criteria you would use to evaluate a Learnership that has been
implemented and how you would go about such an evaluation. It is important that
you include quantifiable criteria and methods of evaluation, as this links back to your
Business Case, which you need to prove was achieved at the end of the
learnership. This will win you support to implement the next Learnership!
37
6: TOOL KIT
1. 9-STEP MODEL PLANNING TEMPLATE
9-STEP
MODEL
Learnership
Learning
Development
CRITERIA TO CONSIDER








Learner
Support
Preparation
Provide learner feedback process

Finalise recording process

Determine that the assessment
procedure is fair and reliable
Select a coach to assist the learner
with on the job training
Select a mentor to provide skill
enhancement and support to the
learner


Plan the role of the manager

Determine selection criteria for the
learner

Set up a selection panel


Orient learner to the workplace
through induction
Sign the Learnership agreement and
submit to the BANKSETA for
registration
Learner
selection and
contracting

Sign the contract of employment

Learner
records and

Brief learners on relevant issues,
particularly:
o The qualification of the learning
programme
o The roles and responsibilities of
the role players
o Learnership agreement and
employment contract
o Administrative and logistical
arrangements
Ensure that all relevant records
have been kept
38
Completed
YES
NO
Identify the Qualification
Select the training provider
Finalise the assessment strategy
Contract with the training provider
Develop the curriculum and learning
programme
Select and / or develop learning
material
Determine work experience of
learner
Decide on whether to allow for job
rotation


Relevant
10 November 2005
Actions to
be taken
9-STEP
MODEL
management
information
system
CRITERIA TO CONSIDER

Record learner assessment results

Provide guidance and support to
learners throughout
Ensure providers are fulfilling their
tasks
Ensure training is based on
specified outcomes
Ensure work placements are
allowing for sufficient learning
Ensure formative, summative
assessments


Manage
Delivery



Ensure that feedback is given to
learners on assessment results and
progress throughout the training

Provide learners with feedback
Relevant
Completed
YES
NO
Actions to
be taken

Manage
Learners

Manage the contract should the
learner not complete the
Learnership

Manage exit strategies

Provide counselling and support for
learners leaving
Awareness of reasons for
termination of contract


Awareness of grievances, appeals
and disciplinary procedures

Implement an ongoing
communication process
Compile evaluation report with
recommendations for future
implementation of Learnership
Plan for funding
Apply for the SARS learnership tax
allowance

Financial
Management
Continuous
improvement



Track the budget

Implement an evaluation process

Develop and implement Quality
Assurance Policies and procedures
39
No.
Description
1
2
Qualification identified and training provider selected
Learner student fees agreed with Training Provider and
‘Service Level Agreements’ signed
Budget collated and approved
Communication strategy developed and implemented
Learnership registration form completed in full
Learnership Motivation completed in accordance with
BANKSETA guidelines
Project team details submitted to BANKSETA
Overall learnership administrator selected and trained
Curriculum, learning programmes and learning materials
developed and prepared
Learner selection strategy agreed and implemented
Assessment policies and procedures agreed and in place
Assessors selected, trained and registered with if applicable
Learnership agreements signed by employer, training provider
and learner and submitted to BANKSETA, in accordance with
DoL and SETA requirements
Employment and other contracts signed between employer and
learner
Learner allowances/ salaries arranged
Learner induction completed
Learner support systems available
Dispute, grievance and/ or appeal process in place
Mentors, coaches and managers selected, trained (if
applicable) and allocated to students
Mentorship, coaching and management process implemented
and evaluated on an ongoing basis
Management information system/ record keeping system in
place and complies with NLRD requirements
Staff involved in Learnership activities have a clear
understanding of the concept, process and policies
Exit strategy is determined
SETA/ SARS liaison and processes for accessing funding
agreed to
Other:
3
4
5
6
8
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
40
10 November 2005
Does not
yet Comply
Complies
2. LEARNERSHIP WORKPLACE READINESS CHECKLIST
This checklist is a guideline for employers who may use this document as a basis for
checking workplace readiness for learnership implementation. Additional related
information may be included in the checklist, as per organisational requirements.
Furthermore, the checklist may be used for training provider selection, accreditation
and auditing purposes.
7: REFERENCES
BANKSETA: A Strategic Approach to learnerships in the Banking Sector, www.bankseta.org.za
BANKSETA: Banking Sector Learnership Policy, www.bankseta.org.za
BANKSETA: Learnerships in the Banking Sector (which includes the top two documents),
www.bankseta.org.za
Coetzee M & Stone K, 2004. Learner Support: Toward learning and development
Knowles Publishing, Randburg
Gagne, R.M. & Briggs, L.J. 1994. Principles of Instructional Design. NY Rinehart &
Winston
Harrison, N. 1999. How to design self-directed and distance learning programmes.
McGraw-Hill Inc. New York
Hattingh S 2003, Preparing to implement learnerships Knowles Publishing, Randburg
SAQA. 2000. The NQF and Curriculum Development.
WEB SITES
www.BANKSETA.org.za
www.labour.gov.za
www.saqa.org.za
41