My Membership
FOREWORD
We have entered the third phase of the formal enactment of the Skills Development Act (1998) and the Skills Development Levies Act (1999). The people of South Africa are our country's most important asset. If all South Africans are to meaningfully participate in economic and social development as well as their own advancement, they must not only have the general capabilities such as the ability to read and write, to communicate effectively and to solve problems in their homes, communities and in the workplace. The focus on skills development within the Chemical Industries Sector is about this process of deepening individuals' specialised capabilities in order that they are able to access incomes through formal sector jobs, through small micro enterprises (SMEs) or community projects which in turn positively contribute to the economic success and social development of our country. This learning process will also enable people to continue learning and adapting to the constantly changing environment. The CHIETA’s approach to skills development is to compliment the formal education system. It links skill formation to the requirements of a growing economy and extends education and training to people both within and outside formal employment. It is primarily concerned with industry-based training within the Chemical Industries Sector, improving the intermediate level skills base of the country and labour market training for target groups (including the unemployed, retrenched workers, youth, women, people living with disabilities and people in rural areas).
The Skills Development Strategy 3 makes provision for a system of learning for the young and the unemployed people wishing to join the labour market. Learnerships combine structured learning and work experience and culminate in nationally recognised qualifications which signify job readiness. While the initial focus will be on intermediate level skills development, integration with the education reforms driven by the Ministry of Higher Education and Training will promote coherence between intermediate and higher level skills development.
One of the fundamental areas that are addressed in the CHIETA Discretionary Grants Strategy is to provide HOPE to a generation that is not yet in the mainstream of economic and social benefits. The Discretionary Grants Strategy is underpinned by the theme of “Transformation through Skills Development’. But can Skills Development truly transform especially within the new landscape of the National Skills Development Strategy? If transformation of the Nation means empowerment through Education and the development of professional competence; if transformation means access to opportunities, careers and wealth for all; if transformation means having a voice in one’s own destiny; and if transformation means the full use of the Nation’s human resource potential for the economic welfare of all; then, indeed, Skills Development within the NSDS 3 can transform. But Skills Development can frustrate rather can transform when there is development without empowerment; competence without personal growth or career enhancement and education without opportunities for economic gains.
The perspective of our organisation here is not from a tightly circumscribed perspective of the transformational obligations of the CHIETA.But from the larger perspective of National Development. We believe that if the role of the CHIETA is understood within this context, the obligations of the CHIETA can be clarified, skills development activities in the Chemical Sector can be undertaken with greater meaning and focus, and both the social and economic objectives of the Skills Development Act can be met. It is only through our understanding of the practical challenges encountered in the pursuit of a transformation, which we will begin to appreciate the hurdles which the CHIETA will face in implementation.
Examples of this transformational intent abound in our Discretionary Grants Guidelines. ABET and Foundational Learning brings people onto the ladder of growth and personal fulfilment through education; learnerships connect people with the reality of workplaces and boost their relevance and productivity; skills development committees give voice to the voiceless in planning and delivering training; RPL seeks to recognise that, because of our history, many of our most talented and capable may not have certification. Opportunities for growth are not isolated and difficult to reach; they reside with our employers and in our communities. There is no exclusivity in access, none can be legitimately denied. There are no restrictions in choices. The doors to all occupations and all careers are open to those who are suitably prepared.
I recognise that we are not where we should be in this regard, but we have come a long way. We have not serviced as many as we should, but we are servicing many, many more. The NSDS 3 gives us direction and the opportunity, but each employer and each institution must have the will, the commitment and the concern to ensure that the transformational intent and purpose are realised.
Ms.Ayesha Itzkin
Chief Executive Officer (Acting)
Chemical Industries Education and Training Authority
PREAMBLE
The South African chemical sector is diverse and complex. On the one hand it comprises a well developed upstream industry ; Basic Chemicals and Other Chemicals , with the former being highly capital intensive. On the other is the more labour-intensive downstream Plastics industry. The chemicals sector is the fourth-largest employer in manufacturing, behind food products, motor vehicles, parts and accessories, and metal products. Chemical products and technologies are used in almost every area of the world economy. As the global economy grows, it increases the demand for the chemical industry’s products. This growth drives product innovation, and the industry creates new products every year while striving to improve production processes and use resources more efficiently.
The chemical industry consists of various sub-sectors as described below:
|CHIETA Chambers |CHIETA Sub-Sectors |The Dti’s Strategic Sub-sectors |
| | | |
|Petroleum and Base Chemicals |Petroleum |Liquid Fuels and Associated Products |
| |Base Chemicals |Commodity Organic Chemicals |
| | |Primary Polymers and Rubbers |
| | |Commodity Inorganic Chemicals |
| | |Fine Chemicals |
|Fast Moving Consumer Goods and |Fast Moving Consumer Goods |Consumer Formulated Chemicals |
|Pharmaceuticals | | |
| |Pharmaceuticals |Pharmaceuticals |
|Explosives and Fertilisers |Explosives |Bulk Formulated Chemicals |
| |Fertilisers | |
|Speciality Chemicals and Surface Coatings |Speciality Chemicals |Speciality and Functional Chemicals |
| |Surface Coatings | |
|Glass |Glass |Part of the Chemical Industry |
The bringing together of Higher Education Institutions, Further Education and Training (FET) Colleges, Adult Education and Training and the Skills Development Sector into a single Department of Higher Education and Training provides a powerful basis for addressing education and training in an integrated way. We the Chemical Industries Education and Training Authority (CHIETA) have merged into a department that has the responsibility to develop the country's education and training institutional capacity and resources into a coherent, diverse and differentiated post school learning system, serving adults and youth within the framework of the Human Resource Development Strategy for South Africa.
BACKGROUND
The 3rd National Skills Development Strategy further advances the drive for bringing alignment between the supply and demand for labour in the SA labour market. The first and the second NSDS laid the foundation, and established systems to facilitate access to learning programmes for both employed and unemployed learners, with a view to ensuring that learners were guided into programmes leading to qualifications in high demand within the labour market.
NSDS III seeks to contribute to the achievement of the country’s new economic growth and social development goals that are embodied in the Medium Term Strategic Framework (MTSF).
The MTSFs priorities are listed as:
1. Speeding up growth and transforming the economy to create decent work and sustainable livelihoods
2. Massive programme to build economic and social infrastructure
3. Comprehensive rural development strategy linked to land and agrarian reform and food security
4. Strengthen the skills and human resource base
5. Improve the health profile of all South Africans
6. Intensify the fight against crime and corruption
7. Build cohesive, caring and sustainable communities
8. Pursuing African advancement and enhanced international cooperation
9. Sustainable resource management and use
10. Building a developmental state, including improvement of public services and strengthening democratic institutions.
The CHIETA seeks to support the other MTSF Strategic Priorities in ways that are relevant to the Chemical Sector. Employment creation, support for labour intensive industries, and addressing skills shortages remains central to the CHIETA. Our Strategic Plans for the next five years, have been reviewed after intensive processes of consultation with our stakeholders across the sub-sectors, is a medium-term response to the long-term challenges. The CHIETA will ensure that its work is focussed on the most pressing priorities in supporting the decent work agenda, economic growth and human resource development in South Africa.
In response to this, the CHIETA has reprioritized its focus and targets so that we can work within the defined areas of priority and stimulate meaningful participation within the Department of Higher Education and Training.
The establishment of the Ministry of Higher Education and Training will result in changes to improve the provision of post-school opportunities, not only for the youth, but also for adults. There is a window of opportunity for crafting a system that provides a myriad of opportunities and has a meaningful impact on the lives of individuals, the economy and society. Our broad mandate is clear. On the demand side, the system must ensure that the skills needed to drive our country’s economic growth and social development is delivered at an increasing rate, because available, quality skills will enhance both investment and service delivery. On the supply side, the system must serve a growing number of both young people and adults; it must provide different entry points into, and pathways through the learning system; it must provide quality learning wherever learning takes place be it a college, a university or in the workplace; and, importantly, it must provide easy pathways across the different learning sites. The Department of Higher Education and Training needs to promote a rethink of the relationship between education and training in South Africa, in order for us to adequately prepare the post-school youth for the labour market. This requires a structured interface between universities, colleges, the Sectoral Education and Training Authorities and other training institutions, so that they may interact with one another in producing the knowledge and skills on which our society depends.
PURPOSE AND ORGANISATION OF THE DISCRETIONARY GRANTS FUNDING GUIDELINES
The purpose of the “Guide to Funding Opportunities” is to provide member organisations with a comprehensive overview of the requirements for funding and also to provide guidelines on the Standard Operating Procedures for the administration and management of CHIETA Discretionary Grants. In order to ensure that applications for funding are properly focussed, background, contextual and procedural information are provided to clearly present the focus and boundaries of the Funding Programme. Since the allocation of funds for the programme is constituted of multiple sources (surplus funds, interest, discretionary funds, the sweeping of un-utilised Discretionary Grants and unclaimed levies) with each having separate but similar restrictions, it is necessary to highlight the framework for the legitimate use of these financial resources. The remainder of the Funding Guide is divided into relevant sections each seeking to clarify and provide guidance.
Discretionary Grants are intended to encourage employers and stakeholders to contribute towards the achievement of the objectives of the Human Resources Development Strategy (HRDSA), the National Skills Development Strategy 111(NSDS3) and the CHIETA’s Sector Skills Plan (SSP). These are all under pinned by the 12 strategic government priorities as a guide for SETA’s to contribute to National Priorities.
Towards this end, the following guidelines outline the focal areas within NSDS 111 to be highlighted in the next five (5) years. This will be explained in more detail in the section “Areas of Priority”.
Each of these sections is identified and described below:
1. Use of the Funding Guide
2. Purpose of the Funding Guide
3. The Funding Strategy
4. Areas of Priority
5. Eligibility Criteria
6. Application Guidelines
7. Implementation and Monitoring
8. Project Completions and Payments
9. Obligations and Responsibilities
10. Forms and Instructions
USE OF THE FUNDING GUIDE
This booklet is provided as a manner for understanding and focussing applications and proposals for funding. While the Guide cannot provide answers to all the questions that will arise, it seeks to provide a framework for understanding the intended purposes of Funding within the new landscape of the Department of Higher Education and Training. Its intent is to provide enough clarity so that applicants can target their proposals to the intention of the Funding. Some aspects of the Guide may also be applicable throughout the process of implementing projects and programmes that are funded, especially to monitoring and evaluation and making payments upon the completion of programmes.
PURPOSE OF FUNDING
The overall purpose of the Funding Programme is to shape the foundation of Skills Development in organisations according to the 12 Strategic Areas of National Government Medium Term Strategic Framework (MTSF) and specifically the National Skills Development Strategy 111 to stimulate meaningful participation in the skills development process especially within the guidelines of The Department of Higher Education and Training (DHET).At the core of the Programme is the creation of more opportunities for Skills Development as stipulated by Government. The vision of the Discretionary Grants for 2011 – 2016 is not only to align the CHIETA’s priorities with that of the Department of Higher Education and Training but through the implementation of such programmes enhance the efficiency, productivity and performance of the sector as a whole. But any investment in Skills Development could be worthwhile only if a proper understanding of the Skills Development Processes is created in the organisations and if an adequate infrastructure is built within organisations so that Skills Development efforts could be converted into true measures to enhance productivity. The funding, therefore seeks to explore alternative measures for enhancing the burning priorities of The Chemical Industries Sector and National Government. An example of this is that the majority of the unemployed youth who are not in education or training come from the poorest communities in South Africa. They live in rural areas, informal settlements and poor townships. Their developmental challenges are to a great extent also South Africa’s challenges.
The fundamental driving force of the CHIETA Discretionary Grants Guidelines and Funding Opportunities is in improving the effectiveness and efficiency of Skills Development within the sector. The main aim of the ‘Funding Guidelines’ is to encourage the linking of skills development to career paths, career development and promoting sustainable employment and in-work progression. The CHIETA is serious in supporting organisations to support the integration of workplace training with theoretical learning. Our focus here is to facilitate the transition of our learners from school, colleges, universities and universities of technology and especially those who are unemployed to sustained employment and to provide our youth to enter the formal workforce. A special funding window will address those that do not have the relevant technical skills or adequate reading, writing and numeracy to enable them to access employment.
SPECIFIC OBJECTIVES TO BE ACHIEVED
The CHIETA has aligned itself to the NSDS111 by addressing and responding to the pressing challenges that are impacting on the ability of our economy to expand and accelerate employment opportunities. The following are some of these specific objectives:
• The inadequate skills levels and poor work readiness of many young people leaving formal secondary and tertiary education and entering the labour market for the first time. The challenge is the inadequate linkages between institutional and workplace learning. This situation reduces the employability and workplace readiness of successful graduates from the FET and HET institutions and the many that enter the working world without a formal qualification.
• The many unemployed who lack basic numeracy and literacy who do not possess entry level skills, and do not have the work experience and work based training that is required to enable them to seek and obtain work
• The continuing skills shortages in the artisanal, technical and professional fields that are fundamental to the developmental and growth of the economy.
• The over emphasis of NQF Levels 1 to 3 Learnerships, with insufficient progression towards more appropriate, both intermediate and higher skills required for growth sectors (within the Chemical Industries) in a knowledge economy. There is a need for much more substantial programmes that improve qualifications, support career pathing, enable greater flexibility and mobility and increase productivity.
• The failure of businesses in many sectors of the economy to equip their workforce to adapt to change as the economy becomes more knowledge based. When structural occurs, too often the outcome is retrenchments rather than retraining and redloyment of working people.
• Systemic blockages such as:
➢ Lack of synergy between the various post school sub-systems (Universities,FET Colleges)
➢ Lack of clarity in relation to the role expected of the various parts of the skills development system
➢ Inefficiency and waste
➢ The silo mentality which prevents the partnerships and alignments needed to improve effectiveness
• The absence of coherent strategies within economic and industrial sectors, compounded by the lack of systemic skills development to support and sustain growth and development
• The urban bias of our economic development and therefore the urban bias in our skills development initiatives resulting in skills for rural development being neglected.
The above 8 “Pressing National Challenges” will be contextualised within the Chemical Industries Sub-Sectors so that the CHIETA can provide skills development initiatives and other programmes to address and facilitate the necessary interventions. A special funding window has been developed to respond to these challenges as conceptualised within this “Guideline”.
THE FUNDING STRATEGY
The approach to funding is to use the available funds to achieve maximum impact on strengthening Skills Development in the Chemical sector. The funding strategy, therefore, seeks to distribute resources within the sector so that as many organisations as possible can benefit. The core elements of the funding strategy are described below. The presentation serves to highlight the ideas upon which criteria were established for assessing applications. It is anticipated that applicants will be more informed and member organisations will be in a better position to frame and pitch their proposals to meet established criteria and priorities. The CHIETA Funding Strategy will be guided by the “Key Transformational & Developmental Imperatives” and all applications will be measured against such criteria and priorities.
The Beneficiary profile of the recipients of training programmes must focus on the following Imperatives:
• Race:
The racialised natures of the skills profile and the racial inequalities have not changed significantly. The Funding Strategy has prioritised this area and in providing a very particular focus on creating more opportunities to previous and currently disadvantaged South Africans. In all funding provided by The CHIETA, preference will be given to applications prioritizing 85% of their beneficiary profile to be black South Africans.
• Class:
South Africa still remains one of the most unequal societies in the world today. These social inequalities are also being reinforced by a lack of access to skills development opportunities for majority of our South Africans. This area seeks to redress the provision of skills for developing people, promote the welfare of all and to create opportunities for those who have not had and create access especially to those who have been denied thereby brining hope and avenues for fulfilment for those who, over time, have been shunted to the periphery of our economic success.
• Gender:
There are still huge disparities between men and women, including access to skills development for effective participation in the South African labour market. This calls for a particular focus and attention to provide access to skills for women (especially black women) so that they can effectively participate in society and not be discriminated because of their gender. All applications here will be considered for specific programmes and strategies that promote gender equality in skills development, in employment and career development and in our economy as a whole. In all funding provided by The CHIETA, preference will be given to applications prioritizing 54% of their beneficiary profile to be women especially black South African women.
• Geographic Design:
It is intended that a wide base of organisations should participate in the programme. Efforts will be made to ensure a reasonable geographic distribution of participating organisations – rural and urban, township, suburban and disadvantaged communities. One of the priorities as mentioned in the in the Medium Term Strategic Framework (MTSF) concentrates on a comprehensive rural development strategy. It is important to note that government has now prioritised rural development. The Funding Guidelines makes provision to increase the efforts of organisations for skills development initiatives in rural areas. However the distinction must be between training rural people and skills for rural development. The CHIETA evaluation team will assess and evaluate the credibility and the context of the submission of these applications. CHIETA member organisations are encouraged to partner and collaborate with rural institutions, civil society and other rural based organisations so that endeavours are made to increase the participation of skills development in these rural areas.
• Age:
While the CHIETA has made significant progress in terms of opening the doors of learning through increased access to previously disadvantaged students into the whole education system, the challenges remain immense, particularly regarding post-school education. Many young people do not complete high school, and of those who do, many cannot proceed with their studies because of the poor quality of their achievements, lack of resources or the lack of job opportunities.
It is estimated that of the approximately 2.8 million of 18 to 24 year olds are neither in employment, nor education or training. This implies that over 40% of our youth are not productively engaged. Therefore one of our immediate tasks is to provide a diverse range of learning opportunities and learning programmes for youth and adults. There is a need therefore to expand training opportunities in these previously disadvantaged areas and assist the unemployed to benefit from discretionary grant provision for training.
In all funding provided by The CHIETA, preference will be given to applications prioritizing learning programmes for young people aged between 16 to 35.
• Disability:
The CHIETA has made significant progress in this area in 2010/2011 Discretionary Grants programmes. Despite these efforts much energy and still more effort is required. Preference will be given to applications prioritizing learning programmes and projects or creating opportunities for skills development for learners living with physical and intellectual disabilities. Applicants are encouraged to prioritise a minimum of 4% of their total number of beneficiaries for people living with disabilities.
• The HIV/AIDS
Given the threat of the HIV and AIDS pandemic for the future growth and development not only for our country but for the Chemical Industries Sector much focussed attention to skills development programmes must incorporate the fight against this pandemic and management of HIV and AIDS in the workplace. The CHIETA is currently conducting training and research in this area. Peer educators in organisations conduct a great deal of work. Each day, at the coalface of the workplace, these educators deal with limited resources, motivating, encouraging and informing employees. Preference will be given to organisations that incorporate the fight against this pandemic through skills development initiatives.
The framework of considerations which guide the Funding Programme of the CHIETA is presented by discussing the core principles and general guidelines that are observed in approving application proposals and making decisions about the allocation of funds. This section also forms part of the Funding Strategy but seeks to provide a rationale for the approach taken and designing the funding programme.
• Technical and Skills Development Objectives
1. To increase the number of individuals and organisations participating in and benefiting from Skills Development opportunities. Investment into the development of identified scarce and critical skills, needed to implement the various priorities listed as per governments 10 strategic priorities, are to be prioritised, whether these skills relate to students, workers or the unemployed.
2. Promote ABET and Adult Education. Emphasis must be placed on the poor and vulnerable to be assisted in a more focused manner – whether they are workers or unemployed people requiring adult education. Foundational Learning is optional in addressing this initiative.
• Infrastructure Development Objectives
1. To assist organisations in building institutional capacity and establishing the infrastructure for implementing Learnerships, Internships, Bursary’s and an Intensified Artisan Development Programme.
2. To support organisational development processes that help to align skills development to the strategic goals of National Government.
3. To build capacity of SDF’s within the sector to implement meaningful programmes of Workplace Skills Development.
4. To enhance the infrastructure and support systems for providing, implementing and reporting on WSP’s and ATR’s.
• Sector Development Objectives
1. To enhance the availability of research information that will aid in programming strategic interventions to support National and Sector priorities.
2. To promote collaborative ties and joint action within the sector as a means of developing a cadre of dynamic emergent poor and vulnerable organisations.
• Social Development Objectives
1. To assist people engaged in or seeking to work in the informal economy or small, emerging enterprises or cooperatives.
2. To promote Community Development Projects and support projects related to Youth Work so that CBO’s, NGO’s and Cooperatives could expand and enhance their delivery of services.
3. To promote measures in our member companies that would enable people with disabilities to participate in Skills Programmes, etc.
4. To promote RPL as a principle and practice for enabling adults to earn formal qualifications.
5. Support Rural and Economic Development. Amongst a list of factors that government perceive as drawbacks to Economic Growth and Development is the shortage of skilled people. The scarce skills list therefore plays a large role in not only filling current skills gaps in our industry, but in producing a pool of skilled young people to replace the ageing workforce in the future.
• Chamber / Sub-Sector Allocation
While most funding categories are open to all member organisations in the sector, the funding strategy is to include all chambers & sub-sectors. This is to ensure that all constituencies benefit from the programme according to their need and in response to the circumstances of their sub-sector.
• Working through Professional Structures Investment into the strengthening of the state’s system of colleges, universities of technology and universities must be fore grounded so that the capacity to deliver services to an increasing number of learners in future is grown. The consolidation of the institutional base for FET colleges in partnership with the skills development system will improve responsiveness to the needs of the economy. Programme offerings will be expanded, training partnerships with industry will be funded through CHIETA, partnerships with employers will be established and a work-placement programme for graduates of FET colleges will be set up. We will also expand workplace training opportunities for students. All these initiatives will make FET Colleges more attractive and institutions of choice. Quality interventions also include initiatives to improve management capacity, materials development and the introduction of formal qualifications for lecturers and teacher development initiatives.
• Priority given to SME’s
The majority of organisations in The Chemical Industries Sector could be classified as small and medium enterprises. These enterprises face unique challenges in development and service delivery. The funding strategy seeks to promote and support SMEs that are suitably qualified. Rural organisations and enterprises that work in difficult and generally hard to access areas should be rendered special support and assistance. Priority will be given to SMME’s and the new emerging organisations within the sector. Efforts will be made to mobilize these organisations and promote their active participation in the Workplace Skills Movement. Incentives will be provided through Discretionary Funds that will create opportunities for services and support. This is one of the primary objectives of the funding programme to support entrepreneurial development and skills development support.
• Support to HET Institutions
Firstly, the higher education institutions can assist by increasing access to an increasing number of young people - including those who may not find their way to university by the conventional route but who have the potential to succeed. It must be admitted, though that increasing access to higher education, while it may make a big difference in the lives of some students and help to increase the skilled labour pool somewhat, will not make an enormous impact on expanding the opportunities of the underprivileged. The large expansion of opportunities for the youth will clearly have to come from elsewhere, particularly the college sector. Apart from increasing access, the universities also have an important role to play in improving the quality of the learning experience that it provides its students. They must help orientate new students to university life, providing study skills and helping new students to understand what university is all about and what is expected of them. It is likely that much of the failure rate among first year students can be attributed to young people entering the unfamiliar world of the university in which learning demands are quite different to those which faced them at school where there was - or should have been - a much closer supervision of learners than is possible at university. Many new students struggle to cope with a new social environment and an institutional culture that is totally new to them, a place where increased freedoms go hand in hand with increasing demands for self discipline. Another area of support to HET Institutions is material development and qualifications design. Here successful applications will be guided by the CHIETA ETDQA.
• Support to FET Institutions
Another blind spot of our teacher education efforts is the little attention that we have given to the training of FET college lecturers and it now poses a major educational challenge to our higher education institutions. It is to these colleges that we, as a country, must look to absorb an increasing number of the youth who currently do not have education and training opportunities. It is a serious anomaly that we have a vocational training system that is only half the size of the higher education system and it must be expanded rapidly while at the same time ensuring that its quality is also improved. This is particularly important now that the numbers of artisans in SA has been declining at the same time that the need for skilled workers has in fact been increasing.
Many FET College lecturers have little formal training as educators. They are mainly trained, skilled workers who have become teachers. Strengthening the training of college lecturers and managers should also begin to stimulate more research on the entire college sector.
• Avoiding Duplication
All funding programmes are co-ordinated in an integrated manner so that the best use is made of the funds that are available. In order to avoid duplication between programmes, effort will be made to ensure that similar programmes are well co-ordinated and properly integrated. Inter chamber cooperation is encouraged.
• Impact on Performance and Productivity
Skills development is not the end, but the means through which the performance and productivity of the organisations is enhanced. Efforts must be made to ensure that training is planned and followed up in a manner that will enhance job performance and increase organizational productivity.
• Ensuring Quality
One aspect of the transformational agenda is the quality in the delivery of services. This programme seeks to ensure quality. Training and Skills Development must conform to the highest standards of quality. But forms of services must also meet acceptable standards of service provision. Research projects, development initiatives and other forms of infrastructure development must be well done and must be sustainable. In general, Skills Development programmes must be approved by the relevant ETQA, and service providers must demonstrate an acceptable level of competence in order to deliver a high standard of service. Because of the shortage of accredited service providers in the field for some programmes, allowance will be made by The CHIETA so that member organisations are not disadvantaged and the quality of service and provision are not compromised. Accredited providers will be afforded first priority in providing training and where deemed necessary and appropriate, The CHIETA will consider other options to ensure service provision. A particular focus will be on the outcomes and whether they are evaluated as achieving the Unit Standards registered on the NQF.
• Promoting Accountability
Applicants must be held accountable for the success of funded programmes. Ability to effectively manage projects within the respective organisations is a basic requirement. Accountability here refers to planning, monitoring, filing, and reporting, assessing and generally managing processes to ensure a high quality output.
• Transfer of Skills
When work is undertaken by external service providers, it is expected that skills will be transferred to personnel within organisations and that capacity is created within organisations to undertake the responsibility in the future. Therefore all projects provided by external providers are expected to have a skills development component.
• Supporting National Policy Agenda’s and Programmes
This programme is intended to support National policy initiatives. While the priorities and targets of the National Skills Development Strategy serve as a critical guide, the policy and programme initiatives of the appropriate National bodies are essential. The National Policy agendas represented in the HRD Strategy, Transformation of the Public Service and Affirmative Action through equity planning, speeding up economic growth and transforming the economy to create decent work and sustainable livelihoods and a massive programme to build economic and social infrastructure are among the key policy thrusts that should inform projects and programme initiatives.
• Career Guidance
Career guidance is a national imperative as it is encapsulated as the eight goal of the third National Skills Development Strategy. The Department of Higher Education and Training requires all SETAs to embark in earnest on building career and vocational guidance. Careers and their associated career paths and qualifications need to identified and communicated effectively contributing to improved relevance of training, mobility and progression.
The need for career guidance has been highlighted in the 2012 CHIETA Sector Skills Plan because it has been identified as one of the drivers of scarcity in the chemical sector. This is so because the majority of learners are not aware of the career options that reside in the chemical sector possibly culminating in many potential entrants not entering the sector. Therefore the CHIETA in accordance with the national effort will need to develop robust career guidance programmes to direct learners into occupations that are scarce in the sector.
AREAS OF PRIORITY
All the areas of priority specified are intended to contribute to the Skills Development process in the Chemical Sector and within organisations. As noted, these areas of priority cover a very wide scope of possible training and developmental initiatives. It is also important to note that these areas of priority are enshrined in the National Skills Development Strategy 111. As noted later in the document these areas of priority are converted into “FUNDING PROGRAMMES” through which grants can be sought.
1. To fund employers for the provision of workplace experiential learning opportunities in order to upgrade intermediate skills pool
2. To fund capacity building projects within education and training institutions
3. To fund projects that support the establishment of formal written partnerships to enable the number of artisans that the Chemical Sector has capacity for to be registered on artisan learning programmes,trained and become qualified artisans
4. To fund projects that facilitate agreements between SETA’s and university faculties to support improved entry to priority PIVOTAL Programmes,increased work experiential learning opportunities and access to post graduate work experiential opportunities
5. To fund partnerships projects between DHET, SETA’s, employers, private and public providers that result in increased capacity to meet industry needs throughout the country
6. To fund programmes that will raise the education base of youth in order to enable them to take on further learning and employment guided by the DHET institutional frameworks
7. To fund, in support of the New Growth Path, government priorities as well as other government strategies, workplace training of workers already in employment in order for workers to acquire critical skills identified by the SSP
8. To fund NGO,community and worker initiated skills development and training programmes as identified in the SSP
9. To fund initiatives that seek to build career guidance in the Chemical Sector nationally
10. To fund a lead employer - ESDA
11. To fund all components and relevant institutional structures for an occupational qualification within the Chemical Industries Sector
12. To fund sector specific skills interventions that help achieve the goals of the NSDS 3,address employer demand and deliver results
TABLE 1: AREAS OF PRIORITY
|Funding Programmes |
| |
|Research for Development of the Sector |
| |
|Impact studies on Programmes and Initiatives related to Skills Development |
|Development of Learning Programmes for the young unemployed in the scarce and critical areas |
|Collaboration with The Chemical Sector Employers to develop a programme of placements of Graduates. |
|Strategies addressing sustainable employment |
|Systems for Tracking & Tracing Graduates |
|Collaborative ties to develop emergent organisations |
|Intensified Artisan Development Programme |
|Training programmes that would speed up economic growth and transform the economy to create decent work and sustainable livelihoods |
|Community Development Projects / Rural Development Strategy for CHIETA |
|Youth Development Programmes |
|Outreach Strategies for small and micro enterprises |
|Support to NGO’s,CBO’s,NLPE’s,NPO’s & Cooperatives |
|Recognition of Prior Learning |
|ABET & ABET Practitioner Training / Adult Education |
|New Venture Creation Programmes |
|Programmes that would assist in building economic and social infrastructure |
|Partnerships with FET’s & HET’s |
|HIV/AIDS Programmes |
| |
|Internship Programmes |
|Workplace Experience Programmes |
|Work Placement Programmes |
|Career Guidance Programmes |
CRITERIA FOR FUNDING
Consistent with the priorities presented in the last section, the following are to be noted as the basis upon which funding decisions will be made.
1. Grants will be allocated to the priority areas for funding that are enumerated above. These priorities are consistent with the circumstances and needs expressed by The Department of Higher Education and Training and are aligned to the Strategic Plan of the CHIETA’s vision and must consider the established priorities of National Government,IPAP2,the HRD SA,National Skills Accord and the National Skills Development Strategy 3.
2. Application proposals should be submitted according to the format and guidelines provided in this document.
3. Proposals must be seen to have impact on the effective planning and implementation of Skills Development. All proposals must clearly indicate and substantiate the potential contribution to Workplace Skills Development and in terms of the ‘Areas of Priority’.
4. All funding applications must demonstrate capacity to successfully implement the proposed project proposed. In cases where a large amount of funds is requested, the CHIETA will seek to verify that the organisation has the capacity to deliver effectively, efficiently and in a timely manner.
5. The funding programme for the respective organisations should have one designated coordinator. Information of the coordinator should be provided on the first page of the application as requested. The coordinator will generally be the contact person with whom the CHIETA will communicate.
6. Services and forms of assistance will be undertaken by the Regional Skills Advisors.
7. Where there are similar programmes funded by the CHIETA from which member organisations can benefit, the CHIETA reserves the right to allocate funding from appropriate sources and the right to limit the number of Grant applications or proposals that will be supported with available funds.
8. Should applicants not receive feedback after one month of the deadline for submission of their application please consider your application as unsuccessful.
TABLE 2:SUMMARY OF CRITERIA FOR EVALUATING APPLICATIONS
|Category of Funding | |
| |Criteria for Assessing Applications |
| |Training must be accredited |
|Training |There must be a clear statement of who will benefit from training(based on the areas of priority above) |
|and |All Learner agreements, copy of ID’s, must be submitted before funds are allocated |
|Skills Development |All requirements must be in place for implementing Learnerships,Internships,Apprenticeships |
| |Funding of Training should not exceed the allocated amounts |
| |Service Providers must demonstrate capacity in the area of research or project related programmes |
|Research |Must have the necessary Project Management Skills |
|and |Must be able to demonstrate industry expertise |
|Project |Must demonstrate subject matter expertise |
|Related Programmes |Must have the potential for enhancing the Workplace Place |
| |Must provide information on performance and achievements |
| |Must be reasonable in terms of the allocation of time for completion |
| |Methodology must have potential for generating acceptable results |
| |Applications must indicate specific focus on the priority areas |
|Systems, Processes and Organisational |Effort must be reasonable in terms of time, readiness for implantation and capacity of Organisational Service |
|Infra-Structure |Provision |
| |Systems must conform with established and accepted practices |
| |Intervention must have potential of being sustainable |
FUNDING CATEGORY 1
(Please refer to the reference document for further guidance relating to this funding category)
To fund research in the sector in accordance with the SSP in order to effect to establishing a credible institutional mechanism for skills planning
|1. ESTABLISHING A CREDIBLE INSTITUTIONAL MECHANISM FOR SKILLS PLANNING |
INTRODUCTION
There is currently no institutional mechanism that provides credible information and analysis with regard to the supply and demand for skills. While there are a number of disparate information databases and research initiatives, there is no standardised framework for determining skills supply, shortages and vacancies, and there is no integrated information system for skills supply and demand across government.
SETAs play an important role in gathering statistics and other relevant information on labour market skills needs and training provision. Their close contact with industry places them in a good position to document and communicate recent and emerging trends, as well as to develop solid baseline indicators. Such information is essential in planning to meet the country’s skills needs and guiding investment in education and training provision.
Like all other countries, South Africa must seek to supplement its particular skills needs from elsewhere. While priority will be given to meeting our skills needs among our own population, there will be a need to import skills – particularly scarce skills needed for economic growth – from other parts of the world. Thus, the information gathered by the DHET, particularly from sector skills plans but also from independently commissioned labour market research, will be used to advise the Human Resource Development Council, the Department of Home Affairs and other interested agencies on the country’s skills priorities and the areas of particular shortage on an ongoing basis. Close communication with employers – and especially large private and public employers – will be particularly important in this respect.
This indicator speaks directly to improving the work of the CHIETA and the Department of Higher Education and Training. There has long been concern about the veracity of sector skills plans and their consequent value as planning tools for their sectors and the country; one hopes that this will see an improvement not only in the quality of the information, but also the quality of leadership and decision-making relating to skills and workforce development.
|Outcome 1.1: |
|National need in relation to skills development is researched, documented and communicated to enable effective planning across all economic sectors|
| |
|Output 1: |
|Capacity established within the Department of Higher Education and Training to coordinate research and skills planning. |
|Output 2: |
|Sector skills plans are professionally researched to provide a sound analysis of the sector and articulate an agreed sector strategy to address |
|skills needs. |
|Output 3: |
|Sector and nationally commissioned research and data is analysed, validated and captured in an integrated database that is accessible to |
|stakeholders. |
FUNDING CATEGORY 2
To fund projects that facilitate agreements between SETA’s and university faculties to support improved entry to priority PIVOTAL Programmes,increased work experiential learning opportunities and access to post graduate work experiential opportunities
|2. INCREASING ACCESS TO OCCUPATIONALLY-DIRECTED PROGRAMMES |
South Africa's pool of intermediate skills, especially artisanal skills, is too low to support national and sector development and growth. The workforce is not keeping up with the skills needed to remain competitive in an increasingly knowledge-based economy.
There is a need to ensure the continuous upgrade of skills in the workforce, to help ensure a measurable increase in the intermediate skills pool, especially in artisan, technician and related occupations, attributable to increased capacity at education and training institutions and increased workplace experiential learning opportunities. SETAs should play a prominent role in contributing towards these goals, especially through their discretionary funds.
The strategy seeks to encourage and support large corporate employers and state-owned enterprises to cooperate with the relevant education and training institutions by providing needed training equipment and experienced staff to address specific needs. Government is committed to a comprehensive curriculum review in colleges and universities of technology. Urgent measures will be instituted to enhance this cooperation and provide necessary equipment.
Workplace learning should be an integral part of all vocational programmes. Establishing effective partnerships between education and training systems and employers to provide for workplace training would ensure that skills have real labour market relevance and that young people gain an early appreciation of and exposure to the world of work.
A particular focus of NSDS III is on artisans. To facilitate the realisation of the above objectives with regard to the development of artisans, the DHET has established the National Artisan Moderating Body (NAMB) whose main statutory functions will include the following:
13. Setting standards for quality artisan training
14. Monitoring the performance of and moderating accredited artisan trade test centres
15. Developing, maintaining and applying a national databank of instruments for assessment and moderation of artisan trade tests
16. Developing and maintaining a national database of registered artisan trade assessors and moderators
17. Recommending certification of artisans to the QCTO.
The above functions of NAMB, working together with the QCTO, will go a long way to ensuring that artisan training is of a high quality and standard, and that all artisan training is subjected to a single national regime of quality assurance.
Higher level professional qualifications
Whereas the enrolment and participation rate in our university sector is higher than that of the vocational education and training sector, it is still not producing enough appropriately skilled and qualified people in disciplines central to social and economic development. Access is a challenge. On the one hand, access relates to the availability of places in relevant programmes; on the other hand, it relates to the constraints (social, academic, geographical and financial) facing the majority of disadvantaged university applicants.
The stakeholders will need to address the challenge of the low number of National Senior Certificate holders/high school graduates and those qualifying with a National Certificate (Vocational) at NQF level 4 who attain the required levels of competence in the identified priority areas. Attention will need to be given to post-school education opportunities including bridging programmes and other options.
Our skills levy resources, especially the National Skills Fund, must strategically and programmatically support the production of priority skills in high-level occupationally directed programmes in the entire skills development pipeline, from universities and colleges to the workplace. In addition, the university sector must also find a way of systemically engaging in the identification of national development and economic needs, including engaging in other government processes such as IPAP2, the National HRD Strategy and the National Skills Development Strategy.
It is important to recognise the changing nature of work in what is becoming a global knowledge economy, within which South African enterprises are operating. The extent to which employers and workers benefit from the knowledge economy will be determined by our capacity to conduct innovative research and apply new knowledge in the workplace. This requires the development of research capacity, particularly research related to building new knowledge linked to sector and national industrial plans. DHET, in collaboration with HEI’s and SETAs, will be encouraging increased capacity to conduct research, as well as the establishment of sector-relevant research projects.
PIVOTAL GRANTS
Many of the professional areas of study combine course work at universities, universities of technology and FET institutions with structured learning at work. This is achieved by means of professional placements, work-integrated learning, apprenticeships, learnerships, internships, skills programmes, and work experience placements. To address the critical needs for economic growth and social development, there must be improved access to, and success at, post-school learning sites alongside structured bridges to the world of work and qualities learning in the world of work. To give greater effect to these programmes and ensure greater employer participation, a PIVOTAL grant has also been incorporated into NSDS III. Ten percent of the mandatory grant will be dedicated to this initiative. Employers who provide workplace-based opportunities can supplement the cost of the programme with the grant from the SETAs. The SETAs, in turn, are expected to ensure that 10% of the mandatory grants is ring-fenced to fund workplace-based training opportunities. The on going or continuous training of the workforce. This is the nub of the strategy for many in the private sector, which encourages better use of workplace-based skills development. The CHIETA is expected to play a significant role in supporting the development of "intermediate" skills - artisanal, technical and related occupations, as well as higher level professional skills. Discretionary and PIVOTAL grants, from the CHIETA will focus on the specific needs in the Chemical Industries Sector. To do this, the numbers of university eligible school leavers, as well as the number of people who acquire a level 4 NCV, will need to increase, which could include strategies such as "bridging programmes" to support "the production of priority skills in high-level occupationally directed programmes in the entire skills development pipeline, from universities and colleges to the workplace". It seems that the PIVOTAL grant is key to realising both indicators 2 and 5 .Employers willing to accept placements of newly-qualified people in their workplaces will be able to "supplement the cost of the programme" with a PIVOTAL grant from the CHIETA. These grants will be allocated from 10% of the mandatory grant which will be ring-fenced to fund workplace-based training. This approach could significantly contribute to the annual target of 10,000 appropriately qualified artisans entering the economy each year.
This Funding Area will be confirmed later, resultant from the engagement with DHeT.
| |
|Outcome 2.1: |
|Mid-level skills needs are identified and addressed in all sectors |
| |
| |
|Output 1: |
|Seta’s research and identify mid-level skills needs in their sectors and put in place strategies to address them, particularly through use of |
|public FET colleges and universities of technology working in partnership with employers providing work-place based training. |
|Output 2: |
|Projects are established to address mid-level skills in each sector. |
| |
|Outcome 2.2: |
|10 000 artisans a year qualify with relevant skills and find employment |
| |
| |
|Output 1: Seta’s establish projects and partnerships to enable the relevant number of artisans for their sector get trained, qualify and become |
|work-ready. |
| |
|Output 2: |
|The national Artisan Development Project is planned, managed and reported on, with interventions made where blockages occur. |
| |
|Outcome 2.3: |
|High-level national scarce skills needs are addressed by work-ready graduates from higher education institutions |
| |
| |
|Output 1: |
|Sector skills plans identify supply challenges in relation to high-level scarce skills gaps and set out strategies for addressing them. |
|Output 2: |
|Agreements are entered into between Seta’s, university faculties and other stakeholders on appropriate interventions to support improved entry to |
|priority programmes, increased work experience and experiential learning for students and access to post-graduate work. |
| |
|Outcome 2.4: |
|Relevant research and development and innovation capacity is developed and innovative research projects established |
| |
| |
|Output 1: |
|Sector skills plans identify the focal areas for research, innovation and development. |
| |
|Output 2: |
|Agreements are entered into between Seta’s, university faculties and |
|other stakeholders on flagship research projects linked to sector development in a |
|Knowledge economy. |
| |
|Output 3: |
|Programmes are put in place that focus on the skills needed to produce research that will be relevant and have an impact on the achievement of |
|economic and skills development goals. |
FUNDING CATEGORY 3
(Please refer to the reference document for further guidance relating to this funding category)
|3. PROMOTING GROWTH OF A PUBLIC FET COLLEGE SYSTEM THAT IS RESPONSIVE TO SECTOR, LOCAL, REGIONAL AND NATIONAL SKILLS NEEDS AND PRIORITIES |
The public FET college system is central to the government’s programme of skilling and re-skilling the youth and adults. Its transformation is key to the integration of education and training and responding to the skills needs in our country. In recent years, FET colleges have been striving to make the transition from their former status as technical colleges to being responsive and vibrant post-school institutions for vocational education. Within a relatively short space of time, public colleges were merged from an inequitable assortment of 152 small individual colleges to 50 mega-institutions, which are multi-site and diverse. Since then, the college sector has seen a large investment by the state through the recapitalisation process which started in 2007. However, many challenges remain in expanding and improving capacity at FET colleges.
Another challenge is that there is limited research available that provides a nuanced picture into the colleges’ systems and their strengths and weaknesses. Such research will be commissioned by the DHET. In addition, academics and research organisations are urged to identify their own research questions and conduct relevant research on the colleges and the skills training system in general. It is crucial that colleges offer a comprehensive suite of programmes and measures to make learning environments more attractive, to increase attendance, to improve (post-basic) literacy and numeracy and to increase throughput rates. Success in this will have the biggest long-term positive impact on young people’s future prospects.
The strategy will purposefully support these institutions and assist in building their capacity to ensure they take centre stage in skills development. The public further education and training institutions as well as universities and universities of technology should have the capacity to deliver skills for the new economy. In addition, NSDS III encourages a closer coordination and synergy between the public FET colleges and the SETAs which must help strengthen these colleges and prioritise them when it comes to training provision.
FET colleges have an important task in equipping their lecturers to meet industry needs. In the past, many college lecturers were qualified in the trades and occupations they were teaching but did not have appropriate teaching qualifications. Much has been done to address this in recent years. Now, however, the problem is that although having education qualifications, many lecturers lack occupational qualifications, relevant occupational work experience and industry contacts. Such a situation creates serious difficulties for FET colleges’ efforts to align programmes to industry needs.
The new vocational programmes in colleges mark a significant move in vocational education towards high-level conceptual knowledge linked to practical application. These programmes have implications for college lecturers in terms of teaching, learning and assessment regimes. This makes it essential to nurture and develop professionals who can meet the challenge of the NCV and N-courses with the right combination of subject knowledge, pedagogy, workplace knowledge and experience. Thus, a critical component of this skills strategy will be that of also focusing on the upgrading of college lecturers to improve their pedagogical, vocational and technical skills and ensure that they are exposed to the latest developments and technology both in the colleges and in industry. DHET will work with HESA and the CHE to develop a strategy for improving academic staff qualifications and teaching competence across all universities, universities of technology and colleges. The FET recap programme of a few years ago signaled the important role that government sees for the public colleges. In addition to stronger synergy between the colleges and SETAs, there will be a review of the qualifications offered to ensure their acceptability to employers, the development of a "highly articulated system of qualifications between the FET and universities programmes", as well as a focus on developing the "subject knowledge, pedagogy, workplace knowledge and experience" of the college lecturer cohort. Concomitant with this is the recognition that this is a sector full of challenges, about which little is known. Consequently, there is a call to conduct relevant research n the colleges and the skills training system in general
|Outcome 3.1: |
|The National Certificate (Vocational) and N-courses are recognised by employers as important base qualifications through which young people can obtain |
|marketable vocational skills and work experience |
|Output1: |
|The NCV is reviewed with inputs from stakeholders and the curriculum is revised to ensure that it provides a sound foundational basis for building relevant |
|labour market skills. |
|Output 2: |
|Programmes offered to meet industry needs, including those supporting apprenticeships and N-courses, are reviewed, updated and are made available and |
|accessed by employers. |
|Outcome 3.2: |
|Partnerships between DHET, Seta’s, employers, private providers and public FET colleges result in increased capacity to meet industry needs throughout the |
|country |
|Output 1: |
|The capacity of FET colleges to provide quality vocational training is reviewed. Each college has a strategic plan in place to build capacity and engage in |
|skills development programmes, including those offered in partnership with employers. |
|Outcome 3.3: |
|Partnerships between DHET, Seta’s, employers, private providers and public FET colleges result in increased capacity to meet industry needs throughout the |
|country |
|Output 1: |
|The capacity of FET colleges to provide quality vocational training is reviewed. Each college has a strategic plan in place to build capacity and engage in |
|skills development programmes, including those offered in partnership with employers. |
|Output 2: |
|Seta’s identify FET colleges with relevant programmes and put in place partnerships to offer vocational courses and work experience for learners. |
|Outcome 3.4: |
|The academic staff at colleges is able to offer relevant education and training of the required quality. |
|Output 1: |
|The capacity of college educators to deliver programmes is reviewed. Skills development programmes, including work placement opportunities, are devised to |
|meet the needs of college educators. |
FUNDING CATEGORY 4
|4. ADDRESSING LOW LEVELS OF LANGUAGE AND NUMERACY SKILLS TO PROVIDE ACCESS TO ADDITIONAL TRAINING |
Language, literacy and numeracy skills are fundamental to improved economic and social participation, productivity and social inclusion. A high proportion of young people who exit school before completing a senior secondary qualification stand little chance of participating productively in the economy. To illustrate the severity of the problem, there are approximately 3 million youths, aged between 18 and 24 years, who are not in employment, education or training, have a poor educational foundation and are poorly prepared to undertake further learning. If the age group is expanded to take into account the 16 to 18 year-olds who have dropped out of school and are not in training or employment as well as the 25 to 35 year-olds who have remained unemployed since leaving full time education, the number is much higher.
These social strata of our society require a new landscape for post-school education and training which in turn informs the National Skills Development Strategy III. The country cannot afford to overlook this challenge and urgent and focused attention is needed to address this problem. DHET will establish institutional frameworks and programmes that will raise the education base of these young people to enable them to take on further learning and/or employment.
Many young people who exit school before completing a secondary qualification have little chance of participating productively in the economy and there are approximately
3 million aged between 18 to 24 who are not in employment, education or training, have
a poor educational foundation and are ill-prepared to undertake further learning. South Africa and specifically the CHIETA cannot afford to overlook this problem and the urgent attention needs to be focussed on it. The DHET will establish institutional frameworks and programmes that will raise the education base of these young people to enable them to take on further learning and /or employment.
| |
|Outcome 4.1: |
|A national strategy is in place to provide all young people leaving school with an opportunity to engage in training or work experience, and |
|improve their employability |
| |
|Output 1: |
|DHET leads a participative process to develop a strategy supported by all stakeholders. |
| |
|Output 2: |
|A national database is created to track training and work opportunities. |
| |
|Output 3: |
|DHET to partner with stakeholders to establish appropriate training and work experience projects. |
FUNDING CATEGORY 5
|5. ENCOURAGING BETTER USE OF WORKPLACE-BASED SKILLS DEVELOPMENT |
South Africa is challenged by low productivity in the workplace, as well as slow transformation of the labour market and a lack of mobility of the workforce, largely as a result of inadequate training for those already in the labour market.
The New Growth Path adopted by government calls for increased workplace training of workers already in employment in order to improve productivity and the overall growth and development of our economy.
To address this challenge, the NSDS III, through both the mandatory and discretionary grants of the SETAs, must support training of employed workers, and encourage employers to expand such training, in order to improve the overall productivity of the economy and address skills imbalances in our workforce in particular and the labour market in general. Accordingly, emphasis will be placed on the use of the levy-grant system with investment into our overall skills agenda.
Here, we want to focus on the ongoing training of employees – in order to improve the overall productivity and performance of the sector and addressing the skills imbalances especially within the Chemical Industries Sector. We will focus on the critical and scarce skills and the development of a work force that can adapt to change in the labour market. One of the outputs for this goal requires the establishment of cross-sectoral projects. South Africa is plagued by low productivity and training in critical areas will assist in transforming our workplaces into high productive businesses.NSDS 3 through our Mandatory and Discretionary Grants will support training of the employed workers and encourage employers to expand such training in order to improve productivity and address the skills imbalances.
| |
|Outcome 5.1: |
|Training employed workers addresses critical skills, improving productivity, economic growth and the ability of the workforce to respond to changes|
|in the labour market |
| |
| |
|Output1: |
|Seta stakeholders agree on the provision of substantive programmes for employed workers and report on the impact of training. |
| |
|Output 2: |
|Projects are put in place to address sector-specific skills gaps. |
| |
|Output 3: |
|Cross-Sectoral projects are established to support local economic development. |
FUNDING CATEGORY 6
(Please refer to the reference document for further guidance relating to this funding category)
|6. SUPPORT FOR SMALL ENTERPRISES, NON-PROFIT ORGANISATIONS, CO-OPERATIVES AND WORKER-LED TRAINING INITIATIVES |
Skills development is not just about training people for employment; it must also empower people to create opportunities to make a living for themselves. Low levels of education and training, as well as the lack of standardised, appropriate and accredited training, are key constraints to enabling people to create their own opportunities. They are also constraints to up-scaling the contribution of cooperatives, which have historically played and continue to play an important role in providing sustainable livelihoods to the majority of South Africans. These cooperatives range from stokvels and burial societies to financial, trade and production cooperatives. The annual turnover of these cooperatives is estimated to run into billions of rands. Properly supported with adequate skills, these cooperatives can play an important role, not just in the margins, but in the very mainstream of the South African economy. The NSDS III must support the training needs of the cooperatives, including relevant capacity building for the secondary, apex and cooperative movements as a whole. The Department of Higher Education and Training will work closely with the Departments of Trade and Industry, Economic Development, Land Reform and Rural Development, and other relevant departments to support the training needs of cooperatives, and DHET will support the DTI in the establishment of a Cooperative Training Academy to deliver customised skills development programmes to cooperatives.
SETAs must also work with cooperatives operating in their sectors in order to maximise the economic role of these bodies. Similarly, the National Skills Fund will set aside dedicated funds to support education, training and skills development for properly registered cooperatives, with a particular focus on cooperatives for the unemployed, youth, women and people with disabilities.
In order to build an inclusive economy, financial and non-financial business support to small and micro-sized enterprises has been part of the democratic government’s programme. In order to ensure the sustainability of small enterprises, a key government agency, SEDA (Small Enterprise Development Agency), has prioritised the training of business support officers through the SEDA training academy. The FABCOS (Foundation of African Business and Consumer Services) Academy also seeks to train black business owners and franchisees. The Department of Higher Education and Training, in partnership with the DTI, will seek to develop and strengthen such dedicated skills development support programmes, in conjunction with relevant SETAs.
Trade unions, their education programmes, as well as other worker-initiated training programmes and NGOs play an important role in the further education and training of workers in broader sectoral policy and capacity to effectively engage in the workplace and broader economy. Trade unions and worker education and training initiatives are able to use the critical networks of their organisations (e.g. shop stewards and union officials) to educate their members and other workers to suit their needs in a manner that is also beneficial to the economy as a whole. South Africa has a long history of worker education and training that needs to be supported and expanded. Worker-initiated education and training can contribute to a workforce that is better able to understand the challenges facing the economic sectors in which they operate. This would benefit the workplace, our economy as well as the developmental objectives of our country. The NSDS III will support NGO, community and worker-initiated skills development and training programmes. The NSF will similarly aim to support credible and quality worker skills development, education and training programmes. This is the CHIETA’s Social Development Funding Window which supports NGO’s.One of the outputs here is to establish quality projects. It would make more sense for the CHIETA to support established projects and NGO’s that have a proven track record and collaborate with our employers in supporting their existing CSI programmes. We will also tap into the NSF resources due to the vast need in this particular sector. Our main aim in this funding window is to utilise the skills development opportunities to empower people to create opportunities to make a living themselves. Low levels of education and training as well as the lack of standardised, appropriate and accredited training are key constraints to enabling people to create their own opportunities. There are also constraints to up-scaling the contribution of co-operatives, which if properly supported with adequate skills development initiatives can play an important role in both the mainstream and margins of the South African Chemical Industries Economy.
|Outcome 6.1: |
|Co-operatives supported with skills development and training in order to contribute more to economic and employment growth |
|Output 1: |
|Seta’s identify established and emergent co-operatives in their skills planning research. |
|Output 2: |
|Sector projects are established by stakeholders and supported by the NSF. |
|Output 3: |
|A national database of co-operatives supported by skills development programmes is developed and the impact of training is monitored. |
|Outcome 6.2: |
|Partnership projects to provide training and development support to small businesses are established in all sectors and their impact reported on. |
|Output 1: |
|Seta’s, through their skills planning research, identify the skills needs of small and emerging businesses in their sector and promote relevant |
|programmes. |
|Output 2: |
|Sector projects are developed, piloted by Seta’s and expanded through partnership funding. |
|Output 3: |
|A national database of small businesses supported by skills development programmes is developed and the impact of training is monitored. |
| |
|Outcome 6.3: |
|Worker, NGO and community-based education programmes are supported and their impact measured and reported on |
| |
| |
|Output 1: |
|Seta’s engage with trade unions, NGO’s and community-based organisations in their sector to identify skills needs and possible strategies. |
| |
|Output 2: |
|Seta’s establish pilot projects. |
| |
|Output 3: |
|Stakeholders expand successful projects with support of the NSF |
FUNDING CATEGORY 7
|7. INCREASING PUBLIC SECTOR CAPACITY FOR IMPROVED SERVICE DELIVERY AND SUPPORTING THE BUILDING OF A DEVELOPMENTAL STATE |
There have been significant advances in the transformation of the public service since 1994, particularly in relation to employment equity and redirection of services to meet the needs of the majority of South Africans. However, service delivery is often far from the quality that is needed. There are many views on why this is the case, but on one causal factor there is unanimous agreement - the capacity of the public sector lags far behind what is expected of it, and in many areas critical to the nation’s needs, there are serious skills gaps. To achieve the goals of a developmental state requires a public service that is skilled and capable to deliver quality service efficiently.
Many efforts have been made to increase the skills levels of public service managers, officials and workers. Virtually all government departments participate in the relevant sectoral education and training bodies (SETAs). However, they do not pay a levy to their SETAs, but contribute towards the 10% administration budget of the relevant SETAs. As the largest employer in the country, government needs to contribute to the skills development resources and ensure their skills needs are catered for in the SETA skills plans. Planning and implementation arrangements for skills development levy payment by government as well as capacity building for the public service will be reviewed by DHET in cooperation with relevant departments including DPSA, National Treasury and COGTA. Historically and internationally, the public sector has played a significant role in education and training. For example, many state entities offered large numbers of apprenticeships. In many countries, municipalities also offer apprenticeships on a large scale. Similar observations can be made for the provision of ABET and for the development of high level skills such as planning, environmental management and engineering. However, in recent times in South Africa, the role of the state in driving skills development in these and other important areas has been both below what is needed and inconsistent. It is important that government plays a key role in building skills for national development.
The challenge of public sector capacity is taking on renewed importance due to the affirmation by government of the need for a developmental state, capable of intervening in the economy for the purpose of building an inclusive growth path. IPAP2 and the New Growth Path are ambitious plans that will require particular skills to be developed within government. Similarly, achieving the priorities of government with regard to health, education and reducing crime, will require a skilled and capable public service. It is therefore important that SETA plans are based not only on the needs of the sectors where they have responsibility, but also on the needs of the government departments and entities that are engaged in sector economic and industrial planning. A dedicated focus on the public sector is very essential as it is the single largest employer in the country
| |
|Outcome 7.1: |
|A thorough analysis and reflection is conducted on provision of education and training within the public sector and the contribution of the various |
|role-players |
| |
| |
|Output 1: |
|Seta’s with responsibility for public sector training conduct analysis and reflection on achievements and challenges. |
| |
|Output 2: |
|DHET leads a discussion on factors affecting provision and publishes proposals on improving the institutional framework for public sector education |
|and training. |
| |
|Outcome 7.2: |
|Education and training plans for the public sector are revised and programmes are implemented to build capacity |
| |
| |
|Output 1: |
|Sector skills plans set out the capacity needs of relevant departments and entities. |
| |
|Output 2: |
|Plans are agreed between the relevant department / entity and the Seta’s, including funding. |
| |
FUNDING CATEGORY 8
(Please refer to the reference document for further guidance relating to this funding category)
|8. BUILDING CAREER AND VOCATIONAL GUIDANCE |
There has not been much emphasis, particularly at a school level, on career and vocational guidance for our youth. The result is that young people in particular may opt for a programme because it is marketed or there is financial aid. There is a lack of guidance to direct young people to programmes for which they have an aptitude, and which will provide training in areas needed in the economy.
Our entire skills development system must dedicate the necessary resources to support career and vocational guidance, as this has proved to be a critical component in successful skills development initiatives world-wide. Both the SETAs and the NSF respectively must seek to build career guidance initiatives in their sectors and generally as a key component of the NSDS III.
Career guidance is a national imperative as it is encapsulated as the eight goal of the third National Skills Development Strategy. The Department of Higher Education and Training requires all SETAs to embark in earnest on building career and vocational guidance. Careers and their associated career paths and qualifications need to identified and communicated effectively contributing to improved relevance of training, mobility and progression.
The need for career guidance has been highlighted in the 2012 CHIETA Sector Skills Plan because it has been identified as one of the drivers of scarcity in the chemical sector. This is so because the majority of learners are not aware of the career options that reside in the chemical sector possibly culminating in many potential entrants not entering the sector. Therefore the CHIETA in accordance with the national effort will need to develop robust career guidance programmes to direct learners into occupations that are scarce in the sector.
| |
|Outcome: |
|Career paths are mapped to qualifications in all sectors and sub-sectors, and communicated effectively |
| |
| |
|Output 1: |
|Career guides are developed with labour market information from Seta’s. |
| |
|Output 2: |
|Sector stakeholders are engaged and programmes are adjusted to meet the skills and qualification needs for promoting comprehensive career-development. |
| |
THE NATIONAL SKILLS DEVELOPMENT STRATEGY 3 AND ITS IMPLICATIONS FOR THE CHIETA
• “Significant work was done during the periods of NSDS 1 and 2, and many important blocks were put in place. However, the economy remains constrained by a severe lack of skills, and so the skills development system as a whole has not yet achieved what was expected.”
• “The key driving force of this strategy is improving the effectiveness and efficiency of the skills development system. (It) represents an explicit commitment to encouraging the linking of skills development to career paths, career development and promoting sustainable employment and in-work progression.”
• “The emphasis is particularly on those who do not have the relevant technical skills or adequate reading, writing and numeracy skills to enable them to access employment.”
• “The NSDS will be guided, and measured against, several key development and transformation imperatives: race, class, gender, geographic considerations, and age differences, as well as disability and the HIV and AIDS pandemic.”
• The strategy places great emphasis on relevance, quality and sustainability of skills training programmes to ensure that they impact positively on poverty reduction and the eradication of inequalities.”
• “SETAs are expected to facilitate the delivery of sector-specific skills interventions that help achieve the goals of NSDS III, address employer demand and deliver results. They must be the authority on labour market intelligence and ensure that skills needs and strategies to address these needs are set out clearly in (SSPs). They must be recognised experts in relation to skills demand in their sectors.”
• “…there is no one-size-fits-all…”
• “(The NSDS 3) focuses on eight goals, each with accompanying outcomes and outputs which will be used as the basis for monitoring and evaluating NSDS implementation and IMPACT.”
APPLICATION GUIDELINES AND PROCESSES
The application for funds is a statement to justify how the allocated funds will be expended. In making application, applicants should note the following:
1. Applications are to be submitted to the Regional Offices of The CHIETA:
• KZN – 199 Smith Street, Embassy Building, Suite 1603, Durban.
• Western Cape – Unit B2,Arden Grove,Cnr Racecourse & Omuramba Roads, Montague Gardens,Milnerton
• Gauteng – 19 Richards Drive, Gallagher House, Level 2 East Wing, Midrand.
• Head Office – Johannesburg (Applications must be sent to Regional Offices)
2. All application forms must be complete with the necessary attachments. However, it will not be necessary to submit Service Provider information and beneficiary forms at the time of application if such information is not available. Please note, however, that all necessary information must be submitted before funds are disbursed (i.e. at the time of signing the Memorandum Of Agreement)
3. Applications will be processed upon receipt. A letter notifying receipt of application will be sent to the contact person in the respective organisations.Funding awards will be made after the Governance Structure of the CHIETA has ratified the recommendations of the Discretionary Grants Review Committee.
4. Technical assistance will be provided in the preparation of applications.SDF’s are advised to contact the Regional Offices of the CHIETA for their respective Consistuencies to solicit assistance if necessary.
5. Organisations must apply on behalf of their staff. Applications will not be accepted from individuals.
6. Service Provider Applications must be endorsed by member organisations
7. The CHIETA reserves the rights to approve DG application.
CONTENT OF APPLICATIONS AND SUPPORTING DOCUMENTS
Applications for proposals are presented in the ‘Form and Instructions’ section of this booklet. Each form is explained in detail to minimize the burden of the application process. Applicants will note that more information is required than that which is normally requested. This is done in order to ensure the integrity of the process, to comply with the regulatory framework which governs the funding and to create the foundation for accountability in project management. The CHIETA is willing to provide support in completing these applications where and when necessary. The critical items for supportive documentation are itemized below.
1.Training and Skills Development Information
• Budget
Detailed budget indicating all costs.
• Provider Information
Information about the service provider to verify capacity to undertake the responsibility. Accreditation of service providers must also be provided in the application. This will include institutional and programme accreditation.
• Rationale for Training
Justification for training in order to ensure that training is programmed as part of a larger framework for enhancing organisational performance and productivity.
• How the content of training will be used on the job
Focus on the practical utility of training in the context of the work group
• Expected Impact of Training
Anticipated improvements in the job performance of the individual and improvement of productivity of the organisation as a whole.
2.Research and Project Related Programmes
• Budget
Detailed budget indicating all costs.
• Rationale or Justification for Research
Information to verify the relevance and importance of the research topic
• Problems or Issues being addressed
Brief statement of the problem or issues that can be resolved by the research.
• Critical Objectives and Related Products
Statement of the objectives that will focus the research and the products that will be generated through each research objective.
• Anticipated Impact on WSP Process
Contributions that will be made to WSP processes
• Implementation Plan
A roll-out plan that is chronologically sequenced to demonstrate how the project will be implemented
• Service Provider’s Endorsement Letter
This is required of service providers in order to verify that they are willing to undertake the responsibility. Information about the service provider to verify capacity to undertake the responsibility. Accreditation of service providers must also be provided in the application. This will include institutional and programme accreditation.
3. Systems, Processes and Organisational Infra-Structure
• Service Provider Capacity Statement
This is required of service providers in order to verify that they are willing to undertake the responsibility. Information about the service provider to verify capacity to undertake the responsibility. Accreditation of service providers must also be provided in the application. This will include institutional and programme accreditation.
• Implementation Plan for Project
A roll-out plan that is chronologically sequenced to demonstrate how the project will be implemented
• Service Provider’s Endorsement Letter
This is required of service providers in order to verify that they are willing to undertake the responsibility
• Project Summary
The project summary is a brief statement of the reason for the project and a description of what will be accomplished in the project and in what manner it will be accomplished.
• Detailed Budget
Detailed budget indicating all costs.
CONDITIONS AND TERMS OF PAYMENT
Understanding the terms and conditions of payment is critical before applications are completed and before making commitments or scheduling services. Terms and conditions are enumerated briefly below. They are set out to ensure accountability, to speed up the implementation of projects and the disbursement of funds, to enable cash flow planning and to ensure that all expectations are clearly communicated.
1. Invoices must be prepared by the Service Provider, but must be submitted through the recipient organisation that is responsible for managing the funded project. Payment will be made directly to the Service Provider and the recipient organisation will be informed accordingly. However, payments will be made only with the signed endorsement of the organisation that received the service.
2. Proper documentation must accompany each invoice for payment. Documentation differs with the nature of the project.
3. The contact person for the organisation must be aware of all details related to payment. The CHIETA staff will seek verification for payment from the assigned contact person in member organisations
4. Funds cannot be disbursed unless procurement guidelines are followed. Financial procedures and procurement requirements must be verified by member organisations before binding commitments are made.
5. All accounts will be settled within 30 working days of submission of invoices provided the invoices are submitted with the required and appropriate deliverables and documentation.
6. To avoid delays, all invoices must be submitted for processing to the Regional offices of the CHIETA. Our Regional Skills Advisors will conduct monitoring visits to verify progress and completion of each project.
GRANTS MANAGEMENT PROCESSES AND GUIDELINES
1. All grants will be received through the CHIETA Regional Offices or through the Grants Management Department at Head Office. Receipt will be acknowledged and any missing information or documentation will be communicated to the contact person. Key information from the application will then be placed on the Grants Management Database.
2. The Grants Discretionary Grants Committee will review and make recommendations to the CHIETA Board for approval. Applications will also be reviewed by pertinent sections of the CHIETA when applicable-e.g., ETQA will review applications for quality assurance purposes and the Learnerships Specialists will review the learnership and Artisan type applications.
3. Organisations will be informed of approval and with proper documentation, contract or MoA’s will be set in place. Disbursements will be made according to the schedule appended to the contract.
4. All projects will be monitored by both the Grants Manager and the Strategic Projects Manager. Projects will be tracked and support will be provided where necessary.
COMMUNICATION GUIDELINES AND PROCESSES
1. Information on procedures and related technical advice and support will be available from:
The Regional Skills Advisors and the Grants Management Team at the CHIETA
2. Invoices for payment should be submitted to :
Grants Management
P O Box 961
Auckland Park 2006
2 Clamart Road
Richmond
2092
Johannesburg
3. All questions and queries should be directed to the Grants Division or the respective Regional Offices of the CHIETA.
4. When making enquiries, please have details on your organisation ready. Co-ordinators will seek information on the following:
• Name of Organisation
• Address
• Telephone numbers
• SDL Number(if any)
FINANCIAL MANAGEMENT AND CONTROL
The responsible person in the organisation that has been awarded a grant is advised to track costs and expenditure on the projects being undertaken. Expenditures must be reasonable in terms of market rates and values. Funds must be expended in a timely manner, and in a manner consistent with projections and expectations. Expenditures must consistent with the contractual agreements and obligations.
The contact people in organisations are expected to take responsibility for the verification of claims and for monitoring the work of consultants. They are expected also to intervene to take corrective action when necessary or seek the assistance of the CHIETA in difficult cases. These efforts are intended to ensure that projects keep on track.
Contact persons are expected to take the responsibility for ensuring that funds are spent wisely to attain the highest impact possible.
IMPACT EVALUATION AND ASSESSMENT
In the end the impact of investment must be substantiated. Individuals and organizations participating are therefore encouraged to embark on measures that will establish the relative impact of interventions. Here all projects may have an evaluation component. Alternatively, a specially designed evaluation effort may be put in place. The overall purpose here is to conduct a study at the end of this programme to determine the impact of productivity and performance of this initiative in the sector. The secondary objective of this study is to review the enabling processes in order to measure the effectiveness and efficiency of service delivery.
The CHIETA requests information regarding training programmes and projects that the organization deems to be strategic. The applicant is required to make a business case for the proposed intervention, using a project logic approach.
|Name of project |refers to the name of the proposed initiative that your organization is requesting funding for |
|Background / Rationale |refers to a brief history of the need for the project, including how it meets the Organisation’s and/or |
| |sector’s strategic objectives |
|Scope of Work |refers to a detailed overview of the each aspect of the programmed, including specifications of each task or|
| |element of training |
|Required Deliverables |refers to the specific outcomes that the project aims to achieve, including how these outcomes will be |
| |determined and furnished to the CHIETA |
|Project Management |refers to how the project will be managed, including the tracking, monitoring, reporting of each aspect of |
| |the project, as well as the accountability structures |
FUNDING MODEL
| |FUNDING WINDOW |PROJECT TYPES |EXPLANATORY COMMENT |
|1 |Scarce Skills Programmes |1. Learnerships | |
| | |2. Skills Programmes |Learnerships, Skills Programmes, Apprenticeships and |
| | |3. Apprenticeships / Artisan Training |Bursaries are all valid modes of achieving sector skills |
| | | |priorities for scarce and critical skills. In particular, the|
| | | |CHIETA seeks to support ASGI-SA through a range of Artisan |
| | | |development initiatives. |
| |New Venture Creation |Learnerships R 30 000 |These initiatives will link the training provided to a set of|
| |Allocate an amount in partnership with |Sustainability R 20 000 |other factors on which the success of New Ventures will |
| |SEDA to fund according to our | |depend: access to support, capital and markets. The major |
| |pre-requisites | |focus will be on synergies between new and existing |
| | | |businesses; and on developing and extending supply chains to |
| | | |and from businesses in the sector. |
| |Sector Skills Plan (SSP) Priorities |RPL |Where individuals undertake a RPL assessment and are deemed |
| | |Assessment R 3000 |not yet competent, the RPL initiative can serve to identify |
| | | |gaps in knowledge or skills. The gaps can then be addressed |
| | |Training undertaken to close gaps identified |through targeted learning interventions. In this way, RPL is |
| | | |seen as an important enabling tool to facilitate equity, |
| | |R 1500 – R 7 000 |redress and life-long learning, as well as to ensure that |
| | | |individuals can participate productively in all aspects of |
| | | |the economy and society. |
| |SCARCE SKILLS PROGRAMMES |GET LEARNERSHIPS |The grant amount for an employed person is up to a|
| | |The achievement of a GETC qualification allows |maximum of |
| | |employees access to Learnership programmes in the |R16 000 per learner per learnership.(includes the |
| | |chemical industries sector and other sectors. The |safety gear) |
| | |CHIETA provides grants towards the funding of the | |
| | |implementation of the Chemical Operations Learnership |The grant amount for an unemployed person is up |
| | |at NQF L1. |to a maximum of R24 000 per learner per |
| | |For who is it intended? |learnership |
| | |Employees wishing to obtain the NQF Level 1 | |
| | |qualification. Employees wishing to progress on the |Excludes Artisan training |
| | |National Qualifications Framework | |
| | |Who may apply? | |
| | |Companies registered with the CHIETA | |
| | |CHIETA accredited training providers (Conditions | |
| | |apply). | |
| | |FET QUALIFICATIONS / PROGRAMMES |The grant amount for an employed person is up to a |
| | |(level 2,3 and 4) |maximum of |
| | |The CHIETA provides grants towards the funding of the |R18 000 per Learner per Learnership. |
| | |implementation of DoL registered Learnerships, which | |
| | |integrate institutional training by accredited |The grant amount for an unemployed person is up to |
| | |providers and workplace training at companies, and |a maximum of R30 000 per Learner per Learnership. |
| | |which are occupationally based programmes that lead to | |
| | |qualifications registered on the NQF. | |
| | |For who is it intended? | |
| | |Employees in the chemical industries sector | |
| | |Unemployed learners (potential employees) | |
| | |Who may apply? | |
| | |Companies registered with the CHIETA | |
| | |Accredited training providers (Conditions apply) | |
| | |Public & Private FET’s | |
| |SCARCE SKILLS PROGRAMMES |HET QUALIFICATIONS / PROGRAMMES (level 5 to 10) |The grant amount for an employed person is up to a |
| | |The CHIETA provides grants towards the funding of the |maximum of |
| | |implementation of DHET registered Qualifications, which|R18 000 per Learner per year. |
| | |combine training by Accredited Providers with workplace| |
| | |training, will lead to qualifications registered on the|The grant amount for an unemployed person is up to |
| | |NQF. |a maximum of R36 000 per Learner per year. |
| | |For who is it intended? | |
| | |Employees in this Sector who want to achieve | |
| | |qualifications using workplace based training; | |
| | |Employees in this Sector who are selected by their | |
| | |employers to participate in Learnerships outside this | |
| | |Sector. | |
| | |Who may apply? | |
| | |Levy-paying companies in the chemical industries sector| |
| | | | |
| | |Higher Education Accredited Institutions. | |
| | | | |
| | |All Bursaries will be processed through the CHIETA | |
| | |Bursary Programme | |
| | |SKILLS PROGRAMMES/UNIT STANDARD BASED/CREDIT BEARING |The Grant amount allocated for Skills Programmes |
| | |PROGRAMES |will be determined by the CHIETA. Applicants should|
| | |The CHIETA funds the implementation of selected skills |however stipulate and motivate their requests per |
| | |programmes in the chemical industries sector. |learner. |
| | |NB: Skill programmes must address critical or scarce | |
| | |skills in the chemical industries sector. |A minimum of R 1 000 a maximum of R 7 000 |
| | |Priority will be given to Artisan Training |This will based on the SAQA Notional Hours |
| | | | |
| | |For who is it intended? | |
| | |Employees who are selected by companies in this Sector | |
| | |to participate in the programmes. | |
| | | | |
| | |Who may apply? | |
| | |SP’s up to Level 4: companies registered with the | |
| | |CHIETA. | |
| | |SPs above Level 4: levy paying companies in the | |
| | |chemical industries. CHIETA Accredited Training | |
| | |Providers (Conditions Apply) | |
| | |Accelerated Artisan Development Programmes |up to a maximum of R18 000 employed and maximum of |
| | |Apprenticeships remain a viable and respected mechanism|R 60 000 for unemployed is allocated for the |
| | |for skills development, and the CHIETA has systems in |completion of the apprenticeship resulting in the |
| | |place to support Apprenticeships. |trade testing |
| | |For who is it intended? | |
| | |Employees and unemployed persons who are selected by |The apprenticeship period and trade must be |
| | |companies in the Sector to participate in the |specified The CHIETA will determine the actual |
| | |Apprenticeship programmes. |allocation |
| | |Who may apply? | |
| | |Companies registered with the CHIETA | |
| | |Accredited training providers (conditions apply) | |
| | | | |
| | |RECOGNITION OF PRIOR LEARNING (RPL) | |
| | |Grants are provided to source ETD expertise to | |
| | |implement workplace RPL initiative in the following |Grant amount |
| | |categories: |A minimum of R 11 000 |
| | |Strategy Development |GAP TRAINING AND ASSESSMENT |
| | |Design and Development | |
| | |(e.g. assessment guides and instruments for RPL) |(Limit of R60 000 per project) |
| | |Assessment (external RPL of learners) |up to a maximum of R3 000 pl/pm |
| | |(RPL Guideline and Implementation Manual is available | |
| | |on the CHIETA website.) | |
| | |Who may apply? | |
| | |Companies registered with the CHIETA | |
| | |Priority will be given to providers indicating | |
| | |employment for workplace experience | |
| |SMME SUPPORT |a) Grants are provided for service providers accredited|R30 000 per learner on a NVC Learnership for a |
| | |by the CHIETA (primary ETQA) and learning programme |period of up to 12 months is allocated. |
| | |approved (secondary ETQA) by SERVICES SETA to implement|UNEMPLOYED ONLY (18.2) |
| | |the New Venture Creation qualifications. | |
| | |Who may apply? |SUSTAINABILITY AN AMOUNT OF |
| | |CHIETA Providers already fully accredited for any of |R20 000 |
| | |the full qualifications from the CHIETA’s primary focus| |
| | | |Must be in partnership with SEDA AND OR OTHER |
| | |b) A FET Learnership (as registered and quality assured|APPROPRIATE INSTITUTIONS |
| | |by Services SETA) that equips an unemployed learner to | |
| | |establish a new venture. It is deemed important that |PREFERENCE WILL BE GIVEN TO PROPOSALS THAT SHOW A |
| | |the Learnership is contextualized to the chemical |MAPPED-OUT CARREER PATH. |
| | |industries sector. | |
| | |For who is it intended? | |
| | |Unemployed learners up to the age of 35. | |
| | |Who may apply? | |
| | |Companies registered with the CHIETA. | |
| | |Services SETA accredited providers for NVC | |
| | |ABET |The following grants are paid by CHIETA: |
| | |ABET programmes are available to employees in the | |
| | |Sector who wish to acquire a formal basic education. |ABET 1 – R 2 500 |
| | |Programmes are available at ABET Levels 1-4, however |ABET 2 – R 3 500 |
| | |proposals for ABET Level 4 are particularly encouraged,|ABET 3 – R 4 500 |
| |Other |in terms of the SLA targets with the DHET. |ABET 4 – R 5 500 |
| | |For who is it intended? | |
| | |Employed and Unemployed learners wishing to acquire a | |
| | |formal basic education and training certificate. | |
| | |Who may apply? | |
| | |Companies registered with the CHIETA | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | |FOUNDATIONAL LEARNING |Up to a maximum of R 5 000 P L. |
| | | |R 12 000 for Practitioner Training |
| |Other |BBBEE/WORKPLACE TRANSFORMATION | |
| | |Grants are made available for the management |Up to R45 000 per person per annum (at the |
| | |development of middle and senior black managers and |discretion of the CHIETA). |
| | |females in chemical sector enterprises (limited to 5 | |
| | |candidates per enterprise per annum). Conditional on | |
| | |submission of annual skills plans, and training | |
| | |reports, irrespective of size of enterprise. The grants| |
| | |are directly linked to improvements in participation of| |
| | |BEE firms, as well as firms wishing to improve their | |
| | |BEE credentials. | |
| | |Who may apply? | |
| | |Professional Bodies | |
| | |BBBEE entrepreneurs | |
| | |Large and SME enterprises | |
| | |Co-operatives | |
| | |Gender. | |
| |FUNDING WINDOW |PROJECT TYPES |EXPLANATORY COMMENT |
| |Employment Promotion |Internships | |
| | | |An internship is a structured work based program that will provide |
| | |Work-Integrated Learning |experiential learning related to an occupation. The aim of this program |
| | | |will be to assist the intern to acquire competencies and practical |
| | |Graduate Workplace Experience |experience in the field chosen eg pharmacists. Lab assistants, analytical|
| | | |chemists, engineering etc CHIETA’s position are that it will apply to |
| | |Employment Incentive |students that have already graduated and now seek professional |
| | |(Employment Placement) |registration or licence to practice. An amount of R 3000 pm for a max |
| | | |period of 12 months can be applied for. |
| | | | |
| | | |Work-Integrated Learning is a form of education that integrates periods |
| | | |of academic study with periods of work experience. CHIETA’s position is |
| | | |that it will apply to students from the Universities of Technologies that|
| | | |will require this practical component to graduate eg P1 & P2. An amount |
| | | |of R 3000 pm for a max period of 12 months can be applied for. |
| | | | |
| | | |Graduate Workplace Experience is a period of activity in a work |
| | | |environment that links to the programme of study, irrespective of whether|
| | | |the work experience is an integral part of the programme of study. |
| | | |CHIETA’s position is that it is applicable to unemployed graduates in |
| | | |scarce and critical skills that will help such learners to be absorbed |
| | | |into the world of work. An amount of R 3000 pm for a max period of 12 |
| | | |months can be applied for. |
| | | | |
| | | |Employment Incentive is a grant that will be awarded to employers that |
| | | |offer employment to learners that have benefited from CHIETA funded |
| | | |programs. It is applicable to learners that have met the requirements for|
| | | |the qualification concerned e.g. learnerships, apprenticeships and on |
| | | |completion of the 3 project types mentioned above. This is an additional |
| | | |grant that can now supplement salary for the learner that is offered |
| | | |employment and remains an incentive to offer employment. It can be |
| | | |applied for planned workplace placement for the financial period or for |
| | | |placement that has occurred 12 months retrospectively. An amount of R 4 |
| | | |800 pm for a max period of 12 months can be applied for. |
| | | | |
The CHIETA Governing Board has appointed a Discretionary Grants Review Committee that will be responsible to evaluate and make recommendations to the CHIETA Governing Board.
Reporting and Monitoring
It is a condition of the contract that applicants forward project progress reports, completed in standard CHIETA templates
1) A Mid-term Progress Report on the utilization of the grant upon reaching 50% of the MoA “deliverables”. To be completed in the standard format provided by the CHIETA Projects Division, and accompanied by a Financial Report. There must be a sign off by the respective manager.
2) A Projects Closure Report within 30 days of completion of the MoA deliverables. To be completed in the standard format provided by the CHIETA Projects Division, and accompanied by a Financial Report (Income and expenditure statement). This must be authorised by the respective manager and survey report completed by the RSA and endorsed by the organisation.
In certain instances a monitoring site visit by CHIETA Head Officials takes place upon submission of the project mid term progress report and Projects closure report, as a form of verification and quality assurance.
Discretionary Grant Contacts:
National Office - Head Office: Call Centre: 0860 244 382 or 011 628 7000
|Discretionary Grants Practitioner for Gauteng & Central regions |Happiness Mlambo |hmlambo@.za |
|Discretionary Grants Practitioner for KZN / Eastern Cape |Wandile Dube |wdube@.za |
|Discretionary Grants Specialist for Western Cape / Northern Cape |Lydia Matsipe |lmatsipe@.za |
|Discretionary Grants Manager (National) |Ronnie Naidoo |ronaidoo@.za |
Regional Offices
| |
|Regional Administrators: |
| |
|Gauteng: 011 805 6743/4 |
| |
|Kwa Zulu Natal:031 368 4040 |
| |
|Western Cape:021 551 1113 |
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DISCRETIONARY GRANT GUIDELINES
2011 – 2016
FUNDING OPPORTUNITIES WITHIN THE CHEMICAL INDUSTRIES SECTOR
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