Annual Performance Plan Jaarlikse ... - National Treasury

The provision of learnerships, apprenticeships, internships and skills programmes that are linked to work opportunities
needs to be increased as follows -
• Increase the number of learnerships offered in areas identified by the MEDS
• Improve throughput and completion rates by offering skills-based and needs driven programmes.
• Apply placement instruments (Placement instruments are used to ensure learners are correctly placed when
registering for an ABET course).
The WCED will also –
• Investigate the establishment of a full-time ABET centre based on the outcome of the feasibility study.
• Ensure improved governance of ABET centres through the implementation of relevant capacity building
interventions.
Progress analysis
In 2002 10 000 adult learners were enrolled on ABET courses and 16 000 on Grade 10 and 12 programmes. The retention
rate and throughput rate in both basic and further education at adult centres (CLCs) is poor and the province aims to change
this through offering more appropriate programmes and through improved delivery mechanisms.
This will be done by providing a skills-based (not school-based) ABET level 1 – 4 curriculum, which provides regular
opportunities for assessment. This means:
An ABET level 1 and 2 curriculum – consisting of numeracy and literacy and skills programmes
An ABET level 3 and 4 curriculum – consisting of the fundamentals, and introducing core learning areas in line with the
learner/centre’s direction of study in level 4 ABET
Provision has been made for 2 500 new learners per annum to access ABET. “New learners” are defined as learners who
enter the system for the first time and those who enter the system after a break of one year. Separate statistics will be kept to
facilitate an analysis of dropouts.
Learnerships, apprenticeships, internships and skills programmes focus on workplace and experiential learning. Learners
tend to be drawn from the unemployed (pre-employed and retrenched) and employed, including the self-employed, and they
vary in age and have quite different curriculum support needs. Successful learners achieve nationally recognized learning
credits / qualifications. Learnership provision is a contractual partnership of the provider, the workplace and the learner. The
Department of Labour with the SETAs is the nationally designated champion of this system of workplace provision. Except
for internships, which are the experiential learning component required for some degree / diploma courses at higher
education level, these learning programmes tend to be offered from ABET / NQF level 1 to NQF level 5.
Analysis of constraints and measures planned to overcome them
The majority of learners achieve the requested credits over a period of time of at least two to three years. Once a learner
obtains the requested 120 credits required, a GETC can be issued by UMALUSI. Consequently the numbers of GETCs
issued (actual performance) is relatively low compared to the target set. Furthermore, learning area certificates were issued
when learners successfully completed a learning area.
Intermediate and high skill development in learnerships and other learning programmes experience a number of generic
problems and their resolution must be prioritised through a coordinating mechanism. Some of these problems are: poor
mathematics, science and English language abilities (essentially the Foundations of the NQF system); motivation of learners;
equity and scarce skills development; the fragmentation of education and training supply; and, expansion of numbers of
learners in all types of provision
In order to improve the quality of provision of adult education appropriate models for teaching and curriculum management at
CLCs, the findings of the feasibility study will serve as a basis for any intervention. In addition, a training and development
model for staff at ABET centres will be established and implemented. The model will ensure that all existing educators
receive targeted training and all new educators receive orientation and training and development.
Annual Performance Plan 2007/08 – 2009/10
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