Quality Management System

1. INTRODUCTION 

We as human beings are all looking for opportunities to be able to feed ourselves and the people who are close to us. To be able to do this we have to earn an income. To earn an income we have to work for ourselves or for an employer, employers are the biggest sources of employment and development amongst us. 

These employers need people with skills and education to do the jobs they created. For this reason the Department of Labour or your company stepped in and said they want to help people to become marketable and to learn skills which are needed by the industry. 

2. THE OBJECTIVES OF TRAINING 

2.1. Equip employed persons with skills to enter the labour market and to develop persons already working with no skills. 

2.2. Develop skills that will enable the person to enter the informal sector to earn an income. 

3. TYPES OF TRAINING PROVIDED 

The training is offered primarily to accomplish better skills training of as many as possible persons within the labour market. Courses should therefore be structured so as to equip the employed person with market related work skills that will constitute a credit towards a qualification registered in terms of the National Qualification Framework. It is the responsibility of the provider to obtain accreditation from a suitable training authority or (SETA). 

In order to offer the designated groups (women, vouth and the persons with disabilities) an opportunity of making a contribution to the country’s economy and to earn a living the training offered will differ depending on the group’s ability. The duration of the course should be consistent with the nature of the group and the type of skills to be learned.

The objective with this training is to offer trainees who already have relevant work skills and showed entrepreneurship potential during recruiting, a chance to develop their business skills in order to enable them to start their own enterprises. 

4. SKILLS PROGRAMME 

You as a learner will follow a skills programme that is occupationally based and will constitute a credit towards a qualification. 

5.CONDITIONS FOR PRESENTATION OF ACCREDITED TRAINING 

Your training provider as well as instructors who present the courses will be accredited by a SETA or by other relevant bodies. {Section 20 (1)c of the Skills and Development Act. 1998). 

6. ENTERING INTO THE TRAINING AGREEMENT 

A copy of your certificates. If you have any written proof of existing needs it must support the application. 

Identified needs applicable to the relevant area confirmed by a training authority – such as a SETA or Labour Centre of the Department of Labour. 

The training will be in accordance with the requirements of the applicable SETA. 

The SETA prescribes the minimum number of Unit Standards that should be met by learner for a qualification. 

The fast learner may also master additional Unit Standards prescribed by the SETA. 

The trainer is regularly assessed by the SETA to see if it complies with the standards 

You will receive a certificate of competence if you have successfully completed the training. only get credit for the Unit Standards achieved. The standards achieved must be indicated on the certificate. 

7. WHO MAY BE TRAINED 

Any unemployed and designated persons irrespective of population group, gender, qualifications or experience who: 

May lawfully seek work within the borders of the RSA and is in possession of a 13-digit bar coded RSA identity document. 

Is 16 years and older: 

  • Must be available for full time work following training
  • Complies with entry requirements as set out in the course guide
  • Is not compelled by law to attend school
  • Is not an academic or non-technical student at an educational institute
  • Is not waiting for admission to an education institute, and 
  • Is seeking employment. 

8. CRITERIA FOR SELECTION OF LEARNERS 

The Training Provider must satisfy himself that every person admitted to the training: 

  • Is motivated to undergo training
  • Will benefit from the training and his employability will be enhanced 
  • Will not be trained in more than one course simultaneously. 
  • Learners from Companies 
  • As a training provider, QTE has no direct control over the standard and methods of selection used by the client companies when they select learners. 
  • QTE however, advises clients of the pre-required entry requirements for Learners and where instructed by the client companies may assist in performing trainability assessments. 
  • Once learners register at QTE, the learning process covers guidance support and equal learning opportunities in terms of the QTE Training & Consulting 

9. TRAINING APPROACH 

The training will be Unit Standard and competency based and must develop transferable and portable skills, and must be aimed towards the envisaged National Qualification Framework. Courses should form part of a career path to enable persons to progress in the world of work. 

10. THE TRAINING DAY 

A training day ( 4 hours or 2 hours) depending on the training that is presented. 

11. ABSENTEEISM OF A TRAINEE 

The instructor should follow up every absenteeism. Should a trainee fail to report after a half hour, at the start of lectures, the lecturer should note a clear “A” (for absent) on the attendance register for the day in question.

If a trainee is absent for a day or for more than two days he/she will have to restart the course at a later date. The supplementary training will be paid by the Trainee and not the Company. 

Training will take place over weekends or in the evenings. Where public holidays fall within a course, the duration of the course should be extended accordingly, unless the training provider arranges with the trainees to attend training on the public holiday or on a Saturday. 

12. COMPLETING THE ATTENDANCE REGISTER 

The attendance register should be carefully and in detail kept up to date on a daily basis and may not, under any circumstance, be completed in advance. All the required information must be filled in. The trainee’s signature or thumbprint must appear in the space provided. Nicknames or different names from the one in the ID should never be used. The training provider should keep the original attendance registers at the training centre for at least three years for inspection. 

13. TRAINEE PARTICULARS 

The following particulars must be kept for each trainee and made available whenever required by the Department or accredited SETAs: 

  • ID copy 
  • Previous credits, qualifications and certificates if applicable. 
  • Postal and physical address. 
  • Contact person and telephone number if available. 
  • All other relevant documents such as assessment reports, performance and counseling records should be safely kept and made available whenever required. 

14. COMPETENCY – BASE APPROACH 

Everyone including you knows what to learn. 

  • Even before you start learning, you will know how well you must learn to master the task. 
  • Learners do not compete against each other, but against the required Unit Standard. 
  • Learners must be found competent on one task at a time before being allowed to go to the next. 
  • All the unit standards you are found competent in are found on the job tasks for your occupation, which means that you can enter the world of work with confidence in your abilities. 
  • Unit Standard training treats you with dignity and meets your individual needs. 

15. PRINCIPLES OF COMPETENCY – BASED TRAINING

CBT has several principles which once explained will enable you to develop a better understanding of why industry makes use of CBT. 

PRINCIPLE 1 

Any learner can be found competent or not yet competent provided that the quality of instruction is good and the learner is good and the learner is given sufficient time. 

PRINCIPLE 2 

Your ability to learn will not predict how well you will learn. In CBT your ability will only predict how long it will take you to learn. 

PRINCIPLE 3 

When favourable learning conditions are provided, it is expected that all learners will perform at the level registered for. 

PRINCIPLE 4 

There are three very important aspects that will effect how much and how well you will learn: 

The knowledge you already have Your attitude towards the subject The quality and length of instruction 

PRINCIPLES 

The CBT system is interested in the differences in learning, and not in the differences in learners 

16. USING A UNIT STANDARD 

  • Like any system, the Unit Standard system has its own words (known as terms), which are important. 
  • They are used to measure a person’s competence (the candidate can demonstrate his or her competence in the skills and knowledge required to achieve that particular unit standard). 
  • We can use them to find ‘gaps in a person’s knowledge and / or skills 
  • They can be used for qualification purposes. 
  • They can also be utilized in other Human Resource Interventions, e.g. when working on Personal Development Plans (PDPs), gathering information for skill initiatives working on salary structures, etc. 
  • They can be used as a tool for Recognition of prior learning. 

17. OBJECTIVES OF THE NQF 

  • Create an integrated national framework of learning achievements. 
  • Facilitate access to mobility and progression within education, training and career paths. 
  • Enhance the quality of education and training. 
  • Accelerate the redress of past unfair discrimination in education, training and employment opportunities. 
  • Contribute to the full personal development of each learner and the social and economic development of the nation at large. 

18. NATIONAL QUALIFICATION – A NATIONAL QUALIFICATION WILL: 

  • Be registered with a SAQA 
  • Be recognised by all SETA’s 
  • Have a credit value 
  • Be “pegged on an NQF level 
  • Be made up of skills programmes (mini-awards) to form a full qualification. 
  • Be measured against national unit standards. 
  • Be certificated by an organization external to the provider of the training 
  • Be made up of a number of different units
  • The unit standards tell the individual what needs to be done and known, in order to be signed off as competent. 
  • National qualifications will be made up of a number of different unit standards, which will total a credit value of 120 credits. 

I credit = 10 notional * hours of study e.g. research. days spent in a lecture, reading, etc. A *notional hour is any activity that can be directly linked to the acquisition of skills, knowledge and understanding for that particular unit. 

19. THE TRAINING PROCEDURE 

19.1 TYPES OF TRAINING 

Off the job training. (Institutionalised Training) 

This is the type of training you will do at an accredited training centre. 

On the job training 

This is the type of training you will do on your job at your employer. 

19.2 TRAINING PROCEDURE (OFF THE JOB TRAINING) 

You will receive training at a different venue. 

This means the training will follow the Unit Standards for NQF Level 2, 3 and 4. 

To prove that you are competent on the Unit you must provide evidence. 

For this evidence you will be assessed on the work you performed. 

The assessment takes place in the training centre by means of observation and of practical work, verbal or written questionnaires. 

evidence will be recorded. 

These records will be evidence and placed into your Portfolio of Evidence. 

From time to time your Portfolio will be internally moderated upon. 

It also is available to the external verifier who will confirm that your training was done according to set standards. 

After your Institutionalised training you will commence your on the job training at a factory where you are placed. 

After a certain time at the factory you can ask for a R.P.L. This is to identify and determine which skills are still needed. 

With R.P.L and an assessment you can achieve a qualification as at level 2,3 and ultimately level 4 artisan. 

19.3. TRAINING PROCEDURE (ON THE JOB TRAINING) 

  • The learner handed over to the responsible person at the company. 
  • The responsible person will be required to do the practical training as indicated in the log book. 
  • If a responsible person is not a registered assessor QTE will ensure that all assessments will be carried by its assessor. 
  • If there is no internal moderator QTE will provide such moderation services. 
  • The status report of the learner is now completed. 
  • During practical training and subsequent assessments, the principles of learner support and remedial actions will apply. 
  • The learner will be free to appeal through his or her trainer for any reason which according to the learner was contrary to good training practice.