BRIDGING THE SKILLS GAP: A BEST PRACTICE TRAINING MODEL IN THE SOUTH AFRICAN EDUCATIONAL LANDSCAPE

1. INTRODUCTION
Nelson Mandela once said: "Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that a son of a mineworker can become the head of the mine, that a child of a farm worker can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another".

Training is necessary in a community in order to experience "wellbeing". Training gives people knowledge and skills and is the key to a productive economy because it produces skilled workers. It creates space within which people can develop their potential and be responsible citizens.

2. A GLOBAL SOCIAL TRANSITION PROCESS

A worldwide transition process is taking place. It is, in essence, a moving away from a problem centred approach to a development directed approach, from needs to strengths and assets, from welfare relief to sustainable development, from dehumanisation to human welfare (wellbeing). Many countries are currently in the transition period between the old and the new system.

This transition phase requires a change in behaviour of people, companies, institutions and communities. For individuals this means, in essence, the development of potential mainly through education. For companies it means transparency and social responsibility. For training institutions it means centres of excellence through research, social involvement and partnerships with the workplaces. For the community it means social investment, networking and the sharing of resources.

3. THE DEVELOPING WORLD PERSPECTIVE

Africa and also South Africa form part of the developing world and must be viewed within this context. The struggle of African countries is mostly with social issues and problems that are normally typified as poverty. This culminates in phenomena such as unemployment, inadequate training, inferior housing and insufficient human development. Social development in Africa is closely linked to economic development.

As in the rest of the world, Africa today is characterised by multi-cultural societies, human and feminine rights, globalisation, conflict and peace, urbanisation, poverty, decentralisation, and confusing value systems (Weil 2005).

4. THE SOUTH AFRICAN TRAINING LANDSCAPE

The South Africa Yearbook 2006/2007 (2006: 195) states that: "According to the Bill of Rights contained in the Constitution of the Republic of South Africa, 1996 (Act 108 of 1996), everyone has the right to a basic education, including adult basic education and further education, which the State, through reasonable measures, must make available and accessible progressively. Formal education in South Africa is categorised according to three levels namely General Education and Training (GET), Further Education and Training (FET) and Higher Education (HE). All training levels are integrated within the National Qualifications Framework (NQF) provided by the South African Qualifications Authority (SAQA) Act, 1995 (Act 58 of 1995)”.

The training scene is influenced from the outside, on the one hand, and from the inside, on the other hand. Therefore, the South African training scene must first be approached against the background of the United Nations’ Decade of Education for Sustainable Development (2005-2014). One of the aims is, for instance: "promotion and acceleration of quality training for all in the workplace". Education and training are ineluctably linked to sustainable development (UNESCO 2004: 9). Secondly, the scene must seek and reflect association with the Millennium Development Goals. (Fox and van Rooyen 2004: 142).

Thirdly, the process of educational changes within South Africa, especially after the democratic order since 1994, must be taken into account. Educational changes were necessary, especially because the attitudes and values of most South Africans were formed by an era of apartheid.
Educational changes were and are necessary to ensure equality in educational resources and a more balanced view of education and training. Educational changes are further necessary to create training opportunities for the learners and adults who did not have the opportunity during
the previous era. These changes form the core of lifelong learning. (Van Der Horst and McDonald 1997: 5).

Internationally, Higher Education has three primary aims, namely, training, research and community involvement or "social engagement". These three aims primarily concern three categories of people, namely, individual learners, local communities and international networks. In essence this means the development of individual potential (capacity building) and sustainable community development by means of a collective contribution. The latter assumes networks and partnerships where comparative studies, research results and best practices are shared.

5. THE SOUTH AFRICAN SKILLS GAP

The Department of Labour recently published a document known as the National Scarce Skills List: 2007(Dept. of Labour 2007). In this document a scarce skill is described as the ‘absolute or relative demand for skilled, qualified and experienced people to fill particular jobs. The term "absolute" means suitable people for a certain job are not available. Over and against this the term "relative" means that there are eligible people but they do not fulfil the determined work criteria. The document also describes the concept "critical skills" which refer to the specific abilities needed for a specific work such as management skills and communication skills.

For the purpose of this presentation the (occupational grouping) of the Health and Welfare Support Workers and more specifically the Social Service Professionals (welfare support) are important. The scarcity of this grouping is estimated to be 20 000 (South African Council for Social Service Professions 2007).

6. A UNIQUE TRAINING MODEL

The cefa believes that a unique training model was developed to bridge this gap in scarce skills. The training model specifically addresses the shortage in the professional group of Social Service Professionals among which the Social Auxiliary Work is classified.

The overhead system within which the model functions is the South African Educational and Training Field with its unique characteristics. This system could also be distinguished as the South African context/field. It represents the nine provinces of the country. Within this broader context the cefa is found as accredited institution and as an article 21 Company with its involvement in the training of young people.

The training model which is followed has been developed out of a systems approach and against the background of extensive training experience, training projects in South Africa and a comprehensive knowledge of the challenges in the South African training field.

6.1 KEY CONCEPTS OF THE MODEL

The training model which was eventually developed contains the following key concepts, namely: context, input, process, output and evaluation. In practice it means the following:

6.1.1 Context
A contextual perspective which recognizes the authentic community

6.1.2 Inputs
Inputs in the form of the development of learning material organized in modules

6.1.3 Process
Three learning modes, namely: contextual theoretical knowledge, practical skills and workplace experience of learners

6.1.4 Outputs
Outputs in the form of learning outputs

6.1.5 Evaluation
Continuous feedback and revision

6.2 CHARACTERISTICS OF THE MODEL

The specific training model which flowed forth from this system with its subsystems, has unique characteristics such as communities of trust which are established within the local context, the manner in which the integration of theory and practice takes place, the manner in which learners
are supported and continuous revision.

6.2.1 Local context

The training model unfolds within a local context which means that the local role-players, training needs, resources and indigenous knowledge work together actively in the training. In this way a community of trust is built, the local community’s capacity is developed and lifelong learning is promoted.

6.2.2 Integration of theory and practice

The integration of theory, practice and workplace is clearly built into the learning material. This means that the learning process and training process of three modules, namely: contextual increase and intensifying of knowledge, practical skills and workplace experience are integrated. Learners are employees of the workplace and learn within the work environment.

6.2.3 Support and relationship component

The key components of the training process are clearly distinguishable. In the training process learning material is concretised in various modules (delivery), followed by formative and summative assessment. These theoretical tasks are supplemented and extended by practical tasks within the authentic contexts (communities). A support system was developed to support and guide learners during the learning process. Mentors, who are employees of the workplace (Social Workers or Community Developers), support learners in the completion of assignments and practicals. Mentors are trained by the institution and are assisted by a lead coach. A personal and relationship component is, therefore, built into the system (model).

6.2.4 Continuous revision

A lot of emphasis is put on quality and added value. We foster a culture of continuous reviews of all learning material, training models, quality assurance procedures and organisational processes. This is done on a constant basis as part of a continuous improvement cycle. The reason is: to give a better service to our clients, look for a competitive edge and generate income.

7. MAKING THE TRAINING MODEL PRACTICAL BY MEANS OF LEARNERSHIPS

The training model is practically realised by means of learnerships. Learnership is, by definition, "practice on the job". A learnership is, therefore, an on-the-job training qualification which is standardised by the South African Qualifications Authority (SAQA) and on NQF (National Qualifications Framework) level 4, which spans 12 months. A further characteristic of a learnership is the requirement that 70% of the notional hours are spent on practical work and 30% on theoretical training.

According to the Further Education and Training Colleges Act, 2006 (Act no 16 of 2006) a learnership is put in place by a Sectoral Education and Training Authority (SETA) and it comprises, among others, components of structured learning, which combine theory and workplace practice, practical work experience and a learner support system. Learnerships lead to a qualification-related occupation and employers are obligated to employ and remunerate learners.

The SAQA sets the standards for educational outcomes in the country. This is done in a special sense by the levels of the NQF and is pre-eminently an integrated framework which indicates how learners can obtain entrance to NQF levels and move between levels. In this regard the principles of mobility, progression, integration and articulation apply. At the heart of the construction of the NQF is the consideration that both education and training should follow an integrated approach in the training institutions and the workplace. This means the complementing, mutual reinforcement and integration of the world of discipline-based learning and skills development in the workplace. The latter emphasises the importance of work-readiness and work competence which is brought about in a special sense by learning that is embedded in real work experience.

Learnerships therefore combine structured learning and work experience and culminate in nationally recognised qualifications which signify job readiness. On the job training has specific advantages such as better employability, ensuring job mobility and giving a sense of career direction.

8. THE cefa AS COMPANY

The cefa as company functions according to a certain policy framework, a strategic statement of vision, a management system and a specific quality management system. There is an agreement of cooperation between the company and the Huguenot College.

8.1 POLICY FRAMEWORK

The core business and field of expertise of the company is education and training. In the centre of this field, as was already indicated, lies the training of learnerships. The company currently specialises in the scarce and critical skills of Social Auxiliary Work (FETC in Social Auxiliary Work), a service career in support of Social Work. In addition to this, skills programs and short courses are presented.

8.2 STRATEGIC STATEMENT OF VISION

The main purpose of the company is to equip unemployed young people as future workers with knowledge, skills and values in order to promote the development of people and communities. This ensures the realisation of the personal and economic potential of young people and equips them with lasting skills so that they can be caring adults and responsible citizens. Young people are empowered to master the challenges of the workplace and the community.

8.3 MANAGEMENT SYSTEM

The CEFA as service provider functions mainly on two management levels, namely, strategic management level and operational management level. On the level first mentioned, a service level agreement is concluded and on the operational level a statement of work is concluded with the workplace. Further, on the latter level, project planning is ensured by means of a schedule of learning, operational plan and assessment plan. Monitoring and evaluation are further ensured by means of project team meetings.

8.4 QUALITY CONTROL SYSTEM

A quality control system was developed by means of which quality training can be ensured.

9. THE cefa BEST PRACTICE TRAINING MODEL

Making the model practical and contextualising it reflects the above-mentioned key components of best skills, best processes, best solutions, best resources, continuous reviewing and improvement. Putting the model into operation proceeds as follows:

9.1 CONTEXT

The contexts within which training takes place are in line with the broader South African training scene but more specifically with the provincial and local community. The training is presented in all 9 provinces. A province is usually divided into geographical regions to make it possible for learners to be as close as possible to their communities and homes and to ensure that indigenous knowledge and training are embedded.

9.2 SERVICE PROVIDER

The learning material was developed by the company according to a design curriculum which was accredited by the HWSETA and the South African Council for Social Service Professions (SACSSP). The learning material is contained in nine theoretical modules which comprise 30% of the training and practicals that comprise 70% of the training. The aim of the training is essentially to equip young people with knowledge and skills in order to be occupationally competent. The learning outcomes of the training reflect the various outcomes required by SAQA. The learning process (model) that is applied runs in three cycles, namely:

9.2.1 Pre-training

Before the beginning of a training project an information workshop is organised in order to equip all the key role-players with knowledge of learnerships in general and of this specific learnership. This knowledge equips local resources to tap into a variety of other learnerships which is a South African government initiative to address the skills shortage and ultimately unemployment.

Furthermore, a bridging programme is presented with the aim to build a bridge between the existing knowledge of the learners and the new learning content. This programme covers subjects such as: how to read, write and learn and life skills and citizenship development. The learners are registered at the Department of Labour as well as the HWSETA (Health and Welfare Sectional Educational and Training Authority) in order to compile a data base.

9.2.2 Training

This cycle consists of three phases, namely: theoretical training, practical work in the workplace while assessment takes place throughout in the workplace at the same time (formative assessment) and at the end of each theoretical session (summative assessment). Three modules are presented by facilitators during each theoretical session. The learning content of the modules covers three key components, namely: the South African context, research and intervention strategies.

During each practical session that follows the theoretical training, learners are expected to complete practical assignments. The aim is to promote integration between theory and practice. These assignments form part of the learners’ academic record that is filed in a portfolio of evidence. Mentors in the workplace support learners with this task whilst the mentors are supported by a lead coach. This support and guidance by facilitators and mentors (Social Workers) is crucially important. Without the mentoring and coaching of Social Workers learners would find it very difficult to carry on doing the necessary practical work.

9.2.3 Post-training

During this cycle the assessment is finalised and the moderation and verification by the HWSETA take place after which a certificate ceremony is arranged. The learner is now registered at the South African Council for Social Service Professions which opens the pathway to a permanent job. Then the employer undertakes to place the learners in permanent service, ensuring in this way that they have exit opportunities. The revision system as contained in the Quality Management System is applied throughout.

9.3 WORKPLACE

The workplace has three core obligations, namely to:

• give learners definite work experience
• create a climate for the execution of practical tasks
• put in place a mentor system

9.4 LEARNERS

Naturally it is expected that students should be serious about and dedicated to their studies. Eventually learners must be declared occupationally competent. During their training students are in the service of an employer and are paid a monthly allowance.

10. INSTITUTIONAL AND ACADEMIC HOME

The Rector of Huguenot College, Prof. Johan Viljoen reflects on the origin of the company as follows: "It would be impossible to get an adequate understanding of this issue without a concise overview of the thinking, actions and decisions which have led to the establishment of cefa. It is common practice at all institutions of higher learning globally to generate a third stream of income besides government subsidies and student fees. All of the bigger academic institutions of higher learning in South Africa have successfully engaged in generating even a fourth stream of income. Given the demographic positioning of the College amidst at least two of these bigger universities, and the dire need to generate a third income stream for the College, the department of Community Development entered into the uncharted waters of bidding for governmental and non-governmental contracts in the further education and training sector (FET). The success of this initiative was soon noticed by other competitors and role-players, which in turn led to the requirement to be a registered company to do business in this sector".

The College Council of the Huguenot College has acknowledged this development with concern due to the fact that the principal driving force and manager of this endeavour (business) was at the time head of the department of Community Development, but also the director of this business unit within the College. The Council projected that, in terms of the massive training and development needs that exist in the country, this particular trend will continue and will need a more focused, fulltime management approach. This led to the decision by the Council to establish two separate positions, namely that of Head of the academic department as well as an Executive Director or CEO of the new company, with the understanding that both these positions could not be held by the same person.

The Council further decided that this company would, in terms of its governance, be an entity and activity of the College, with the subsequent line of reporting through its own board of directors to the College Council. The Council sanctioned that a memorandum of understanding (MOU) should be drawn up to outline the relationship of the College with the newly formed company. This relationship was conceptualized as a close relationship with the College due to the particular nature of the business to be conducted, which is education and training and as such the core business of all academic institutions. There are therefore a direct line of communication between the CEO of cefa and the Rector as CEO of the College for both entities to benefit optimally from this relationship. The clients of the company have built a sound working relationship with the College as such, and the College was used and regarded as the "face" of the activities. Even in its new "corporate clothing" there is ample reason and feedback from clients to believe that the Huguenot College still gives legitimacy to the business of the company and this position in future would still be in the best interest of both the company and the College.

Prof. Viljoen continues on this subject: "It could be stated without fear of contradiction that this reciprocal relationship between the Huguenot College and cefa embodies more than what can actually be captured in a document such as a "MOU". This said relationship should take
cognizance of, and reflect the intricate relationship that exists between the three core areas in which all higher education institutions should excel whilst conducting their main (academic) business. The generation of new knowledge through basic and applied research should be the foundation upon which the subject knowledge, which is captured in lectures, is based. To contextualize research and make it relevant for both the institution and the communities where the research is done, the outcomes of the research need to inform and enrich the teaching of students. Teaching, research and community interaction and service are dependent on one another to realize the vision and mission of all institutions of higher learning. Independently neither of these should exist and have legitimacy in itself. It is through harnessing the combined power and impact of all three components that institutions make a significant difference and contribution where it matters most: in the communities in which they serve".

The essence of this relationship lies in the sincere conviction and belief of the CEOs of both entities to conduct their respective core business with a shared vision to position the Huguenot College, and by implication also the company, as (academic) institutions or entities which are both nationally and internationally renowned for their innovative education and training programmes within the field of the social service professions and community interaction and service.

LIST OF SOURCES

DEPARTMENT OF LABOUR. Institutes of Sectoral or Occupational Excellence (ISOE) Guidelines. February 2007. South Africa.

DEPARTMENT OF LABOUR. Scarce skills list. 2007/2008. South Africa.

FOX, W. and VAN ROOYEN, E (ed.) 2004. The Quest for sustainable development. Juta & Co. Ltd.: Cape Town.

FURTHER EDUCATION AND TRAINING COLLEGES ACT, 2006. Act no 16 of 2006. 11 December 2006. Pretoria.

LEGUM, M. 2002. It doesn’t have to be like this: A new economy for South Africa and the World. Kenilworth: Ampersand & Press.

SOUTH AFRICAN YEARBOOK 2006/2007. 2006. GAS, Pretoria

THE FET ACT. 2006. The Further Education and Training Colleges Act no 97 of 2006. Government Gazette. South Africa

THE HIGHER EDUCATION ACT. 5 October 1997. The Higher Education Qualifications Framework. Government Gazette: South Africa.

VAN DER HORST H. & Mc DONALD R. 1997. Outcomes-based Education. Theory and Practice. Tee Vee Printers, Irene Pretoria.

VILJOEN, J. 2008. Statement by the rector on the relationship between Huguenot College and the Company (CEFA). Huguenot College, Wellington South Afrca.

WIEL, M. 2005. (ed.) The handbook of community practice. Thousand Oaks: SAGE Publications.