Managing a fitting and turning learnership at an FET institution in the Western Cape

Abstract

In 1998 the Department of Labour launched a skills revolution in the South African workplace. The Skills Development Act of 1998 introduced the 'Learnership' model of workplace training, which has been promoted as a creative vehicle for addressing high unemployment rates and a serious skills shortage. The Act proposed a very ambitious new framework through the creation of a new institutional regime with strong links forged between learners, employers, govemment and the new intermediary training bodies, SETAs. This new institutional mechanism for delivering training was termed 'Learnerships'. This dissertation explores the perceptions of the staff of two FET colleges around the Fitting and Turning learnership in which they are involved, with a particular focus on their roles and responsibilities in managing the Fitting and Turning learnership. Their perceptions were ascertained through a structured interview process. A framework of understanding was established by examining the stakeholders' roles and responsibilities; learnership accreditation e.g., SETA training policies, physical and human resources, bUdget and finance; structured learning and assessment e.g. logbooks, continuous assessment and work relevant training, partnerships with industry and other skills programmes; the learner monitoring process e.g. administration system, quality management, learner support, recruitment and selection, throughput rate and communication; and limitations and recommendations to improve the management of learnerships.