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QCTO Code of Conduct for Development Quality Partners (DQP) and Assessment Quality Partners (AQP)

The QCTO Code of Conduct for Development Quality Partners (DQP) and Assessment Quality Partners (AQP) We, the undersigned, wish to be appointed by the QCTO as a DQP/AQP. We agree that, if the QCTO delegates such functions to us, we hereby commit ourselves to abide by the QCTO’s Code of Conduct in relation to all our work. The Code of Conduct to which we agree is as follows: i.      promoting the objectives of the NQF; ii.      dealing   fairly,   professionally   and   equitably   with   stakeholders   whilst accelerating the redress of past unfair discrimination; iii.      consulting  with  all  relevant  stakeholders  that  have  an  interest  in  the development and assessment of occupational qualifica[...]

established

Why were Sector Education and Training Authorities (SETAs) Established

The SETAs were established in accordance with the Skills Development Act 97 of 1998 to manage and administer the Skills Development Levy (SDL) funds within the specific sector. Furthermore, they manage the processes of sector and workplace skills development strategies to develop and improve the skills of the South African workforce. They also provide for learner ships that lead to recognised qualifications.

Why learnerships were established

Learnership Tracking

www.learnershiptracking.co.za

Why learnerships were established

The Skills Development Act, as amended, and the Skills Development Levies Act are designed to implement structures and processes that will transform skills development in South Africa. Historically, education and training provision did not always link the theory to the practice required in an occupation.

Learnerships are intended to address the gap between education and training provision and the needs of the labour market.

Learnerships seek to address the following labour market issues:

      the decline in levels of employment in South Africa;

 

      the unequal distribution of income;

 

      unequal access to education and training, and employment opportunities;

 

      the effects of race, gender and geographical location on advancement and;

 

    skills shortages.