Your SlideShare is downloading. ×
  • Like
About Learning & SADDT briefing to CT hospitality/tourism stakeholders - 24 May 2012
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply

About Learning & SADDT briefing to CT hospitality/tourism stakeholders - 24 May 2012


Due to the fact that disability remains a challenge and the target of 4% is nowhere near being achieved and such a disabled Learnership has been proposed by SADDT (formerly known as the Thabo Mbeki …

Due to the fact that disability remains a challenge and the target of 4% is nowhere near being achieved and such a disabled Learnership has been proposed by SADDT (formerly known as the Thabo Mbeki Development Trust for Disabled People) in conjunction with About Learning

Published in Career , Sports
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads


Total Views
On SlideShare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1.   Tourism Sector Briefing Session   
  • 2. South African Disability Development Trust (SADDT)• Formally known as Thabo Mbeki Development Trust for Disabled People (TMDT). SADDT focuses on and provide opportunities to ensure economic empowerment of disabled people through its 3 programmes• Facilitate skills development and employment for disabled people• Provision of assistive devices in support of employment• Poverty alleviation programmes
  • 3. A∙B∙O∙U∙TlearningAboutlearning is a Training Provider that specialises in disabilitymanagement. It focuses on the implementation and management ofLearnerships, Skills programmes and other learning or trainingopportunities for the development of people with disabilities. 
  • 4. CATHSETA Sector Skills PlanThe following sectorial skills needs have been identified:Due to the fact that disability remains a challenge and thetarget of 4% is nowhere near being achieved and such adisabled Learnership has been proposed.Sectorial contribution to equity impact in terms of skillsdevelopment initiatives is to provide Learnershipopportunities to disabled unemployed learners300 unemployed disabled learners to be given an opportunityto obtain qualifications through Learnership
  • 5. Why Learnerships for people with disabilities• Inadequate basic education and training that cover the fundamentals required for meaningful participation in any environment.• Inadequate and inaccessible provision for vocational rehabilitation and training.• Generally high levels of unemployment ( even with able bodied people).• The fact that menial labour is often the only option for poorly skilled job-seekers.• Inadequate access to information.• Ignorance in society.
  • 6. Rationale for the project• Facilitating the integration of disabled learners into society, both in workplace and community• Further to the question of meeting the sector’s EE target is the lack of clear statistics that record the learners with disability who have participated in previous Learnerships concentrated in specific economic regions and excluding those that are in the under developed areas of the country• Due to the successful implementation of such initiatives in other sectors there has been a huge interest to know more about this opportunity and how it could work within the tourism sector
  • 7. Objectives• Employment Equity- Assisting employers in meeting employment equity targets/claiming BEE scorecard points• NSDS 3 Mission- To increase access to high quality and relevant education and training and skills development opportunities, including workplace learning and experience, to enable effective participation in the economy and society by all South Africans and reduce inequalities.
  • 8. Success indicators of our previous disability programmesWith W&RSETA (In Phase 1: 2007/8)•500 individuals screened•300 assessed•100 accepted and trained on a pre-learnership programme•During Phase One - 19 learners received assistive devices•100 learners were certificated•85 learners qualified for Phase Two NQF Level 2•10 left the programme (found work, furthering studies, etc)•75 were available (due to delays in planning 25 dropped off)•50 left were available for Phase 2•50 more were recruited
  • 9. Success indicators (cont…)In Phase 2: (2009/2010)-in Gauteng only•100 learners were trained on an NQF L2 Learnership programme(58206):Wholesale and Retail Operations•2 roll out groups of 50 learners each•Group 1 (commenced in April 2009 and completed in March 2010) o 45 learners graduated from the programme•Group 2 (commenced in October 2009 and completed in August 2010) o 37 learners graduated from the programme o An 82% pass rate was achieved and an 60% placement rate achieved.
  • 10. Other successful Projects1. ESETA Bridging Skills programme (2007/8) – where 50 disabled learners were trained on a customised skills programme to offer them knowledge and training within the energy sector. Learners were taken on tours to Eskom and JHB Water power plants and depots to gain an understanding of employment opportunities within the sector.2. BankSeta Work Readiness Programme (WRP) – 2010 – where 30 disabled learners were trained on a bridging programme to get them ready to enter the Letsema learnership programme with BankSeta
  • 11. Current Projects1. SADDT in partnership with ETDP SETA is currently implementing an Occupationally Directed Education, Training and Development Programme (OD ETDP) Learnership for as 18.1 for 75 disabled people in five provinces.(Gauteng, Western Cape, KwaZulu Natal, Eastern Cape and Free State. Training completed waiting for results2. Currently training 399 learners in these area Johannesburg and Pretoria, Durban, Bloemfontein, Cape Town and Port Elezabeth on NQF L2 Learnership programme (58206):Wholesale and Retail Operations3. A Phase Bridging programme for 123 leaners in KZN 6 sites Kokstad, Durban, Pietermaritzburg, Howick and Bamshela 50km from Tongaat
  • 13. National Delivery Process• Capacity Building workshop per province• Workplace sensitisation workshops (or once learners selected for placement) and mentor training• Recruitment and selection• Pre-assessments• Employer placement (sensitisations workshops could happen here as well)• Reasonable accommodation assessments• Learner contracting and Reasonable accommodation provision• Placement and training implementation• Stakeholder forums• Marketing and communication (graduations)
  • 14. Stakeholders High Level Project Team (SADDT and SETA, other funders) Project Management Implementation Team (SADDT, AL, TTBISA, Seta) Provincial Co-ordinators (SADDT Reps) Training Implementation Partner (AL) and Lead Training Provider(TTBISA) Learners Stakeholder Forum (all employers, industry reps, etc)
  • 15. Types of Disabilities5 categories:•Physical (paraplegic, limping,amputee, club foot, crutches, etc.)•Chronic (epilepsy, arthritis,etc.)•Hearing (hard of hearing, deaf)•Visual (partially sighted, blind)•Mental/Intellectual (slow learners)
  • 16. Selection Criteria The stakeholders must identify and agree upon the selection criteria for the recruitment and interviewing process. The following Requirements may be considered: Applicants must have a grade 10-12 qualification with proof of results Applicants must have a disability and provide proof thereof Applicants must be a South African citizen and present proof of identification Applicants must be unemployed Applicants must be able to arrange own transport Applicants must agree undergo a process of assessment before selection Reasonable accommodation needs will be assessed Applicants must agree to undergo Criminal and Credit checks
  • 17. Recruitment Process Agree on selection Advertise(usually Collect applicationcriteria according to takes about 2/3 forms. Perform employer months depending on screening and pre- requirements at target no) assessments capacity building Stage 1: Entrance Questionnaire * allocated learners per employer Stage 2: Proficiency Test placement with the employer Stage 3: Structured Interview Candidates that do not qualify …
  • 18. Process for Pre-assessments• Shortlisted candidates from SADDT• Conduct Entrance and Proficiency assessments and mark• Set date for structured interviews with competent candidates• Highly Recommended• Recommended• Recommended with reservations• Generate database of recommended candidates for SADDT
  • 19. Reasonable Accommodation• In implementing the project successfully the project will embark on support strategies through provision of Reasonable Accommodation that will enable or make participation easy for disabled people and employers.• After final placement, successful learners will undergo individual reasonable accommodation assessments to ascertain the need for suitable assistive devices required for training.• Reasonable Accommodation will be addressed through provision of assistive devices and training workshops on disability sensitization.• LEARNERSHIP AGREEMENT AND FIXED TERM EMPLOYMENT CONTRACT WILL BE SIGNED WITH ALL LEARNERS
  • 20. Contracting Learnersthe model (cont) Application of Project management - SADDT ETQA Employer also signs employment contract with learner TTBISA
  • 21. Sensitisation workshopsThe workshop is offered to stakeholders staff andmanagement in understanding the different types ofdisabilities and how to manage and work with disabledemployeesThe workshops address the followingDisability etiquette (terminology, definitions, types of disabilities,attitudes, myths and disbeliefs, medical vs. social model)
  • 22. Application of theMentor (cont) model trainingProcess as follows:•Will be combined with sensitisation training over a 2 day periodper province as per project plan project dates.•Employers required to identify appropriate staff involved inproject to attend the session.•Involves the understanding of disabilities and what is required ofthe mentor to assist, guide and support the learner during his/herexperiential learning time.•Customised specifically for this project and will be conducted bythe training provider together with the SADDT representative.
  • 24. Training DeliveryAboutlearning will procure the services of The Tourism and TrainingBusiness Institute of SA (TTBISA) to deliver the following learningprogrammes as follows:1. Accommodation Services – L22. Hospitality Reception – L43. Professional Cookery – L4
  • 25. InductionInduction is divided into 2 types:• Workplace inductionThis includes workplace assessors, coaches/mentors and managers of the learners that will participate in the learnership, and inform the learner of the company rules, regulations, policies and procedures, working conditions, uniform requirements, etc. This will take place a month before training commences.• Training Provider Induction (on delivery, assessments, quality assurance and process of training.) Here, learners will be formally informed of what will happen, when, where , how and be provided with details of training roll out, schedules, assessments, collection of outstanding documentation, etc.
  • 26. Structured TrainingRecommendations with regards to structured training:• Training roll out plan• Bock release of a number of days a month• Training on site / near workplace• Accessible training venues – ramps, accessible toilets, transport, etc.• Adapted training material to accommodate disabilities – zoom print, etc.• Suitable and appropriate learning resources to accommodate the various disabilities
  • 27. Workplace site visits• Scheduling in consultation with employers• Inform employers of visits in advance• Logbooks to be signed off• Discuss learners performance at work, challenges, opportunities• Collect registers for attendance at work• Some stores have more than 1 learner so time per store dependent on that• Ensure that mentors sign all areas required in the logbook• Generate assessment report
  • 28. Application of the model (cont) Stakeholder forumsAll parties involved meet once every quarter to discuss thefollowing: • Progress on projects • Best practice in the industry • Lessons learntThis is done in order to ensure ongoing update of knowledge toenhance the project.
  • 29. Marketing and Communication• Project Launch• Marketing and Communication strategy and plan developed and managed by SADDT and the SETA• Includes graduation/certification ceremony for learners• Includes marketing and promotional material/branded items
  • 30. Thank you Discussion