"Despite the fact that Setas have been in existence for four years now, and that some 46 000 learners have already been signed onto learnerships, there are still a number of misconceptions about the role of Setas,' says Fasset CEO, Cheryl James.
James says many learners are under the mistaken impression that Setas are able to offer them jobs and free training. "This is not the case. Setas are not employment agencies: they are not able to offer learners employment nor are they able to put learners into contact with employers who might be willing to sign learners onto learnerships.
Learners first real contact with Setas is usually only once they have chosen a field of study and found an employer who is willing to sign them onto a learnership.
"It is also important to point out that Setas are not training providers. Contrary to what many learners may believe Setas do not run training courses. Their role is to identify training needs within the sector; to encourage employers, workers and training providers to design new learnerships; to recommend new learnerships to the Department of Labour and SAQA; to administer the Learnership Agreement; to promote the concept of learnerships; to monitor the implementation of learnerships and ensure the maintenance of quality standards through ETQAS; and to issue certification on the successful completion of a Learnerships," James explains.
She advises learners to investigate the numerous learnership options that are offered by the 25 Setas.
"Unfortunately career guidance at school level is often not as comprehensive as one might wish. The onus therefore, is on the learners themselves to ensure that they find out what career options are available.
In our sector alone, learners are able to choose from 19 learnerships,' she recounts. James says learners should access the Seta websites as each Seta provides comprehensive information on the learnerships that are available and the skills building initiatives in which it is involved.
James describes learnerships as a "fantastic initiative which combines both the practical and theoretical components of training and meets the actual on-the-job skills requirements'. James says by only focusing on the number of learners signed onto learnerships versus National Skills Development Strategy targets, stakeholders have tended to lose sight of the important contribution that Seta Social Responsibility Projects have made, and continue to make, in terms of skills development within the country.
"Social Development Programmes play a very important role in terms of skills transfer. In many instances, these programmes have enabled learners to obtain access into our sector. Our Social Development Programmes facilitate skills development from Grade 12 to post graduate level. Our programmes also target unemployed graduates and disabled learners," James reveals.
She urges Seta stakeholders to adopt this approach across all 25 Setas. "If this approach were taken, we would soon realize, notwithstanding some of the delivery problems that some Setas may have experienced, collectively, the contribution that Setas have made to date may be far greater than anyone has realized," James concludes.
