Comparison between a Learnership and Apprenticeship |
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LEARNESHIPS |
APPRENTICESHIPS |
Relevance to occupations |
- Appropriate in any occupation in all economic sectors in which work – based learning paths are viable.
- It is specific to an occupation but also develops employability across a wide spectrum of work.
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- Tended to be restricted to blue collar trades
- Many trades are relevant in a wide variety of sectors, e.g. electricians and machine operators
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Target group |
- Learners in in most occupational fields.
- Can be employed, unemployed or pre-employed at the time of entering the Learnership.
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- Mostly in the traditional trades
- Apprentices are employed for the duration of the apprenticeship
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NQF Level |
- The qualification that L.S lead to, can span across all eight NQF levels
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- The qualification is not higher than the trade i.e. equivalent of NQF level 4
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Age of Learners |
- No age restriction on learners entering a learnership
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- Usually entry level employees
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Duration |
- Duration is determined by the minimum of 120 credits, so learnerships are usually 12 or 18 months
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Contract with Learner |
- Formal Learnership Agreement is signed by the learner, employer and training provider
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- Contract is signed between the apprentice and a single employer for the duration of the apprenticeship
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Qualification |
- Designed to meet legally specified criteria for NQF Alignment. E.g. it is portable and serves as a building block for further learning.
- SAQA – registered and nationally recognised by employers and training institutes.
- Builds occupational – specific skills and develops generic ( critical cross – field) competencies, which are relevant in all work contexts
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- The certificate issued is trade – specific, making portability difficult
- Qualifications enjoyed wide national and international recognition in respect of the specific trade
- The qualification is not necessarily recognised by ttraning institute a stepping – stone towards further learning.
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Credits for outcomes archived |
- Learners are awarded credits for the outcomes successfully archived, even if they do not complete the learnership
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- No formal recognition for outcomes achieved if apprentices don’t complete the Apprenticeship.
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Curriculum and learning programme |
- Jointly planned by relevant stakeholders
- The interrelationship between and integration of workplace and institutional learning is formally structured into the learning programme
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- Integration and interrelation between institutional an workplace learning is not formally structured, and the integration does not always happen
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Institution learning components |
- Delivered by wide spectrum of training institutes; and contextualised to the needs of the occupation for which the Learnership is designed
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- Learner’s work – based experience is restricted to the work context of a single employer.
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Purpose of learning |
- Promote access to employment, as well as further education \ and training opportunities in the fields of the learnership, as well as in other fields
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- Aimed at developing trade – specific skills and consolidating the worker’s ability tha trade
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Role of the Learner |
- Primarily that a learner for the duration of the learnership.
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- Primary role is that of an apprentice, who is in employment
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Approval / Registration |
- Must be approved by the relevant SETA , which submits it for registration to the DoL
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- Approved under the Manpower Training Act 1981.
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Assessment |
- Final judgement of the competency by workplace and training provider’s
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- Learners competency is assessed through trade tests conducted by institutions accredited under the Manpower Training Act as COTT
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Employment after conducting the Learnership |
- Employment is not guaranteed, but the Learnership also prepares the learners for employability outside full – time employment with an employer
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- Employment is not guaranteed, although employer’s take on apprentices with a view to keeping them as permanent employees after successful completion of the Apprenticeship.
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