1

SECTOR SKILLS & CAREER GUIDE (including Scarce and Critical Skills)
2012 - Second Printing

ISBN - 978-0-620-50225-2

Published by: Proverto Educational Publishers

Postal Address: Private Bag X 2, Suite 137, Helderkruin, Roodepoort, South Africa, 1733
Street Address: Tuscan Office Park, Cor Mimosa and Ruhamah Street, Helderkruin, Roodepoort, South Africa
Tel: (011) 764 - 4794
Fax: (011) 764 - 6245
Website: [Link] (download this Guide free on [Link])

Advertising and Sponsorship: Alice Towson

Cell: 082 45 46 214
E-mail: alice@[Link]

Editor / Compiler: Chris van Blerk

Design & Layout: Madi van Schalkwyk

Copyright © Proverto Educational Publishers

HWSETA Information:
Tel: (011) 607 6900
Fax: (011) 616 8939
E-mail Address: hwseta@[Link]
Website: [Link]
Postal Address: Private Bag X 15, Gardenview 2047

higher education
& training
Department:
Higher Education and Training
REPUBLIC OF SOUTH AFRICA

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Chiropractic is a health profession specializing in the diagnosis, procedures, medication, surgery and hospitalisation - it makes economical sense to
treatment and prevention of mechanical disorders of the encourage patients to seek a more cost effective route which could save medical
musculoskeletal system and the effects of these disorders on the schemes and our country millions of Rands annually.
function of the nervous system and general health.
It is interesting to note that the Ministry of Health in Ontario - Canada - commissioned a
Chiropractic practitioners essentially rely upon non-invasive study by three health economists led by Prof Pran Manga to investigate the cost of back
treatment methods and will refer patients to medical practitioners related problems to the state. The 216-page report listed several findings that could
should medication or surgery be indicated. This approach is further save Ontario billions of dollars (approximately $7 billion) annually by utilising
reinforced by chiropractors in their promotion of healthy lifestyles chiropractic services. Prof. Manga stated, "There is an overwhelming body of evidence
such as the avoidance of smoking and excess stress, proper diet indicating that chiropractic management of low-back pain is more cost effective than
and exercise. medical management".

Chiropractic education and training is extensive and in South Africa LOW BACK PAIN
a Masters Degree in Chiropractic is awarded after a six year Low Back Pain has reached epidemic proportions in virtually all industrialised nations
program at either the Durban University of Technology, or the and is ranked second only to headaches as the most frequently reported cause of pain.
University of Johannesburg. Several studies estimate that up to 90% of all people will experience back pain at some
stage of their lives, and treatment has become,, in turn, the single biggest headache for
PRIMARY CONDITIONS TREATED the medical profession. A British orthopaedic surgeon, Gordon Waddel in his acclaimed
Back pain, neck pain and headaches are extremely common and new text "The Back Pain Revolution" states back pain is a 20th Century medical
can be very debilitating symptoms. They are also the primary disaster.
reason patients seek chiropractic care. The distinguishing features
of chiropractic care that has allowed for having patient and public In national health care systems throughout the world back pain is common, poorly
acceptance has been the ability to provide a readily available, caring managed and very expensive - both in terms of direct treatment costs and the indirect
and sympathetic, low cost, low risk, non-invasive and natural healing costs of disability and lost productivity.
approach to relieving symptoms of back pain, neck pain and certain
types of headache. Several professions share the responsibility of health care and each should be
considered equally in respect of the service rendered. Chiropractic fulfils a vital role in
The basic treatment offered by chiropractors is relatively quick and healthcare and can substantially contribute to healthcare at an effective and
inexpensive. In South Africa the majority of medical schemes make cost-effective level.
provision for reimbursement of chiropractic services. The
Compensation for Occupational Injuries and Diseases Act provides for
complete reimbursement of cases treated by registered chiropractors.
The typical use of chiropractic care by knowledgable patients is to seek
care during flare-ups of pain and limiting the care to a few treatments
per episode. Using this level of restraint, chiropractic care is less Information made available by:
expensive than other treatment options where a series of examinations,
medication and diagnostic procedures are often routinely utilized. The Chiropractic Association of SA
Tel & Fax: 058 303 4571
COST EFFECTIVE CARE E-mail: drreg@[Link]
Considering the high costs of medical care in the case of back casa1@[Link]
related problems - more often resulting in extensive diagnostic Website: [Link]
Content Page Content Page
Terminology and Abbreviations 2 What are the benefits of completing and submitting a WSP? 16
Introduction and Preface 4 Overview of the WSPIR submission 17
Chapter One (1) 5 The Skills Development Facilitator (SDF) 17
Profile of the HWSETA and Sector 5 Requirements and functions of an SDF 17
The Skills Development Act 5 Registering with the HWSETA as an SDF 18
Function of a Sector Education and Training Authority (SETA) 6 The Training Committee 18
Function of an ETQA 6 Objectives 18
The HWSETA’s Mandate and Key Objectives 7 Scarce and Critical Skills 18
The Skills Revolution 7 Chapter Three (3) 20
The new Sector Skills Plan (SSP) development process 20
SIC Codes within the HWSETA umbrella Table 8
The Health and Welfare Sector Education and Training Authority
The HWSETA Stakeholders 10 20
(HWSETA)
The HWSETA and Learnerships 10
Chapter Four (4) 21
HWSETA registered Learnerhips Table 11 The National Qualifications Framework (NQF) - the work of the
HWSETA Skills Programmes 12 21
OCTO and the NOPF
New Qualifications /learning programmes 12 The National Qualifications Framework (NQF) 21
The funding of learnerships 12 NQF Objectives 21
Which grants and incentives are available? 13 The structure of the NQF (National Qualifications Framework), Table 22
Financial incentives for occupation-focused learning 14 The work of the Quality Council for Trades and Occupations (QCTO) 23
Tax Rebates 14 Why is the OCTO being established? 24
Chapter Two (2) 15 How will the policy changes result in an improved response to skills
24
shortages?
The Organising Framework for Occupations (OFO):
15
Occupational profiles The National Occupational Pathways Framework (NOPF) 25
How is the OFO implemented? 15 Purpose of the NOPF 25
Workplace Skills Plans (WSPs) and implementation reports (WSPIRs) 15 What will the QCTO qualifications consist of? 25
The Workplace Skills Plan (WSP) 16 Contact information for the Skills Development Planning (SDP)
27
Which organisations submit WSPs? 16 Division
 Explanation of terminology and list of abbreviations

OFO – Organising Framework for Occupations. The OFO is a tool for having a common language for collecting and analysing labour market
information. It is a skills-based classification system which captures all jobs in the form of occupations, groups occupations based on similarity
of skills specialisation and the skills level.

The Skills Development Act (No 97 of 1998) provides a strategic, planned approach to link education and training to the changing needs
of the economy. The Skills Development Act establishes SETAs and requires all SETAs to apply to the South African Qualifications Authority
(SAQA) for accreditation as an ETQA

SETAs – Sector Education and Training Authorities. The economy has been divided into 22 functional sectors, each of which is served by a
SETA, which are advisory bodies on education and training. SETAs are financed from skills development levies, interest and penalties collected
from employers. They are governed by stakeholders in the sector with equal representation of both organised employers and labour.

SAQA – South African Qualifications Authority. The SAQA Act establishes the NQF and creates Education and Training Quality Assurance
Bodies (ETQAs)

NQF – National Qualifications Framework. The NQF is the set of principles and guidelines within which nationally recognised qualifications
are registered and in terms of which records of learner achievement are registered. The NQF can help you choose the right qualification and
provider for your careers

ETQA – Education and Training Quality Assurance. It is the ETQA, which accredits companies and providers to educate and train, register
assessors and provide external moderation

HWSETA – Health and Welfare Sector Education and Training Authority. The HWSETA has been established to facilitate skills development in
the health and social development sector to ensure that the skills needs are identified and addressed through a number of initiatives by the
SETA and the sector

SSP – Sector Skills Plan. Sector Skill Plans (SSPs) are the planning tools by which the National Skills Development Strategy (NSDS) III impacts
our country at a practical level.

NSDS – National Skills Development Strategy. The NSDS defines the national strategy for the development of skills across all economic
sectors. It also prescribes specific objectives and targets that all SETAs as a collective need to address. NSDS III will be implemented on 1 April
2011
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OQSF – Occupational Qualifications Sub-Framework
NQPF – National Occupational Pathways Framework
QCTO – The Quality Council for Trade and Occupations. The main role of the QCTO will be to
establish and manage its sub-framework to ensure quality in the design, and development of
occupational qualifications and in the delivery, assessment and certification processes required to
develop occupational competence in accordance with labour market skills needs

NSA – National Skills Authority. The National Skills Authority advises the Minister of Higher
Education and Training on a national skills development policy and strategy.

WSP – A Workplace Skills Plan (WSP) is a plan for Education and Training in the workplace. All
companies that are registered with the HWSETA should submit a WSP, which will qualify them for
a Mandatory Grant (for levy paying companies only) and the Sector Priority Discretionary Grant
(for levy exempt companies only). The due date for submission of the WSP to HWSETA is 30 June
each year.

OLS – Occupational Learning System. The entire value chain of occupational learning, collectively
referred to as the Occupational Learning System.

Skills levels are determined by the level or amount of formal education and training, the amount
of previous experience in a related occupation and the amount of on-the-job training required to
competently perform the set of tasks required for that occupation.

A skill specialisation is defined in terms of the range and complexity of tasks, field of
knowledge required, tools or equipment used, materials worked on or information worked with
and goods for services provided.

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 Skills development is about changing Implementation Plans (JIPs) are entered into individual and lists the learnerships the
people’s lives, about enhancing their between the South African Qualifications HWSETA is offering. An explanation of
employability and about aligning skills Authority (SAQA) and SETAs whereby the financing of studies including SETA grants
to our economy. The Health and Welfare need for particular qualifications required and incentives is also included.
Sector Education and Training Authority for learnerships is identified jointly.
In conclusion the career guide in this
(HWSETA) has been established to facilitate
Against the background of the new Sector publication provides a list and summary
skills development in the health and social
Skills Plan (SSP) development process and of all possible careers and hard to fill
development sector to ensure that the skills
the Skills Development Act, this publication occupations that can be attributed to scarce
needs are identified and addressed through
outlines the profile and role of the Health skills or skills shortages in the health and
a number of initiatives by the SETA and the
and Welfare Sector Education and Training social development sector.
sector.
Authority (HWSETA) in promoting education
The Health and Welfare Sector Education and training for the overall development of
Key Objectives
and Training Authority (HWSETA) serves the health and social development sectors. Vision &
to promote education and training for the It explains the Organising Framework for Mission
overall development of the health and Occupations (OFO) and related occupational
social development sectors. It also supports profiles that has been implemented by the
the implementation of the National HWSETA into the Work Skills Plan (WSP) and The HWSETA espouses the philosophy
Qualifications Framework (NQF). Implementation Report. of a better life for all through people
development and strives to a vision for the
In short, the NQF is the set of principles An explanation of the National Qualifications creation of a skilled workforce to meet the
and guidelines by which records of learner Framework (NQF) and the work of the QCTO health and social development needs of all
achievement are registered to enable is given and how this relates to the National people in South Africa.
national recognition of acquired skills and Occupational Pathways Framework (NOPF)
knowledge, thereby ensuring an integrated and assists learners, work seekers and It endeavours to create and implement an
system that encourages life-long learning. employers with career planning. integrated approach for the development
and provision of an appropriately skilled
One way in which the HWSETA endeavours Subsequently, it discusses all aspects of labour force that will be empowered
to address the skills need and facilitates skills learning programme options including to render quality health and social
development in the sector, is to support and learnerships, skills programmes and development services that are comparable
administer learnerships, a work-based form occupational qualifications to the to world-class standards.
of education. At a more practical level, Joint prospective student or unemployed

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Profile of the HWSETA and sector The Skills Development Act seeks to: education, the most important being the
National Skills Authority (NSA) and Sector
• Strategically stimulate investment in
Twenty five SETA’s were established in the Education and Training Authorities (SETAs).
education and training in and for the
year 2000 to regulate the qualifications
workplace The National Skills Authority (NSA) advises
provided to employees. The SETA/NQF
the Minister of Higher Education and
model of quality assurance was based on • Increase the supply of skills and
Training on a national skills development
decentralised assessment where individual knowledge needed by the labour market
policy and strategy. The NSA’s key functions
institutions are accredited to offer specific,
• Link learning to the demands of the world are:
registered qualifications. Each SETA has its
own requirements for the accreditation of of work
• To advise the Minister of Higher Education
providers within its sector, which have to • Develop the skills and knowledge of and Training and to liaise with SETAs with
design learning programmes aligned to existing workers and enable employers to regard to a National Skills Development
the registered qualifications and ensure become more productive and competitive Policy and Strategy
assessment and moderation to ensure
quality assurance of the system. • Increase the levels of investment in • To report to the Minister of Higher
education and training in the labour Education and Training on progress made
The Skills Development Act market in the implementation of the National
Skills Development Strategy
The Skills Development Act (No 97 of 1998) • Provide opportunities for new entrants to
the labour market to gain work experience • To conduct investigations on any matter
embodies a strategic, planned approach
arising out of the application of the Act.
to link education and training to the • Improve the employment prospects of
changing needs of the economy. The Act persons previously disadvantaged by
creates a number of new bodies to regulate unfair discrimination and to redress those
and administer structured education and disadvantages through education and
training within the workplace. The Skills training
Development Act attempts to create
a policy and strategy for the benefit of • Provide and regulate employment
workers, employers, self-employed people, services
public and private education and training The Act created a number of bodies to
providers. regulate and administer training and

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Functions Function of an ETQA
of a SETA
• To accredit providers against registered
qualifications and unit standards on the
Functions of a Sector Education and Training Authority (SETA) NQF

The Skills Development Act establishes training budget (one% of their total annual • To ensure quality of learning programmes
SETAs and requires all SETAs to apply to payroll) to the HWSETA. SETAs are governed • To promote quality amongst training
the South African Qualifications Authority by stakeholders in the sector with equal providers
(SAQA) for accreditation as an Education representation of both organised employers
• To evaluate assessment
and Training Quality Assurance Body (ETQA). and labour.
• To conduct quality system audits
The specific funtions of a SETA are:
The SAQA Act establishes the National • To register assessors
Qualifications Framework (NQF) and creates • To develop a Sector Skills Plan (SSP) within
ETQAs. It is the ETQA which accredits the framework of the National Skills • To register moderators
companies and providers to educate and Development Strategy
train, register assessors and provide external • To implement the SSP by establishing
moderation. learnerships, skills programmes and
SETAs function as advisory bodies on approving Workplace Skills Plans (WSPs)
education and training. The economy has and Implementation Reports
been divided into 22 functional sectors, • To allocate grants to companies
each of which is served by a SETA. SETAs
• To monitor education and training in the
are financed from skills development
sector
levies, interest and penalties collected from
employers. Ten percent of levies is utilised to • To identify workplaces for practical work
administrate the SETA. experience
In the Health and Social Development • To support and facilitate the
Sectors, the public organisations also implementation of the NSDS
contribute only ten% of their education and

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The Skills Revolution
Key
Objectives All companies within the Health and
Social Development Sector paying PAYE
To develop and implement the Sector Skills on behalf of employees must register as
To develop and administer learnerships Skills Development Levy Payers at the
South African Revenue Services (SARS),
To support the implementation of the irrespective of the size and turnover of the
National Qualifications Framework (NQF) company.
On the SARS application form, they need to
To implement Education and Training
indicate their SIC code. This code informs
Quality Assurance (ETQA) responsibilities
which SETA the company needs to be
as mandated by the South African
registered with.
Qualifications Authority (SAQA)

Disburse levies collected from employers in

the health and social development sectors
The HWSETA’s Mandate

The Health and Welfare Sector Education and

Forge links with stakeholders and bodies in Training Authority (HWSETA) is one of the
the health and social development sectors SETAs established by the Minister of Labour,
Mr MMS Mdladlana, on 20 March 2000 to
Account for the effective and efficient use of realize the goals of the Skills Development
public monies received from levies collected Act of 1998. The HWSETA operates in the
from employers, in line with the provisions health and social development sectors and
of the Public Finance Management Act espouses the philosophy of a better life for
all through people development.
Report to the Minister of Labour through
the Director-General of the Department of
Higher Education and Training on matters
related to the HWSETA

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Below is a list of SIC Codes within the HWSETA umbrella:

CODE DESCRIPTION CODE DESCRIPTION

33531 Traditional healing services 93104 Ancillary health care services
Manufacture of medical and surgical equipment and 93105 Residential care facilities
37410
orthopaedic appliances
93106 Rehabilitation services
37411 Orthopaedic appliances
Environmental and occupational health and safety
93107
Retail of prescribed medicines and pharmaceutical services
62312
products by registered / licensed pharmacy
93108 Health maintenance organisations
82132 Medical aid schemes
93110 Hospital activities
87000 Research and development
9311A Defence force hospitals
87130 Medical and veterinary research
9311B Private hospitals
87131 SA Medical research council
9311C Mine hospitals
Research and experimental development on social sci-
87200
ences and humanities 9311D Company owned hospitals
88221 Biomedical engineering 9311E Hospice care facilities
88915 Health professionals employment agencies 9312A Public sector doctors
Universities, specialist pharmaceutical and drug infor- 9312B Private sector doctors
93101
mation services
9312C General and specialist practice
93102 Public and private rehabilitation
9312D Industry based doctors
Other services including government, mines and
93103
industry 9312E Doctors in charitable organisations

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CODE DESCRIPTION CODE DESCRIPTION

9312F Paediatrics 9319M Optical and optometric services

9312G Public service dentists 9319N Dietetics and nutritional services

9312H Private sector dentists 9319O Hearing and audiometric services

9312I Oral hygienists 9319Q Laboratory services

9312J Dental therapists 9319S Ambulance services

9312K Dental laboratories 9319T Blood transfusion

93130 Other human health activities 9319U Psychological and psychometric testing

93192 Clinics and related health care services 93200 Veterinary activities

93193 Nursing services 93300 Social work activities

93199 Other health services 93301 Public sector

9319A Public sector emergency services 93302 Hospices

9319C State services 93303 Development and social services

9319D Public hospitals and clinics 9319W NGOs involved in health work

9319E Community services 94000 Other community, social and personal service activities

9319F Private hospitals and clinics 0000 Unknown

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The HWSETA’s stakeholders The HWSETA and Learnerships now and in the future. The NQF contributes
to the full development of each learner and
The Health and Welfare Sector consists of One of the key objectives of the HWSETA to the social and economic development of
the following stakeholders: is to develop and administer learnerships the nation at large.
and to assist new entrants into employment
• Formal public and private health and Existing Learnerships, qualifications and
in the labour market. It also supports
welfare sectors skills programmes that are registered with
the implementation of the National
or offered by the HWSETA
• Levy exempt health and social Qualifications Framework (NQF).
development services As indicated by the table on the next
The learnership campaign is one of
page, currently, 13 learnerships had been
• Manufacturers of medical and surgical the processes that will ensure that
registered by HWSETA. The learnerships
equipment and appliance the commitment of the South African
were spread across NQFL one to six with
Qualifications Authority or SAQA, which
• Research and traditional healing services the majority at level four. In addition, 13
oversees the further development of the
qualifications are currently registered by the
• Veterinary services National Qualifications Framework (NQF), is
HWSETA showing sub-sector coverage, NQF
seen to be a vital component of learnerships
level, credits, and SAQA ID.

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HWSETA REGISTERED LEARNERSHIPS (13)

SAQA ID AND PROFES-

NQF LEARNERSHIP
LEARNERSHIP TITLE LEVEL CODE
QUALIFICATION SIONAL
RULES BODY
Certificate in General Nursing: Auxiliary 4 11Q000008201324 17152 SANC
Certificate in General Nursing: Enrolled 4 14Q000003XX1324 17168 SANC
Diploma in General Nursing: Bridging 5 14Q000004XX2565 17169 SANC
Diploma in Primary Health Care: Post Basic 6 11Q000009233606 17165 SANC
Post Basic Diploma in Medical/Surgical Nursing:
6 11Q000010173606 17165 SANC
Elective - Critical Care
Post Basic Diploma in Medical/Surgical Nursing:
6 11Q000010173606 17165 SANC
Elective - `Operating Theatre Nursing
Diagnostic Radiography 6 11Q110013003606 65069 HPCSA
Certificate Phlebotomy Technique 4 11Q110006281344 59345 HPCSA
Further Education and Training Certificate: Pharmacist Assistance 4 11Q110020261404 72050 SAPC
National Certificate: Pharmacist Assistance 3 11Q110021341403 72049 SAPC
Certificate in Social Auxiliary Work 4 11Q110012001804 23993 SASCCP
Further Education and Training Certificate: Theology and Ministry 4 11Q110019521204 49057 HWSETA
National Diploma: Occupational Safety 5 11Q110023402425 58786 HWSETA
Further Education and Training Certificate: Occupational Hygiene and Safety 4 11Q110025361454 50063 HWSETA
Further Education and Training Certificate: Public Awareness Promotion of
4 11Q110024321664 74410 HWSETA
Dread Disease and HIV/AIDS
Ancillary Health Care Worker 1 11Q110011311251 49606 HWSETA
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SKILLS PROGRAMMES HEALTH

The following skills programmes are • Homeopathologists

offered by the HWSETA
• Nutritionist/Dietitians
• Home Based Care
• TB Technicians
• Basic Counselling
• Pathology Registrarship
• STIs, TB and DOTS
• Medical Technologists
• HIV and AIDS Awareness
• Medical Technicians
• Basic Health Promotion
• Medical Laboratory Scientists
• Laboratory Technicians
New qualifications/learning
programmes • Laboratory Assistants
• Operation Theatre Technicians
During the development of the 2011-
2016 Sector Skills Plan for the Health and The funding of Learnerships
Social Development sectors, participants
(employers) were asked to identify scarce, Any company who pays a levy to the
critical, and priority skills for the next five HWSETA, and submits the Workplace Skills
years. Plan and Implementation Report (WSPIR)
each year, may apply for financial support
They were then asked to determine which to implement learnerships. Any company,
occupations required new learnerships who is levy exempt and submits the WSPIR
based on scarcity and priority. each year to the HWSETA, may apply for
financial support to implement learnerships.
The following new qualifications have been This application is made annually through
identified by stakeholders from the health an Expression of Interest. The HWSETA
sector, in other words occupations where will decide on the criteria for funding. All
learnerships are needed

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companies that apply will have to adhere to approved by the HWSETA. ABET Funding: Adult Basic Education
the criteria as determined by the HWSETA. and Training (ABET) allows those persons
The HWSETA has the following types of
Grants exist to support the funding of who are not literate to learn to read and
other Discretionary Grants:
learnerships and essentially assist with the write. There are four levels, with Level four
recovery of training costs. Training costs Learnership Grants: Learnerships are equating to NQF Level one (Grade nine /
include job training, tuition fees, uniforms intended to provide structured learning Standard seven).
and text books and/or learner workbooks. opportunities for employees that will
Bursaries: The HWSETA will fund bursaries
A company qualifies for the grant for culminate in the acquisition of qualifications
for pre-selected learning areas that are
every learnership they participate in. More that are registered on the National
aligned to the scarce and critical skills. Based
information about Workplace Skills Plans Qualifications Framework (NQF). These
on this, registered employers applying
and Implementation Reports is given in qualifications will be certificates, diplomas
for these funds will need to indicate how
Chapter two of this publication. or degrees at various levels of the NQF. They
many of the unemployed persons will be
are a work based route to achieve a SAQA
Which grants and incentives are Registered Qualification. All learnerships
employed upon successful completion.
available? funded are aligned to the HWSETA Scarce Work Experience Grants: This is a grant
and Critical Skills. based on a programme for learners
Mandatory Grants are payable to companies who require work experience in order
that pay the Skills Development Levy. This is Skills Programmes: A skills programme is
to complete a degree or diploma (e.g.
up to 50% of the Skills Development Levy one that is occupationally-based and when
technikon (University of Technology) or
received by the HWSETA in a given financial completed, contributes credits towards a
technical college type courses), that specify
year. qualification registered on the NQF. The
the person to have a certain amount of
programmes funded through this grant are
This grant can only be claimed based on the work experience in order to achieve the
aligned to the HWSETA Scarce and Critical
submission of a combined Workplace Skills qualification.
Skills.
Plan and Implementation Report, and it New Venture Creation: The purpose is
must be approved by the HWSETA. Sector Skills Priorities: These are generic
to award funding to accredited providers,
skills that employees may require in order
Discretionary Grants for Sector Priorities are including FET Colleges to deliver a skills
to enable them to do their jobs more
payable to companies that are levy exempt programme equating to 67 credits based
effectively. This grant is only available for
and can only be claimed on the submission on the NVC Level two qualification, as well
those organisations that are exempted from
of a combined Workplace Skills Plan and as providing support and mentoring to
paying the skills levy.
Implementation Report, and it must be encourage business growth.

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Special Funding: This category of funding make a significant impact in developing the Tax rebates are also applicable to those
enables companies within the Health and scarce skillls of the country which are needed employers receiving funding from the
Social Development Sectors to: for both economic and social sustainability. HWSETA.
• Address the needs of people with Tax Rebates The HWSETA will issue the employer with
disabilities an official letter stating the following: name
All employers that pay tax are eligible to of the learner and their ID number; the title
• Address the needs of any other interest
receive tax rebates for each learner that is and code of the learnership as registered
group
registered on a learnership with a SETA. with the Department of Higher Education
• Implement projects that will enable and Training.
workers / learners to enter the world of
The following table applies: The employer will then use this letter to
work or to significantly improve their
claim the tax rebate by submitting it to
ability to perform in the workplace Criteria Up to:
SARS. Upon successful completion of the
(Source: HWSETA Sector Specialist Guide 2011 – 2012) Existing employee (18.1) R20 000 learnership, the HWSETA will issue the
New employee (18.2) R30 000 employer with a second letter stating such.
Financial incentives for occupation-
The employer must use this letter to claim
focused learning Successful completion R30 000 (Max) their last rebate from SARS.
Considerable incentives exist for In an effort to promote recruitment of
stakeholders to offer PIVOTAL (programme learners with disabilities, a more favourable
learning opportunities and occupational disability allowance has been introduced
qualifications). from 01 July 2006:
All learnership and apprenticeship
Criteria Up to:
programmes will be based on occupational
qualifications developed under the QCTO Existing employee (18.1) R40 000
which means that SARS tax deductions and New employee (18.2) R50 000
SETA learning programme grants will be
applicable. Successful completion R50 000 (Max)

By combining tax deductions, SETA grants

and BEE training spend, employers could

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The Organising Framework for worked with and goods for services These Major Groups are then broken down
Occupations (OFO): Occupational provided. further as follows:
profiles The OFO organises thousands of job posts Sub-Major Groups
and titles into a grouped structure of eight
The Organising Framework for Occupations Minor Groups
major occupational groups. Each of the
(OFO) is a skills-based and unique six-digit eight major groups breaks down into more Unit Groups
coded classification system which captures detailed occupational groups.
all jobs in the form of occupations. It groups Occupations
occupations based on similarity of skills Specialisations
specialisation and the skill level. Essentially,
it is a tool for having a common language How is the OFO
for collecting and analysing labour market implemented?
The HWSETA has implemented the OFO
information. It is also the foundation for
system into the Workplace Skills Plan
the delivery and evaluation of occupation-
The system is based on the OFO Major (WSP) and Implementation Report. These
focused learning
Groups: codes will need to be reported on for every
An occupation is a set of jobs that requires employee within the organisation.
• Managers
the performance of similar or identical sets
of tasks across a range of contexts.
WORKPLACE SKILLS PLANS (WSPs)
• Professionals AND IMPLEMENTATION REPORTS
Skills levels are determined by the level or (WSPIRs)
• Technicians and Trade Workers
amount of formal education and training,
the amount of previous experience in a • Community and Personal Service Workers Background
related occupation and the amount of on-
the-job training required to competently • Clerical and Administrative Workers The Skills Development Strategy (SDS),
perform the set of tasks required for that established in 1998, had a vision of creating
occupation. • Sales Workers a skilled workforce that would be trained
A skill specialisation is defined in terms of • Machinery Operators and Drivers and developed continuously by both private
the range and complexity of tasks, field of and public organisations in South Africa.
knowledge required, tools or equipment • Elementary Workers As many employers were not contributing
used, materials worked on or information

15
 2
to the training of the workforce, the and Welfare Sector Education and Training SETAs are obliged to pay Mandatory Grants
government instituted a payroll tax (the Authority (HWSETA) should submit a if the organisations who submit the grant
Skills Development Levy) that obliges WSP which will partly qualify them for a applications comply with the minimum
employers to contribute to the skills Mandatory Grant. requirements.
development at a minimum level. With
The WSP needs to be submitted for each The draft National Skills Development
the introduction of the Skills Development
financial year which commences on 1 April. Strategy (NSDS) III recommends a cutback
Act (1999), organisations were required to
The due date for submission of the WSP to in the Mandatory Grant from 50 % to 40 %
contribute one% of their payroll towards the
the HWSETA is 30 June each year. In order and the remaining ten % will contribute to
SDL.
for organisations to access Discretionary funding Pivotal Grants. Furthermore, levy-
A certain percentage could be claimed Grants, they must have submitted the WSP exempted companies should also submit
back by the organisations if they became within that financial year. their WSPs to qualify for the Sector Priority
involved in the training and development Discretionary Grant.
of their employees. A grant system was
Which organisations submit WSPs? What are the benefits of completing
introduced for this purpose, and the Sector
Education and Training Authorities (SETAs) and submitting a WSP?
Employers with an annual payroll threshold
are responsible for the implementation of of over R500 000 are eligible to pay the
this system in their respective sectors. Employers will have trained and skilled
Skills Development Levy (SDL) and must be employees, the status of being a preferred
The Workplace Skills Plan (WSP) registered with the South African Revenue employer, increased productivity, quality,
Services (SARS) by completing the EMP101 profitability, and in addition, access to
A Workplace Skills Plan (WSP) is a plan for form obtainable from SARS. The SDL is Mandatory and Discretionary Grants.
Education and Training in the workplace. calculated at one % of the total annual
All companies registered with the Health payroll and is payable on a monthly basis. Most importantly, completion of WSPs

16
 2
SDF
creates an opportunity to conduct research Mandatory Grants from the SETA. However, Functions
with the aim of understanding the sector prior to the submission of the WSPIR, the
and its needs through the information organisation must ensure that it has the • Liaise with the SETA
submitted by employers. following in place:
• Develop Quality Assurance Systems
WSPs also create an opportunity for • Registered Skills Development Facilitators
(SDF) who will serve as the liaison between • Develop WSP
identification of scarce, critical, and priority
skills for the Health and Social Development the SETA and the organisation • Submit WSP
sectors. This is beneficial to both the HWSETA • A valid Skills Development Levy number • Implement WSP
and employers. or T-number
• Draft Implementation Report against the
Overview of the WSPIR submission • The organisation must be up to date WSP
with its levy payments (in the case of levy
paying organisations) The SDF must:
After the successful implementation of
the WSPs, companies need to submit • The SDF must be in possession of a valid • Assist the employer and employees to
a report (named the Implementation username and password develop a Workplace Skills Plan which
Report) that indicates what actual training complies with SETA requirements
and development has taken place at • Assistance available to enable the SDF to
complete the WSP • Submit the Workplace Skills Plan to the
the workplace and also give reasons for
SETA
deviations, if any, from the WSP submitted. THE SKILLS DEVELOPMENT
• Advise the employer of the
The report for the previous financial year FACILITATOR (SDF)
implementation of training against the
and the plan for the current financial year
Workplace Skills Plan which complies
need to be submitted together in order to REQUIREMENTS AND FUNCTIONS OF with SETA requirements
qualify for the Mandatory Grant unless an A SDF
organisation is participating for the first • Advise the employer on quality assurance
time. A SDF acts as a resource person to requirements as set out by the relevant
stakeholders in the company. The facilitator SETA
The submission of the Workplace Skills Plan
and Implementation Report (WSPIR) is a must have a good understanding of • Serve as a contact person between the
process that allows employers to participate the legislation, regulations and their employer and the relevant SETA
in skills development and also obtain their implications for the workplace.

17
 2
REGISTERING WITH THE HWSETA AS • To determine the number of WSPs
Some of the functions that the Training received per province
AN SDF Committee should assist with are to:
• To establish a breakdown of levy paying
The SDF can either register online (by
• Develop a training policy and levy exempt WSPs
accessing the HWSETA website) or by
completing the SDF Registration Form. • Ensure that the development and • To determine a breakdown of large,
This form is obtainable from the WSP Sub- implementation of the WSP is aligned to medium and small companies
Division. the strategic mission and vision of the • To ascertain the difference between
First time SDF’s must go to HWSETA’s company participating organisations versus
website: [Link], then click on • Keep the envisaged training and organisations registered but not
“Stakeholder Logon”. The user will then be development of employees in the participating
transferred to the online SMS home page. company abreast with the long-term • To determine skills development trends
You will then be required to capture your transformation objectives of the company
• To identify and quantify scarce and critical
details on the system. To do this, click the • Ensure that the WSP is aligned to the skills
Icon with the hand and select Register as a Employment Equity Plan and Business
Skills Development Facilitator. Plan of the company • To identify reasons for not submitting
WSPs
The Training Committee • Establish training priorities for the
company based on its short and long • To provide recommendations for
A very important function of the SDF is term needs improving the rate of submission
to establish a Training Committee for the
company. • Monitor the implementation of the WSP Scarce and Critical Skills

Employers with more than 50 employees • Periodically revise the WSP and compile All registered employers with the HWSETA
must establish an in-company forum the Implementation Report have the opportunity of providing
for consultation with regard to skills information relating to scarce and/or critical
development. Objectives skills in their own organisations.
Where a workplace is unionized, trade The analysis of the WSPs submitted for Through the completion of the Workplace
unions or management structures could 2010/11 was aimed at achieving the Skills Plan, employers are able to indicate
fulfill this function. following objectives:

18
 2
those occupations that are hard to fill (or A scarce skill arises from the following A critical skill is one that is required to
even unable to fill) due to the particular skill factors: people are unwilling to work outside function in a particular job within the
that is required being scarce. of urban areas (geographical); there are no or workplace and could be addressed through
very few candidates with the required skills “top up” training or the identification of skills
It is important when completing the
(equity); people that are in education and gaps in the workplace.
Scarce and Critical Skills List and Vacancies
training and are in the process of acquiring
that are Hard to Fill forms within the WSP Both scarce and critical skills must be
the required skills (replacement); the skill
that employers provide the HWSETA with identified at the occupational level, with
could be a new one or an emerging one, and
relevant and accurate information as it is this scarce skills being considered against
there are no people enrolled or engaged in a
data that enables us to produce the Scarce the occupation itself and critical skills
process of acquiring the skill required.
and Critical Skills List. being reflected as specific skills within the
occupation.

19
 3
The new Sector Skills Plan (SSP) must develop a Sector Skills Plan (SSP) development reports prepared by SETAs,
development process within the framework of the National Skills aimed at identifying the skills needs of
Development Strategy (NSDS). industrial sectors (skills shortages and
Sector Skill Plans (SSPs) are the planning gaps), as well as constraints to the effective
The Health and Welfare Sector utilisation and development of skills in
tools by which the National Skills
Development Strategy (NSDS) III impacts Education and Training Authority relation to the objectives of the NSDS,
on our country at a practical level. NSDS III (HWSETA) Provincial Growth and Development
provides a new approach to skills planning Strategies (PGDS) (including major projects)
including the establishment of the Quality The Health and Welfare Sector Education and relevant industrial strategies.
Council for Trade and Occupations (QCTO). and Training Authority (HWSETA), has a
mandate to develop a five year Sector
The OFO (Organising Framework for Skills Plan (SSP) within the framework of
Occupations) is the primary organising the National Skills Development Strategy
tool for the research and analysis in (NSDS). Since the establishment of the
the Sector Skills Plan (SSP). The sector’s SETAs, the country has implemented two
occupational coverage is defined in terms National Skills Development Strategies. The
of OFO occupations. An occupation-focused next SSP needs to be developed for the
approach to skills development pervades period 2011 to 2016 within the framework
NSDS III, but it is clearly seen in the new of the NSDS III 2011/12-2015/16.
approach to developing Sector Skills Plans.
Skills development is a dynamic field and
By making Sector Education and Training continuous assessment of the Sector is
Authorities (SETAs) primary agents for required. The Health and Welfare Sector
the implementation of NSDS III, and by Skills Plan (SSP) for 2005–2010 outlined ways
basing their planning and reporting on to accelerate the “skills revolution” in the
an occupation-focused OFO, NSDS III is country. This document is updated annually
facilitating and directing skills development with research information obtained from
for the next five years aligning it with the the Sector.
work and occupational focus of the QCTO.
In essence Sector Skill Plans (SSPs) are five
In accordance with the Skills Development year Sector Education and Training skills
Act (SDA) section 10(1) (a) each SETA

20
 4
NQF
The National Qualifications skills development, including vocational Objectives
Framework (NQF), the work of the learning, apprenticeships, internships and
QCTO and the NOPF learnerships.
The objectives of the NQF are to:
The NQF is based on the South African
This chapter discusses and explains the Qualifications Authority (SAQA) Act of 1995
following: and is an overarching structure, aimed at
1. Create a single integrated national
• The National Qualifications Framework bringing together schooling, industrial
framework for learning achievements
(NQF) training and higher education into a single
qualifications framework.
• The work of the QCTO and how this relates
to the National Occupational Pathways The South African Qualifications Authority 2. Facilitate access to, and mobility and
Framework (NOPF) and assists learners, or SAQA is charged with overseeing the progression within education, training
work seekers and employers with career further development and implementation and career paths.
planning of the NQF.

The National Qualifications In the year 2000, twenty five SETAs were
established to regulate the qualifications 3. Enhance the quality of education and
Framework (NQF) training.
provided to employees. The SETA/NQF
As skills are seen as the gateway to model of quality assurance was based on
economic opportunity and social mobility, decentralised assessment where individual
institutions are accredited to offer specific, 4. Accelerate the redress of past unfair
it is essential to ensure fairness, quality and
registered qualifications. discrimination in education, training and
flexibility of learning opportunities across a
employment opportunities.
range of formats. Each SETA has its own requirements for the
This is the purpose of the National accreditation of providers within its sector,
Qualifications Framework (NQF), which is which have to design learning programmes 5. Contribute to the full personal
aimed at standardising, within certain limits, aligned to the registered qualifications development of each learner and the
the education and training system. and ensure assessment and moderation to social and economic development of the
ensure quality assurance of the system. nation at large.
This includes institutional types of
education and occupational (work related)

21
 4
THE STRUCTURE OF THE NATIONAL QUALIFICATIONS FRAMEWORK (NQF)

SECTOR NQF NQF

Doctorate 10

Masters 9

Honours 8
Higher Education
Diploma 7
Occupational
Awards
Higher Certificate 6
and
Certificate 5
National Skills
Certificate
National Senior Certificate Gr 12 NCV 1.4 Adult FET Certificate 1.4 4

Further Education Grade 11 NCV 1.3 Level 3 3

Grade 10 NCV 1.2 Level 2 2

General Education and

Grade 9 ABET 1.4 GET Certificate 1.1 1
Training

Source: FET Colleges Times, June 2009, p.10

22
 4
The revised NQF Bill (2008) aims to improve The work of the Quality Council for
and to provide for a more loosely integrated Trades and Occupations (QCTO)
framework.
The main role of the QCTO will be to
Among other things, the framework also
establish and manage its sub-framework to
ensures quality within the system, as learners
ensure quality:
are able to review programmes against a
standard framework of measurement. • in the design, and development of
occupational qualifications,
Quality • in the delivery, assessment and
Councils certification processes required to
develop occupational competence in
accordance with labour market skills
The NQF is developed as an integrated needs
framework overseen by SAQA and made
up of three coordinated integrated sub- An important focus of NSDS III could be
frameworks, each overseen by a quality referred to as an occupation-focused
council: approach to skills development. According
to the Skills Development Amendment
1. Higher Education Qualifications sub- Act (2008) the QCTO “… is responsible for
framework overseen by the Council on establishing and maintaining occupational
Higher Education standards and qualifications.” (26H.3(a).
2. General and Further Education and This includes overall responsibility for
Training Qualifications sub framework the entire chain of occupational learning
overseen by Umalusi referred to as the “Occupational Learning
System” (OLS).
3. Occupational Qualifications sub-
framework overseen by the Quality The primary organising tool underlying
Council for Trades and Occupations the work of the QCTO is the Organising
Framework for Occupations, or OFO. As
(QCTO)
mentioned previously, the Organising

23
 4
Framework for Occupations (OFO) is a In terms of the NQF Bill each QC will develop
skills-based and unique coded classification its own fit-for-purpose qualifications sub
system which captures all jobs in the form of framework.
occupations.
The QC for Trades and Occupations (QCTO)
It groups occupations based on similarity of will be responsible for standards generation
skills specialisation and the skill level. and quality assurance for all work based
competency standards up to NQF level
It also serves as foundation for the design,
ten (par 63), and will deal with work based
delivery and evaluation of occupation-
learning across all NQF Levels (par 73).
focused learning.
The QCTO will rationalise the work of the
Why is the QCTO being established? sector Education and Training Quality
Assurance (ETQA) bodies, which currently
The Quality Council for Trades and
fall under SETAs (par 64) and will co-ordinate
Occupations (QCTO) is being established in
and streamline the ETQA functions of SETAs
terms of a revised implementation of the
including the non statutory professional
National Qualifications Framework (NQF).
bodies accredited as ETQAs.
The QCTO will focus on those aspects of
learning which are required for occupational How will the policy changes result It will also take over responsibility for
competence. Those occupations include identified shared services relating to trades,
in an improved response to skills
trades (artisan) and relevant professions. occupations and skills which cut across
shortages? economic and social sectors.
The Ministers of Education and Labour
– in carrying the political responsibility In order to achieve the above, the Ministers of The QCTO uses the OFO as basis for
for NQF implementation - issued a Joint Education and Training have agreed that the developing occupational qualifications
Policy Statement on the Review of the executive authority for standards generation through the National Occupational
National Qualifications Framework (NQF) and the quality assurance of qualifications, Pathways Framework (NOPF) in order to
during August 2007 which provides for the provision and learning achievements address industry needs.
establishment of the QCTO in conjunction combined “under one roof”, and will be
with the other Quality Councils (QCs) for undertaken by three Qualifications and
General and Further, and Higher Education. Quality Assurance Councils (QCs) (par 60).

24
 4
The National Occupational Pathways occupations will be linked to professional in the labour market.
Framework (NOPF) bodies, influential employers etc. to ensure
The QCTO’s qualifications will also link,
that the relevant players in industry can play
where appropriate, to other qualifications
The National Occupational Pathways their pivotal role in the development of the
obtained at schools, colleges or universities.
Framework (NOPF) is an integral part of the curricula, assessment specifications and
While QCTO qualifications will specify
Occupational Learning System (OLS) and qualifications.
all the learning requirements, they will
the Occupational Qualifications Framework
Involving practitioners and industry in the also provide exemption for certain of the
(OQF) and is based on the Organising
development of the curricula will ensure learning components where the learner has
Framework for Occupations (OFO).
that the qualifications are relevant and obtained a related qualification
It is a management tool that clusters respond to changing skills and knowledge
occupations mainly at (1) unit group level needs in each occupation. What will QCTO
in the OFO and (2) into occupational qualifications
How will the new landscape affect those consist of?
families and occupational clusters to show
professions or occupations that operate
occupational progression and articulation
within universities? QCTO qualifications will consist of three
options.
Professions and occupations which components:
The grouping is done based on:
currently use university qualifications • A general and a specialised knowledge
• Similar purpose as part of the registration and licensing and theory component
process will continue as they are. They will
• Similar learning requirements, i.e. not be required to change unless they have • A practical skills component
similar skills sets and similar knowledge a specific reason for wishing to do so.
disciplines • A work experience component

Purpose of the NOPF How will occupational qualifications In addition QCTO qualifications will also be
In essence, the purpose of the NOPF is registered through the QCTO be different linked to:
to ensure that duplication and overlaps from other qualifications? • A curriculum which guides the
are reduced and that progression and implementation of the learning process
The QCTO’s qualifications will always
articulation of qualifications and learning
include a work experience component to • Assessment specifications which
programmes become clear.
ensure that learners are competent to do standardise the external assessment
Individual occupations or groups of something that is required and recognised process

25
 Contact information for the Skills Development Planning (SDP) Division

NAME POSITION TEL EMAIL

Mr. Patrick Samuels Executive Manager (011) 607 6900 patricks@[Link]
Ms. Meisie Lekhotla SDP Secretary (011) 607 6900 meisiel@[Link]
SKILLS DEVELOPMENT TECHNICAL ADVISORS
HEAD OFFICE
Mr. Sibusiso Zulu SDTA (011) 607 6900 sibusisoz@[Link]
Ms. Moloko Magolele Administrator: SDTA (011) 607 6900 molokom@[Link]
KWA-ZULU NATAL REGIONAL OFFICE
Ms. Slindile Ngcobo Provincial Office Administrator (031) 301 0223 slindilem@[Link]
WESTERN CAPE PROVINCIAL OFFICE
Ms. Juanita Moller SDTA (021) 945 3021 juanitam@[Link]
Ms. Nazley Peters Provincial Office Administrator (021) 945 3021 nazleyp@[Link]
EASTERN CAPE PROVINCIAL OFFICE
Ms. Welekazi Mangaliso Provincial Officer (043) 743 6075 welekazim@[Link]
Ms. Nolubabalo Gawe Provincial Office Administrator (043) 743 6075 nolubabalog@[Link]
LEARNERSHIP SUB-DIVISION
Mr. Vuyani Nkalitshana Learnership Manager (011) 607 6900 vuyanin@[Link]
Ms. Maureen Sigamla Learnership Coordinator (011) 607 6900 maureens@[Link]
Ms. Glory Modiba Learnership Administrator communicate by email glorym@[Link]
Ms. Lindiwe Malambe Learnership Administrator (011) 607 6900 lindiwem@[Link]

26
NAME POSITION TEL EMAIL
Ms. Nozimbali Alidi Learnership Administrator (011) 607 6900 mbalia@[Link]
WSP/ SDF SUB-DIVISION
Ms. Luyanda Lokwe Acting WSP Manager (011) 607 6900 luyandag@[Link]
Mr. Samuel Teffo Acting WSP Evaluator (011) 607 6900 samuelt@[Link]
PROJECTS SUB-DIVISION
Ms. Vuyelwa Mpumza Acting Provincial Officer KZN 031) 301 0223 vuyelwam@[Link]
Mr. Edmond Palmer Projects Administrator (011) 607 6900 edmondp@[Link]
Ms. Michelle Manique Acting SDP Coordinator (011) 607 6900 michellem@[Link]
Mr. Christo Lebatte SDP Administrator (011) 607 6900 christol@[Link]
POLOKWANE PROVINCIAL OFFICE
Ms. Nomvuso Reve Polokwane Provincial Officer (015) 297 2313/2196 nomvusor@[Link]
Ms. Precious Ngobeni Provincial Office Administrator (015) 297 2313/2196 precious@[Link]

27
1
2
SECTOR SKILLS & CAREER GUIDE (including Scarce and Critical Skills)
2012 - Second Printing

ISBN - 978-0-620-50225-2

Published by: Proverto Educational Publishers

Postal Address: Private Bag X 2, Suite 137, Helderkruin, Roodepoort, South Africa, 1733
Street Address: Tuscan Office Park, Cor Mimosa and Ruhamah Street, Helderkruin, Roodepoort, South Africa
Tel: (011) 764 - 4794
Fax: (011) 764 - 6245
Website: [Link] (download this Guide free on [Link])

Advertising and Sponsorship: Alice Towson

Cell: 082 45 46 214
E-mail: alice@[Link]

Editor / Compiler: Chris van Blerk

Design & Layout: Madi van Schalkwyk

Copyright © Proverto Educational Publishers

HWSETA Information:
Tel: (011) 607 6900
Fax: (011) 616 8939
E-mail Address: hwseta@[Link]
Website: [Link]
Postal Address: Private Bag X 15, Gardenview 2047

higher education
& training
Department:
Higher Education and Training
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Content Page
Learning Programme Options and Careers in the Health and Social Development Sector 2
What is the Health and Welfare Sector Education and Training Authority (HWSETA) 2
The HWSETA and Learnerships 2
What is a Learnership? 2
The benefits of a learnership ? 3
Further benefits of a learnership 3
How can I be assured of the quality of a learnership? 3
Joining a learnership if you are unemployed 3
How to enter a learnership 3
How are learnerships funded? 3
Existing Learnerships, qualifications and skills programmes that are registered with or offered by the HWSETA Table 4
Registered qualifications with the HWSETA 5
Key occupations for funding in the next five years, scarce and critical skills 6
The funding of learnerships 7
Employed learners 8
Unemployed learners 8
Possible careers (occupations) within the Health and Social Development Sectors 8
Introduction 8
Choice of study 8
Qualifications 9
Information about possible careers 9
Summary of possible careers 10 - 28
Important information for the learner 29
Choosing a career 30
 What is the Health and Welfare Sector now and in the future. The NQF contributes
This career and learner guide provides Education and Training Authority to the full development of each learner and
an overview of learning programmes (HWSETA)? to the social and economic development of
and specifically looks at occupational the nation at large.
qualifications and learnerships that The Health and Welfare Sector Education
are currently registered under the and Training Authority (HWSETA) is one of
the SETAs (Sector Education and Training
HWSETA. This guide also gives an
Authorities) established by the Minister of
What is a
overview of possible career options for Learnership
prospective students and learners. Labour, Mr MMS Mdladlana, on 20 March
2000 to realize the goals of the Skills
Development Act of 1998. Learnerships can be defined as new
The HWSETA operates in the health and professional and vocational education
LEARNING PROGRAMME OPTIONS social development sectors and supports and training programmes. It is designed
AND CAREERS IN THE HEALTH AND the philosophy of a better life for all through to develop the skills and knowledge of an
SOCIAL DEVELOPMENT SECTOR people development. individual. They combine theoretical and
experiential learning from a nominated
Introduction THE HWSETA and Learnerships provider and leads to a qualification that
is registered on the National Qualifications
Learning programmes are learning activities One of the key objectives of the HWSETA
Framework (NQF). A person who
associated with curriculum implementation is to develop and administer learnerships
successfully completes a learnership will
and lead to the achievement of a particular and to assist new entrants into employment
have a qualification that will represent
qualification or part qualification as defined in the labour market. It also supports
occupational competence and which
by the South African Qualification Authority the implementation of the National
is recognised throughout the country.
(SAQA). Qualifications Framework (NQF).
Learnerships attempt to minimise the
The learnership campaign is one of skills gaps so that people can be more
The Health and Welfare Sector Education
the processes that will ensure that employable and are intended to address the
and Training Authority (HWSETA) provides
the commitment of the South African gap between current education, training
opportunities for the employed and
Qualifications Authority or SAQA, which and needs of the labour market. It also
unemployed to gain theoretical learning
oversees the further development of the addresses unequal access to education,
and structured work experience through
National Qualifications Framework (NQF), is training and employment opportunities and
learnership programmes and skills
seen to be a vital component of learnerships the skills shortage in our country.
programmes.

2
The benefits of a learnership profitability Step 4: Draw up a CV
• Possible access to a discretionary grant Step 5: Contact potential employers in your
• Receive a learner allowance
• Have a fixed term employment contract How can I be assured of the quality of area by sending a one page CV asking to be
for the duration of the learnership a learnership? admitted to a learnership
• Once you’ve completed the learnership • Quality management and assurance are Step 6: Prepare for an interview if invited
you will get a recognized qualification on integral to learnerships
the National Qualifications Framework • Learnerships are registered with the
How to enter a learnership
(NQF) based on your practical and Department of Higher Education and • To implement a learnership, an employer,
theoretical knowledge Training a learner and training provider must enter
• Have gained experience in the relevant • Learnerships undergo a thorough into a contract
field evaluation process • The training provider can be an outsourced
Further benefits of a learnership • Employers as workplace providers and consultant, training institution or your
For the learner assessors become accredited by the ETQA company, responsible for the learners
• A nationally recognized qualification Division of HWSETA. This ensures that the theoretical training
• Practical and theoretical learning workplace is a centre of quality for the
provision of education • An employer must receive confirmation
• Enhances self-esteem, career prospects of funding by HWSETA before
and market value Joining a learnership if you are commencement on a learnership
• Receive a learner allowance unemployed
• An expression of interest document must
• Recognition of Prior Learning (RPL) If unemployed people want to join a be completed and approved by HWSETA
• An understanding of modern day business learnership they must use the following before commencement
processes steps:
• A better chance of finding a job and work How are learnerships funded?
experience Step 1: Decide what skills you want
• Any employer who pays a levy to HWSETA
For the employer: Step 2: Register as a work-seeker at the may apply for financial support to
• Well-trained and skilled employees Department of Higher Education and implement learnership
• Status of a preferred employer Training
• The HWSETA will decide on the criteria for
• Tax incentives Step 3: Find employers that offer learnerships funding
• Increased productivity, quality and

3
 Learnership agreements and funding must be approved by the HWSETA before the commencement of training
Learnership intake
Criteria as per NSDS Targets: 85% Black | 54% Female | 4% Persons with disabilities
Existing Learnerships, qualifications and skills programmes that are registered with or offered by the HWSETA
As indicated by the table below, currently, 13 learnerships had been registered by HWSETA. The learnerships were spread across NQFL 1 to
6 with the majority at level 4. In addition, 13 qualifications are currently registered by the HWSETA showing sub-sector coverage, NQF level,
credits, and SAQA ID.

HWSETA REGISTERED LEARNERSHIPS (13)

SAQA ID AND PROFES-
NQF LEARNERSHIP
LEARNERSHIP TITLE LEVEL CODE
QUALIFICATION SIONAL
RULES BODY
Certificate in General Nursing: Auxiliary 4 11Q000008201324 17152 SANC
Certificate in General Nursing: Enrolled 4 14Q000003XX1324 17168 SANC
Diploma in General Nursing: Bridging 5 14Q000004XX2565 17169 SANC
Diploma in Primary Health Care: Post Basic 6 11Q000009233606 17165 SANC
Post Basic Diploma in Medical/Surgical Nursing: Elective - Critical Care 6 11Q000010173606 17165 SANC
Post Basic Diploma in Medical/Surgical Nursing: Elective - `Operating Theatre Nursing 6 11Q000010173606 17165 SANC
Diagnostic Radiography 6 11Q110013003606 65069 HPCSA
Certificate Phlebotomy Technique 4 11Q110006281344 59345 HPCSA
Further Education and Training Certificate: Pharmacist Assistance 4 11Q110020261404 72050 SAPC
National Certificate: Pharmacist Assistance 3 11Q110021341403 72049 SAPC
Certificate in Social Auxiliary Work 4 11Q110012001804 23993 SASCCP
Further Education and Training Certificate: Theology and Ministry 4 11Q110019521204 49057 HWSETA
National Diploma: Occupational Safety 5 11Q110023402425 58786 HWSETA
Further Education and Training Certificate: Occupational Hygiene and Safety 4 11Q110025361454 50063 HWSETA
Further Education and Training Certificate: Public Awareness Promotion of Dread Disease and HIV/AIDS 4 11Q110024321664 74410 HWSETA
Ancillary Health Care Worker 1 11Q110011311251 49606 HWSETA

4
Registered qualifications with the • National Certificate: Victim • Further Education and Training Certificate
HWSETA Empowerment and Support: Learners (FETC): Child and Youth Care Work: This
with this qualification at NQF Level 2 will qualification is an entry-level qualification
• National Certificate: Fundamental apply an understanding of the Victim for those who want to enter the field
Ancillary Health Care: Learners with this Empowerment sector to empower him/ of Child and Youth Care Work (C&YCW)
qualification will be able to promote and herself and the community. This is an as potential career. It includes practical
provide for health within a community. entry-level qualification within a career experience and community-based
They will provide a service that will pathway for Victim Empowerment to NQF learning and equips people for their roles
assist communities to manage their own Level 4. It is worth 120 credits. as auxiliary child and youth care workers.
health and wellness. It will provide the • National Certificate: Occupational It is offered at NQF Level 4 and is worth
foundation for a certificate in Ancillary Hygiene and Safety: Details for this 165 credits.
Health Care Level 3. The qualification is at qualification are not available at this time. • FETC: Community Development: HIV
NQF Level 2 and is worth 154 credits. It is offered at NQF Level 3 and is worth and AIDS Support: The qualification is
• National Certificate: Occupational Health, 144 credits. intended for lay counsellors who will
Safety, and Environment: Details for this • National Certificate: Victim educate and provide counselling to
qualification is not available at this time. Empowerment: The qualification is the communities about the HIV and AIDS
The qualification is at NQF 2 level and is second within the Victim Empowerment pandemic. Offered at NQF Level 4, it is
worth 120 credits. career pathway. The qualifying learner worth 155 credits.
• National Certificate: Theology and will apply an in-depth understanding • FETC: Counselling: Learners are trained to
Ministry: This qualification recognizes of the Victim Empowerment Sector meet the needs of a wide variety of work
those with the competence to serve as specifically with regard to implementing roles including social auxiliary workers,
lay and ordained leaders in Christian early interventions that focus on traditional healers, trauma counsellors,
communities or society through enabling individuals, groups, and communities. HIV and AIDS counsellors, career
them to obtain providing them with a The learner is required to work under the counsellors, and health and wellness
nationally registered and recognized supervision of a registered mental health practitioners. It is worth 140 credits and is
qualification. It is at NQF Level 2 and is professional. It is offered at NQF Level 3 offered at NQF Level 4.
worth 120 credits. and earns 127 credits.

In simple terms, credits can be defined as a collective volume of learning required for a qualification in terms of the minimum number of credits required at specific exit levels of the NQF. For
instance, generally one credit is equivalent to ten notional study hours. In higher education, an average full-time student undergraduate is expected to study for a 40 hour week, thus requiring
a minimum credit load of 120 credits per academic year for a Certificate, Diploma and Bachelor’s degree; and 180 credits per academic year for Masters Degree and beyond. ([Link])

5
 • FETC: Gender Practice: The qualification context within which social services are Africa and provides Victim Empowerment
offered at NQF Level 4 will contribute provided and social development in service providers, primarily in the NGO
to empowering learners and provide terms of the needs, policies, and the role and CBO sectors, with the necessary
them with increasing awareness within of the social auxiliary worker. knowledge and skills to provide
the framework of gender equality and • FETC: Social Security Administration: direct services and co-ordinate Victim
women’s empowerment. It provides It is suitable for any individual who Empowerment programmes. It is worth
learners with a formal qualification that is or wishes to be involved in the 146 credits.
allows for recognition, further education, administration function within the Social • National Certificate: Primary Response in
and training opportunities as well as Security sector. It is offered at NQF Level 4 Emergencies: Details for this qualification
continued professional and personal and is worth 140 credits. are not available at this time. It is offered
development. It is worth 152 credits. at NQF Level 4 and is worth 142 credits.
• FETC: Theology and Ministry: The
• FETC: Occupational Hygiene and Safety: Certificate recognizes those who have KEY OCCUPATIONS FOR FUNDING IN
Details for this qualification are not the required competence to serve as
available at this time. It is offered at NQF THE NEXT FIVE YEARS
lay and ordained leaders in Christian
Level 4 and can earn 145 credits. communities. It aims to produce life-long The following occupations, as indicated by
• FETC: Probation Work: This is an entry- theological learners equipped to raise the list below need funding in the next five
level qualification for those who want and debate current issues in an African years in the health and social development
to enter the field of Probation Work context. It further seeks to transform sectors and they have been identified as
as potential career. It allows for entry persons, churches, and society dealing scarce by employers
‘from the workplace’ instead of taking with power issues such as gender, social
an academic route. It builds on practical economic disparity, and disability. HEALTH: Scarce and Critical Skills
experience and community-based Offered at NQF Level 4 it is worth 120
learning and equips people for their roles credits. • Pharmacists
as assistant probation officers. It is worth • FETC: Victim Empowerment Co- • Pharmacist Assistants
142 credits and is offered at NQF Level 4. ordination: At NQF Level 4, the • Doctors
• FETC: Social Auxiliary Work: Offered at qualification is the third within the
• Vitamin Specialists
level 4 (180 credits), qualifying learners Victim Empowerment career pathway.
are equipped with basic knowledge It enhances the scope and quality of • Herbalists
and understanding of the South African Victim Empowerment services in South • Project Managers in clinical research

6
• Clinical Team Leaders • Health and Safety Practitioners one, and there are no people enrolled or
engaged in a process of acquiring the skill
• Data Team Leaders SOCIAL DEVELOPMENT: Scarce and
required.
• Ultra-sound Technicians Critical Skills
A critical skill is one that is required to
• Professional Nurses (with specialisation • Child and Youth Care Workers function in a particular job within the
e.g. Theatre Nurses)
• Community Health Care Workers workplace and could be addressed through
• Advanced Support Paramedics “top up” training or the identification of skills
• Social Auxiliary Workers gaps in the workplace.
• Nutritionist/Dieticians
• Community Home based Care Workers
• TB Technicians The funding of Learnerships
• Social Workers
• Pathology Registrarships
• Community Development Workers Any company who pays a levy to the
• Pathologists HWSETA, and submits a so-called Workplace
• Probation Officers Skills Plan and Implementation Report
• Medical Technologists
• Assistant Probation Officers (WSPIR) each year, may apply for financial
• Medical Technicians support to implement learnerships. The
• Youth Workers
• Medical Laboratory Scientists HWSETA will decide on the criteria for
• Early Childhood Development funding. All companies that apply will have
• Laboratory Technicians Practitioners to adhere to the criteria as determined by
• Laboratory Assistants • Community HIV/AIDS Workers the HWSETA.
• Operation Theatre Technicians • Laundry Aiders Grants exist to support the funding of
• Clerks (working in laboratories) learnerships and essentially assist with the
A scarce skill arises from the following
recovery of training costs. Training costs
• Ultra sound Technicians factors: people are unwilling to work outside
include job training, tuition fees, uniforms
of urban areas (geographical); there are no
• Anaesthetics and text books and/or learner workbooks.
or very few candidates with the required
• HIV and AIDS Counselors A company qualifies for the grant for every
skills (equity); people that are in education
learnership they participate in.
• Advanced Midwives and training and are in the process of
acquiring the required skills (replacement); There are two types of learners that can be
• Artisans working in health and social the skill could be a new one or an emerging registered on learnerships, namely:
development facilities

7
 • Employed learners – these persons are Introduction the most practical and best suited for you,
already employed by the company and among others, a university, university of
are therefore already earning a salary. Your choice of career will shape your life, technology, Further Education and Training
These learners are referred to as 18(1) so make sure you take the time to start (FET) College or learnership. Descriptions
learners. Companies will only receive a looking at your options. of qualifications are given further down this
grant for training costs. page.
• Unemployed learners – these persons Many young South Africans only have Step 3: Once you have decided on the
have been unemployed and have now limited access to reliable information on educational route, get as much information
been recruited for employment for their options for education and training as possible on important issues such as
the duration of the learnership. These after school, careers and career pathways admission requirements, deadlines for
learners are referred to as 18(2) learners. and employment and self-employment application, fees, bursary schemes or loans
Companies will receive a grant towards opportunities. The aim of this section is to available and duration of study.
training costs, uniform (if applicable) and assist you in making informed choices about
learner allowances for the duration of the Step 4: If you do not have the funds to attend
your (work)life and your future by providing
learnership. the course or programme of your choice,
career related information.
see if you are eligible for a bursary, a student
The training provider, in this case the Choice of study loan or a scholarship.
HWSETA, has the right to access the learner’s
books, learning material and workplace, Step 5: Once you have reached your decision,
To guide you in making the perfect choice of
if required. In turn they must provide do not delay to apply. Many educational
study, there are certain steps that you may
education and training in terms of the institutions have strict closing dates for
follow to find out what type of career suits
learnership; provide the learner with the applications.
you best:
support and guidance as required; record, You can also visit [Link], a
monitor and retain details of training; Step 1: Understand what qualification
good career choice site offered by Pace
conduct off-the-job assessment, and options are available to you (for example,
Career Centre. They also give the most
provide reports to the employer. degree, diploma, certificate or learnership).
recent list of universities, universities of
POSSIBLE CAREERS (OCCUPATIONS) Step 2: You can browse the Careers and technology, FET colleges, private institutions
Occupations Reference Directory for Young and short courses as well as information on
WITHIN THE HEALTH AND SOCIAL
People to see what qualification you would programmes, study fees, residences and
DEVELOPMENT SECTORS even online applications.
need for your career choice and decide on

8
The National Youth Development Agency • Diplomas: Qualifications offered by an
also provides comprehensive information accredited provider at higher education
about careers that you may be interested level, including both theoretical and
in. You can visit their website at [Link] practical aspects. The duration of the
[Link] courses may vary
Qualifications • Certificates: One year or less at Further
or Higher Education level offered by an
Whatever your choice of education is or accredited provider which includes both
will be, always make sure that the service practical and skill orientated training.
provider – university, college or private Information about possible careers
educational provider – is accredited, and
offers recognised training. The identified learning programmes and
The different recognised qualifications in careers do not form part of the primary
South Africa are listed below focus of the HWSETA. They are listed here
as an indication to persons entering the job
• Degrees: three to four years of higher market that there is a need for employees
education offered by universities. These with these competencies in the health and
are referred to as undergraduate degrees social development sectors and to guide
and may be followed by postgraduate learners with vocational guidance in areas
qualifications such as Honours, Masters or where needs or hard to fill occupations and
PhD of which the duration is a minimum scarce skills have been identified. However, it
of one year each also lists some other occupations or careers
• National Diploma: A three-year in general for your convenience.
qualification, offered by universities of
technology that offers both theoretical
and practical training. After obtaining a
National Diploma, learners may enrol for
a BTech degree

9
Your first step towards a career in medicine...
If you are thinking about a rewarding career in medicine or nursing, begin your
journey by attending a St John First Aid or Community Health Work course.

St John offers First Aid NQF Level 1 (Unit Standard 119567) and First Aid NQF Level 2
(Unit Standard 120496) courses as well as an HIV/AIDS Awareness skills programme
which are accredited short courses with the Health and Welfare SETA. Credits go
toward various skills programmes e.g. Community Health Work NQF Levels 2 & 3.

Choose a St John course as part of your vocational or full qualification education.

Contact us today to make a booking or to request additional information:

Bloemfontein (051) 444 6276 Grahamstown (046) 636 1650
Cape Town (021) 461 8420 Johannesburg (011) 403 4227
Durban (031) 305 6588 Kimberley (053) 838 2519
East London (043) 722 9840 Port Elizabeth (041) 364 2701
Fish Hoek (021) 782 3306 Pretoria (012) 324 1620
George (044) 873 4406 Somerset West (021) 851 7394

We’ve been training South Africans since 1883.

For more information about the range of courses and services
supplied by St John, visit our website [Link]
 St John... taking First Aid from the
Crusades to the Computer Age
St John is a market leader in first aid training across South Africa. Over 35 000 people are trained by us each year. At St John, we believe
that every trained First Aider should have the right knowledge and skills in order to respond appropriately in an emergency situation.
St John training courses are aligned to the National Qualifications Framework (NQF) as well as Document C of the Department of Labour.
Each of our 14 branches around the country is geared to assist clients with their particular training requirements.

Previously known as ‘St John Ambulance’, St John can trace its earliest beginnings of caring for people to Jeruslem and the Crusades of
1099. Today it offers bital first aid and community health services to all those in need on every continent. As a non-profit organisation
specialising in primary health care, St John has training facilities in 15 major cities and towns across South Africa. We offer training in first
aid, emergency care and community health to commerce, industry and the general public. As an ISO 9001:2008 quality focussed
organisation, we pride ourselves on delivering what our clients need and we’re committed to the continual improvement of the range of
services that we provide.

Community projects lay at the heart of St John. Once such project is our partnership with the world famous ‘Transnet Phelophepa Health
Care Irain’ that travels throughout rural South Africa, taking vital health care services to those in need. St John continues to involve itself
in initiatives to fight the HIV/AIDS pandemic as well as other lifestyle diseases.

St John is very involved with visual health and the treatments of preventable eye disease. We operate eye care clinics alongside most of
our training offices. St John Eye Care Clinics offer affordable vision care to those who do not have the privelage and benefit of a medical
aid, without compromising on quality.

The volunteer arm of St John (the St John Brigade) specialises in providing voluntary first aid and community health services to the
community and at large social & sporting events. Anybody trained in first aid, emergency care or home based care can offer their services
to St John.

St John services include the following:

.
. First Aid training

. Community Health Work training

. Vision Care

. A wide range of first aid kits and consumables

Volunteerism
Contact St John today - [Link]
 A
Ambulance Worker / Emergency Care Worker
An ambulance/emergency care worker resuscitates and stabilises the condition of critically ill or injured persons by applying emergency care. All
ambulances are in contact with a central control centre by radio or computer. After a call has been received, the ambulance/emergency worker
rushes to the emergency scene observing traffic safety rules and legislation pertaining to emergency vehicles. At the scene you will examine both
the patient and the situation to decide upon appropriate treatment, which includes basic life-support and treatment of wounds and fractures.
The patient is transported to hospital by ambulance. On route treatment is provided to the patient. At the hospital you will report on the patient’s
condition and treatment.
Study Requirements Training Requirements Potential Employers
Municipalities, divisional councils and provincial admin-
Senior Certificate for a diploma course and Grade 9 istrations; Industry; Private ambulance organisations;
Ambulance College: After 6 months service you may
Certificate for in-service training. Compulsory subjects: Private clinics and hospitals; Civil defence units; SANDF,
enrol for the Ambulance Emergency Assistant (AEA)
Mathematics, Physical Science and the mining industry
course of 11 weeks offered by the Ambulance College.
Recommended subjects: Biology. In-service training:
Successful candidates register at the Health Professions Skills Required
Basic Ambulance Course (BAC): A 4 week orientation
Council of South Africa (HPCSA) as ambulance emer-
and training course must be passed for permanent ap- Practical and social skills including to get things done in
gency assistant.
pointment. a practical and useful way and to understand people and
their problems

Anaesthetist (see medical doctor)

An Anaesthetist is a medical doctor specialising in the administration of local and general anaesthetics to patients about to undergo a medical
procedure. The anaesthetist consults with patients to ascertain their history in respect of allergies, previous reactions to anaesthetics and current
medication and then monitors patients throughout the medical procedure and their recovery from the anaesthetic. He or she also follows up on
the patient’s post-operative recovery.
Study Requirements Training Requirements Potential Employers
A medical degree can be obtained from a University. An example
is the MBChB degree offered by the University of Pretoria which State and private hospitals, clinics, private practice
includes 5 years of theoretical training and a student internship
Senior Certificate with matriculation exemption for the com- of 1 year. Practical work at a hospital for 1 year is also required.
Skills Required
Postgraduate study for specialisation as an anaesthetist require
pletion of a degree programme at a University. Compulsory
4 years of study to obtain the MMed or FCP(SA) degree. Before
subjects are Mathematics and Physical Science with Biology commencing postgraduate study for specialisation, the candidate Scientific skills include scientific thinking to solve many dif-
as a recommended subject. must be in possession of a medical degree and be registered as a ferent problems in the fields of medicine and other science
medical doctor with the Health Professions Council of South Africa fields and to interpret complex scientific information. Social
for 1 year. The candidate must also register as specialist with the skills include understanding people and their problems.
HPCSA after successfully qualifying as specialist.

10
 A-C
Auxiliary Health Worker
The auxiliary health worker is educated in basic patient-care skills such as simple massage, dispensing non-prescription medicines and giving
nutritional advice. The auxiliary health worker can either serve the community on a voluntary basis or can work for large hospitals or clinics.
Physiotherapists and occupational therapists also require assistants and offer programmes which will equip the worker to undertake basic
therapy.
Study Requirements Training Requirements Potential Employers
Large hospitals, Clinics, Physiotherapists (assistant
No specific requirements are required although a Grade For the assistant physiotherapist and occupational thera- physiotherapist) and Occupational therapists (assistant
10 Certificate may be necessary for some positions. pist an in-service training programme (one year) com- occupational therapist)
Compulsory subjects: None. Recommended subjects: prising both lectures and clinical practice is available. On
Skills Required
Biology. In-service training: Large hospitals and clinics completion of training the person must register with the
offer the auxiliary health worker in-service training. Health Professions Council of South Africa (HPCSA). Social and people skills include understanding people
and their problems

Basic & Advanced Life Support

Registered doctors, nurses and paramedics are educated in the skills and knowledge required for successful participation in team-based resuscita-
tion attempts. Basic and Advanced Life Support courses are regulated by the Resuscitation Council of Southern Africa in order to assist healthcare
professionals, regardless of their level of skill and knowledge, to improve their understanding and skills in the techniques of resuscitation and
emergency care.

Child and Youth Care Worker

The child and youth care professional is responsible for using his/her expertise to maintain and secure a healthy and safe environment that will
help children and youth reach their full potential. The most important function, however, is to take care of the children’s emotional needs. Chil-
dren in children’s homes and places of safety need extra love and reassurance to help them recover from their traumatic experiences.
Study Requirements Training Requirements Potential Employers
Grade 10 Certificate. Some employers prefer a Senior Children’s homes, Places of safety and Boarding schools
Certificate. A four-year degree can also be completed at
Skills Required
a University of Technology. The HWSETA offers a learner-
In-service training: The child and youth care worker is
ship in Child and Youth Care which is at NQF Level 4. Social and people skills include an understanding of
trained to effectively perform the duties.
Compulsory subjects: None. Recommended subjects: people and their problems and to help individuals with
Languages their mental, spiritual, social, physical, or vocational
concerns

11
 C-D
Clinical Lecturers
Clinical lecturers are mostly speciality specific trainees who have completed a higher degree or degrees at a University enabling them to complete
specialist clinical training. Academic clinical lecturers can be found in a variety of science disciplines and specialities such as health sciences,
veterinary science and dental specialities.

Community Development Worker

Community Development Workers or CDWs are special public servants who are undergoing training to enable them to enter communities and
households, engage with citizens and determine what services are needed, to ensure that these services such as welfare, health, housing, educa-
tion and training are accessible. Courses are offered at a number of tertiary institutions throughout the country as well as postgraduate courses in
development studies. For a learnership contact the nearest municipality.
Information about CDWs can also be obtained from Government Departments such as the Department of Public Service and Administration.

Community Worker (Family Planning)

The community worker responsible for family planning is given a thorough grounding in the theory of family planning as well as practical training
in teaching the subject. The worker is managed by regional planners and organisers, who help develop training strategies and new schemes. The
family planner is usually a qualified health or social worker.
Study Requirements Training Requirements Potential Employers
The Department of Health, municipalities and private
organisations
Grade 10 although a Senior Certificate is recommended. In-service training: The family planning and community
Compulsory subjects: None worker receives in-service training to effectively perform Skills Required
Recommended subjects: Biology the duties required.
Social and people skills include an understanding of
people and their problems

Data Team Leader (data capturing)

The Data Team Leader oversees all data maintenance activities, including those within the resourcing, performance management and remunera-
tion and reward areas of companies in different fields. The person ensures that a high quality service is delivered to customers in meeting of
Service Level Agreements. Among others, he or she supervises the employee data management team to ensure timely data capturing, accurate
execution of pre-month end validations and sign off of audit trails, identify and support workforce development opportunities and coach and
train entry-level officers and assistant officers. Minimum requirements include Grade 12 and at least 4 years experience in the field.

12
 D-E
Dental Specialists
A dental specialist is a dentist that has obtained a specialised qualification through postgraduate studies at a University. Dentists must obtain a
dentistry degree. Numerous challenges and stimulating opportunities are offered by dentistry. The dentist is rendering high quality oral health-
care to the patient. Various specialised fields exist in which the dentist can specialise. Dental specialists can have their own practices and can also
be employed by hospitals, the Government, training hospitals, and specialised clinical practices. Dentist must be registered at the Health Profes-
sions Council of South Africa (HPCSA).

Dental Assistants
Dental assistants are trained in dentistry techniques to assist dental practitioners. Among other things, the dental assistant will prepare and
sterilise dental equipment, meet the patient, prepare them for treatment and assist the dentist by passing the instruments and take and develop
X-rays.

Dental Therapy
Dental therapy encompasses the treatment of diseases and conditions that affect the teeth and gums. Dental therapists (sometimes also known
as oral health practitioners) are dental care professionals who work as part of the dental team and can carry out a range of procedures that are
prescribed by a registered dentist.

Early Childhood Development

Among others, Unisa offers a certificate programme to train educators in Early Childhood Development (ECD). Admission requirements include a
Senior Certificate or Grade 12 qualification, other relevant certificates (prior learning), or 2 years relevant teaching experience in the ECD field as
well as any teacher’s certificate or diploma.

Emergency Care Technicians

An Emergency Care Technician (ECT) course is covering computer training, HIV and AIDS counselling, emergency medical care, medical rescue
(vehicle rescue, rope rescue and fire and search rescue). Learners work on response vehicles and ambulances when they qualify. ECTs receive
training at EMRS Colleges and Universities of Technology.

13
 E-H
Emergency Care Technologist
An Emergency Care Technologist provides immediate emergency care to sick or injured persons. They must, among other things, try to resuscitate
and stabilise patients and prevent further injuries. They drive in specially equipped vehicles to an emergency scene and give appropriate treat-
ment to patients at such a scene.
Study Requirements Training Requirements Potential Employers
In-service training: Basic Ambulance Course (BAC): A 4 Provincial and private ambulances and emergency
Senior Certificate for a Diploma, Grade 9 Certificate for
week orientation and training course must be passed services; local authorities, civil defence units
in-service training.
for permanent appointment. The candidate may enrol
Compulsory subjects: Mathematics and Science Skills Required
for the Ambulance Emergency Assistant (AEA) course
Recommended subjects: Biology
offered by the Ambulance College. Successful candidates People and social skills with regard to understanding
register at the Health Professions Council of SA (HPCSA) people and their problems

Forensic Scientist
This career is based mostly on laboratory work, which includes DNA matching of suspects in a crime, semen analyses, disputed maternity issues,
etc. Forensic scientists can also assist in compiling profiles for the police in the event that the remains of a victim of crime such as bones and skulls
have been found. A Senior Certificate with matriculation exemption is required to complete a degree programme at a University while post-
graduate qualifications can also be obtained. Mathematics and Science are required subjects. Forensic scientists can work for the South African
Police Service (SAPS), hospitals, universities and specialised laboratories. The National Forensic Sciences Laboratory accepts BSc (Medical Sciences)
graduates.

Herbalist/Herbologist
An herbalist is a professional trained in herbalism, the use of herbs (also called botanical or crude medicine) to treat others and is skilled in the
therapeutic use of medicinal plants. Basic botany and plant identification are absolutely essential skills in the repertoire of the herbologist

HIV/AIDS Management Practices

Courses in HIV/AIDS management are aimed at health professionals, for example nursing professionals who need to gain competence in the
management of HIV/AIDS and to acquire or update skills with regard to aspects such as the diagnosis and management of HIV/AIDS, counselling
and palliative care.

14
 H-M
Hospice Worker
A volunteer hospice worker is trained to take care of the psychological and physical needs of patients and to reduce their pain and discomfort
as much as possible. Hospices operate on a voluntary-contribution basis, thus they require the services of professional fund-raisers to help them
raise funds to keep the institution running. Hospice workers also spend time with patients and their families helping them to cope with the
trauma of death.
Study Requirements Training Requirements Potential Employers
Hospices
No specific requirements exist for volunteer hospice
workers. Skills Required
Hospices offer in-service training
Compulsory subjects: None
People skills include the ability to help individuals with
Recommended subjects: None
their psychological and physical concerns and trauma

Laboratory Technician
A lab technician is a medical professional. Working under the direct supervision of a physician or a medical technologist, they are required to
administer tests of tissue, blood and bodily fluids in an effort to assist physicians in diagnosing and treating ailments. They examine tissues and
blood, searching for organisms such as parasites and bacteria. They monitor tests and procedures that are being conducted. They match blood
prior to transfusions and test blood for drug levels.
Study Requirements Training Requirements Potential Employers
District hospitals (urban and rural), Department of
Health, clinics, diagnostic practices
Senior Certificate or equivalent qualification. Compulsory Training is mainly done at a University of Technology.
Skills Required
subjects are Mathematics and a Science subject In-house training is also provided.
Scientific skills include knowledge of certain diagnostic
procedures

Management Development - HR, Financial, Supervision & Fundraising

Universities such as the University of KwaZulu-Natal offers a one year practical Management Development Programme (MDP) with seven modules
which include Human Resources and Finance, providing an opportunity for new and aspiring managers to develop their potential. The Entrust
Management Academy is offering a 6-month cost-effective certificate programme in Human Resources Management and Practices.

15
 M
Medical Doctor
The medical doctor is a practitioner of the science of medicine which examines patients, diagnoses diseases, prescribes medications and treats
diseases, disorders and injuries of the human body. The medical doctor can work as a general practitioner, in hospitals and as a specialist in a
specific field. A medical doctor can also refer a patient to a specialist for treatment.
Study Requirements Training Requirements Potential Employers
Hospitals (urban and rural), clinics, training hospitals,
nursing homes, large industries and organisations,
Training is done at a University and can entail a study
private practice, Government departments, clinics,
Senior Certificate with matriculation exemption for the period from 5 to 7 years. The University of Pretoria, for ex-
diagnostic practices
completion of a medical degree programme at a Univer- ample, offers theoretical training of 6 years followed by
sity. Compulsory subjects are Mathematics and Science a student internship of 1 year and a community service Skills Required
with Biology as a recommended subject. Academic year at a hospital for another year. On completion of a
Scientific skills include developing new ideas and
merit is important as a result of the competition to enter medical degree programme, a student has to register
theories and to understand complex scientific and medi-
medical studies. with the Health Professions Council of South Africa
cal information. Social skills include the ability to work
(HPCSA) as medical doctor.
and communicate with people and to understand their
problems

Medical Technologist
Medical Technology can be divided into four categories: blood transfusion technology, diagnostic, research and preparation of sera and vaccines,
with diagnostic forming the major share. Here the medical technologist provides analytical information to the medical doctor enabling him or her
to make a diagnosis and provide the relevant treatment.
Study Requirements Training Requirements Potential Employers
District hospitals (urban and rural), Department of
A diploma course in Biomedical Technology comprises Health, clinics, specialised and diagnostic laboratories
Senior Certificate or equivalent qualification. Compulsory three years full time study at a University of Technology.
Skills Required
subjects are Mathematics and a Science subject The profession is regulated by the Society of Medical
Laboratory Technologists of South Africa (SMLTSA). Scientific skills include knowledge of certain diagnostic
procedures.

16
 M
Medical Specialists (see medical doctor)
Medical specialists are doctors who have completed advanced education and clinical training in a specific area of medicine (their specialty area).
These can range from a general practitioner to a surgeon, orthodontist, dermatologist or gynaecologist. Specialization normally takes place after
postgraduate medical study at a University

Medicine & Clinical Associates

A Clinical Associate Programme (CAP) was introduced by the national Ministry and Department of Health and the training of the first intake of
Clinical Associates (mid-level medical workers) has commenced at the Walter Sisulu University of Technology in 2008. The clinical associate will
specifically assist the doctor in district hospitals (urban and rural) with procedures. The focus of the clinical associate will be on emergency care
and on procedures, in support of hospital doctors.
Study Requirements Training Requirements Potential Employers
District hospitals (urban and rural), Department of Health
Senior Certificate or equivalent qualification.
Compulsory subjects: Mathematics, Physical Science Skills Required
Certificate/diploma courses and in-house training
Recommended subjects: Biology
Scientific skills include knowledge of certain emergence
care procedures

Medical Laboratory Assistant

The medical laboratory assistant works in medical pathology laboratories undertaking routine tasks, and supporting the work of biomedical sci-
entists. A medical laboratory assistant carries out a variety of tasks such as preparing for tests and the use of computers to analyse and record the
data. They also prepare solutions of chemicals and perform quality control on chemical stocks.
Study Requirements Training Requirements Potential Employers
Research organisations; Department of Health; South
African Medical Research Council; Pharmaceutical
companies
Senior Certificate or equivalent qualification.
Compulsory subjects: Mathematics, Physical Science Certificate courses and in-house training Skills Required
Recommended subjects: Biology
Scientific skills include developing new ideas and theo-
ries and to understand and express complex technical
and scientific information

17
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Medical Technicians
Medical technicians perform a very similar role to medical technologists as they are also responsible for processing and analysis of medical speci-
mens in a laboratory for diagnostic purposes. The difference is that instead of studying for three years at a University of Technology as medical
technologists do, medical technicians jump right in and begin with in-house, hands-on training.
Study Requirements Training Requirements Potential Employers
Medical technicians train for 18 months in a registered Diagnostic laboratories, the Government, universities
training laboratory before taking the Society of Medical and various research institutes
Grade 12 Maths and Life Sciences are recommended Laboratory Technologists of South Africa (SMLTSA) Board
Skills Required
subjects but they aren’t prerequisites. exam. After a further six months of practical training they
can register with the Health Professions Council of South An understanding of complex technical and scientific
Africa (HPCSA) as medical technicians. information

Medical Laboratory Scientist (MLS)

This is a healthcare professional who performs chemical, haematological, immunologic, microscopic, and bacteriological diagnostic analyses on
body fluids such as blood, urine, sputum, stool and peritoneal fluid, as well as other specimens.
Study Requirements Training Requirements Potential Employers
Clinical laboratories at hospitals, general practitioners,
reference labs and biotechnology laboratories
Training is mainly done through Universities and Univer- Postgraduate training opportunities exist and the
sities of Technology. Compulsory subjects are Mathemat- candidate can also register with the professional body in Skills Required
ics and Science while Biology is recommended. his or her field
Scientific knowledge about various procedures involving
specialised clinical procedures and tests

Nursing
The activities of a nurse include curative, preventive and rehabilitative health care for families, communities and individuals.
There are two main categories of nursing, namely a registered or professional nurse and an enrolled nursing auxiliary. The many responsibilities
of the registered nurse (sister) include taking blood pressure and temperature, handling samples for laboratory tests, applying medication and
giving injections, putting in and removing stitches, and managing wards or departments.

18
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Nursing
Study Requirements Training Requirements Potential Employers
- Hospitals, clinics, Government departments
Nursing College: Training is practical and theoretical. - South African National Defence Force
To be a registered nurse requires four year training at a Training at the nursing college is done in collaboration with - Health and welfare organisations
University or a University of Technology. Universities of Tech- a university. - Municipalities, Medical doctors, Industrial organisations
nology mostly offer one year full-time nursing programmes. Clinical or practical training is done at accredited training - Casualty wards, children’s wards, medical, surgical, ortho-
Requirements at a University include a National Senior Certifi- hospitals. The duration of the course is 4 years. paedic and psychiatric wards and communal clinics
cate (NSC) for degree purposes and Mathematics, Physical Advanced training: The qualified nurse may study further
Skills Required
Science, Biology or Physiology as recommended subjects. in specialisation fields such as Paediatric Nursing Science,
Certain universities require a Further Education Certificate Orthopaedic Nursing Science, Intensive Nursing, Psychiatric Social and people skills include the ability to work with
(level 4). Nursing, Community Health Nursing, Geriatric Nursing Sci- people, to understand their problems and to be able to
ence, etc. help people with mental, physical, psychological and social
concerns.

Below is a list of most careers and/or qualifications in the nursing science field including specialisation fields:
Nurse (General, Psychiatric, Community) & Midwife: A nurse is part of the large team of professional workers dedicated to rendering health services to the
community. In general, nursing science requires 4 years of training at a University or University of Technology.
Diploma in Clinical Nursing Science, Health Assessment, Treatment & Care: To complete this diploma, proof of current registration as a general nurse with the
South African Nursing Council (SANC) is required as well as a senior certificate or an equivalent qualification, unless the SANC determines otherwise. Duration
of the course is at least one academic year, leading to the registration of an additional qualification in Clinical Nursing Science, Health Assessment, Treatment
and Care.
Advanced Midwifery & Neonatal Nursing Science: In this field, the emphasis is on providing in the unique physical, psychic and mental needs of a woman and
her baby within the family and the community.
Advanced Psychiatric Nursing Science: The emphasis is on the mental health of individuals, families and communities.
Auxiliary Nurse: One year training at a nursing school (available as HWSETA Learnership)
Enrolled Nurse: Two year training at a nursing college or university is required (available as HWSETA Learnership). A two year Bridging course is designed to help
enrolled nurses to become registered nurses and is available as HWSETA Learnership.
Medical & Surgical Nursing Science: Critical Care Nursing – General: The nurse can specialise in this field, mainly working in a hospital’s Intensive Care Unit (ICU)
Medical & Surgical Nursing Science: Operating Theatre Nursing: This is a specific field in which the nurse can specialise
Medical & Surgical Nursing Science: Critical Care Nursing - Trauma & Emergency: This is a specific field in which the nurse can specialise

19
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Nursing Auxiliary/Healthcare Assistant
A nursing auxiliary performs basic nursing tasks under the supervision of a registered nurse. Among other things, the nursing auxiliary carries out
nursing procedures on a less specialised level, takes care of the ill, injured and weak and is involved in health guidance and counselling. A nursing
auxiliary or healthcare assistant forms part of a team of professional workers such as nurses, doctors and other medical personnel.
Study Requirements Training Requirements Potential Employers
Hospitals; Government departments; South African Na-
tional Defence Force; Health and welfare organisations;
Grade 10 Certificate although a Senior Certificate is
Training hospital: Certificate course (one year) at ap- Medical doctors; Old-age homes; Rehabilitation centres.
preferred.
proved training hospitals, old-age homes and clinics. A nursing auxiliary may also be self-employed as private
Compulsory subjects: None
Advancement and further qualifications can be obtained nursing auxiliary, caring for patients in their own homes.
Recommended subjects: Mathematics, Physical Science,
by studying the courses for an enrolled or registered
Biology Skills Required
(professional) nurse.
Social skills include an understanding of people and
their problems.

Nutrition/Dietician
A Dietician is an expert on diet and nutrition. Within the profession there is a constant learning of skills and application of knowledge, allowing
Dieticians to establish and implement the guidelines of maintaining healthy nutritional practises for all individuals. Among others, the dietician
can render a service to the community, health authorities and hospitals.
Study Requirements Training Requirements Potential Employers

Hospitals, nursing homes, clinics, universities, Govern-

ment departments, the food industry, nutrition research
units, consultant in private practice
Postgraduate study can also be undertaken in spe-
Senior certificate with matriculation exemption for com-
cialised fields. The postgraduate Diploma in Hospital Skills Required
pleting a degree programme at a university. Compulsory
Dietetics is compulsory for registration with the Health
subjects include Mathematics and Science while Biology Scientific skills include the use of logical and scientific
Professions Council of South Africa and for employment
is recommended. thinking to solve many different problems in medicine,
by provincial administrations
the life sciences, natural sciences and social and eco-
nomic sciences. Social or people skills include the ability
to understand people and their problems.

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Occupational Health & Safety
Professionals in this field measure, manage, evaluate and improve the Occupational Health and Safety (OHS) within an organisation and ensure
that quality audits are performed. They also assist in planning and implementing an Occupational Health and Safety Management System to man-
age workplace hazards, thereby improving the organisation’s ability to achieve optimal health and safety standards.

Occupational Therapy
Persons with a physical disability or mental disease are assisted by an occupational therapist to function as normal as possible in society and who
is applying specific techniques and procedures in a scientific manner with regard to a patient.
Study Requirements Training Requirements Potential Employers
Hospitals, own practice, specialist clinics, academic
On successful completion of the degree programme, institutions such as universities, training hospitals and
Senior Certificate with matriculation exemption for a
the occupational therapist must register with the Health the Government
degree programme. The duration of an occupational
Professions Council of South Africa (HPCSA). They also
therapy course is normally four years at most universities. Skills Required
have their own professional body with which they
Mathematics and Science, among others, are compulsory
register. Further postgraduate degree programmes are Scientific skills with regard to applying specific tech-
subjects.
also available. niques and procedures as well as social or people skills
when working and interacting with patients

Ophthalmology (see medical doctor)

The term ophthalmologist refers to an eye specialist for medical and surgical problems who qualified as a medical doctor or surgeon. Since oph-
thalmologists perform operations on eyes, they are considered to be both a surgical and medical specialist. As such ophthalmology deals with the
diseases and surgery of the visual pathways, including the eye, hairs, and areas surrounding the eye.
Study Requirements Training Requirements Potential Employers
Own specialist medical practice, private and public
Senior Certificate with matriculation exemption for a hospitals and training hospitals at Universities, medical
After successful completion of the degree programme
degree programme as medical doctor at a University. partnerships
as medical doctor, the candidate must register at the
Specialisation may take place after the successful
Health Professions Council of South Africa (HPCSA). After Skills Required
completion of the degree programme which can range
obtaining the specialist degree programme, he or she
between 5 to 6 years. Compulsory subjects include In-depth medical knowledge of the field as well as
can also register as specialist at the HPCSA.
Mathematics and Science as requirement comprehensive practical skills to perform surgery and do
examinations

21
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Optometry
Optometry is the science and art of managing human vision conditions. Optometrists measure the efficiency of their patients’ eyes and take steps
to improve or prevent deterioration of vision by prescribing spectacles, contact lenses and/or eye exercises. The duration of the course at Univer-
sity and a University of Technology is four and three years, respectively.

Oral Hygiene
Oral hygiene is an excellent choice of profession, especially for women due to the fact that her day can be arranged according to her own needs.
It is a profession with a high degree of job satisfaction, security and a good income. The oral hygienist is trained to educate people with regard to
the maintenance of good oral hygiene and to carry out preventive treatment procedures. Among others, the University of Pretoria offers a two-
year diploma course.

Orthotic & Prosthetic Technicians

Orthotic & Prosthetic (O & P) Technicians assist the disabled by fabricating the orthopaedic braces (orthoses) and artificial limbs (prostheses) nec-
essary for their rehabilitation. They are trained and skilled to provide comprehensive technical support services in their field.
Study Requirements Training Requirements Potential Employers
Hospitals, own business practice and manufacturing
companies
Senior Certificate. Mathematics and Science are recom- A National Diploma in Orthotics and Prosthetics can be
Skills Required
mended but not compulsory completed at a University of Technology
Comprehensive technical skills and knowledge to inter-
act with clinical prosthetists and orthotists

Orthopaedic Technicians
Orthopaedic technicians work in trauma and orthopaedic clinics where they undertake and apply plastering techniques to patients. Casts could
be used following an accident or surgery, or for particular orthopaedic conditions. Some hospitals in South Africa also offer training courses in this
field.

22
 P
Pathology (see medical doctor)
Pathology is the study of disease and its causes, development, and consequences. A Pathologist is a scientist or physician who interprets and
diagnoses changes in tissues and body fluids caused by disease. Pathologists can also conduct post mortems to determine the cause of death in
people. After obtaining a medical degree at a University a medical doctor can specialise as a pathologist by means of a postgraduate qualification.
To obtain a medical degree, Mathematics and Science are minimum required subjects. Pathologists can work in partnership with hospitals, clinical
laboratories and medical practices. They can also work for the Governments and have their own practices.

Paramedics (Emergency medical care)

It is a paramedic or emergency care practitioner’s responsibility to render advanced life support to critically ill or injured patients in the pre-hospi-
tal emergency environment. They also work together with ambulance personnel and health professionals such as medical doctors who they must
inform about a patient’s condition after transporting him or her to a hospital.
Study Requirements Training Requirements Potential Employers

Local authorities, municipalities, ambulatory services,

emergency services in urban and rural areas
The NDip: Emergency Medical Care is a three year course
Senior Certificate or equivalent qualification. Mathemat- that can be completed at a University of Technology. Skills Required
ics and Science are required subjects Further in-housing training may also take place through
The paramedic must have scientific and medical knowl-
completion of various certificate courses.
edge and skills to do his or her job. He or she must also
be able to interact with people in a sympathetic way in
treating a patient

Pharmacist
The pharmacist renders a service by taking responsibility to ensure that the patient benefits as much as possible from his or her medicine therapy
and must ensure the rational use of medicine as well as the development, production, distribution, correct use, and quality assurance of medi-
cines. The pharmacist forms the link between the pharmaceutical manufacturer and the medical doctor, the doctor and the patient, and the
patient and the community. The nature of a pharmacist’s work varies depending on the pharmaceutical field in which the pharmacist is employed

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Pharmacist
Study Requirements Training Requirements Potential Employers
Retail (private) pharmacies; Hospitals and clinics;
Government departments; Provincial administrations;
Department of Health; South African National Defence
Practical training: A year of internship at an approved
Senior Certificate with matriculation exemption for a Force; Research institutes; Pharmaceutical manufactur-
institution (such as retail pharmacy, hospital pharmacy,
degree programme ers; Universities; Own business
teaching institution or laboratory in the pharmaceuti-
Compulsory subjects: Mathematics, Physical Science
cal industry). After the candidate has completed both a Skills Required
Recommended subjects: Biology
degree course and practical training, he or she registers
The pharmacist needs scientific skills which include
at the South African Pharmacy Council.
logical and scientific thinking to solve many different
problems in medicine, the life sciences, the natural sci-
ences, and the social and economic sciences

Pharmacist Assistants (Basic and Post Basic)

Learnerships are offered by the HWSETA at participating employers countrywide in both the public and private sectors. Requirements for Post
Basic are Grade 12 with Mathematics and Science subjects.

Pharmacy Technicians
A pharmacy technician is one who does pharmacy related work under the direct supervision of a licensed pharmacist. Pharmacy technicians often
do the routine tasks associated with preparing prescribed medication and providing drugs to patients. However, licensed pharmacists check all
medications before they go to the patient, and only pharmacists may counsel patients on the proper use of medications.

Phlebotomy Technician
Phlebotomy is the science of drawing blood. The primary function of a phlebotomy technician is to obtain patient blood specimens by veni-
puncture or micro-techniques. The phlebotomy technician aids in the collection and transportation of other laboratory specimens, and may be
involved with patient data entry. A phlebotomy technician also draws blood for transfusions, donations and analysis.

24
 P-R
Phlebotomy Technician
Study Requirements Training Requirements Potential Employers
Community clinics, Government institutions, Pathology
laboratories and general practitioners
Among others, training takes place at Further Education
Senior Certificate. Science and Biology are recommend- and Training (FET) colleges. In-house training is also Skills Required
ed subjects but not compulsory. provided at organisations where these technicians are
Scientific and technical knowledge about blood speci-
employed
mens and specific techniques to draw blood as well as
social skills when working with people

Physiotherapist
The physiotherapist uses various methods as treatment in Physiotherapy to restore or promote the normal, physical functioning of the individual
including exercise therapy, electrotherapy, massaging and mobilisation. Like Occupational Therapy, Nursing Science and Dietetics, Physiotherapy
degrees ranging from 3 to 4 year courses are offered at most universities and are part of the so-called Allied Health Sciences fields. Opportunities
for postgraduate studies are available.

Probation Service Officers

Probation officers are social workers who carry out work in the fields of crime prevention, treatment of offenders, care and treatment of victims
of crime, and working with families and communities. Probation officers are appointed by the Minister of Social Development, and are officers of
every magistrate’s court.

Radiographer (all disciplines)

This is one of the rapidly growing occupations in modern healthcare. Radiography is the use of X-rays, other radiation techniques or ultra sound
for the detection and treatment of any illness. The radiographer works at the request of a qualified doctor or dentist. There are four categories of
radiography, namely therapeutic radiography, diagnostic radiography, nuclear medicine and ultrasound.

25
 R-S
Radiographer (all disciplines)
Study Requirements Training Requirements Potential Employers
Hospitals and clinics (private as well as government
hospitals); The Department of Health; The Chamber
of Mines; The National South African Defence Force;
Municipalities; Private Radiological Practices; Universities
Senior Certificate with matriculation exemption for a de-
and Universities of Technology
gree course and a Senior Certificate for a diploma course. The student radiographer and qualified radiographer
Compulsory subjects: Mathematics, Physical Science should register with the Health and Professions Council Skills Required
Recommended subjects: Biology of South Africa (HPCSA)
Scientific and practical skills include the use of logical
and scientific thinking to solve many different problems
in medicine, the life sciences, the natural sciences, and
the social and economic sciences and to get things done
in a practical and meaningful way

Social Workers
Social work is both a profession and social science. It involves the application of social theory and research methods to study and improve the
lives of people, groups, and societies. Social workers are concerned with social problems, their causes, their solutions and their human impacts.
They work with individuals, families, groups, organizations and communities.
Study Requirements Training Requirements Potential Employers
Professional social workers work in a variety of non-prof-
it, for-profit, or public social service settings, including
hospitals; hospices; community health agencies; schools,
faith-based organizations, and even the military. Some
A Senior Certificate with matriculation exemption for a social workers work as psychotherapists, counsellors, or
degree programme and a Senior Certificate for a diploma Often these practitioners must also obtain a license or be mental health practitioners
course. Various universities offer 3 – 4 year degrees in professionally registered with a professional regulating
Skills Required
Social Work. Alternatively, some colleges such as the Hu- body
guenot College in Wellington offer a four year diploma. As human services management, social welfare policy
analysis, community organizing, advocacy and teaching
are part of the tasks of the Social Worker, strong social
skills are needed which include the ability to work with
people from different backgrounds

26
 S-U
Social Auxiliary Worker
A Social Auxiliary Worker provides assistance and support to social workers with the promotion of social change, problem solving in human rela-
tionships and the empowerment and liberation of people to enhance social well-being under the guidance and supervision of the social worker.
Duties can also include administrative work.

Candidates with a Senior Certificate (Grade 12) will be considered. The HWSETA accredits service providers that offer social auxiliary training.
Please make sure that the provider is recognised by the South African Council for Social Service Professions.

TB Technicians
TB technicians are responsible for operations in TB or Tuberculoses laboratories and ensure a smooth running of the labs by minimising hazards
and contamination risks. He or she will also ensure compliance with all regulatory guidelines, ensure safety and help increase laboratory efficien-
cy. Among others, he or she must be accessible to respond to emergencies with monitored and essential laboratory equipment in TB laboratories.
Study Requirements Training Requirements Potential Employers
Hospitals (private as well as government hospitals),
Senior Certificate with matriculation exemption for a
the Department of Health, universities and diagnostic
degree course. Compulsory subjects are Mathematics,
laboratories specialising in working with TB
Physical Science with Biology as recommended subject.
The minimum educational requirement to qualify for this Further courses to improve skills levels are available Skills Required
position is a BSc (Hons) degree in medical virology or
Scientific and practical skills include the use of logical
medical microbiology or an equivalent degree, including
and scientific thinking in solving many different prob-
a BTech in Medical Technology
lems in the health sciences

Ultrasound Technicians
Ultrasound Technicians (Sonographers) are specialists in Diagnostic Medical Sonography. If you are working as a Sonographer you would spend
the majority of your time actually at the Sonogram Machine. The machine itself uses high-frequency sound waves to project images of the area of
the body that you would be examining. Many times you would begin by walking a patient through the procedure and taking any medical history
that you might need in order to continue. Most Ultrasound Technicians work in Hospitals or medical practices. In order to obtain a degree one has
to study for 2 to 4 years at a University of Technology. On the other hand if a sonoghrapher studies for one year he may obtain a certificate but is
not accredited. Institutions such as Damelin offer courses for Ultrasound Technicians.

27
 V
Veterinarian
A veterinarian specialises in the treatment and disease management of companion animals (horses, cats, dogs, birds and other exotic pets),
production animals (cattle, pigs, goats) as well as wildlife. Veterinarians are also responsible for the prevention of diseases of these animals and
are involved in ensuring that food such as meat and milk is certified as disease free for human consumption and for the purposes of exports and
imports, thereby caring for the health and wellbeing for both animals and humans. They design strategies for disease control such as Foot and
Mouth disease and is involved in research in various fields such as veterinary tropical studies, production animal studies and companion animal
clinical studies.
Study Requirements Training Requirements Potential Employers
The Faculty of Veterinary Science of the University of Own practice, training hospital (Onderstepoort Veteri-
Pretoria is the only institution in the country that is of- nary Academic Hospital), universities, animal health
fering a veterinary science degree (BVSc) programme as clinics, veterinary clinics, veterinary practices and part-
well as a 2 year University Diploma in Veterinary Nursing nerships, zoological gardens, game farms, pharmaceuti-
(DipVetNurs). A new 6 year curriculum was recently cal companies
introduced for the BVSc degree programme. Candidates
Senior Certificate with matriculation exemption for a de- Skills Required
have to successfully complete the degree programme
gree course. Among others, compulsory subjects include
to be considered for entry into postgraduate stud-
Mathematics, Physical Science and English.
ies. The South African Veterinary Council (SAVC) is the The ability to work with and care for animals and to
regulatory body for the profession. After obtaining their interact with people, clients and owners of animals. Sci-
qualification, veterinarians must register with the SAVC. entific and practical skills include the use of logical and
Postgraduate studies up to doctoral level can also lead scientific thinking in solving many different problems in
to specialisation and the successful candidate must also the veterinary science field
register with the SAVC as specialist.

Vitamin Specialist
A Vitamin Specialist performs all functions relating to ordering products with an emphasis on vitamins, cosmetics and skin care and provide cur-
rent, knowledgeable and courteous customer service with regard to those products. He or she is also responsible for achieving sales targets and
to process invoices and returns for these products.

28
Important information for the learner

The HWSETA does not select, recruit or engage learners directly. This is done through employers. Employers of nurses are mainly hospitals
both in the public and private sectors. In the public sector the learnerships are often co-ordinated through the Provincial Health Department.
Pharmacies in public and private hospitals and retail pharmacies select and recruit learners directly.
The Human Resources department of an organisation is best to contact as most large organisations have a Skills Development Facilitator
who is responsible for skills development and co-ordinates applications to the relevant SETA for the learnerships. Prepare a concise, one page
Curriculum Vitae (CV) in which you provide your name, address and telephone numbers and briefly list the subjects which you are taking for
your Grade 12 certificate. Indicate in which learnership you are interested and why.

Important contact information Further information about the HWSETA

These are the councils and associations which deal with the Telephone: (011) 607 6900
learnerships for which the HWSETA is not the education, training Fax: (011) 616 8939
and quality assurance body (ETQA). If you want to know who the
E-mail Address: hwseta@[Link]
accredited training providers are for the learnerships you must
contact them. Below are some important contact details: Website: [Link]
• South African Nursing Council (SANC) Postal Address: Private Bag X15, Gardenview 2047
012 420 1060 ([Link])
NATIONAL QUALIFICATIONS FRAMEWORK
• South African Pharmacy Council
012 312 3992 ([Link]) THE National Qualifications Framework (NQF) can help you make
• South African Council for Social Services Professions good choices for a better life. Don’t struggle to find the information
012 356 9940 ([Link]) you need, call the NQF and get the facts on your education provider.
• Health Professions Council of South Africa (HPCSA) The NQF can help you choose the right qualification and provider for
012 338 9352 ([Link]) your careers
• Society of Medical Laboratory Technologists of South Africa Contact 0860 111 673 or send an email to help@[Link] or visit
(SMLTSA) 021 419 4857 ([Link]) [Link]
The NQF Advocacy Project is an initiative of SAQA, supported by
Umalusi, CHE and QCTO.

29
 This section is designed to be the first step (e.g. a pediatrician) you first have to qualify and moving outside the cluster is even
in helping you choose a career, or family of as a general practitioner (or GP). Its more more difficult (it requires more study and
careers, as the basis for your further learning. like a journey with several stops along the experience). This is because families and
way, than one beginning point and one clusters of occupations have similar sets of
SOME POINTS TO BE AWARE OF ending point. This means you have more skills, similar purposes, and similar working
options and more choices than just the one environments. So when you do you career
Before looking at which career you are
occupation you will be qualifying in. research, look at the family of occupations
interested in, it’s a good idea to get rid of
you are interested, and the cluster, not just
some common misunderstandings about • Occupations grow in trees the occupation on its own.
careers.
Each occupation forms part of a family of • “The Oracle: You know what that
• If at first you don’t succeed (then try related occupations and each family of means? It’s Latin. Means know
again) occupations forms part of a cluster of related thyself.”
occupations – from the film “The Matrix” starring Keanu
Many people make career choices lots of times
through out the course of their lives. Think of one occupation as a twig on a tree. Reeves and Laurence Fishburne
Its part of a family of occupations which
This is because people change, and become is a whole branch including all its twigs. Making a good career choice comes from
interested in different things, and also Then lots of related families of occupations knowing yourself well
careers change and become less or more (branches) make up a tree (cluster).
interesting to them. Many very successful If you know what your needs, interests,
people have started off in careers unrelated For example a Midwife is an occupation in dislikes and wants are, then it will be a lot
to their current one. the Health & Welfare Sector that involves easier to match a career that can meet these
preparing and helping women to give birth. requirements. However people change a
• Life’s a journey (enjoy the trip) The Midwife occupation is part of a family of lot, especially in their teens and twenties,
occupations called “Midwifery and Nursing” so you can’t always predict that a career
Each occupation forms part of a “career which is part of a big cluster of occupations that makes you happy now will still make
pathway” with other closely related called “Medical, Social & Welfare, Sports and you happy in ten years time. Fortunately
occupations on the same pathway leading to Personal Services Related Occupations”. with career pathways, occupational families
more and more opportunities. Its easier to move between occupations in and clusters, you can often change career
For example to become a specialist doctor the same family of occupations than it is direction into related fields without having
to move to occupations outside the family, to start from scratch again. See http://

30
[Link]/ for a great PLACES TO GET HELP IN CHOOSING A • Your Closest University or FET
“Who am I” quiz. CAREER College
• “William Parrish: You know about
• The SAQA Career Helpline Universities and FET Colleges have
money, don’t you? Joe Black: It can’t dedicated student support units and career
buy happiness?” The SAQA Career Helpline is a new project counseling centres. Professional counselors
– from the film “Meet Joe Black” starring Brad that offers a lot of career help. It has a are available as well as special personality
Pitt and Claire Forlani great website at [Link] tests and vocational interest surveys.
which includes contact details for all the You may have to pay something for the
Some learners make a career choice based institutions of further learning, you can test or career interview, but the library of
only on the fact that they can earn a lot of phone them on 0860 111 673, SMS them information is usually available to read for
money in that occupation. The quote from on 0722 045 056 or email them on help@ free. Visit [Link] for a list of
the movie above is a reminder that while [Link]. It has a section “For Universities and FET Colleges
money can buy many things, happiness Parents”, a School Leaver’s Toolkit (including
is not one of them. In fact some of the help building a CV and with interview skills) • Websites
best paid people in the world are paid so and lots of other information including links
well because they are happy doing their Here are some websites that help learners
to several other websites that specialize in
work, and this gives them more energy, with choosing a career:
different aspects of developing your career.
motivation, commitment and creativity, - [Link]
than other people in the same job who • Your Guidance Teacher / Career
are only doing it for the money. Happiness Counsellor - [Link]
is the ultimate “competitive advantage”
- [Link]
in any career because skills, education Most schools have someone who is
and experience can be gained by effort, appointed to help learners with career - [Link]
but happiness comes from being true to choices and build up a library of career careercentre/ (click on “questionnaire”)
yourself. In other words you will perform information. If your school doesn’t have one
- [Link]
better at an occupation you are happier in, then one of the bigger schools closer to a
assessment_resources.html
than someone in the same occupation, with large town or city will have one.
the same skills and experience as you, who - [Link]
is not happy. assessment
- [Link]

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