Statistics Act, 1999
R 385
Broad-Based Black Economic Empowerment Act, 2003 (Act No. 53 of 2003)Amended AgriBEE Sector Code (20177. Elements of Empowerment7.4 Skills Development |
| 7.4 | SKILLS DEVELOPMENT |
| 7.4.1 | Commercial viability in agriculture demands sustained productivity, high levels of entrepreneurship, long term commitment, resources and skills. The transformation demands of the Sector and rapid changes in the global environment require that more resources should be mobilised for expanding the existing human capital pool through investing in people, employment equity, skills development and institutional transformation. |
| 7.4.2 | Black Designated Groups are targeted under the skills development element. In addition, a focus on the development of core skills as identified by the enterprise, scarce and critical skills as identified by relevant Sector Education and Training Authority (‘SETA’) must be ensured. In this respect, skills development spends on proposed learning interventions which address these skills shortages must account for 85% of the value of the actual contribution. Enterprises should engage with the relevant SETA for information on such learning interventions. |
| 7.4.3 | All other key principles of Statement 300 of the Amended Generic Codes not addressed in this statement are applicable. |
| 7.4.1 | Commercial viability in agriculture demands sustained productivity, high levels of entrepreneurship, long term commitment, resources and skills. The transformation demands of the Sector and rapid changes in the global environment require that more resources should be mobilised for expanding the existing human capital pool through investing in people, employment equity, skills development and institutional transformation. |
| 7.4.2 | Black Designated Groups are targeted under the skills development element. In addition, a focus on the development of core skills as identified by the enterprise, scarce and critical skills as identified by relevant Sector Education and Training Authority (‘SETA’) must be ensured. In this respect, skills development spends on proposed learning interventions which address these skills shortages must account for 85% of the value of the actual contribution. Enterprises should engage with the relevant SETA for information on such learning interventions. |
| 7.4.3 | All other key principles of Statement 300 of the Amended Generic Codes not addressed in this statement are applicable. |
7.4.4 Skills Development scorecard for Large Enterprises
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Skills Development for Large Enterprise |
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Weighting |
Measurement Category & Criteria |
Weighting Points |
Compliance Target |
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|
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7.4.4.1 |
Skills Development Expenditure on Learning Programmes specified in the Learning Programme Matrix for black people as a percentage of Leviable (payroll) Amount.(provided 85% is on scarce and critical skills) |
8 |
6% |
|
7.4.4.2 |
Skills Development Expenditure on Learning Programmes specified in the Learning Programme Matrix for black people with disabilities as a percentage of Leviable (payroll) Amount.(provided 85% is on scarce and critical skills) |
4 |
0.3% |
|
|
Learnership, Apprenticeships, and Internship |
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7.4.4.3 |
Number of black people participating in Learnership, Apprenticeships, and Internships as a percentage of total employees(provided 85% is on scarce and critical skills) |
4 |
2.5% |
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7.4.4.4 |
Number of black unemployed people participating in training specified in the learning programme matrix as a percentage of number of employees(provided 85% is on scarce and critical skills) |
4 |
2.5% |
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Bonus Points: |
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7.4.4.5
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Number of black people absorbed by the Measured and Industry Entity at the end of the Learnership programme |
5 |
100% |
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7.4.5 Skills Development Specialised Scorecard for Large Enterprises
The following table represents the criteria used to derive a score for Skills Development:
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Skills Development Specialised for Large Enterprises |
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Category |
Skills Development Element |
Weighting Points |
Compliance Target |
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7.4.5.1 |
Skills Development Expenditure on Learning Programmes specified in the Learning Programme Matrix for black people as a percentage of the Leviable Amount (provided 85% is on scarce and critical skills). |
9 |
6% |
|
7.4.5.2 |
Skills Development Expenditure on Learning Programmes specified in the Learning Programme Matrix for black employees with disabilities as a percentage of the Leviable Amount |
4 |
0.3% |
|
Learnerships, apprenticeships and internships |
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7.4.5.3 |
Number of black people participating in learnerships, apprenticeships and internships as a percentage of total employees |
6 |
2.5% |
|
7.4.5.4 |
Number of black unemployed people participating in training specified in the learning programme matrix as a percentage of number of employees |
6 |
2.5% |
|
Bonus points |
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7.4.5.5 |
Number of black people absorbed by the Measured Entity and Industry at the end of the leanership/apprenticeship or internship programme |
5 |
100% |
7.4.6 Amended Skills Development Scorecard for QSE
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Skills Development for QSE |
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Criteria |
Weighting Points |
Compliance Target |
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|
30 |
7.4.6.1 |
Skills development expenditure on learning programmes specified in the learning programme matrix for black people as a percentage of leviable amount. (provided 85% is on scarce and critical skills) |
15 |
3% |
|
7.4.6.2 |
Number of black unemployed people participating in training specified in the learning programme matrix as a percentage of number of employees (provided 85% is on scarce and critical skills) |
5 |
1% |
|
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7.4.6.3 |
Skills development expenditure on learning programmes specified in the learning programme matrix for black women as a percentage of leviable amount. (provided 85% is on scarce and critical skills) |
10 |
1% |
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Bonus Points: |
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7.4.6.4 |
Number of black people absorbed by the Measured and Industry Entity at the end of the Learnership programme |
5 |
100% |
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7.4.7 Amended Skills Development Specialised Scorecard for QSE
The following table represents the indicators and methods for calculating a score under this statement:
|
Skills Development Specialised for Large Enterprises |
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|
Criteria |
Weighting Points |
Compliance Target |
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|
Skills Development Element |
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7.4.7.1 |
Skills development expenditure on learning programmes specified in the learning programme matrix for black people as a percentage of Leviable amount |
24 |
3% |
|
7.4.7.2 |
Skills development expenditure on learning programmes specified in the learning programme matrix for black female as a percentage of Leviable amount |
6 |
1% |
| 7.4.8 | Agri-Industry undertakes to: |
| (a) | identify gaps in workers’ training needs so as to co-operate with and complement teaching and educational institutions and to allow their workers to receive skills and in-service training; |
| (b) | dedicate resources to provide for experiential training, internships, in-service training and training infrastructure for prospective agribusiness entrepreneurs, farm managers and farm labourers; |
| (c) | ensure maximum use of resources provided by the Skills Levy of the relevant SETAs; |
| (d) | institute a sector-wide young professional employment and mentoring programme, which targets Black unemployed and underemployed graduates in all disciplines. Mentorship programmes shall be accredited by the relevant SETA or other agreed authority; and |
| (e) | implement quantifiable and measurable in-house mentoring programmes as part of the skills development of black employees. |
| 7.4.9 | Both the AgriSETA and FoodBev SETA undertake to: |
| (a) | establish SETA-funded training programmes for farm and Enterprise workers in appropriate technical and management skills; |
| (b) | fast-track the registration of learners on NQF-aligned learning programmes; |
| (c) | fast-track the implementation of appropriate learnership, internship, apprenticeship, in-service and mentorship programmes required by the Sector; |
| (d) | fast-track the accreditation of appropriate sectoral service providers; |
| (e) | encourage, support and monitor such programmes in the private sector; |
| (f) | ensure the transformation of agricultural training institutions to accelerate preferential recruitment and admission of black trainees; |
| (g) | encourage quantifiable and measurable in-house mentoring programmes as part of the skills development of black employees; |
| (h) | encourage the implementation of sector-wide young professional employment and mentoring programmes, which target Black unemployed and underemployed graduates in all disciplines. Mentorship programmes shall be accredited by the relevant SETA or other agreed authority; and |
| (i) | provide support to QSE’s and EME’s in the implementation of relevant skills development initiatives, including Enterprises which are exempted from the payment of the skills development levy. |
| 7.4.10 | Government undertakes to: |
| (a) | provide primary education and training. This includes adult literacy and numeracy training. The State, in conjunction with the governing bodies of educational institutions and similar structures must ensure that quality training is offered by all primary, secondary and tertiary institutions; |
| (b) | encourage agricultural and agro-processing training at schools and agricultural colleges. A focused, formal agricultural and agro-processing training system which adequately equips future agriculturalists and agro-processors should be developed; |
| (c) | promote agriculture and agro-processing as a competitive career option; |
| (d) | undertake a review of the effective demand for human resources in the agricultural Sector; |
| (e) | lead and co-ordinate a targeted programme in collaboration with education authorities, farmers’ organisations, labour and the agricultural private sector to review existing education and training curricula in order to enhance technical, entrepreneurial, and management skills for Black entrants into the Sector; |
| (f) | ensure the inclusion of a substantial number of Black persons from the Sector as the nucleus of strategic partners in Government overseas trade missions, technical assistance, study visits and training opportunities; |
| (g) | promote functional literacy and numeracy through ABET programmes; |
| (h) | encourage quantifiable and measurable in-house mentoring programmes as part of the skills development of black employees; and |
| (i) | encourage the implementation of a sector-wide young professional employment and mentoring programmes, which target Black unemployed and underemployed graduates in all disciplines. Mentorship programmes shall be accredited by the relevant SETA or other agreed authority. |
