PSETA Career Guide 2014-2015

Learner Career GuidePublic Service Sector

2014/15

Public Service Sector Educati on & Training AuthorityPhysical Address: 353 Festi val Street, Hatf ield, Pretoria, 0028

Tel: 012 432 5700/5711

Email: communicati [email protected]

[email protected]

Website: www.pseta.org.za

Public Service Sector Educati on & Training Authority

@comPseta

Public Service an Employer of Choice

Public Service an Employer of Choice1

CONTENTS

Acronyms 02

Foreword by the CEO 03

The aim of the Learner Career Guide 04

1. Deciding on a career 05

2. Why is it important for learners to make informed subject chioces 05

2.1 Importance of choosing subjects in Grade 9 06

3. Further studies after Grade 12 16

4. Career pathways 16

5. What are scarce skills in the Public Service Sector context? 23

6. PSETA learning opportunities 25

6.1 Internships 25

6.2 Voluntary work 25

6.3 Skills programmes 26

6.4 Recognition of Prior Learning 31

6.5 Apprenticeships 31

6.6 Learnership 38

7. Public Service Training opportunities 69

8. Choosing a career 73


LIST OF ACRONYMS

BA BACHELOR OF ARTS

BCom BACHELOR OF COMMERCE

CIPRO COMPANIES AND INTELLECTUAL PROPERTY REGISTRATION OFFICE

DHET DEPARTMENT OF HIGHER EDUCATION AND TRAINING

FET FURTHER EDUCATION AND TRAINING

HE HIGHER EDUCATION

HET HIGHER EDUCATION AND TRAINING

LLB BACHELOR OF LAWS

LC LABOUR CENTRES

NQF NATIONAL QUALIFICATIONS FRAMEWORK

NSFAS NATIONAL STUDENT FINANCIAL AID SCHEME

PSETA PUBLIC SERVICE SECTOR EDUCATION AND TRAINING AUTHORITY

QA QUALITY ASSURANCE

QCTO QUALITY COUNCIL FOR TRADES AND OCCUPATION

RPL RECOGNITION OF PRIOR LEARNING

SETA SECTOR EDUCATION AND TRAINING AUTHORITY

TVET TECHNICAL VOCATIONAL AND EDUCATION AND TRAINING


FOREWORD BY THE CEO

Young people are faced with an important life changing decision, namely planning a career and finding employment. Career guidance helps individuals acquire the knowledge, skills and experience necessary to identify options, explore alternatives and make informed decisions about career choices. With unemployment figures scourging at an all-time high, developing skills and career choices that meet the demands of the labour market become critical.

One of the functions of Sector Education and Training Authorities (SETAs) is identification of skills priorities for their respective sectors and attracting job seekers to bridge the gap for this need. This is done through career guidance initiatives. The purpose of this career guide is to:

Create awareness about careers in the Public Service Sector, particularly scarce and critical skills needs.

Promote the various occupational qualifications.

Promote the Public Service as a career of choice.

The Public Service Sector Education and Training Authority (PSETA) is a public entity whose aim is to champion skills development in workplaces within government departments, legislatures and public entities that fall within its scope. We do this through the development of occupational qualifications, implementation of learnerships and internships in the sector. The PSETA scope covers occupations and skills related to the business of government, namely public administration, public management, public finance, immigration services and diplomacy, to name a few.

This guide provides information on occupations, careers and labour market conditions in the public service sector. It is aimed at learners who need to make subject choices, matriculants who need to choose their careers, students at tertiary training institutions and young graduates who need to find employment. It is also aimed at employees of the public service who want to further develop their careers. We hope that you will find this guide useful and that it will assist you in making the right decisions with regard to your career.

Ms Shamira HulumanChief Executive Officer


THE AIM OF THE LEARNER CAREER GUIDE

This guide is aimed at learners, especially from grades 9 and 10, who are thinking of continuing their education up to grade 12 in schools, as well as those who want to study through TVET Colleges (previously called Further Education and Training Colleges). We intend to introduce you to exciting career opportunities in the public service sector and provide you with information that will help you take responsibility for making informed career choices. We want to support you through this learner career guide with practical steps that you must take in order to prepare yourself for fulfilling work in the Public Service Sector in the future. The main purpose of this guide is to provide information on various occupations in the public service sector and inform you about the different types of programmes that you can enrol in to gain the necessary knowledge and skills. We encourage learners to start with career planning as soon as possible, before looking for employment. Planning for a career starts with you thinking about where you want to be in life or in future, setting your goals and then working towards achieving them.

Some important points when choosing a career, include:

Diagram 1. Elements of Career Exploration: Six stages in making a career choice

Self-Assessment Qualities Interests Values

Review Opportunities in the Public Service Sector

Preparation Identify profession/ Career of choice Choose relevant Subjects, Learning Programme & Education Institution

Explore Financial and Study

Assistance

Plan for Entry into the Labour Market, through Internship Voluntary work Skills Programme Learnerships

Life - long LearningContinued professionaldevelopment in the career of your choice

1 2 3

4 5 6


1. Deciding on a career

Now is the right time to start thinking and planning for a career in the public service sector. Before you start thinking of further studies and looking at possible employment opportunities, start by planning your path.

Grade 9 is an important year in the life of every South African learner. You need to start thinking about possible careers during Grade 9. Your choice will also depend on what subjects are offered at your school from Grade 10. In order to make the right choice of subjects in Grade 10, learners should know the career path they wish to pursue on completion of Grade 12. In order to obtain the National Senior Certificate in Grade 12, learners must have SEVEN subjects four compulsory and three which are chosen at the end of Grade 9 for Grades 10 to 12. The four compulsory subjects are two official languages (one home language and one first additional language), mathematics or mathematical literacy and life orientation. Learners must also choose three optional subjects from a list of 25 approved subjects. Of these, a maximum of two additional languages may be selected. Learners are allowed to change two of the optional subjects in Grades 10 and 11. In Grade 12, learners are able to change one of the optional subjects.

2. Why is it important for learners to make informed subject choices?

The subject choice at the end of Grade 9 could determine the field of study learners can follow once they complete school. In other words, if learners do not select the correct combination of subjects, they could find themselves unable to enter into certain higher or further education programmes. So when making this important subject choice, learners should consider their options for when they complete school and select accordingly. For some career paths, a learner may need to complete a degree at a higher education institution or a certificate/diploma through a TVET College or a Sector Education and Training Authority (SETA). The first thing learners need to know is that to qualify for higher/further education and training studies, they must ensure that they have the right subjects to meet the minimum entry requirements to study further. Of course, for a degree, diploma or certificate studies, it is important that the learner chooses subjects that are appropriate to the career he/she intends to follow and that they try to keep their options open as their plans may change in future.


2.1 Importance of choosing subjects in Grade 9

Decide what kind of work you want to do

Route 1: Academic

Route 4: Apprenticeship

Choose the right subjects for Grades

10, 11 and 12

Achieve National Senior Certificate

(NSC)

Study at university or university of

technology

Achieve: Higher Certificate, Advanced Certificate, Diploma or Bachelors Degree

Route 3: Learnership

Enrol for a learnership leading to an NQF

registered qualification

Achieve: qualifications at NQF levels 2 to 6

Work or study at university or university

of technology

Achieve: Higher Certificate, Advanced

Certificate, Diploma or Bachelors Degree

Work and study at TVET college

component

+

Practical workplace experience

+

Achieve: N1 N3 Trade test (listed trades

apply)

Work or study at university or university

of technology

Route 2: Vocational (College)

Choose the right subjects for National

Certificate

Vocational (NCV 2, 3 and 4)

Achieve NCV 2

Achieve NCV 3

Achieve NCV 4

Work or study at university or

university of technology

Achieve: Higher Certificate, Advanced

Certificate

Successful achievement of Grade 9


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3. Further studies after Grade 12

Choosing the right subjects is only the first step to getting into a university, university of technology or TVET College. Learners also need certain levels of achievement to meet the entry requirements for that particular qualification. One way for universities to measure your level of achievement is with a point rating system. No matter what kind of tools universities use as entry requirements, the bottom line is that the better you perform in all your subjects, the more options you have. When you apply for further studies at an institution, they will also consider your Grade 11 subject marks before you have written the National Senior Certificate. The subjects that you select on entry into Grade 10 must link to the field of study in which you are interested as a future career. In addition, each direction or field of study will have its own set of entry requirements, which means that you will have to achieve at a certain level in certain subjects. Many qualifications for example, require you to do well in mathematics. But each course of study will require you to achieve at a certain level. Make sure that you begin to work very hard in all your subjects from the beginning of the year. The subject choices you make at the end of Grade 9 are important for your future success. Below are some of the public service sector careers.

4. Career Pathways

To progress and develop ones skills so as to become sought after in the labour market, one needs to clearly map out a career pathway.

A career pathway is a coherent, articulated sequence of rigorous academic career-related courses, commencing in Grade 9 and leading to a National Diploma, and/or an industry- recognised certificate, and or degree and beyond.

Diagram 2. Career Map

Grade 12 Learner Maths, Science, Accounting, Economics, English and one African Language

Grade 9 Learner Maths, Science, Economics, Accounting, History, Geography and two Languages

Unemployed Youth and Adults Increased recruitment opportunities for learnership, internship, and apprenticeship

HETThere are 17

universities in the country

SETA There are 21

SETAs, including the PSETA

UoTsThere are six universities

of technology in the

country

Training Providers

Each SETA has accredited

training providers

TVETsThere are 50 FETs colleges

in the country


Tabl

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1 Ca

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the

Publ

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as a

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oper

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hum

an

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func

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and

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itica

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ills D

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prov

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rgan

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spec

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arch

and

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and

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lopm

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with

in

orga

nisa

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and

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catio

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gisla

tor

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tere

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f peo

ple

in

a co

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r el

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go

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horit

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tive

and

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ition

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ffairs

and

th

e O

ffice

of t

he P

rem

ier

Grad

e 12

with

ex

perie

nce

and

kn

owle

dge

in

gove

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ent l

egisl

ation

Uni

vers

ity

Nati

onal

Sch

ool o

f Go

vern

men

t


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f wor

kEm

ploy

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vern

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of i

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omati

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omot

es b

ilate

ral a

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mul

tilat

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rela

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of

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th A

fric

a an

d pe

rfor

ms m

anag

eria

l fu

nctio

ns in

miss

ions

.

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rtm

ent o

f In

tern

ation

al R

elati

ons

Dipl

oma

or D

egre

e in

In

tern

ation

al R

elati

ons

Uni

vers

ity

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sition

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ager

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s, o

rgan

ises,

di

rect

s, c

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nd

coor

dina

tes h

uman

re

sour

ce a

nd w

orkp

lace

re

latio

ns a

ctivi

ties

with

in a

n or

gani

satio

n.

All

gove

rnm

ent

depa

rtm

ents

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oma

or D

egre

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Man

agem

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prev

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exp

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in

chan

ge m

anag

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vers

ity

Uni

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f Te

chno

logy

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ate

prov

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s

Econ

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orm

s eco

nom

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rese

arch

and

ana

lysis

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pplie

s th

eorie

s abo

ut

prod

uctio

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strib

ution

of g

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an

d se

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nd

peop

le's

spen

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and

fin

anci

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ehav

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; an

d pr

ovid

es a

dvic

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gov

ernm

ents

and

or

gani

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ns o

n su

bjec

ts re

latin

g to

ec

onom

ic p

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ies.

Nati

onal

Tre

asur

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Depa

rtm

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nom

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Deve

lopm

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CIPR

O

SA R

even

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prev

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in

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Uni

vers

ity


The PSETA also participates in the rapid growth of social media among the youth in South Africa. The PSETA has an active Facebook page and twitter account (@pseta) to advise learners about careers in the public service sector. This allows interaction with learners at any given time and prompts responses and gives information regarding important career choices. The demand for more aggressive career guidance in the country has led to the PSETA introducing multi-media campaigns on radio and in the press. The PSETA publishes a quarterly newsletter to inform learners about opportunities in the public service sector.

5. What are scarce skills in the public service sector context?

This section of the career guide contains information on the scarce and critical skills in the public service sector. Please note that the lists of scarce and critical skills indicated below are not job advertisements. There are several sources of information about scarce skills (skills that provincial or national government departments, or statutory bodies are looking for) in the public service sector.

Scarce skills differ in certain ways

Absolutely scarce skills refer to jobs for which skilled people are not available in the labour market, such as actuarial scientists and artisans.

Relatively scarce jobs refer to jobs for which suitable skilled people are available but who may not necessarily have high levels of experience; jobs located within a specific geographical location; or jobs with equity considerations, e.g. fewer woman in engineering and science-related careers.

Critical skills refer to top-up training required. Critical skills development is important for various reasons:

Someone may be appointed to a job without having all the necessary skills. Top-up skills development is needed to address the gap.

The world is constantly changing, and continuous learning may be needed to keep up with the latest developments. (This is commonly known as continuous professional development for example, nurses may need to keep up to date with the latest developments in medicine, or an artisan may need to learn about new equipment necessary for the job.)

The organisation or sector may introduce new policies or strategies that staff members need to understand. For example, all government departments will need to understand the impact of climate change legislation on their sector, as well as in their organisation. See table 1.2 with the lists of scare and critical skills.


Tabl

e.1.

2 Sc

are

skill

s acr

oss g

over

nmen

t dep

artm

ents

Occ

upati

on C

ode

Occ

upati

onDe

part

men

ts

3339

05Su

pply

Cha

in P

racti

tione

rAl

l gov

ernm

ent d

epar

tmen

ts

1213

01St

rate

gic

Plan

ning

Man

ager

All g

over

nmen

t dep

artm

ents

4419

03Pr

ogra

mm

e or

Pro

ject

Adm

inist

rato

rsDe

part

men

t of P

ublic

Wor

ks, S

ocia

l De

velo

pmen

t, Tr

ansp

ort a

nd L

ocal

Go

vern

men

t

2432

04Go

vern

men

t, Pr

otoc

ol o

r Civ

ic E

vent

Org

anise

rIn

tern

ation

al R

elati

ons

2422

02Ri

sk /

Plan

ning

/ Re

view

/ An

alys

tAl

l dep

artm

ents

4419

02Co

ntra

ct A

dmin

istra

tor

Nati

onal

Tre

asur

y

Depa

rtm

ent o

f Hum

an S

ettle

men

t

Prov

inci

al d

epar

tmen

ts

1211

01Fi

nanc

e M

anag

erAl

l dep

artm

ents

1221

05Cu

stom

er S

ervi

ce M

anag

erSA

RS, T

reas

ury

and

Prov

inci

al d

epar

tmen

ts

2631

01Ec

onom

ists

Nati

onal

Tre

asur

y

Econ

omic

Dev

elop

men

t

Prov

inci

al d

epar

tmen

ts


6. PSETA Learning Opportunities

6.1 Internships

An internship is a temporary position created within an organisation to provide learners with supervised, on-the-job training. Internships are usually for tertiary graduates who are seeking work experience at an entry level. Relevant work experience is seen as an advantage in any job application. During your studies, seek out ways of placing yourself with potential employers or in workplaces to earn practical workplace experience. In particular, the public service sector provides structured internship programmes. If you are studying towards a scarce skill qualification, apply to be placed on an internship during or immediately after your studies.

Diagram 3. Benefits of internship

Benefits of internship

Provides work exposure and experience Prospects for employment Provides work-ready skills Career path advantage Stipend which covers transport and other costs.

6.2 Voluntary work

Many unemployed youth have found their way into formal employment through volunteering. Voluntary work can include:

Work for a social cause (such as a faith-based organisation, a non-governmental organisation or a community-based organisation). Voluntary work of this kind helps to improve your networks; builds your understanding of an issue that your potential employer might be supporting; and provides practical work experience (even if it is unpaid). If lack of work experience is holding you back in job applications, there are always ways of building this through voluntary work.

You can do voluntary work for a company or even a public sector organisation. Many unemployed people have provided voluntary services; and after a time, the organisation began to feel they needed their skills full-time.


Diagram 4. Benefits of voluntary work

Diagram 5. Benefits of skills programmes

Benefits of voluntary work

6.3 Skills programmes

Skills programmes are shorter learning programmes and are stepping stones to full qualifications. Such programmes are jobfocused and are often introduced in response to an urgent skills need in a particular industry where employees do not have the skills to do a specific task. Skills programmes have a practical component and therefore increase employability and mobility in the workplace.

Foot-in-the-door technique to obtain experience

Provides well-informed career choice with deep understanding

Benefits of doing skills programmes

Improves skills and employability Allows qualification specialisation Enables competency in a particular area


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1149

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age

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2428

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EL 3

SAQ

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Acco

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unic

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1194

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rate

and

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in

the

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2428

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nd re

spon

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with

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2428

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46


6.4 Recognition of prior learning

Recognition of Prior Learning (RPL) refers to the assessments of the skills, knowledge and capability of a person, regardless of how, when and where the learning occurred. The assessment is done outside a formal learning programme, and may draw on experiential and other forms of evidence. RPL allows a person to obtain a qualification, based on an assessment of the persons past training and work experience, whether obtained formally or informally.

Diagram 6. Benefits of RPL Enables progression in your career path

Recognises already acquired skills

Eliminates duplication of learning

A person can obtain a qualification in a shorter period of time and at less cost

Benefits of Recognition of Prior Learning

6.5 Apprenticeship

An apprenticeship is a technical training system that includes practical and theoretical training. Apprenticeships are offered in particular trades, such as the trade of electrician or motor mechanic. After passing a trade test, the leaner or employee within the public service is recognised as an artisan. The duration of an apprenticeship is a minimum of three to a maximum of four years. The mandatory basic training course that the apprentice has to attend is included in this period.

Trade is an occupation/skill for which an artisan qualification is registered in accordance with the Manpower Training and Skills Development Act

An artisan is a person that has been certified as competent to perform a listed trade in accordance with the Manpower Training and Skills Development Act

You are paid a monthly stipend/allowance

You undertake training for the trade according to a prescribed, structured training schedule

You undertake the final trade testing after the prescribed time

Apprentice training and certification are carried out in accordance with the Manpower Training Act and associated legislation and regulations. See NATIONAL LIST OF ARTISAN TRADES in table 1.4.


Diagram 7. Benefits of doing an apprenticeship

It leads to a job and specific trade Government recognised and supported High market demand as it leads to becoming an artisan Strong prospect for further study Exposure to scarce skills Leads to more qualified artisans

Benefits of doing an apprenticeship

NATIONAL LIST OF ARTISAN TRADES, 31 August 2012, Gazette No. 35625 in terms of Section 26B of the Skills Development Act of 2008 as amended.


Tabl

e 1.

4 L

ist o

f nati

onal

trad

es

Org

anisi

ng F

ram

ewor

k fo

r Occ

upati

ons C

ode

(OFO

) Tr

ade

Nam

e

3434

01Ch

ef

5141

01Ha

irdre

sser

6412

01Br

ickl

ayer

6413

01St

onem

ason

6413

03Re

frac

tory

Mas

on

6415

01Ca

rpen

ter a

nd Jo

iner

6415

02Ca

rpen

ter

6415

03Jo

iner

6422

01W

all a

nd F

loor

Tile

r

6423

02Pl

aste

rer

6425

01Gl

azie

r

6426

01Pl

umbe

r

6426

03Ga

sfitte

r

6426

07Pi

pe F

itter

6427

01Ai

r-Con

ditio

ning

and

Ref

riger

ation

Mec

hani

c

6427

02Re

frig

erati

on M

echa

nic

6431

01Pa

inte

r


Org

anisi

ng F

ram

ewor

k fo

r Occ

upati

ons C

ode

(OFO

)Tr

ade

Nam

e

6432

02Ve

hicl

e Pa

inte

r

6511

01M

ould

er

6512

02W

elde

r

6512

03Fi

tter-W

elde

r

6513

01Sh

eet M

etal

Wor

ker

6513

02Bo

iler M

aker

6514

01M

etal

Fab

ricat

or

6514

04St

ruct

ural

Pla

ter

6515

01Ri

gger

6521

01Bl

acks

mith

6522

01To

olm

aker

6522

02Gu

nsm

ith

6522

03Lo

cksm

ith

6522

04Pa

ttern

mak

er


Org

anisi

ng F

ram

ewor

k fo

r Occ

upati

ons C

ode

(OFO

)Tr

ade

Nam

e

6522

06Di

e Si

nker

6523

01M

etal

Mac

hini

st

6523

02Fi

tter a

nd T

urne

r

6524

03Sa

w M

aker

and

Rep

aire

r

6531

01Au

tom

otive

Mot

or M

echa

nic

6531

03M

otor

cycl

e M

echa

nic

6531

09Au

tom

otive

Eng

ine

Mec

hani

c

6532

01Ai

rcra

ft M

aint

enan

ce M

echa

nic

6532

02Ai

rcra

ft St

ruct

ures

Wor

ker

6533

01In

dust

rial M

achi

nery

Mec

hani

c

6533

03M

echa

nica

l Fitt

er

6533

04Di

esel

Fitt

er

6533

05Sm

all E

ngin

e M

echa

nic

6533

06Di

esel

Mec

hani

c


Org

anisi

ng F

ram

ewor

k fo

r Occ

upati

ons C

ode

(OFO

)Tr

ade

Nam

e

6533

07He

avy

Equi

pmen

t Mec

hani

c

6533

08Tr

acto

r Mec

hani

c

6533

09Fo

rklift

Mec

hani

c

6611

01Pr

ecisi

on In

stru

men

t Mak

er a

nd R

epai

rer

6611

02W

atch

and

Clo

ck M

aker

and

Rep

aire

r

6611

03Sc

ale

Fitte

r

6612

01M

usic

al In

stru

men

t Mak

er o

r Rep

aire

r

6613

01Go

ldsm

ith

6613

02Di

amon

d an

d Ge

mst

one

Sette

r

6615

01Gl

ass M

aker

6615

02O

ptica

l Mec

hani

c

6616

01Si

gnw

riter

6616

02En

grav

er

6621

01Pr

e-Pr

ess T

echn

ical

Wor

ker


Org

anisi

ng F

ram

ewor

k fo

r Occ

upati

ons C

ode

(OFO

)Tr

ade

Nam

e

6621

04El

ectr

onic

Orig

inat

or

6621

05Gr

avur

e Cy

linde

r Pre

para

tion

Tech

nici

an

6621

06Pr

oces

s Eng

rave

r

6622

01Pr

intin

g M

achi

nist

6622

03Sc

reen

Prin

ter

6622

04Pa

per S

heetf

ed O

ffset

Lith

ogra

phy

Tech

nici

an

6622

05M

etal

She

etfed

Offs

et L

ithog

raph

y Te

chni

cian


6.6 Learnership

Learnerships are structured training programmes that combine theoretical learning, provided by an accredited training institution with PSETAs Quality Assurance department, with practical work experience gained within the public service that is designed to enable learners to achieve a national qualification.

Three key features make up any learnership

Structured learning which is theoretical and usually takes place within a classroom environment

Practical workplace experience of special type and duration within a workplace or simulated work environment

It leads to an NQF qualification, related to an occupation

Diagram 8. Benefits of doing a learnership

Benefits of doing a learnership

Learners get a qualification while working full-time

Work experience is an integral part


Tabl

e 1.

5 Li

st o

f lea

rner

ship

s reg

iste

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and

qual

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ssur

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1335

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ET L

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2415

3Ge

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l Edu

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d Tr

aini

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Certi

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808

21Q

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1727

1774

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17FE

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in:

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ster

edLe

vel

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824

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her E

duca

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and

Trai

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tifica

te:

Publ

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807

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1626

1794

2100

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TC: P

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in:

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ly C

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anag

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t Lev

el 4

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ster

edLe

vel

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824

Furt

her E

duca

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and

Trai

ning

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tifica

te:

Publ

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805

21Q

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1433

1404

2100

14Hu

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ourc

es

Man

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nd

Prac

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Le

vel 4

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ster

edLe

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691

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and

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tifica

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Hum

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M

anag

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t and

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2100

2425

1205

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24Im

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n La

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l 5

5041

8N

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mig

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1529

21Q

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3024

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31Im

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n Se

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l 5

6686

9N

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1219

21Q

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2327

1505

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spec

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and

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4910

7N

ation

al C

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: In

spec

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and

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796

21Q

2100

0546

1704

2100

05N

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ficat

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nd

Skill

s Dev

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t Pr

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976

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rtific

ate:

Loc

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ent a

nd

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s Dev

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men

t Pr

actic

es

1223

07Q

0771

9231

314

2100

27N

ation

al C

ertifi

cate

in

Occ

upati

onal

ly

Dire

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Edu

catio

n an

d Tr

aini

ng

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Nati

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te:

Occ

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onal

ly

Dire

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Edu

catio

n,

Trai

ning

and

De

velo

pmen

t Pr

actic

es

809

21Q

2100

1837

1415

2100

18N

ation

al

Certi

ficat

e in

Pub

lic

Adm

inist

ratio

n Le

vel 5

Regi

ster

edLe

vel

557

824

Furt

her E

duca

tion

and

Trai

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Cer

tifica

te:

Publ

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dmin

istra

tion

1216

21Q

2100

2027

1875

2100

20N

ation

al

Certi

ficat

e: P

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Ad

min

istra

tion:

Le

ader

ship

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el 5

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ster

edLe

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te:

Publ

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p ID

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hip

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hip

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usN

QF

Leve

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catio

n Ti

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1217

21Q

2100

2129

1875

2100

21N

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al

Certi

ficat

e: P

ublic

Ad

min

istra

tion:

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t Lev

el 5

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ster

edLe

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550

060

Nati

onal

Cer

tifica

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Publ

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dmin

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1222

21Q

2100

2622

2675

2100

26N

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al C

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cate

: Pu

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M

anag

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t and

Ad

min

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Leve

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549

554

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Dip

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a:

Publ

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inan

ce

Man

agem

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nd

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inist

ratio

n

810

21Q

2100

1923

2825

2100

19N

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al D

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ma:

Pu

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M

anag

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t Ad

min

istra

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(Pro

vinc

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nd

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) Le

vel 5

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edLe

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549

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onal

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a:

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inan

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Man

agem

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nd

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inist

ratio

n

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21Q

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0637

1302

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min

istra

tion

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tant

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223

833

Nati

onal

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tifica

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Busin

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inist

ratio

n Se

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1509

21Q

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1100

1205

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29Pr

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onin

g Ad

min

istra

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Leve

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Regi

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524

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ficat

e:

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d St

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1221

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1573

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25Pu

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357

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onal

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799

21Q

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1313

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33Pu

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and

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1530

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1205

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duca

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and

Trai

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Col

lege

s pla

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maj

or ro

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redu

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the

scar

ce sk

ills i

n th

e co

untr

y, es

peci

ally

arti

san

deve

lopm

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type

of e

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and

trai

ning

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ferr

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as

pos

t sch

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mea

ning

that

the

educ

ation

take

s pl

ace

after

leav

ing

scho

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ven

if on

ly w

ith a

Gra

de 9

com

plet

ed. T

he o

nly

age

rest

rictio

n fo

r a p

erso

n sh

ould

be

16 y

ears

or o

lder

. In

Sout

h Af

rica

ther

e ar

e 50

TVE

T Co

llege

s with

cam

puse

s in

man

y to

wns

and

citi

es a

cros

s the

cou

ntry

.


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ince

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l no.

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no.

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ern

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lo C

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lbor

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e M

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la T

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ate

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llege

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281

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g X2

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r Her

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d Fr

aser

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6 97

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dfiel

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g X9

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k

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e Ba

g X8

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tree

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hadi

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aqw

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9866

058

713

6100

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heo

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llege

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ivat

e Ba

g X2

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ein

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ougl

as s

tree

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n

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9330

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ral J

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ate

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ghto

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ktow

n

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011

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600

001

1 64

2 73

58

Ekur

hule

ni E

ast

TVET

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lege

Pr

ivat

e Ba

g X5

2

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gs

1560

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ma

Road

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Them

a

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gs

1560

011

736

4400

/730

660

001

1 73

6

1489

/990

9

Ekur

hule

ni

PSETA Career Guide 2014-2015

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Transcript of PSETA Career Guide 2014-2015