IMFO PRACTICAL TRAINING PROGRAMME

The Institute has developed a Practical Training Programme after thorough investigation of job profiles and the competencies needed to perform the task of a Municipal Finance Officer, from the lowest level to Chief Financial Officer. The Practical Training Programme is prescribed for Licentiate and Associate Members. There is no time restriction for completing the Practical Training Programme. Prospective Members are required to register as Junior Members of the Institute in order to follow the Practical Training Programme.
Junior Members must request an Associate Member of the Institute in the same local authority to act as his/her principal/mentor. The principal will act as mentor to the trainee during the practical training period. He/She will test the trainee's competency in the different functions of the practical training programme and record it in a logbook. Trainees may request their principals to test them on certain functions if they feel that they have gained enough experience. If a trainee has prior experience in finance, he/she may request the principal to test him/her on the applicable functions. Once the logbook is completed, Juniors can apply for either Licentiate or Associate membership.

DUTIES OF PRINCIPALS/MENTORS

Any Junior Member who wishes to qualify him/herself for Licentiate or Associate Membership must have a Principal for continuous assistance, for monitoring progress, giving directions regarding obligations to obtain Licentiate or Associate membership and to test competence. The Principal must declare that he/she will act as principal of the Junior member in terms of the Institute's Regulations on the application form for Junior Membership.
The role of the Principal is primarily to act as a mentor to prospective Associates and Licentiates. A mentor is a person who has gained knowledge, skills and experience, and who is not only capable of and interested in passing such attributes on to other persons, but is also able to cultivate a professional approach to all matters. However, ancillary thereto, are important responsibilities and considerations.

The Principal should:

Understand his own role and responsibilities towards the Institute. Being remote, the Institute expects the Principal to act on its behalf in achieving the objectives of the Institute as it appears in the Memorandum of Association and Articles of Association. The Principal should further uphold the Code of Conduct and generally safeguard the high standards which the Institute strives for;

Liaise closely with the trainee and his/her Chief Financial Officer to ensure that a reasonable balance exists between the interests of the Local Authority and that of the trainee and the profession;

Liaise with the trainer (normally his/her supervisor) and the Institute, where necessary;

Be fully conversant with the Regulations for Education, Training and Membership;
Ensure that the trainee properly understands the Regulations and his obligations in terms thereof.

Pay particular attention to the administration of the trainee's logbook;
Assist the trainee in understanding his role in terms of the Institute, its Code of Conduct, the profession and his employer;

Ensure that the trainee is subjected to an Induction Course in terms of the Regulations;

Ensure that training takes place strictly in terms of the Regulations. Should it become evident that the Regulations are being contravened, the Principal has an obligation to discuss the matter with the trainee and the Chief Financial Officer in the first instance and thereafter, if necessary, to advise the Institute's Chief Executive Officer;

Emphasise the importance of understanding the political environment, the Local Authority's goals and objectives, and all policy matters related thereto;

Constantly give guidance, advice and encouragement;

Encourage the trainee to freely express views, and to disagree if necessary, upon justified grounds;

Take an interest in the trainee's personal development. This, for example, could embrace development of self-responsibility, self-organisational skills and the ability to investigate and find out matters on own initiative;

Cultivate in the trainee a sense for a professional approach in the application of the skills and knowledge gained;

Monitor progress through regular contact/interviews with the trainee and/or his trainer;

Encourage and motivate the trainee in pursuing his academic studies;

Encourage the trainee in such other matters as:
neatness of appearance;
behaviour;
human relationships;
initiative;
research;
pride in effort;
systems improvements;
leadership;
communication skills;
time management and participation in Institute activities through Provincial Branches and Interest Groups.
Regularly assess the trainee's professional status and level of appointment in the department. Neglect thereof can cause the trainee to lose faith in the profession.

As the Principal should develop a close relationship with the trainee, a good rapport between them is essential. For this reason, if possible, a trainee's preference for a particular person should be considered. Sensitivity and tolerance in discussions and debates when differing views and understandings materialise are essential characteristics.

TESTING OF TRAINEES

Article 4.4 of the Regulations reads as follows: "A trainee may at any time request his Principal to evaluate his competencies in any of the training functions with the view to have it recorded in his logbook".
Principals are permitted to use their discretion concerning the method of evaluation/testing. It could be by means of:
A personal interview;
A written test;
A case study or
A demonstration
Principals must ensure that the tests they apply will be of a professional standard. Tests must be of such a nature that it clearly proves whether a trainee has mastered the competencies of a certain function.
Should a principal fail a trainee, the principal's word will be final. The principal should, however, inform the trainee where he had erred and assist him so that remedial steps can be taken.
It is strongly recommended that one function at a time be tested.
No fixed time span is set to test a function. Principals should use their discretion in this regard.

LEARNERSHIPS

Training and development in South Africa has reached a point where it is more dynamic than it has ever been. The restructuring and merging of tertiary institutions is echoed by the review of apprenticeships – with learnerships as the result.
Learnerships are the new buzzword for training courses. A dynamic way of teaching, the learnerships offer candidates an opportunity to learn in a real work environment – rather than having a purely academic approach to learning. An added benefit of this is that the candidate gains valuable work experience while training.
Learnerships are designed to take place over a period of one to three years, and is structured to include aspects of formal education and practical training.
The learnership entails intense planning and facilitation from both the employer and the relevant Sector Education and Training Authority (SETA). A programme needs to be implemented wherein the employee is trained under a mentor, and has other trainers and assessors available at all times.
The Learnership programme has been slow to be implemented, but many companies have grasped the concept – and shown how beneficial learnerships can be if they are afforded the necessary time and effort.

Benefits to the Employer:

The contract between employee and employer is for a fixed term, and the employer is under no obligation to hire the candidate if he does not wish to. This way the employer can view the candidate in the work environment, and can view how he/she interacts with other employees, how punctual they are, how seriously they take their work, and the like, and decide if the candidate fits the criteria set by the company.
Learnerships also offer companies an opportunity to fulfill their gender and race equity targets.

Tax rebates are offered by government in order to motivate companies to implement learnerships.
The rebate offered is R37 500 per learner seen through to qualification by the company. Municipalities and government departments are excluded as they do not pay company tax

This training policy also applies to existing employees, who can be upskilled.

The company can be assured of the quality of the candidate they employ due to the stringent assessment and certification of the candidates.

Learnerships have added to the idea of a traditional apprenticeship by allowing workers to train in fields such as Information Technology and Banking instead of only artisan’s fields. Learnerships offer a holistic approach to training – teaching the learner life skills coupled with practical and theory.
For further information, you can contact the LGSETA ( www.lgseta.co.za )

GUIDANCE NOTES TO TRAINEES

INTRODUCTION

The logbook contains vital information concerning the practical training programme. As soon as a person was admitted as a Junior member, the logbook is posted to him/her.

FIRST STEPS TO BE TAKEN

Complete the form "Personal Details".
Study the contents of the folder thoroughly.
Report to your Principal. Discuss the system as well as your training programme with him/he.

DEFINITIONS

Principal: An Associate or Fellow of the Institute who continuously assist you in a professional capacity, monitor your progress and direct you regarding your obligations towards the Institute to obtain membership.

Training Officer: Any person in a local or related authority nominated by your Principal to provide you with training in any function contained in the Logbook, normally your immediate supervisor.
Tester: Either the Principal himself or a person who is at least a Licentiate of the Institute and nominated by the Principal to test your competence in any function contained in the Logbook by way of a personal interview, a written test, a case study, etc.

WHAT IS IN YOUR PERSONAL FOLDER?
There are four main documents in your folder.

Guidance Notes for Trainees:

The Guidance Notes (this document) are designed to help you to understand your obligations regarding your practical training programme.Personal Details
The above is a straightforward form to complete in order to identify the owner of the folder.

Practical Training Programme:

The main aim of it is to show at a glance the entire range of competences that, ideally, you should achieve.
It sets out, in a schematic way, the full range of competences that all IMFO trainees should ideally acquire during the training phase of their careers. Few trainees, however, are likely to achieve this ideal and few authorities can possibly cover the entire range. Therefore, the Programme makes provision for two levels of training:
Compulsory: All these must be achieved.
Optional: At least one third of these should be achieved.

The Programme comprises of seven main areas:

Accounting
Financial Reporting
Managing and Controlling Finance
Managing and Controlling Revenue
Auditing
Using Information Technology
Learning to Manage
You need not follow any particular sequence in completing your practical training. No minimum or maximum period is prescribed for the completion of any function.

Logbook:

The purpose of your logbook is to record, in detail, the progress in your practical training, thus ensuring a permanent record of it. It is in your interest to see to it that it is maintained diligently. Each item of the Practical Training Programme is provided for on a separate sheet in the logbook. Space is provided for entries to be written in as training is gained.

HOW WILL THE RECORD BE KEPT

Your Principal should give you detailed guidance on what is expected of you in your local authority.
Your logbook must be maintained under the supervision of your Principal. Each item in the Logbook is derived from the Practical Training Programme. Your Training Officer(s) will be expected to make brief entries in the box, "Short Description of Experience" noting relevant experiences/training as they occur and sign it off. You will eventually have several entries against each item. Entries must be dated. A student may request his principal at any time that his competence in a particular function be tested. The person who will test your skills can either be: your Principal himself or another person nominated by your Principal provided that such person is at least a superior in the finance department of your local authority. The Tester must also sign off and date the particular function, thus recording that an acceptable level of achievement in that particular function was reached. The method that was used to test your skills must be recorded by your Principal.

It could be by way of:

a personal interview;
a written test;
a case study, etc.

Your Training Officer and Principal must also complete the details as requested on the reverse side of the particular page concerning name, qualifications and rank. The way that the entries will develop in your Logbook, over time, is illustrated by the following example:

Soon after starting your training you spend a couple of months working with the Chief Accountant. Your Principal might appoint this person as your Training Officer regarding various tasks including the preparation of financial statements.

You, in liaison with your Principal, might decide that the training gained, is relevant to item B2 (assisting with the preparation of financial statements). Your Principal may then log a brief entry. At a progress interview your Training Officer and Principal discuss your training with you to resolve any problems you might have had and to check whether you fully understand the significance of the work and how it relates to other work of the Department. In a few week's (month's) time you may request your principal that you want to be tested in this function. He may conclude that you have adequately demonstrated your ability to do the task consistently and reliably according to the standards that might reasonably be demanded of a newly qualified member of the profession.

Although you still have some way to go before qualifying, your competence in this particular professional task may now be annotated in your logbook, signed and dated to signify your attainment.
When you start to perform some other tasks the process is repeated.

PERSONAL SKILLS AND ATTRIBUTES

Some principals may choose to keep a record of your personal skills as they develop during your training. Others may adopt different methods. Either way, you need to know the kinds of personal skills and attributes that you yourself should be trying to develop. Some of the personal skills and attributes that are particularly important in your professional development are listed below.

Personal Skills:

The ability to:
produce results;
work quickly and accurately;
achieve deadlines;
manage time effectively;
show a sense of priorities;
think clearly;
identify trends and patterns;
interpret the significance of figures, trends and patterns;
reach rational and justifiable decisions;
communicate effectively in writing;
communicate effectively in speech;
make effective contributions to meetings;
comment critically but constructively;
maintain good relations with colleagues;
maintain good relationships with seniors;
maintain good relationships, where applicable, with clients and members of the public and
lead.

Personal Attributes:

Professionalism regarding conscientiousness, commitment and reliability;
helpfulness, responsiveness;
enthusiasm and
drive and determination.

CLOSING REMARKS

The Logbook is evidence of your achievement of competences, so keep it safely. It is recommended that you keep copies of completed logbook pages so that in the event of loss or damage the entries can be recreated.

RECOGNITION OF PRIOR LEARNING

Experience does carry weight in education and training:

South Africa is a constantly changing and developing nation. There have been changes in everything from a complete shift in government, to more open-minded views on issues ranging from HIV and AIDS to employment equity in the workplace. It seems fitting, then, that there is restitution for those who were unable to benefit from various levels of education when they applied for jobs or were seeking advancement in their current company. The South African Qualifications Authority (SAQA) has implemented a policy that will enable South Africa to utilize the true potential of its human capital. The Recognition of Prior Learning (RPL) policy will ensure that people who were in any way or form unable to access education and training in the past will now have the chance to do so.

Formal Education has always carried a greater weight than education gained through experience. The RPL policy offers the opportunity to remedy this situation, and people are now able to have their learning acknowledged – whether they obtained it formally, informally or experientially. However, RPL is definitely not the easy way of learning a qualification. The people who apply need to meet all the requirements of the qualification they wish to possess.

The underlying principles include the following:

• Fair access to education and training programmes for all individuals who wish to further their learning,
• Redressing past unfair education practices that prevented people from studying further, and
• Recognising and crediting learning in relation to formal qualifications and unit standards where people already have attained the learning through informal and non-formal means.

In order to protect the integrity and standards of education and training, the policy lists quality assurance mechanisms for the implementation of RPL. These include quality assurance of the following:
•  Institutional policies of providers offering RPL services,
•  The services and support for people requesting recognition of their prior learning,
•  The training and registration of assessors and support staff who deal with RPL,
•  The methods and processes for the assessment of prior learning,
•  The moderation of RPL processes and assessment,
•  The fees charged for RPL services, and
•  Curricula and the inclusion of RPL

The RPL Implementation Guide:

The Criteria and Guidelines for the Implementation of RPL supply the education and training provider with guidelines regarding the implementation of RPL. These guidelines include the following:

• Conducting a pre-implementation audit that helps to identify the environment within which RPL will be implemented, the purpose and the target group(s) for RPL.
• Developing a sector/provider specific plan for the implementation of RPL.
• Building the capacity of education and training institutions, staff and resources.
• Designing fit-for-purpose assessment methodologies and instruments.
• Developing moderation measures in terms of the overall process, as well as assessment and assessment results.

Who is eligible for RPL?

Those who may benefit from RPL are the following people who:

• Have never attended formal schooling but who have experience of work and life,
• Have not finished formal education but who have learnt a great deal in their workplaces,
• Lack the minimum requirements for entry into formal learning programmes, but who believe that they meet those requirements through their informal learning,
• Are under-qualified and want to up-skill and improve their qualifications,
• Have attended short courses, but do not have a formal qualification in the particular area, and
• Have taught themselves, e.g. how to service motor vehicles

How is Prior Learning recognized?

Prior learning can be recognized and credited through an appropriate form of assessment which may nclude the following:

• Interviews
• Challenge examinations
• Assignments or projects
• Demonstration of skills
• Validation of previous certificates
• A combination of the above

Such assessments always use a registered NQF qualification as a benchmark. The process usually entails the following:

•  Identifying the qualifications, unit standards or learning outcomes for which a learner believes that they will meet the requirements.
•  Matching a learner’s skills, knowledge and experience with the specific requirements.
•  Assessing a learner using appropriate forms of assessment.
•  Crediting a learner for skills, knowledge and experience attained.

Who conducts the assessment for RPL?

Education and training providers conduct assessments for the RPL. They are responsible for doing the following:

• Developing policies and strategies for the implementation of RPL, including the establishment of admission and access criteria, in line with the ETAQ requirements.
• Screening of candidates for RPL (and suggesting alternatives if RPL is not viable at that stage).
• Advising candidates for RPL in terms of the process, the evidence required and the assessment that will be undertaken.
• Assisting candidates to collect and structure evidence and prepare for assessment.
• Developing for-for-purpose assessment methodologies and instruments.
• Assessing candidates’ prior learning in relation to registered qualifications, unit standards and learning outcomes.
• Moderating RPL approached, assessment instruments, assessment and results.
• Reporting the results to the Education and Training Quality Assurance body (ETQA)

Where can you get more information on RPL?

•   Consult the SAQA website ( www.saqa.org.za )

•   Go to “Publications” for the following SAQA publications on RPL:

The Recognition of Prior Learning in the context of the South African National Qualifications Framework

The Criteria and Guidelines for the Implementation of the Recognition of Prior Learning

• View the RPL page on the SAQA website for information about ETQA’s and education and training providers who offer RPL services.

• Contact the SAQA Directorate: Quality Assurance and Development at (012) 431-5097