Workplace learning means structured skills training and development strategies that are provided at the workplace. These may include but not limited to; apprenticeship, learnership, traineeship and internship.
Workplace learning means structured skills training and development strategies that are provided at the workplace. These may include but not limited to; apprenticeship, learnership, traineeship and internship.
Preapproval requests are made for training of non-citizen employees and for any training that is to be outsourced from neighbouring countries. The requirements are as follows:
They are to be submitted to the Workplace Learning Unit in HRDC at the beginning of the financial year. They cover training activities over the planned period.
These are reports on the training interventions undertaken by a Workplace over one planned period or one financial year. These reports are submitted at the end of the financial year to the Workplace Learning Unit, HRDC.
Training institutions at different levels of education, ranging from pre-primary to tertiary and life-long learning. The services are usually offered by Career Guidance Educators and Councillors or Student Affairs Practitioners.
This unit is one of the three units in the Department of Human Resource Development Planning (HRDP) Supply. There is detailed model of student affairs and welfare service and a wide range of co-curricular services which universities have established to complement the learning experience in the classroom.
Co-curricular services are activities that aim to develop the student’s physical, moral, mental, social, and emotional wellbeing and strive to develop the learner’s entire personality to enable them to excel in their academic endeavours.
Student Support services (SSS) facilitates and enable transition from one educational level to another. Such services include; psychological support, Living and Learning Communities (LCC), disability support, diversity, specialized learning support, financial support, admissions, cultural activities, student leadership and organisation as well as parent education. Its functions include to:
The Academic Support Function concerns itself with coaching (Guidance and Counselling), academic advising, tutoring, mentoring, new student’s orientation, assessment and research for the purposes of the student retention and academic excellence. Its functions are to:
Provides public health education to individuals and groups on campus and lead HIV & AIDS awareness campaigns. It predominantly focuses on the promotion of healthy lifestyles, prevention of diseases and social ills, through behaviour change interventions, rehabilitation, counselling and referral to appropriate service providers if need be. The overall aim is to enhance the quality of life.
These plans seek to address the misalignment between the supply of graduates and the demand for skills from the labour market. Lack of requisite skills to meet job requirements of employers has been identified as one of the major reasons attributed to graduate unemployment.
The approach is a divergence from the Manpower Planning Approach which is used to be undertaken by the Ministry of Finance and Development Planning until 1987.
The HRD plans are aimed at addressing the misalignment between the supply of graduates and the demand for skills from the labour market. They bring together the leadership from various jurisdictions to form a single nexus in planning and designing collaborative actions around human resource development.
The composition of the HRD Sector committee ensures that the sector is comprehensively represented with a mix of individuals that in composite demonstrate a combination of qualifications, experience and relevant positions of leadership and authority.
The membership is drawn is drawn from the broad constituencies;
The HRDC has so far established HRD committees namely;
The Human Resource Development Fund (HRDF) is a training fund that has been established for skills development in the country. It is operated through a levy grant system where companies pay a levy into the Fund and are reimbursed costs that they incurred for training their employees.
Training should be accredited with Botswana Qualifications Authorities (BQA) or with a similar regulatory body in the country of origin if the Training is outsourced outside Botswana. It is important to note that the levy payer should ensure that both the programme and trainer are accredited.
A training levy is a levy based on an employer’s turnover. An employer is any person registered or liable to be registered under the Value Added Tax (VAT) Act.
Any company that accumulates an annual turnover of over the current VAT threshold must pay the training levy.
| Turnover Payable | Levy Payable |
| Less than P1,000,000.00 | No Levy |
| P1,000,000.00 to 2 billion | 0.2% |
| Excess of 2 billion | 0.05% |
| Oil industry | Oil industry 0.05% on regulated petroleum products |
N.B: Quick shop sales will attract 0.2% rate for oil industry companies.
Institutional Planning (IP) is a strategy that is employed to ensure that Tertiary Education sub-sector is systematically positioned to respond to the Human Resource Development needs of Botswana’s economy. That is ensuring that the output of the Tertiary Education institutions matches the priorities of the economy needs, not just learner’s preferences.
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