• Identifying and assessing workplace hazards.
• Implementing risk control measures.
• Ensuring compliance with occupational health and safety legislation.
• Conducting inspections, investigations and audits.
• Promoting a culture of safety awareness and responsibility

With increasing regulatory inspections and accountability placed on employers, appointing health and safety professionals is no longer optional, it is vital.

A Qualification Built for the Workplace

The Health and Safety Practitioner qualification is aligned with occupational requirements and is QCTO accredited. It places strong emphasis on applied competence and workplace learning. 

Learners are supported through a structured programme that integrates the following components:

• Theoretical knowledge relevant to occupational health and safety.
• Practical skills development applicable to real workplace scenarios.
• Workplace experience to ensure readiness for professional practice.

This approach ensures that qualified practitioners are knowledgeable and capable of applying safety principles effectively in their working environments.

Supporting Employers and Learners

For employers, this qualification provides assurance that health and safety responsibilities are managed by trained and competent practitioners, which contributes to compliance, reduced risk and improved organisational performance.

For learners, it opens clear career pathways in occupational health and safety, offering opportunities for professional growth. 

Commitment to Quality and Compliance

Master Builders KZN Institute of Learning offers the Health and Safety Practitioner Qualification and is committed to delivering quality training that meets industry standards and legislative requirements. 

Through partnerships with members and the industry, The Association aims to support enterprises in building safer workplaces while developing skilled professionals who can confidently carry out health and safety responsibilities.

Building Safer Workplaces Together

Investing in health and safety training is an investment not only in people but in productivity and sustainability. By developing Health and Safety Practitioners, enterprises not only meet compliance requirements but demonstrate a commitment to employee wellbeing and responsible operations.

Mandisa Khumalo | Learning and Development Manager

• Professional Practice
• Personal Development
• Mentorship
• Public Policy Priority Issues

How to earn points

Below is an explanation of each category with examples.

1. Category 1: Professional Practice

This category focuses on technical competence, industry knowledge and professional expertise. Activities strengthen your practical ability to perform in your registered SACPCMP role.

Examples of professional practice activities:

Attending full day or half day CPD events (e.g. OHS seminars, Construction Management updates) — 1 CPD credit for full day, 0.5 for half day. (mychs.sacpcmp.org.za)

• Writing or presenting conference papers (2 CPD credits).
• Publishing a journal or research article (4 CPD credits).
• Authoring a book chapter (6 CPD credits) or full textbook (10 CPD credits).
• Participating in recognised industry training (e.g. Construction Regulations, Risk Management).
• Professional work contributions such as complex project management tasks or high-level safety management responsibilities.

2. Category 2: Mentorship

This category recognises your contribution to developing others in the profession, especially candidates preparing for registration.

Examples of mentorship activities:

Acting as a mentor for candidates (1 CPD hour per mentee).

• Participation in structured mentorship programmes (10 CPD hours guideline).
• Supervising candidate construction managers, safety officers or project managers.
• Coaching on workplace skills, compliance or technical development.

3. Category: Personal Development

This category focuses on self-improvement and developing broader personal skills that support professional effectiveness.

Examples of personal development activities:

• Courses on communication, leadership and management.
• Attending personal development workshops (e.g., ethics, problem-solving).
• Participating in wellness or resilience programmes.
• Completing self‑study modules relevant to professional growth.
• Short courses not necessarily technical but beneficial to professional behaviour.

4. Category: Public Policy priority issues

This category supports learning and participation in areas aligned with national priorities and public interest within the construction and built environment.

Examples of public policy priority activities:

• Attending sessions on new legislation, regulations and government policies affecting the sector.
• Participating in industry engagements on Construction Regulations updates.
• Learning programmes linked to national safety priorities or government directives.
• Workshops addressing sector transformation, ethics or compliance standards.
• Activities aligned with SACPCMP’s strategic public policy goals.

Any registered person who does not comply with the above requirements of the cycle within the three years may result in deregistration.

How to load CPD activities to the SACPCMP website

• Use your registration link.
• Navigate to your online profile.
• Locate the CPD section.
• Use the provided upload function to submit your supporting documents.

How to view the CPD statement

To view or download your CPD statement/transcript, you must log into the SACPCMP member portal where your registration profile and CPD records are stored.

Check whether the documents you uploaded previously was accepted or if requires remediation. You can rectify/remediate at the next CPD opening.

In conclusion, CPD points compliance is important for maintaining a professional status, ensuring competence and staying up to date with the industry standards.

Mandisa Khumalo | Learning and Development Manager

In a competitive construction environment, companies are constantly seeking ways to reduce costs, improve productivity, and build a skilled workforce that can deliver quality outcomes. One of the most powerful and under-utilised tools available in South Africa is the tax incentive under Section 12H of the Income Tax Act No 58 of 1962 (commonly referred to as the “learnership tax incentive”). This article outlines the benefits of Section 12H from both financial and human

What is Section 12H and how does it work?

Section 12H is a tax incentive introduced by the South African Government to encourage employers to participate in registered learnership agreements. These agreements are formal contracts between an employer, a learner and a registered training provider (via a Sector Education & Training Authority, SETA) under the Skills Development Act 97 of 1998. (South African Revenue Service)

• The incentive comprises two parts:
1. Commencement allowance
2. Completion allowance

Financial Benefits for Your Company

From a cost / tax perspective, participating in Section 12H learnerships can deliver significant benefits:

Human Resource Benefits: Building Capacity and Retention

1. Developing a pipeline of skilled talent

2. Improved employee engagement and loyalty

3. Enhanced productivity and quality

4. Diversity, transformation and B-BBEE alignment

5. Succession planning

The Master Builders KZN Institute of Learning provides an ideal partner for companies looking to leverage Section 12H learnerships.

1. Accredited training provider: Master Builders KZN Institute of Learning is ACCREDITED by CETA and QCTO.

2. Construction‐specific focus: Programmes are tailored to relevant skills, supervisors, occupational health & safety, site management and entrepreneurship within construction contexts.

3. Full lifecycle support: Your company can plug into an end-to-end solution: recruit learners, train through the Institute and embed them in your business.

4. Practical value for clients: Achieve both tax savings (via Section 12H) and build a workforce aligned with your company needs.

To harness the benefits of Section 12H, partner with the Master Builders KZN Institute of Learning, your company gains access to accredited, construction‐focused learnership programmes that align with the requirements of Section 12H. The result: you enhance your tax position, up‐skill your team, and strengthen your business for the future.

Contact the Association for further information at training@masterbuilders.co.za

Hannah Moodly  | Training Consultant

It is characterised by the following:

• Learner-Centered Approach
• Qualified and Motivated Educators
• Relevant Curriculum
• Safe and Inclusive Learning Environment
• Adequate Resources and Infrastructure
• Strong Governance and Accountability
• Assessment and Continuous Improvement

Failure in quality education is caused by poor infrastructure, irrelevant curriculum, exclusion, weak governance, low learner engagement and socioeconomic challenges.

Failure in delivering quality education may be caused by lack of resources in schools, underqualified teachers, a curriculum that does not meet learners’ needs, weak governance and socio-economic challenges.

Measuring quality education involves evaluating multiple aspects that reflect how well an education system supports learning, equity and development. 

Here are the key indicators below.

To encourage quality education in all spaces, we must support educators, create safe learning environment, provide meaningful and real-world learning experiences, involve communities and empower students to set their goals through mentorship and positive encouragement.

Prudence Mandisa Khumalo | Learning and Development Manager

Members of Master Builders KwaZulu-Natal are invited to submit applications on behalf of their employees for the following skills interventions, available to members at no cost.

Short Skills Intervention

This programme is designed to equip foremen and site supervisors with the essential skills and knowledge required to effectively manage construction projects.

Skills Card Intervention

This programme is aimed at construction workers who have no formal qualification. They will be assessed in an area of trade, do top up training and then be deemed competent.

Candidacy Intervention

This programme supports built environment graduates with their SACPCMP registration from candidacy through to registration as a professional.

Benefits of These Interventions

Applications close on 30 January 2026.

Please submit applications to Mandisa Khumalo at mandisa@masterbuilders.co.za.

Application: Candidacy Intervention 2026 (PDF)

Short Skills Application Form 2026 (PDF)

Application: Skills Card Interventions 2026 (PDF)

Prudence Mandisa Khumalo - Learning and Development Manager

APPLICATIONS NOW OPEN!

This initiative is designed to support contractors in achieving their business goals through free training interventions and mentorship. The programme focuses on developing critical business and contracting skills essential for building sustainable and competitive enterprises in the construction industry.

Please submit applications by 30 January 2026 to mandisa@masterbuilders.co.za.

Application Form (MSW)

Prudence Mandisa Khumalo | Learning and Development Manager

Master Builders KwaZulu-Natal is pleased to announce that applications for the 2026 Bursary Fund are now open! We invite students pursuing studies in the built environment to apply for this exciting opportunity.

The Bursary Fund is designed to address the shortage of critical skills in the construction industry and support deserving students in achieving their academic and career goals.

Bursaries are awarded for one academic year and re-applications may be considered based on satisfactory academic performance from the prior year.

The closing date for applications is 14 January 2026.

For further information please contact 031 831 3218 or mandisa@masterbuilders.co.za

Download Application Form (PDF)

Prudence Mandisa Khumalo | Learning and Development Manager

1. New Qualification Requirement

Applicants must hold a relevant qualification aligned with the National Qualifications Framework (NQF), accredited by SAQA and align with the SACPCMP competency framework for the specific registration category.

Core requirements in the Rules:

• Professional Construction Manager / Professional Construction Project Manager: NQF 8 (480 credits)
• Professional Construction Health and Safety Agent: NGQ7 (360 credits)
• CHSO: NQF 5 (120 credits)
• Minimum experience required (4-10 years depending on category)
• CPD and annual fee compliance to maintain registration

All qualifications submitted for registration must be verified through MIE (Managed Integrity Evaluation).

Master Builders KwaZulu-Natal offers MIE verification services to both members of the Association and the general public at a competitive cost. This service includes verification of qualifications, professional memberships, criminal records, ID documents and credit checks.

Interested individuals are encouraged to contact the Association directly for more information and pricing.

2. Purpose of the Limited Special Dispensation

The limited special dispensation aims to broaden access to professional registration for individuals who are actively working in the construction sector but may not meet the new qualification or competency standards immediately. It was developed over three years in collaboration with industry stakeholders to ensure that the professionalisation of the sector does not prejudice experienced practitioners who lack formal qualifications. Many applicants have practical experience but lack the formal NQF level qualifications that is now required. The dispensation allows them to register provisionally and upskill through CPD and Initial Professional Development Modules (IPDM) modules during a 3 year cycle.

2.1 Temporary Exemptions

It provides temporary exemptions from certain qualification and competency requirements under the Project and Construction Management Professions Act (Act 48 of 2000). It applies to new applicants, valid from 1 August 2025 to 30 July 2027.

2.2 Key Exemptions

Lower NQF thresholds accepted for registration:

2.4 Next Steps

Registered persons under the dispensation must meet annual targets for completing modules and CPD courses. Failure to comply may lead to suspension or cancellation of registration.

Prudence Mandisa Khumalo | Learning and Development Manager

New technologies emerge all the time transforming industries and job roles. Lifelong learning helps individuals stay relevant and adapt to tools, platforms and systems that didn’t exist previously. Even within the same role, expectations can shift. Employers increasingly value soft skills like communication, teamwork and problem solving alongside technical expertise.
Employers should comply with skills development for several strategic, legal and ethical reasons. 

1. Legal Compliance
In South Africa, the Skills Development Act and Broad-Based Black Economic Empowerment (B-BBEE) framework requires employers to invest in employee training. Compliance can affect a company’s B-BBEE scorecard, which influences access to contracts and partnerships.

2. Improved Productivity and Performance
Training equips employees with the latest knowledge and techniques leading to better efficiency, innovation and quality of work. Skilled workers are more confident and capable which boosts overall performance.

3. Talent Retention and Attraction
Employees value growth opportunities. Companies that invest in development are more likely to retain top talent and attract skilled professionals who are looking for long-term career growth.

4. Adaptability to Change
Industries evolve quickly. Skills development helps businesses stay competitive by ensuring their workforce can adapt to new technologies, regulations and market demands.

5. Reduced Staff Turnover and Costs
Training reduces errors, improves job satisfaction and lowers staff turnover rates. This saves costs related to recruitment, onboarding and lost productivity.

Companies can implement skills development effectively by creating structured, inclusive and strategic programmes that align with both business goals and employee growth. This can be achieved by conducting skills audits, implement training initiatives that align with business objectives and monitor and evaluate progress.

Embracing technology is critical for businesses to remain competitive and drive innovation, however skills development is a powerful and permanent strategy for empowering individuals and a key driver of continuous learning.

Director Kganakga recognised that when youth are equipped with the right skills, they become more productive members of the workforce, drive innovation, stimulate economic activity and contribute meaningfully to Gross Domestic Product.

Reference: 

Prudence Mandisa Khumalo | Learning and Development Manager

Keep track of your SACPCMP Continuous Professional Development (CPD) points and avoid being deregistered at the end of your CPD cycle.

CPD helps professionals keep their skills and knowledge current and relevant, ensuring that they can effectively perform their roles in a rapidly changing environment. This entails ongoing learning and development.

The SACPCMP CPD policy requires that all CPD activities be competency based to improve performance, provide guidance to the professional and provide detailed descriptions for category achievements.

The SACPCMP CPD cycle runs over a 3-year period from 1 April to 31 March. All CPD activities must be done with skills development providers that are registered with or recognised by SACPCMP. Any formal qualifications must be SAQA aligned, and the Skills Development Provider (SDP)  must be registered with the Council for Higher Education or the Quality Council for Trades and Occupations. Until phased out, any unit standard based training must be done by a SDP who is accredited by the relevant SETA. It is important to note that Unit Standards and legacy qualifications are being phased out and will no longer be available after 2027.

One CPD point is equivalent to 10 notional hours and this is the estimate time an average delegate needs to invest in a course, module or unit standard to meet specific learning objectives. SACPCMP has provided a guideline for programme durations where the point allocation may be unclear or are not aligned to SAQA.

All registered professionals need to ensure that they meet their SACPCMP CPD requirements for a 3-year period. It is important to note that these requirements are not the same for each registration category and that the competency-based subjects also differ. However, the CPD categories and activities are the same across the different registered professionals.

There are 4 categories that each professional needs to cover, with a certain number of points per category per year as outlined in the table below.  The CPD cycle applicable to the registered persons runs from the beginning to the end of the SACPCMP's financial year (1 April to 31 March)

Any registered person who does not comply with the above requirements of the cycle within the three years may result in deregistration.

How to load CPD activities to the SACPCMP website

• Use your registration link
• Navigate to your online profile
• Locate the CPD section
• Use the provided upload function to submit your supporting documents

In conclusion, CPD point compliance is important for maintaining a professional status, ensuring competence and staying up to date with the industry standards.

Mandisa Khumalo | Learning and Development Manager

On 3 June 2024, the Minister of Higher Education issued a directive on the implementation and transitional arrangements for pre-2009 qualifications and this directive took effect from 1 June 2024. The Minister noted twelve directives that would be implemented during the transition period. They key directives that employers need to be aware of when planning any training for 2025 are as follows:

1. No blanket extensions have been given. All pre-2009 qualifications, unit standards, N4-N6 programmes and N-Diplomas have been deregistered and are in a teach out period.
2. 374 pre-2009 qualifications have had their last date for enrolment extended to end December 2025. After that, they will be dealt with on a case-by-case basis for extension to allow the realignment process to be completed. This extension has been issued for
   1. regulatory qualifications
   2. N4-N6 programmes and N Diplomas that are being taught at TVET and DHET facilities
   3. Artisanal occupational qualifications that have not been registered as yet.
3. The pre-2009-unit standards that have been used for regulatory programmes will continue to be recognised provided that they are realigned through the QCTO as occupational skills programmes, to replace the regulated unit standards.

What employers need to know when planning training

Despite these changes, a considerable number of employers seem unaware of this transition and the knock-on effect it will have on accredited training in 2025. In short, planning has just become a vital component in crafting effective skills development strategies that meet the needs of South Africa’s evolving workforce.

Only 275 pre-2009 qualifications have had their registration dates extended and this is being delt with on a case-by-case basis.

It is important that employers check with their SETA’s as to the extension date and realignment status of any of the qualifications listed in this table.

For the full list of qualifications click here.

If it does not appear in this table, employers will no longer be able to register learners for these legacy qualifications or parts there of or any unit standards.

To assist in this critical period, employers currently running training programmes need to have a clear understanding of what qualifications are still valid and considered accredited training. Even more so is to ensure that the Skills Development Providers they utilise are aware of these changes and that they have their accreditation documents stating what they may or may not enrol learners for and until what dates.

One area that has been found to be problematic is in the issuing of tender documents. Tenders are being issued for training using legacy qualifications and unit standards that are no longer valid, meaning learners cannot be enrolled in these programmes. This could have knock on effects for both parties when an agreement is signed on this basis.

Collaboration and communication are key

Employers and providers are strongly advised to consult with the QCTO and relevant SETA for the development, accreditation and registration of skills programmes, given that the alignment process requires a comprehensive application. The Skills Development Provider will need to apply for accreditation of the new programme with the QCTO.

Additional consultation is also recommended to ensure that employers and SDPs gain a clear understanding of the SETA’s plans for future qualification registration in each specific industry to avoid duplication of effort or missing the mark entirely.

Moving forward, it is advisable for companies to work closely with their SDP to navigate the transition and ensure the continued development of their workforce through occupationally-directed programmes.

Heidi Kilian

A Workplace Skills Plan (WSP) is an important tool that helps organisations address their learning and development needs. A WSP requires organisations to identify their skill priorities in alignment with their business strategy, assess existing skills gaps within their workforce through a training needs analysis, and develop or discover the best learning solutions for employees' career aspirations. Organisations must develop a WSP annually and submit it to their relevant Sector Education and Training Authority (SETA). This ensures accountability in implementing skills development within their sector. A WSP provides businesses with insights into the skills currently available within the organisation as well as current and future skills needed. It also outlines the investment in training required for the upcoming year. By having a WSP in place, businesses can enhance their employee’s skill level and demonstrate their commitment to complying with current Broad-Based Black Economic Empowerment (B-BBEE) Codes. This allows them to gain a competitive advantage by being recognized as an employer of choice.

Organisations can systematically consider both current and future needs by identifying gaps through a skills audit, integrating these needs into their performance management systems, implementing succession planning initiatives, as well as adapting to new processes and technological changes. With a structured approach to learning, organisations can reap various incentives and create a more skilled and productive workforce. Implementing a WSP enables employees to acquire portable skills through recognised qualifications, allowing organisations to actively contribute to addressing the skills shortage in South Africa. Not only should current skill needs be addressed, but critical and scarce skills related to both short and long-term strategic objectives should also be considered. The WSP should align with other important human resource functions and practices, such as performance management and succession planning.

Submission of Workplace Skills Plans are required by the relevant industry SETAs to tackle the shortage of skills in South Africa. Through the submission of WSPs, SETAs can compile meaningful Sector Skills Plans that prioritize their skills development efforts within their respective sectors. Organisations are legally obligated to pay a skills development levy and submit a WSP annually. If compliant, they can qualify for mandatory and discretionary grants from their SETA, which provide additional funding for planned learning interventions. However, simply submitting a WSP is not sufficient for its effective implementation.

Kindly note that the Master Builders KwaZulu-Natal Recruitment Agency is qualified and skilled in processing WSP/ATR on behalf of each member: For more information please contact recruitment@masterbuilders.co.za or 031 831 3201.

Sources:

Workplace skills planning and the importance of investing in learning - HR Future 

Anisha Naidoo | Human Resources Manager

South Africa is dedicated to lifelong learning and has in the last 15 years been restructuring the National Qualifications Framework (NQF) to address these needs by establishing a unified framework for the country’s qualifications system. By standardising qualifications, it plays a significant role in both the education and employment sectors. Now progression can be shown from basic education to the highest level of academic and professional expertise. In other words, each level demonstrates the learning achievements and outcomes. Based on a qualifications NQF levels, employers can now determine if a candidate is suitable for a particular job. As a result, the new NQF levels in South Africa make it easier to compare and understand different qualifications, make University Qualifications and Occupational Qualifications comparable, while ensuring qualifications are recognised both in South Africa and around the world.

The South African National Qualifications Framework (NQF) has changed significantly since 2008 with the promulgation of the NQF Act 67 of 2008, which came into effect on 1 June 2009 and shifted the system from an 8-level to a 10-level NQF. This created a single, integrated national framework for learning achievements and facilitated access to mobility and progression within education, training and career paths, ultimately enhancing the quality of education and training.

The shift away from unit standards has been part of the broader strategy led by the Quality Council for Trades and Occupations (QCTO). As the QCTO moves towards occupational qualifications and skills programmes that focuses on job roles rather than fragmented units of learning, this aims to create a unified system for recognising learning achievements and ensuring qualifications are relevant and aligned to national standards.

All qualifications across the NQF now focus on:

1. Modules – be it knowledge modules, practical modules or workplace experience or a combination thereof.
2. Defined assessment criteria and Exit level outcomes.
3. International comparability.

For Occupational qualifications, the "Organising Framework for Occupations" (OFO) which is a skills-based coded classification system used in South Africa to identify, report and monitor skills demand and supply in the labour market and act as a common language for understanding occupations, has also been incorporated into the development of occupational qualifications.

The OFO was developed by the Department of Higher Education and Training (DHET) in 2005, extending the Australian and New Zealand Standard Classification of Occupations (ANZSCO) by incorporating additional occupations and occupational categories identified through research and consultation.

The OFO is structured from the bottom-up by analysing jobs, identifying similarities in tasks and skills, categorizing similar jobs into occupations, and classifying these occupations into occupational groups.

SETAs (Sector Education and Training Authorities) use the OFO codes to develop and report on Sectorial Priority Occupations list (SPOI). Employers use OFO codes to plan and develop their Workplace Skills Plans (WSPs) and Annual Training Reports (ATRs). The Quality Council for Trades and Occupations (QCTO) also uses the OFO codes as a basis for occupational qualification development and certification. Just another important puzzle piece to the greater picture of holistic learning.

Although South Africa is still in a transition phase, in 2025, South Africa's education system is focused on strengthening foundations for learning, prioritising early childhood development, literacy and numeracy, while also addressing challenges like improving quality and access and preparing students for a changing world. The education system continues to address historical inequalities and promote social cohesion while incorporating a growing emphasis on integrating technology into education.

Heidi Kilian

Commonly literacy is known as the ability to read and write but it can also be defined as having competence or knowledge in a specified area. Digital literacy involves "digital" technology which includes everything from computers and the internet to devices like cell phones and smart systems or apps. "Literacy" in this context, refers to the ability not only to use these technologies but also to use them effectively.

This is one of the key skills needed in our fast-paced world filled with constant technological advances. It is essential to know how to use technology safely, effectively and responsibly. As technology continues to become more and more ingrained in daily life, the importance of obtaining digital literacy skills is becoming increasingly apparent.

Uses of Digital Literacy in Everyday Life

As technology becomes increasingly prominent in our everyday activities it is more important than ever, that digital literacy be included as a fundamental life skill. Whether we are conscious of it or not, most people engage in digital systems multiple times a day. For instance, the following daily activities require some amount of digital literacy to perform or interact with:

Efficiency

In the workplace digital technology has increased the employee’s ability to become more efficient in their work processes. Utilising the ‘cloud’ means that information can be stored and accessed from anywhere using any device. Using applications like SharePoint means that more than one person can work on a document at any given time and changes are done in real time. This leads to better collaboration, online productivity and the development of collective data bases.

This efficiency carries through to our personal lives too. Alarm systems can be activated remotely and security cameras can be checked on cell phones. A patient’s medical records can be accessed online by different doctors alleviating the need for hard copy reports, x-rays or the patients file history. Banking and shopping can be done online to allocate payments and arrange deliveries. Social media allows people to ‘be involved’ in their friends and families lives albeit at a distance, while news and information is at our fingertips on the internet and social media platforms.

All of this makes our lives easier and more efficient, essentially we can get more done in less time – a perfect world?

The Challenges

Communication, perception and etiquette can become a challenge with online platforms. Often online communication can be misinterpreted as the receiver does not necessarily have the full context or tone and visual ques they would with an ‘in person’ encounter. The receiver is left to create their own interpretation of tone and context, which may be different from the intended meaning of the sender. This causes confusion and frustration and may even cause conflicts.  With children and even some adults there has been an increase in online bullying as people are ‘safe’ behind a screen and do not have to face the person in reality.

Digital platforms leave an online footprint and technically once something is sent out digitally it will be out there forever. Images and documents from both workplace and social settings can have significant consequences. Additionally, numerous types of cybercrime exists including account hacking, theft and fraud, among others.

Become digitally savvy

Making yourself aware of the dangers of digital platforms and various security applications or multi-factor authentication can greatly reduce the risk of cybercrime.

Understanding the communication process and how people interpret information can be useful to become more emotionally aware of how people interpret information differently and how miscommunication can occur. Understanding these principles can make one more effective when they communicate with others online or electronically, to ensure they get the right message and information across and prevent miscommunication.

Developing the skill of being able to interpret information and decipher fact from fiction can be a very useful tool when there is so much digital information out there and not all information is accurate or true. It is important to be able to navigate your way through sources of information and to know if the content is credible and accurate. This not only applies to the workplace, but also to social media because sharing false information can cause panic as posts go viral.

It is also important to be aware of the legal implications of information shared via online platforms. The Protection of Personal Information Act (POPIA) notes that it is mandatory for data subjects to give written consent to the responsible party before the data is published on social media or distributed to others on email or messaging platforms. As silly as this may seem to some, it includes the sharing of a photograph one took with other people in it. The Copyright Act governs all published content including written works and images. To utilise someone else's words or images you must obtain consent from the creator unless you properly reference the material or if the images are licensed under Creative Commons.

So, remember…

Protect your personal information with strong passwords and keep personal information private.  Make sure your devices are secure and pay attention to software updates and popups that may appear on your screen. Be careful of what you click on. Be careful of Wifi connections and set up Two-Factor Authentication when logging into different applications or accounts. And lastly, always back up your personal data. If you remember these few precautions and with a bit of caution, the world will be at your fingertips.

Heidi Kilian

Head: Training

A construction foreman plays a key role in the overall running of a construction project as they are responsible for the supervision and coordination of the work crew. This can range from small projects employing only a few people to massive projects employing many. The foreman’s primary role is to ensure that the workers he manages perform their job skilfully and efficiently, and that assigned work is completed on time and within budget.

In order to ensure that they achieve this, the foreman must:

• Confer with supervisory personnel, owners, contractors or design professionals to discuss procedures and problems that relate to the construction project.
• Develop and/or implement quality control programmes for the project.
• Interpret and explain plans and contract terms to administrative staff, workers and clients.
• Plan, organise and direct maintenance activities related to the structures, facilities or systems.
• Investigate damage, accidents or delays at construction sites to ensure that suitable procedures are implemented and followed.
• Deal with the routing of material and equipment, and plan and coordinate the more difficult segments of the job.

Becoming a construction foreman can be done in various ways. Many employers may only require that a foreman have a National Senior Certificate, some management experience, and some experience with technical aspects of a building project, such as carpentry, concrete work, plumbing and electrical work. Other companies may prefer to hire a foreman who has a formal qualification, such as a degree or diploma in construction management. Admission to study a formal qualification requires the learner to have studied Economics, Physical Science and Mathematics at school.

Attending short courses or short learning programmes can also help to upskill a foreman who may already be working or looking to be promoted. These courses are ideal for companies to enrol their junior foremen, enabling them to develop or refine their existing skills and become more effective.

These key skills include understanding how to supervise the use of tools and equipment, interpret technical drawings, calculate quantities, survey and set out a work area, manage resources, report on work processes and understand the legal liabilities and construction regulations.

A foreman’s function starts right at the beginning of a project and continues until the end. It involves everything, from ensuring straight foundations to setting out and working the levels to a certain height according to the plans, managing subcontractors, working on roofs, right down to the finishes i.e. details such as tiles and cupboards.

The Master Builders KZN Institute of Learning runs both a Junior Foreman and a Senior Foreman course. These are 11-day and 12-day courses respectively, with a duration of 2 months, requiring learners to attend 5-6 days per month. Recognising the need for staff to be present on site, these programmes offer scheduled dates spread across 12 months, enabling companies to plan and send employees for training with ease throughout the year.

Please email Training@masterbuilders.co.za for more information.

Heidi Kilian | Head: Training

What is an OHS Practitioner?

A Health and Safety practitioner, also known as an Occupational Health and Safety (OHS) practitioner, advises employees and management on safety and health aspects in the workplace. This includes monitoring and inspecting the workplace and recording and investigating incidents and accidents. They also implement and maintain Occupational Health and Safety systems to ensure a safe and healthy work environment. Some of the job titles of an OHS Practitioner may include Safety, Health and Quality Practitioner, Safety Coordinator and Safety and Health Advisor.

Why is there a need for an OHS practitioner?

Occupational Health and Safety is a key element for many companies globally. In South Africa, the right to work in a safe and healthy environment is entrenched in the South African Constitution. Accountability for OHS is a shared responsibility between employers and employees who must work together to uphold best practices and processes in the workplace.

In most industrial work settings, the demand for health and safety practitioners is expected to increase due to several factors, including:

1. Workplace safety: There is a focus on creating safer workplaces for employees, customers and other stakeholders.
2. Legal requirements: Regulations and Acts increase the demand for health and safety professionals.
3. Awareness and specialisation: The field of health and safety is becoming more specialised and therefore contributing to the increase in demand.
4. Industry growth: As industries like mining, manufacturing, construction, healthcare, and retail grow, so does the need for health and safety professionals.

This position therefore enables employees from different technical work areas to embark on a career path in Occupational Health and Safety Management.

Having a Health and Safety practitioner on your team ensures that best practices and compliance are implemented at the site level. They ensure that workplaces are inspected and hazards and risks are identified. They facilitate actions to eliminate or control hazards and represent employee needs.

Key Responsibilities of an OHS Practitioner:

1. Risk Assessment and Hazard Identification: Conducting regular risk assessments to identify workplace hazards and developing strategies to eliminate or minimize identified risks.
2. Developing, designing and Implementing safety procedures in accordance with relevant laws, regulations, and standards (such as OSHA, OHS Act, or local regulatory bodies). Ensuring that all personnel follow safe work practices and that risks are mitigated through the proper use of equipment, training, and controls.
3. Providing training and education for employees on safety protocols, emergency procedures, PPE (Personal Protective Equipment), and safe work practices, and organizing regular safety drills and awareness campaigns.
4. Conducting safety inspections and audits to ensure compliance with safety regulations and internal safety policies, identifying areas for improvement and taking corrective action as needed.
5. Investigating accidents, injuries, near-misses, and safety incidents to identify root causes. Then reporting and documenting incidents according to regulatory and organizational requirements and recommending corrective actions to prevent recurrence.
6. Compliance: Ensuring that the organisation complies with national and international health and safety laws, standards, and regulations, staying updated on changes in legislation and implementing necessary adjustments to policies and procedures.
7. Health and Wellness Programmes to promote general employee well-being, including ergonomic assessments, mental health support, and wellness programmes. Also managing programmes related to workplace health risks such as stress, fatigue, and substance abuse.

Who qualifies for the OHS Practitioner training course?

Health and safety practitioners need strong communication, presentation, knowledge management, problem-solving and critical thinking skills.

Someone in this field needs to be able to identify issues, facilitate and support actions, represent employees, and be good at planning and monitoring.

The entry requirement for studying in this field is a Level 4 qualification with Mathematical Literacy. Alternatively, one can pursue the route of Recognition of Prior Learning (RPL) if the person has been working in the industry for a period of 5 years or more and has sufficient knowledge and experience. In this case, they would need to write an internal assessment.

What does this training course involve?

This qualification is aimed at building the competence levels of employees to cover the work that will be done by the legislated Occupational Health and Safety (OHS) representatives. This qualification meets a critical need in the industry, and all organisations in South Africa require the services of at least one Occupational Health and Safety Practitioner.

This training course covers topics such as fundamentals of communication, occupational health and safety applications, and occupational health and safety management.

It can be offered through distance learning, in person or online and consists of a portfolio of evidence with theory and practical assignments. There is also an External Integrated Summative Assessment to ensure the standardisation of this qualification.

The Occupational Health and Safety Practitioner qualification is accredited by the Quality Council for Trades and Occupations (QCTO). It has the following accreditation details: QCTO Curriculum Code: 226302001, SAQA Qualification ID: 99714, Credits: 256, and NQF: 5.

Sign me up!

The Master Builders KZN Institute of Learning offers the Occupational Certificate: Occupational Health and Safety Practitioner with classes starting in February 2025. Perhaps your business would like to sponsor a learner as part of your CSI B-BEEE spend or you may know of a school leaver looking to study in this field in 2025. For an application form contact training@masterbuilders.co.za

At the end of the day

Health and safety is important in the workplace for a number of reasons, including meeting legal requirements, reducing accidents and increasing productivity. A good health and safety record can also improve a company's reputation with customers, investors and communities, as well as reducing costs. Establishing health and safety as a shared value can help create a positive culture in the workplace and protect visitors and customers, making the role of a Health and Safety Practitioner essential for any workplace.

Heidi Kilian

Head: Training

The well-known phrase “Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime” holds true in many instances of life. By teaching a man a skill, he has the opportunity to earn an honest livelihood. Over the past 11 years, Master Builders KwaZulu-Natal has invested in the development of the construction industry by implementing learning and development programmes aimed at driving skills growth and knowledge transfer.

One key programme is the Emerging Contractor Programme which targets small businesses entering the construction sector. This programme provides training, mentorship and support.

While the training sessions aim to build a better understanding of business principles, the purpose of mentoring is to facilitate the personal and professional growth of individuals by providing guidance, support and knowledge transfer, from experienced mentors to mentees. Through this guidance and support, emerging contractors can reach their full potential, which can unlock productivity, creativity and impactful returns for their business.

This model has been successful because mentors can listen to their mentees’ concerns and brainstorm ideas and suggestions about their business challenges. Mentors directly offer recommendations and can suggest professional development priorities to help the mentees establish goals and identify resources. Mentors also share personal knowledge of their own business successes and failures. Mentors provide encouragement, serving as a cheerleader for a mentee’s goals and dreams.

The MBA KZN Emerging Contractor Programme has enrolled 188 emerging contractors to date. This programme has assisted contractors in becoming legally compliant and guiding them to achieve their business goals and objectives. One participant stated, “I thought I knew this stuff, but it wasn’t until I attended this programme that I realised how much I was getting wrong in my business”. This demonstrates how the programme supports individuals who have chosen the built environment as a career by addressing skills and training gaps within the construction industry, while promoting best practice and skills development for construction excellence.  

General statistics show that roughly one-third of new businesses exit the market within their first two years, and half exit within their first five years. The programme has demonstrated remarkable success, with 89% of Emerging Contractors who participated remaining in construction over the 10-year period. This retention rate attests to the success of the programme.

Master Builders KwaZulu-Natal is committed to driving a sustainable, innovative construction industry which seeks to achieve inclusive economic growth and development. It is proud to continue to support Learning and Development programmes.

Please visit the Master Builders website for more information and the 2025 applications for Learning and Development programmes.

Heidi Kilian             /         Mandisa Khumalo

Head: Training                 Learning & Development Manager

The Federated Employers Mutual Assurance Company (FEM) reported a fatality rate of 17.5 per 100,000 workers in 2022, significantly higher than the 2.1 per 100,000 workers reported in the Australian and UK construction sectors for 2021 and 2022/23, respectively (V and S publications).

With so many hazards at play, there are countless ways to get injured on the job. Dangerous environments, heavy equipment, and hazardous materials are just some of the risks. One way to mitigate these is by providing high-quality and continuous training for construction workers.

Below are 11 examples of training for construction workers that are essential for keeping your staff safe.

1. Administration and Legal Requirements

   Before any construction work begins it is important to understand and complete the appropriate Health and Safety Administration process. This is outlined by the Occupational Health and Safety Act and Construction Regulations and includes the Notification of Construction, Registration with Compensation Insurer, Health and Safety Plan, Hazard Identification and Risk Assessments, Legal Appointments, Health and Safety Representatives and Committees, First Aid and Facilities, Recording, Reporting and Investigation of Incidents and agreements with subcontractors. Although these processes may often seem boring or unnecessary, they are vital for well-managed Health and Safety on-site.             

2. Education, Training, and Promotion

   In many routine construction jobs, the same tasks are repeated with little conscious thought. This is when the odds of an accident occurring increase. There are many rules and regulations regarding Health and Safety, but these are ineffective if not communicated and prominently displayed to the appropriate persons. All staff should be trained on the Company OHS policy, HIV/AIDS and substance abuse policies, general site OHS rules as well as on Hazard Identification and task-specific training. All employees and visitors should receive induction training. Workers may not always recognise the importance of safety training or think of it as unnecessary because they’ve "been doing it for years." However, an important benefit of regular safety training is the reminder that danger can exist and that no one is immune to accidents.

3. Public Safety and Emergency

   In most cases, construction sites are located close to public areas or amongst already populated public spaces. In the interests of protecting the general public from the hazards associated with these construction sites, it is necessary and the responsibility of the contractor to display appropriate signage to inform the public of the dangers apparent during the construction period. Contractors and staff should be aware of the required notices and signs for a construction site to ensure the safeguarding, security and emergency preparedness of anyone at or near the construction site.

4. Personal Protective Equipment & Clothing

   Personal Protective Equipment and Clothing or "PPE" refers to the equipment worn on site to protect and limit employees’ exposure to harmful hazards. It is the Contractor's responsibility to identify all safety hazards and thereafter try to remove the hazards. Should it not be possible to remove the hazard then, and only then, workers exposed to these hazards must be provided with suitable PPE. All workers issued with PPE should understand the need for that PPE, the various types of PPE available, how to wear the PPE correctly, and how to ensure the proper maintenance and record keeping of their PPE.

5. Housekeeping

   Construction sites, by their nature, will always generate waste and byproducts therefore it is important that all items of scrap, unsuitable off-cuts, rubble and redundant materials are placed in designated areas and removed from the site at least once a day. With this comes the importance of understanding the issues around scrap removal systems, the stacking and storage of materials and waste control to ensure that waste is dealt with in the safest possible manner. “Housekeeping means a place for everything and everything in its place, always!”

6. Scaffolding, Temporary works, Ladders and Fall Protection

   Working at height is an essential and highly risk-filled component of most building projects and its safe implementation is absolutely vital. This includes the use of scaffolding, falsework and ladders. There is no room for error when working at height. A fall, no matter the height, can result in serious injuries and even death. Workers often fail to understand these risks. Each of these areas should make an appointment of a competent person to erect and inspect scaffolding, falsework and ladders. These appointments must be made in writing using an appropriate appointment form. Fall protection systems should also be developed to eliminate any chance of a fall-related accident.

7. Electrical Safeguarding

   Electricity is vital for the efficiency and productivity of a construction site. However, with this powerful resource, comes much responsibility. The source of this power on construction sites is found in the form of Temporary Electrical Installations on a site. Staff should be aware of the dangers of electricity and what can happen if they tamper with any of the electrical installations. Staff should also know who the appointed competent person is in case there are any issues that need to be reported.

8. Fire prevention

   There are many types of materials or flammable liquids on construction sites. If proper precautions are not in place, a fire could break out. Staff should be aware of all fire hazards and precautions to maintain a safe working environment. Supervisors must conduct a fire risk assessment, and staff should know the type, quantity, and location of the firefighting equipment on site.

9. Excavations and Demolition work

   In almost any construction scenario there will come a time when earth needs to be moved or removed, or demolition needs to take place. Excavating is one of the most hazardous construction operations conducted on-site. There are many regulations that need to be followed in this area, and it is vital that a competent person be appointed in writing to supervise and control all excavation and demolition work. Staff must be trained on the Work Method Statement and risks, and adhere to all regulations.

10. Site Plant & Machinery and Storage yards

    Site plants and machinery are the workhorse and backbone that drive construction productivity. However, it is essential that staff know how to safely use, maintain and implement these machines, as well as understand the dangers they pose. Site plant and machinery must only be operated by trained persons who are authorised to do so. This will reduce the chances of any serious injuries occurring.

11. Health and Hygiene in the workplace

Just because you work on a construction site does not mean that your workplace facilities cannot be hygienic. In fact, it is a legal requirement to provide a workplace that has sufficient toilets, showers, change rooms, and eating areas that are clean and hygienic. The work environment must also have adequate lighting and ventilation, and workers must be protected from excessive noise and heat. Staff should be aware of these requirements and their role in ensuring that areas remain hygienic for all staff on-site.

Competency Training and toolbox talks

The Master Builders KZN Institute of Learning offers competency training for all legal appointments required by the Construction regulations and OHS Act.

The Master Builders KZN Institute of Learning also has an eLearning platform which has a comprehensive package of 20 eLearning modules that cover the above-mentioned topics in the form of toolbox talks. Each module holds 1 CPD point with SAIOSH, and modules can be done individually or as a collective. These modules are ideal as they are short 20-minute  talks that create awareness around health and safety issues. To access the eLearning platform, please visit http://learn.masterbuilders.co.za

Please email training@masterbuilders.co.za if you have any further questions about more detailed training on these topics.

Heidi Kilian

Head: Training

Reference

S and V publications. (2024). The long overdue overhaul of South African construction health and safety (H&S) [online].

Available from: 

https://www.svmag.co.za/articlepage/2024/05/27/899/The_long_overdue_overhaul_of_South_African_construction_health_and_safety_(HS). [Accessed 2 August 2024] 

At the end of June 2024, Skills Development Providers (SDPs) were concerned about the way forward with QCTO qualifications, as many legacy qualifications had not yet been realigned. Some clarity was provided by the Minister of Higher Education when he released a directive in June 2024 about the implementation and transitional arrangements for pre-2009 qualifications.

The directive took effect on 1 June 2024 and noted that 1,101 pre-2009 qualifications and unit standards were to be deregistered. In addition, 374 pre-2009 qualifications had been extended for a minimum of one year and a maximum of two years for their last date of enrolment. These qualifications are in the process of realignment, development and evaluation, and will be recommended to SAQA for registration. The table below shows the legacy qualifications that have been approved for realignment to occupational qualifications.

More importantly, the QCTO has recognised various pre-2009 unit standards that have been used for regulatory programmes (under the Department of Employment and Labour) and will allow for the development of occupational skills programmes to replace the regulated unit standards. It was noted that the Pre-2009-unit standards that had been used for regulatory programmes will continue to be recognised provided that they are on the list to be realigned through the QCTO as occupational skills programmes to replace the regulated unit standards. Therefore, Occupational Health and Safety unit standard compliance training will still be valid until a QCTO skills programme becomes available.

The CETA has provided a list of Historical Qualifications that are due for realignment and what they will be realigned to as Occupational Qualifications. You can download this list by clicking here.

While this all seems to be a very slow process, what is clear is that this offers some reprieve for surviving Skills Development Providers who are stuck between two systems.

Heidi Kilian

Head: Training

The sad reality is that most training does not include practical applications to cement learning and allow for continual recall of information.

Practical training provides hands-on experience, teaching key skills which are crucial for understanding real-world scenarios and challenges. Engaging with practical tasks enhances problem-solving skills, preparing learners to tackle actual issues they might encounter in their professional roles.

A key component of effective training is being able to apply the theory that has been studied. By applying theoretical knowledge to practical situations, there is an increase in retention of concepts and understanding is stored into long-term memory. This increases the learner’s job readiness and successfully builds confidence, making candidates more appealing to potential employers.

Practical training often involves the latest tools and technologies, keeping learners up to date with current industry practices. This exposure to the latest technologies through practical work enhances adaptability, an essential skill in the ever-changing cloud industry.

Practical projects often involve teamwork, helping individuals develop the skills needed to work with others which are required in most professional environments. Having realistic challenges enables learners to troubleshoot effectively and foster innovative thinking and creative problem-solving. Including practical applications during training sessions is also cost-effective for employers as it reduces the time and costs associated with induction training.

As an example, legal compliance requires that staff are properly trained and appointed in writing. But what happens when your appointed firefighter who has never used a fire extinguisher, or the first aider who has never practised CPR? In an emergency, where emotions are already high, will they have the confidence to perform the task? Trainees are initially nervous but after a few rounds of practice and a lot of laughter, those fears subside, and their confidence increases.

Master Builders KwaZulu-Natal launched the Master Builders KZN Institute of Learning, where focus will be given to the practical application of theory to ensure learners have fully understood the training, they have received so that they will be competent in the workplace. Choosing the Master Builders KZN Institute of Learning for your staff’s training needs ensures that your staff will be trained by experienced facilitators, who include practical applications leading to the achievement of learning objectives. This is what makes us different – trainees can ask questions and get ‘real world’ responses from the facilitator who has been there and done that. They gain confidence to use equipment and practise techniques. If emergencies arise, they are prepared and can effectively support your business.

Heidi Kilian

Head: Master Builders KZN Institute of Learning.

School subjects provide limited information in comparison to the expanded topics once we reach the working world. This often means that learners are not aware of the kinds of careers that are available. When asking primary school learners what they want to be when they grow up, the answer is usually a doctor, policeman, lawyer or teacher. This is due to their exposure to these occupations in their daily lives. Very few kids would know about the responsibilities of a phlebotomist, quantity surveyor or civil engineer.

Holding a Career Day gives learners an up-close look at different jobs and connects their learning to the real world. On Career Days the working community share insights about their careers and details about the required qualifications for success. Meanwhile, students get the opportunity to listen to presenters, ask questions and consider what roles pique their interest.

Reading about an occupation in a textbook is very different from learning about it from someone in the field. Career Days can expose learners to careers they may not have imagined and allows them to learn about jobs that align with their interests and skills, so they can start to narrow down what path to pursue in the future. These events provide an interactive and dynamic learning experience, where students can pose questions directly to professionals and presenters can invite students to tackle real-world problems.

Benefits of attending a Career Day.

1. Networking with Potential Employers

A career event is the perfect place to network with people in the industry, as it provides an opportunity to speak one-on-one with multiple company representatives all in the same venue.

2. Access to Free Information

Career events offer a multitude of free information from industry trends and opportunities to specific skills required in a particular field or allowing a learner to explore alternate employment avenues.

3. Understanding the requirements of a particular job

Most occupations are described by the knowledge requirements for a particular job. It is only through speaking with a professional that you can learn what soft skills are required.

4. Interview Practice

Most people are not going to find a job by attending a career event. But each time they attend such an event, they get the chance to practice their interviewing skills. For example, approaching a potential employer can be a bit intimidating the first time. However, many find that after doing it a few times during a single Career Day, they feel more comfortable engaging with potential employers.

Some of the skills you get to practice include introducing yourself (oddly not always easy), giving a firm handshake (just trust us on this), marketing yourself, answering basic interview questions, and asking questions of the company. Each of these skills is critical for finding a job.

5. Learn About Job Opportunities in Your Industry

Most industries have multiple entry-level opportunities. For example, in construction Health & Safety one can start out as a safety officer and progress to a Safety Manager or a Risk Engineer. Career events offer students a chance to explore these entry level options and to talk with employers about what makes an ideal employee for those positions. A career event can also introduce students to alternative career paths they might not have thought about previously.

The Master Builders KwaZulu-Natal Training Academy hosts and attends Career days to promote construction as a career of choice. This May, the Training team joined the Mangosuthu University of Technology and 49 other organisations for their Career Day held at the University’s campus.  The event was open to students from the University to explore various career options related to their studies. The Training Academy exhibited various careers in the built environment and spoke to students about their studies.

Heidi Kilian

Head: Training

Adults learn differently from children. Therefore, training providers who adopt appropriate teaching techniques for adult learners will have more effective training sessions.

1. Adults have more self-direction and motivation and want to choose how they learn.

Adults have to see the benefits and purpose of learning. Learning programmes should clearly demonstrate what value the learner acquires to encourage engagement. Adult learners prefer being able to control how and when they learn.

2. Adults use their life experience to facilitate learning

Adults have more life experience than children. Adult learners rely heavily on their experiences when they engage in learning and benefit from training programmes that accommodate this.

Content that draws from real-world examples, relatable scenarios and that build on direct experience, will lead to a better understanding of the subject. However, the experience that learners draw from may be irrelevant. Therefore, it is important that they have access to sufficient learning materials.

3. Adults are focused on achieving goals and guidance.

Adults enter the learning process focused on results. They need to know how the information will help them achieve their goals, whether personal or professional. Adults are able to set clear, achievable goals for themselves and engage with the content to reach their goals. They are also open to learning from role models and understand that an experienced role model can help them to acquire new knowledge faster and simultaneously avoid common mistakes.

4. Adults need to know how the information is relevant

The relevance of the information within the training programme must be highlighted in order to effectively engage adult learners. This is to ensure that learners commit themselves to learning, because they see how it will benefit them.

While some learners may enjoy learning for the sheer joy of acquiring new knowledge, adults are far more likely to engage with learning that is relevant to their objectives.

5.  Practical examples, real-world scenarios and problem-solving.

Training that utilises practical examples, real-world scenarios and problem-solving requires learners to access their experience and knowledge. This helps them to be engaged and achieve learning objectives.

Conclusion

In the words of Michel Legrand “The more I live, the more I learn. The more I learn, the more I realise, the less I know.” Continuous learning should always be a part of organisational culture to encourage employees to acquire more skills. Master Builders KwaZulu-Natal Training Academy helps you to identify areas for growth and match these areas to suitable courses. Contact the Association to learn more.

Heidi Kilian

Head: Training Academy