• To be a "one stop shop" support center for artisan development in South Africa.


  • To provide support to the National Artisan Development program, by facilitating the placement of all artisan learners on learner ship program with industry partners.
  • Providing support to learners to gain workplace experience and necessary skills for them to pass their trade test and become qualified artisans.
  • Address the scarce skills shortage in the country by supporting the development of artisans, creating better employment opportunities.
  • Address the scarce skills shortage in the country by developing artisans, creating better employment opportunities for the qualified artisans


  • Assist the National Development plan of producing 30 000 qualified artisans by year 2030
  • Link SETAs with engineering graduates from TVET Colleges
  • Link approved artisan workplaces with TVET Colleges
  • Matching of supply and demand of artisan learners
  • Operate and Manage a National Artisan Database of both supply and demand
  • Recording and reporting on all artisan related data to remove the first HRDC artisan development blockage
  • Track and trace artisan learners from registration, certification and employment

Apprenticeship of the 21st Century A21

The artisan development training system has historically recognised the availability of multiple routes which give access to an apprenticeship. The traditional routes of Grade 9, Grade 12 (Academic) with Physical Science and Mathematics and Grade 12 (Technical), with the respective technical orientated subjects, will still be important in accessing training. These routes will be the pre-requisites for a learner to enter the FLP.

The main reason for this is that the foundational elements have been separated from the A21 component of which a learner must complete before entering the apprenticeship. In order not to render the Grade 12 (Academic and Technical) related subject credits superfluous, especially in consideration of Grade 9 also being an access point, and comparatively a lacuna which exists and being one of the reasons for the dis-functionality of NC (V), the FLP will recognise credits for the purposes of learner acceleration.

For example, a learner with between 45% and 50% pass in mathematics and science at Grade 12 level will be credited in those subjects. Furthermore learners who bear a Grade 12 (Technical) may receive further credits related to the disposition of their technical subject passed at more than 50% mark. They will then have to complete the rest of the foundational competencies of the FLP to access the A21.

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7-Steps to becoming an Artisan

Step 1: Career Development

“Identity can be construed as predominantly an internal aspect linked to an individual’s perception and description of him- or herself” [6]. Social identity on the other hand “can be defined as a person’s knowledge that he or she belongs to a social category or group” [6].

The negativity surrounding artisanal careers can be largely attributed to the perceptions of individuals belonging to the artisanal group.

Step 2: Learner Contracting

The majority of artisan training and learning happens in the workplace. It is in the workplace that apprentices get to apply the theory and practice they have acquired at the SDP. The delivery of the A21 apprenticeship will incorporate the dual system principles applied within the South African context incorporating lessons from the DSAP and DSPP.

Step 3: Knowledge, Practical and Workplace Training

The A21 apprenticeship requires an integrated approach to apprenticeships. This process requires the time between knowledge, practical learning and workplace leaning for apprentices to be as short as possible. The rationale is that more learning is achieved in the workplace when the knowledge and practical components are still “fresh” in the