Health Training In Broad Perspective

Published Date: 02 Nov 2017

2.1 Occupational Safety and Health Training in Broad Perspective

Basic Program Thrusts

Occupational Safety and Health training embodies sharing knowledge with employees in acknowledging recognized threats and making use of existing methods for safety. Worker tutoring, on the contrary, prepares one to face possible dangers or unexpected troubles; assistance is set in ways to be updated and to search for measures meant at reducing the risk. As explained in a 1995 Office of Technology Assessment (OTA) report on preventing illness and injury in the workplace, the distinction between worker training and education programs is often blurred and depends on the role that the worker is expected to assume in the process. " The narrower the role, the more the instruction is training; the broader the role, the more the instruction is education" (OTA, 1985, Pg.189). Much of the information in this review draws on the narrower training reference, but worker education approaches are also acknowledged.

The OTA report included an analysis of 40 worker training and worker education programs conducted by business firms, trade associations, unions, hospitals and universities, and coalitions of Occupational Safety and Health groups. The analysis of activities and objectives suggested four types of programs: fundamental, recognition, problem-solving, and empowerment programs.

Fundamental Programs: These agenda engage training in hindrance of work related injury through appropriate utilization and safeguarding of tools, apparatus, resources; acquaintance with crisis dealings; individual sanitation actions; requirements for health check; and make use of of personal protective equipment for unusual procedure or as an temporary safeguard until engineering controls can be executed.

Training interventions having these objectives permeate the literature and comprise most of the reports, which offers an inventory of studies aimed at evaluating the effectiveness of Occupational Safety and Health training for controlling workplace hazards.

Recognition Programs: These programs include instruction emphasizing awareness of workplace hazards; knowledge of methods of hazard elimination or control; understanding right-to-know laws and ways for collecting information on workplace hazards; recognizing symptoms of toxic exposure; and observing and reporting hazards or potential hazards to appropriate bodies. Training activities of this type were spurred largely by the OSHA Hazard Communication Standard (OSHA, 1993). The standard required employers to inform workers of chemical hazards found in their work areas and required employers to inform workers of chemical hazards found in their work areas and ways to reduce apparent risk. Use of Material Safety Data Sheets and labels along with training are the three means prescribed for communicating the essential information.

Problem-Solving Programs: Instructions is aimed at giving workers the information and skills enabling them to participate in hazard recognition and control activities; to help identify/solve problems through teamwork, to use union and management means, and to exercise rights to have outside agencies investigate workplace hazards when warranted. Inviting worker input in company planning or in design of new operations or processes is recognized as a viable means for improving productivity, quality of products, and worker motivation. Extending this approach to hazard control seems reasonable especially since workers, owing to their everyday job experience, possess an intimate knowledge of the hazards connected with their jobs and could be a rich source for corrective ideas. One report in assessing a worker participation approach to hazard control at a worksite (Lin & Cohen, 1983) found the overall effort to be successful but at the same time took note of some gaps of worker knowledge for which added worker instruction would have been of benefit. This report along with other reports of union-sponsored efforts to sharpen worker skills in addressing the requirements of specific Occupational Safety and Health standards so that they could play a more effective role in responding to their workplace needs.

Empowerment Programs: these programs provide instruction to build and broaden worker skills in hazards recognition and problem-solving skills like that noted above. Emphasis, however, is on worker activism with the goal of ensuring their rights to an illness-and injury-free workplace (Wallerstein & Baker, 1994). Hence, the program aiming at enabling workers to effect necessary control measures through educating co-workers and supervisors, and through use of committee processes or in health/safety contract negotiations. This approach is in accord with the current "Total Quality Management" philosophy- having rank-and-file workers along with their supervisors share greater roles in and be more accountable for addressing workplace hazard control needs.

The above types of training suggest a progression from a workforce learning basic forms of protection to known hazards, through instruction aimed at enhancing their awareness of potential problems and problem-solving skills, and then learning how to make it all happen in their workplaces. Although treated separately, any given training program may contain elements of these approaches in varying degrees.

2.2 Worksite Training on Health Protection/Health Promotion

The aforementioned training and education activities are all directed to worksite health protection, that is, to controlling occupational/environmental risk factors for disease or injury. They should not be confused with worksite health promotion programs that also involve training and education activities but whose objectives are to alter personal lifestyle factors that may pose risks to one’s health and well-being. Instruction here targets smoking, substance abuse, inadequate diet, poor physical fitness among other problems and the intent is to effect behavior change for risk reduction.

Personal lifestyle and occupational risk factors may interact in ways that can heighten the potential for adverse outcomes. For example, asbestos workers who smoke may have a 10-fold greater risk for lung cancer (Hammond, et al., 1979); alcohol or illicit drug use has been implicated in work accidents in high risk jobs (Holcomb, Lehman & Simpson, 1993). Alternatively, exercise training for enhancing physical fitness has been suggested as an added means to limit strains from jobs imposing undue stress on the musculoskeletal system (Genaidy, Gupta & Alshedi, 1990; Hilyer et al., 1990; Shi, 1993). For these reasons, training and education activities addressing worksite health protection and health protection goals in combination may have mutually reinforcing effects. While health promotion studies are outside the scope of this literature review, some reports of these worksite activities have been evaluated from the standpoint of reducing occupational risks and will be so noted.

2.3 Occupational Safety and Health Training in Relation to Worksite Activities

Occupational Safety and Health training as implemented at the workplace rarely has a stand-alone status. For example, Occupational Safety and Health training may be a natural part job skills training or a simple add-on. On-the-job type of training, of necessity, would have to cover both objectives. In some cases, work methods to be learned and safe work practices prescribed by regulatory standards are much the same. In occupations such as logging, "poor technique" is widely reported as a cause of injury with inadequate training cited as the underlying problem. This shortcoming refers to a failure to develop proper work methods and the safety precautions that derive from them (Slappendel et al., 1993).

Occupational Safety and Health training is also an element of hazard control programming. Instruction in hazard recognition and control methods, knowledge of emergency procedures, and use of personal protective equipment may or may not be distinctive- the degree depends on what Occupational Safety and Health Act 2005 may dictate. A Hazard Communication Standard, for example, may require a written training plan describing the nature of instruction to ensure workers understand the chemical hazards to which they might be exposed, recognition of symptoms of overexposure, safeguards to be taken. Other standards merely acknowledge the need for training but are less explicit as to requiring evidence of a plan for its implementation. Although not always recognized, Occupational Safety and Health training may also be needed to cover operational aspects of engineering or physical hazard control systems so that their benefits are realized to the fullest extent.

Occupational Safety and Health instruction as a component of both regular job training and worksite hazard control program practices id depicted in Figure 1 as nested in and representing the overlapping parts of these two types of activities. Encircling the job training and occupational safety and health program efforts are factors which can shape the success of these activities and their respective impacts on productivity and safety/health experience. Indeed, the transferability of training to actual jobsite demands, use of promotional or motivational efforts to drive the training exercise as well as boost post-training performance in both productivity and hazard control terms, and management’s commitment to these activities as communicated to the workers can do much to affect these kinds of outcomes. Encompassing all of the above and shaping the ultimate results are an employer’s goals and objectives. Presumably, management policies and actions that do not put company productivity and worker safety and health in conflict but rather stress their positive interrelationships would be ideal.

Viewing Occupational Safety and Health training in this context underscores the difficulty in attempts to treat or evaluate its effect separate from other workplace considerations. This is especially true if "bottom line" outcomes such as work related injuries and illness are used in the assessment. As will be noted, many evaluations of Occupational Safety and Training use measures more immediate to the learning process itself; others may take account of the instruction plus certain extra or post training factors in assessing on-the-job safety performance. In these instances, surrogate indicators for injury or disease reduction may be used. These indicators can offer more opportunity for discerning effects than injury or illness measures. It must be remembered that work related injury or disease cases at least at the individual employer level are rare events which can complicate efforts at evaluating change.

Figure1. Depiction of Occupational Safety and Health (OSH) training as nested in other employer programs which are affected by numerous extra or post training factors. Interactions here complicate efforts to assess training specific impacts on safety and health experience or productivity measures. Employer goals and objectives and related policies ultimately determine the priorities between the two outcomes.

2.4 General Training Considerations

A. Some Definitions

In general, training refers to instruction and practice for acquiring skills and knowledge of rules, concepts or attitudes necessary to function effectively in specified task situations. With regard to Occupational Safety and Health, training can consist of instruction in hazard recognition and control measures, learning safe work practices and proper use of personal protective equipment and acquiring knowledge of emergency procedures and preventive actions. As noted in the OTA report (1985), training could also provide workers with ways to obtain added information about potential hazards and their control. They could gain skills to assume a more active role in implementing hazards control programs.

Performance represents observable actions or behaviors reflecting the knowledge or skill acquired from training to meet a task demand. With regard to Occupational Safety and Health (OS&H), performance can mean signs of complying with safe work practices using protective equipment as instructed and executing emergency procedures should such an event occur

Motivation refers to the process or condition that can energize and direct a person’s behaviors in ways intended to satisfy needs. Setting goals for performance coincident with learning objectives and the use of feedback to note progress made. According to OS&H, motivation can mean one’s readiness to adopt safe behaviors, carry out self protective actions and take precautions as instructed. Prizes or special recognition can act as motivational incentives in reinforcing these behaviors when they are displayed.

Knowledge and skills acquired in training may not always result in improved performance in actual work situations. This may indicate:

Lack of suitable motivation

Training does not fit job demands

Conflicts between the instruction in training condition while compared to actual job conditions.

2.6 Critical Training Elements

Different authoritative reviews of the general training literature emphasize the importance of certain elements as critical to an effective program (Goldstein & Buxton, 1982), (Campbell, 1988) and (Tannenbaum & Yukl, 1992). The different elements are noted below.

Needs Assessment

According to the general literature, training goals assume: 1)consistency with organizational goals, 2) the presence of jobs designed to yield performance outputs that meet organizational goals, and 3) performance levels dependent on knowledge of the job and skill or factors where training can make a difference.

On the last point, expecting training to solve problems related to internal organizational conflicts or to overcome deficiencies in equipment is unrealistic. Job analyses determine which of the relevant performance factors comprise the highest priority training needs either now or in the future. The process includes defining the tasks involved, their order of importance and details of the steps to be followed to realize them.

Establishing Training Objectives

According to the general literature, the needs assessment provides the information to establish the objectives of the training program. These are stated as observable behaviors expected of the trainee after the instruction given and they may acknowledge the conditions under which they should be performed with the required level of proficiency.

Specifying Training Content and Media

Based on the general training literature, content represents the knowledge or skill that the trainee must master to be able to meet the behavioral objectives. The judgment of those who know the job demands is the most common approach to specifying training contents. Other approaches may be the products of problem solving exercise or based on previous mistakes to design corrective measures. There is no evidence that using lectures, televised instruction or even interactive video methods have a difference among each other (Kearsley, 1991). It all depends on the specific training needs and the trainee targeted.

Accounting for Individual Differences

Effective training should take account of the characteristics or attributes of the trainees. Aside from differences in aptitude, literacy, or pre-training skill levels, how the trainee view the training program in terms of improving their job performance may dictate variable approaches. The kind and level of training for a new job applicants versus older workers reassigned to the same tasks also has to be addressed.

Specifying Learning Condition

In general, instructional events comprising the training method should not inhibit the process that lead to mastery. If the learning is to develop capabilities in problem-solving techniques, the instructional approach should stress reasoning approaches not rote memorization. Training methods require the trainee to use the training content in active or productive ways. The current literature suggests that using learning events that require productive behavior for practice under conditions that promote transfer to the actual job are real.

Evaluating Training

According to Kirkpatrick (1967), training evaluations in the general literature can take four forms, which are viewed as series of steps or levels. They are:

Step 1: Reaction

How did the trainees found the program? Typically, this is done through evaluation sheets completed at the end of the training session. Information on whether the suitable method was used, the equipment used and also if the instructor was clear in his presentation are gathered and considered.

Step 2: Knowledge Gain

What principles, facts and techniques were learned? Knowledge of facts and principles is usually evaluated via test and quizzes. Assessment of skills may be done through performance tests before and after training. An untrained or control group can be similarly tested to indicate any differences resulting from the test-retest experience.

Step 3: Behavior Change

What changes in behavior occurred as a result of the program? For this purpose, reports by the trainees themselves of their on-the-job performance, or observations by their peers, supervisors, instructions can be used. A time interval between the end of training and the observations may be necessary to allow for the training to be put in practice. Post training measures taken at different time points are also suggested to determine if the training effect is sustained or needs refreshment. Again similar observations for a control group are recommended to acknowledge any effect from repeated testing. These control data also provide an added reference for gauging the significance of the apparent behavior changes in the training group.

Step 4: Results

What were the tangible results of the program in terms of its objectives or goals of the organization? Did it result in reduced injuries or illness, lower medical cost and improved productivity? As noted in Figure 1, extra or post training factors can affect these types of outcomes, and it is not always possible to design evaluations that can isolate the specific training contribution. Undertaking evaluations where these extra training factors are held constant during pre and post stages of training assessment or can be segregated as to their influence through use of suitable control groups are ideal. Needless to say, training impacts at the organization level can require an extended time line especially in using injury outcomes owing to their frequency

Criteria for rating training effects are the focus of much discussion in the literature. Several points that deserve mention or added emphasis in light of the subject of this report are:

Past surveys have shown that most in-house assessment of training programs measure only trainee reaction of how well they liked the instruction (Smeltzer, 1979; Smith, 1980; Parker, 1984, Alliger & Janak, 1989). Efforts to determine the extent to which the training content was absorbed or resulted in changes in actual on-the-job behaviors, or had impacts on organizational measures were rarer. Among reasons offered for the lack of more incentive efforts at evaluating were the unquestioned beliefs that training works that workplace conditions do not readily lend themselves to systematic assessment of training, and that more rigorous attempt will entail high costs. Increasingly, however, there is the call for more extensive training evaluations to verify the benefits as witness this exercise (Blomberg et al., 1988).

Reinforcing the above statement, trainee reactions to instruction may bear little relationships to the extent of actual training. Hence, it should not be used as the sole criterion to gauge effectiveness. Similarly, pre and post training quizzes or tests of skill showing the gains from instruction may or may not be related to improved on-the-job performance. Needs for multiple measures of effectiveness are apparent.

As already noted in Figure 1, the effect of training is greatly affected by other workplace factors both in the training and post training environment. Evaluations will need to account for these factors in terms of their influence on the training outcome.

Simple performance outcome measures representing various levels of achievement may be critical to determining the validity of the instruction but may not indicate the factors that influenced these results. Provisions of process measures, reflecting various amounts of training time, modes of training and trainer attitude can show why the overall results were or were not achieved. This can be important in efforts to revise the training to improve its efficacy

Revising the Training

The evaluation of training as noted by Goldstein and Buxton in 1982 offers information as to whether the instruction has had its intended effect on the measures set out for that purpose. Seldom do the data indicate a program was a complete success or a failure, given multiple criteria for gauging the results. Rather, the data may indicate better understanding of some course material as compared to others. Gaps in knowledge resulting from the training may reflect needs to consider more training time, alternative instructional technique, or more capable instructors.

2.7 OCCUPATIONAL SAFETY AND HEALTH ACT 2005 (OSHA 2005)

Section 5(2)(d) of the Occupational Safety and Health Act 2005 states that all employers should provide information, instruction, training and supervision as is necessary to ensure, so far as is reasonably practicable, the safety and health of the employees at their place of work.

It can be noted that our legislation does not mention detailed requirements for training and as such without explicit requirements for a plan embodying more of the training elements, employers may opt for minimal efforts whose results are marginal at best.

In a matter of how best to implement the required training, it is believed that the Occupational Safety and Health Act 2005 should include training guidelines to assist employers in furnishing safety and health information and instruction to workers.

Below is an example of training guidelines whose elements reiterate most of those in general training literature reviewed earlier.

Determining If Training Is Needed

Are the needs for hazard control more readily solvable by training, i.e., increased knowledge of a work process or adoption of safe work practices as opposed to engineering or physical control practices.

Identifying Training Needs

Job hazard analyses plus examinations of company health/safety records and worker perceptions of job risks are suggested as means for identifying what training is needed and where improvements can be made in hazard control.

Identifying Goals And Objectives

The guidelines call for identifying what the instruction is intended to achieve and defining evidence for it being met in explicit, observable terms; e.g., "An employee will be able to describe how a respirator works, how to ensure an effective fitting, and when it should be used.

Developing Training Needs

The regulatory guidelines suggest learning activities be aimed at well-defined objectives and in substance take account of mental and/or physical skill factors as may be required to meet specified needs. The actual content or coverage of topics may be dictated by regulations. Instruction that employs task sequences and situations to stimulate the actual job conditions are suggested to ensure the transfer of this training to the work situation. Like the general training literature, the regulatory guidelines acknowledge that training materials can vary; the important point is that the activities allow the employees to demonstrate that they have acquired the desired knowledge.

Conducting the Training

This guideline, like the one in the general training literature, stresses the need for an instructional format that invites worker inputs into the training process, and provides for hands-on experiences and exercises promoting active learning. It also makes reference to other means of motivating and maintaining worker interest. Relating their training to their current skill levels and experiences and emphasizing the benefits (increased worker knowledge and skills, more remarkable attributes as an employee who is informed safety conscious) are among the ideas offered.

Evaluating Program Effectiveness

Each program should determine whether the training has accomplished its goal. Trainee opinions, supervisor observations and workplace improvement resulting in injury or illness are among the means recognized for this purpose. As already mentioned, incidents of illness/injuries for rating the impact of occupational health and safety training programs or other intervention activities are such rare events that surrogate measures may be needed. Frequencies of "near miss" incidents, evidence of reduced exposure levels to a hazard, measures of compliance with safe work practices offer possibilities. Also, reduced injury and disease as outcomes of training would have to account for other factors as well.

Improving The Program

If the evaluation proved that the training was deficient, efforts to revise aspects of the training or to offer periodic retraining may be in order. Repeating the steps in the training model may help determine where course revision is needed.

The training guidelines also contain suggestions for identifying those workers who may be at higher levels of risk and thus have the greatest need for training. Occupations posing known exposure hazards or otherwise shown to be associated with excess injury/illness are one determinant. The age and job service of the worker group in question can be another. (Young, new workers show a disproportionate number of injuries and illnesses.) Still another may be the size of the establishment. (Though the pattern may vary with industry, medium size companies (50 to 249 workers) tend to have higher incident rates for smaller or larger firms (Bureau of Labor and Statistics, 1997).

2.8 Government Policy on Training

Conscious of the need for an integrated approach to training, the Government of Mauritius created the Ministry of Training, Skills and Development, Productivity and External Communications. The Ministry enlisted the services of Mr. Anthony Twigger, ILO expert with extensive experience in human resource development both at national and international levels. Mr Twigger was to advise on the formulation of a National Training Strategy. Following two visits in December 2000 and January 2001, Mr Twigger submitted his report entitled ‘An integrated Training Strategy for the New Millennium’ which was accepted by Government. Consequently, the Government approved the setting up of a Task Force under the aegis of the Ministry of Training, Skills and Development and Productivity to:

Formulate a National Training Strategy; and

Propose a Training Action Plan to meet the short medium term training needs of Mauritius.

The task force came up with a report entitled ‘National Integrated Training Strategy (NITS) Action Plan. A Committee was then set up to translate the following recommendations into concrete action:

Creating of a top level mechanism in the form of Human Resource Development Council.

Benchmarking

Impact of Training

Knowledge management.

Development of linkages between education and training.

Clustering (linkages between small; medium; big enterprises and other players of the same industry)

The Ministry is undertaking studies to analyze the training requirements of employees operating in different sectors of the economy. The study will determine both pre-employment and in-employment tertiary education and training requirements to continually enhance the knowledge and skills of our workforce to job requirements. The training proposals will aim at providing up-to-date competencies to the tertiary sector activities which are growing in importance as the primary and secondary sectors which are undergoing necessary restructuring. TNA surveys have been conducted for the ICT, Tourism and Hospitality, Printing and Jewelry Sectors from November 2002 to May 2003. TNA reports and respective Executive summaries for the four sectors have been completed and circulated among key stakeholders in August 2003. A National Validation Workshop is scheduled in the near future to validate the survey findings at national level and obtain consensus on priority training projects to be implemented in the medium term.

Training Needs Analysis in the Textile, Food and Beverages and Footwear and Leather craft Sectors will be completed during the year 2004.

2.9 The Industrial and Vocational Training Board

The Industrial and Vocational Training Board, which have been set up under the IVTB Act No.8 of 1998, has been given the power to occupy all the necessary procedures regarding training.

So as to motivate employers to propose training to a maximum number of employees, the IVTB proposes grants as encouragement. Owners can recuperate up to 75% of training costs depending on their tax rates. This includes the IVTB grant and tax refund.

The training may either be run-in house, or externally by training establishments registered with the Mauritius Qualification Authority, (MQA). Grants awarded by the IVTB are founded on a cost-sharing principle, i.e., grants will meet only part of the costs earned for training by employers since they are not meant to be a funding.

2.91 ELIGI BILITY FOR GRANTS

1. Only employers who contributes monthly to the tariff (1% of employees’ basic salary) will be entitled

2. Only training lessons and programs which have obtained the previous approval of the IVTB/MQA will become licensed. The training has to be job related and must lead to attainment of new abilities.

3. As the aim of the Board is to improve the local labor force, grants are constrained to trainees who are Mauritians or Permanent inhabitants of Mauritius.

2.92 PROCEDURES OF THE GRANT SYSTEM

1. Presentation of G1/G2 forms

For institutional (MQA) accepted courses, parties are asked to submit G1/G2 if possible before the established date of the course.

For In-House classes, companies are asked to request consent of the training agenda before the beginning date of the course.

The documents below should be forwarded 3 weeks before the scheduled date of the course.

Grant Forms G1/G2

Course Contents

Quotation of the training expenses

CV of the trainer if the trainer is a foreign trainer or Certificate of Registration if the trainer is a Mauritian

For overseas courses, the documents (i-iii) are required except the last one, i.e. (iv).

Once successful achievement of any accepted training course or program, employers must fill in and submit the G3 form, supported by copies of all the relevant documents as shown below:

The National Identity Card Number of all applicants must be written on form G3; or else grant reimbursement may not be accepted.

All grant requested must be presented to the IVTB inside 4 months of achievement of training course, otherwise application would not be believe to have trailed off.

For In-House and Institutional training courses at the IVTB, allowance will be based on the employers’ tax rate as such:

2.93 Grant Refund Formulas

The rule for highest funding reimbursement in one economic year is as such:

For corporations in the Hotel and Tourism, Financial Services and IT Sectors along with Export oriented companies, the grant refund is as follows:

Support for Training Needs Analysis carried out by Companies/Firms

With a vision to supporting companies in categorizing their training needs and organizing their yearly or multi annual Training campaigns, the IVTB facilitates such companies monetarily by repaying an amount comparable to 10% of their entitled grant funds subject to maximum amount of Rs 75,000/-.

Note (a): This is a method intended at supporting companies/firms to perform training need analysis with a vision to guarantee that appropriate training is offered.

Note (b): Such repayment is subjected to the stated rules:-

Companies should submit relevant forms (G1&G2) at least 4 weeks before the start of the training need analysis and obtain approval from the IVTB.

The company must tender the Report of the Training Need Analysis together with the Training chart to the IVTB.

The company is entitled for such advantage every 3 year.

Use of Multi-Media facilities

With a view to assisting registered training centre to put in in multi-media amenities, the IVTB invests 50% of the cost of such investment subject to a maximum of Rs 100,000/.

The following conditions must be met for such support to be given:

The quantity of individual trained by the training institutions in the year prior to the procurement of the multi-media apparatus should be 200.

The training centre should have been registered with the MQA and should have been in action over a minimum period of 5 years.

The training centre should be providing MQA official courses, one of which should be at least 6 months period.

The training centre could be adequate for such settlement every 3 years.

The IVTB has definite a directory of apparatus which can be appropriate for such compensation.

Use of foreign expertise

Only confidential MQA Registered Training Institutions are permitted to the application of overseas knowledge funding finance. The IVTB finances up to 50% of appropriate expenses bearing subject to a maximum of Rs 100,000/- per week for a maximum period of 2 weeks. Only courses in paucity region as explained by the IVTB are adequate for such a repay.

Training overseas

The IVTB reimburses 50% of the cost of airfare up to a maximum of Rs 15,000/- per trainee for an agreed IVTB course for a maximum period of 2 weeks.

Course fees are recompensed by the IVTB as per the accessible Grant principle.

Support for courses leading to Master Degree accompanied by Employees in the private sector.

With an idea to cheering workers functioning in organizations to devote in self expansion, the IVTB offers monetary support to employees following the degree course at the Masters level.

F1: for employees who are on the company’s payroll and for whom the employer is adding to the levy and who are supported by their boss to pursue courses pertaining to the reward of a degree at Masters level from a known university and run in the neighborhood on a part time basis, the employer can demand up to 10% the fees remunerated under the rates funding scheme.

F2: In case of non-sponsored employees following parallel courses as at F:1 above, and for whom levy is being paid by employers, the IVTB refunds straight away to the employees 10% of the fees paid.

Note: All such remunarations are made upon evidence of the admission and payment together with the candidate having followed at least 6 months of the course applied.