Tag: seta

SETA Assessors Training Course

115753 Conduct outcomes-based assessment 

PURPOSE OF THE ASSESSOR COURSE
This generic Assessors course or Assessor Unit Standard unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications.

Those who achieve this assessors course will be able to conduct assessments within their fields of expertise. This unit standard will contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development.

People credited with this unit standard are able to carry out assessments in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

  • In particular, people credited with this unit standard will be able to:
  • Demonstrate understanding of outcomes-based assessment;
  • Prepare for assessments;
  • Conduct assessments;
  • Provide feedback on assessments; and
  • Review assessments.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that those starting to learn towards this unit standard have no previous assessment experience. It is assumed, though, that the candidate-Assessors course or Assessor Unit Standards have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of “evaluative expertise”).

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UNIT STANDARD RANGE = ASSESSORS COURSE
1. This generic assessment unit standard applies to assessment in all fields of learning. However, it is expected that assessments will be contextualised to meet the requirements of different contexts.

2. Assessment of candidate-Assessors course or Assessor Unit Standards will only be valid for award of this unit standard if the following requirements are met:
Assessments carried out by the candidate-Assessors course or Assessor Unit Standard are in relation to significant, meaningful and coherent outcome statements that include criteria for assessment purposes, and allow for judgements of competence in line with SAQA’s definition of competence i.e. embrace foundational, practical and reflexive dimensions of competence. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as an Assessors course or Assessor Unit Standard in terms of this unit standard. It is important that candidate-Assessors course or Assessor Unit Standards select outcomes that enable them to meet the requirement laid out here.
The candidate-Assessors course or Assessor Unit Standard demonstrates repeatability by carrying out at least two assessments :

  • One of which may be a simulated assessment (in order to cover a range of typical assessment situations), and
  • At least one of which must involve a real candidate in a real assessment situation, preferably under the guidance of a mentor.

Assessors Course in Johannesburg click here
The assessments may involve two or more candidates in relation to the same outcome.
Candidate-Assessors course or Assessor Unit Standards produce evidence that they can conduct assessments in RPL situations and for candidates who may have fairly recently acquired the necessary knowledge and skills through courses or learning programmes. However, candidate Assessors course or Assessor Unit Standards do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-Assessors course or Assessor Unit Standards carry out an RPL-related assessment for the purposes of this unit standard, then it is sufficient for them to show how they might have conducted the assessment differently had it been an assessment linked to recent learning, and vice versa.

3. For the purposes of assessment against this unit standard, candidate-Assessors course or Assessor Unit Standards should have access to Assessment Guides and will not be expected to design assessments. (See Definition of Terms for a definition of Assessment Guides). Candidate Assessors course or Assessor Unit Standards will be expected to interpret the standards at hand in order to ensure their assessment judgements are in accordance with the requirements of the standard. In cases where Assessment Guides are not available, providers should seek ways to make such guides available for the purposes of this assessment. Where candidate-Assessors course or Assessor Unit Standard also intend to design assessments, then providers are encouraged to integrate the learning and assessment of the unit standards:

  • Conduct outcomes-based assessments
  • Design and develop outcomes-based assessments

4. Candidate-Assessors course or Assessor Unit Standards should have access to organisational assessment policies, procedures and systems (including moderation). It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where such policies and procedures are not yet available, the provider may make general policies and procedures available for the purposes of this assessment.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:

  • Outcomes-based education, training and development
  • Principles of assessment – directly assessed through assessment criterion ‘Key principles of assessment are described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results.’, and indirectly assessed via a requirement to apply the principles throughout the standard.
  • Principles and practices of RPL – directly assessed through assessment criteria ‘RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace.’, ‘Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities.
  • Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.’ and specific outcome ‘Conduct assessments.’, as well as through application in the rest of the standard.
  • Methods of assessment – directly assessed through assessment criterion ‘A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.’, and indirectly assessed through application of the methods
  • Potential barriers to assessment – assessed when dealing with special needs.
  • The principles and mechanisms of the NQF – this knowledge underpins the standard
  • Assessment policies and ETQA requirements

115753 Assessor Course

 

WHAT IS REQUIRED TO SUBMIT A PROGRAMME FOR APPROVAL THROUGH THE SETA

SETA Accreditation.

What you need to submit a Learning Programme for approval through the SETA.

The following steps are followed in order to submit a learning programme (unit standards) for approval through the ETQA (SETA).

Note: We make reference to the ETQA (Education Training Quality Authority) and not the SETA. The reason for this is because the ETQA Department/Manager within the SETA will review your programme and issue approval. (SETA has different departments who are responsible for different task. The ETQA manager will ultimately approve your programme.)

STEP 1: SETA APPLICATION

 Download the SETA application forms from their website, or contact their ETQA Manager and request the documents.

These documents may include:

-Application document that must be submitted with the programme in order to be processed.

-Include personal and Training Provider contact detail.

-Flow process, summary and matrix copy.

-Checklist that must be completed by the application to ensure all the documentation is correct and in order.

-Administration process (flow processes from printing to uploading)

-OPTIONAL: QMS Policy

 

STEP 2: LIST OF ASSESSORS AND MODERATORS

List of the Assessors and Moderators must be attached.

 

-Must have at least one (1) qualified assessors that is (2) registered with the specific SETA and (3) have a valid letter from the SETA that allows the Assessors to assess in this unit standard.

-Must have at least one (1) qualified moderator that is (2) registered with the specific SETA and (3) have a valid letter form the SETA that allows the Moderators to moderate in this unit standard.

-The Assessors and the Moderator cannot be the same person.

 

STEP 3: IF PURCHASED FROM SOMEONE:

This is “optional” for those individuals who purchased the programme from a third party or developer directory. (Did not develop their own material.)

 

The following information will be required additional with your submission:

-Copy of the purchase agreement that highlight the printing and usage rights.

-Internal moderators report to confirm you have the scope and resources to deliver this programme.

-If this material was previously approved for another training provider, copy/full details of this must also be supplied.

 

STEP 4 : MATRIX AND DELIVERY STRATEGY

Full matrix that include at least the following fields.

Summary:

  1. Unit Standard Number
  2. Unit Standard Description
  3. Purpose of the Unit Standard
  4. Credits with a breakdown of the Notional Hours.
  5. NQF level
  6. Entry Level requirements.
  7. How the CCFO’s was covered and where it is covered in the learning programme.

Detailed:

  1. Unit Standard Number
  2. Specific Outcomes + Numbered
  3. Assessment Criteria + Numbered
  4. Range Statements + Numbered
  5. CCFO + Numbered
  6. Learning Outcomes + Numbered
  7. Theory Notional Hours
  8. Practical Notional Hours
  9. Timeline in classroom
  10. Formative Activity methods
  11. Reference to Formative Activity numbers
  12. Summative Activity methods
  13. Reference to Summative Activity numbers.
  14. Resources, equipment required.
  15. Facilitation method (delivery strategy)

 

STEP 5 : FACILITATORS GUIDE

Detailed facilitator guide that include the following:

-Background of the learning programme.

-Who should attend/minimum entry level requirements.

-Strengths and weaknesses for implementing the programme.

-How feedback will be provided from the learner and from the Facilitator to the Training Provider.

-Sequence/process flow.

-Quality Assurance procedures/legal requirements/safety requirements.

-Time-frames.

-Methods and activity instructions.

-Resources required.

-Formative and Summative instructions.

 

STEP 6 : LEARNER GUIDE

Detailed learner guide that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hour’s breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

-Learning outcomes.

-Assessment Criteria + learning content.

-Learner feedback.

 

STEP 7 : WORKBOOK

Learner workbook that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Appeals policy

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hours breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner registration/CV/ID copy

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

 

STEP 8 : ASSESSMENT GUIDE

Reference to unit standard 115755

The complete Assessment guide that consist out of the following sections:

  1. Plan for Assessment.
  2. Preparation of the learner.
  3. Conduct Assessment.
  4. Judgement of the Assessment.
  5. Feedback to the learner.
  6. Review of the Assessment process.

 

STEP 9 : ASSESSMENT MEMO

–Create a separate document calling it the Assessment Memo Cover Page that makes reference to your Unit Standard details, and maybe give it a “confidential” watermark, footnote or disclaimer of some sort.

–Include model answers for each activity/assessment activity in this guide – we’re not recommending any particular format. You may also want to include the following, depending on the topic or structure of your activities:

*Support material and/or references that were provided to the learner – which he/she can use as resources (we mean

resources and references that were given to the learner during the induction or facilitation).

*Observations sheets – these should be in the Assessment Guide already if used previously

*Checklists – to check if the learner’s response is complete or that all required activities were handed in.

*Possible or required sources of evidence – or of course your model answers, or guidelines on how learners were asked or could answer the question.

*Expected quality of evidence – maybe include the amount of pages, size of response, number of words, how many points will be allocated to this activity and so forth.

 

STEP 10 : MENTOR GUIDE

Depending on the type of programme, NQF level and the target group of learner, may the SETA also request a mentoring guide.

Mentor guide is similar to the Facilitator guide, but intended for the supervisor or manager in the workplace to guide them on the instructions and type of exposure the learners should get.

The mentor guide will also be a summary of all the guidelines and instructions given to the learner during the contact sessions for all the summative assessment instructions.

-What the leaner is busy with?

-Instructions provided to the learner during the delivery?

-What the learner should do?

-Period and level of experience required?

-What end-result is expected on completion?

 

STEP 11 : LOGBOOK

The credit calculation of the unit standard is based on a formula (multiple by x 10) that = to the total number of Notional Hours that must be achieved at the end of the learning programme.

Notional Hours consist out of (a) Theory and (b) Practical = Notional Hours.

In order to achieve the “practical” hours, the learner needs to demonstrate how he achieved this, (mostly in the workplace) by means of evidence. (Logbook).

Logbook can be in any form that can provide evidence that the learner (a) had the opportunity to practice the tasks in the workplace and (b) ensure that the minimum notional hours was completed.

ACCREDITATION

SETA moderation training course

115759 Conduct moderation course or moderation Unit Standard of outcomes-based assessments

PURPOSE OF THE UNIT STANDARD
This unit standard is for people who conduct internal or external moderation course or moderation Unit Standard of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.

Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

In particular, people credited with this unit standard are able to:
Demonstrate understanding of moderation course or moderation Unit Standard within the context of an outcomes-based assessment system,
Plan and prepare for moderation course or moderation Unit Standard,
Conduct moderation course or moderation Unit Standard,
Advise and support assessors,
Report, record and administer moderation course or moderation Unit Standard, and
Review moderation course or moderation Unit Standard systems and processes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: “Conduct outcomes-based assessments”. It is recommended that candidates should achieve NLRD 115755: “Design and develop outcomes-based assessments” before attempting this unit standard:

It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments.

UNIT STANDARD RANGE
1. This is a generic unit standard, and applies to internal and/or external moderation course or moderation Unit Standard within all fields of learning. It is accepted that moderation course or moderation Unit Standard happens in different ways and at different levels in different sectors, including different models for what constitutes internal versus external moderation course or moderation Unit Standard. This standard is intended to cover any situation in which moderation course or moderation Unit Standard occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.

2. Assessment of candidate-moderators will only be valid for award of this unit standard if the following requirements are met:
moderation course or moderation Unit Standard is carried out for assessments that include candidates with special needs, and RPL situations. Where real assessments are not available to cover these situations, the candidate is able to demonstrate how special needs and RPL situations would be addressed within their moderation course or moderation Unit Standard plan and process.
moderation course or moderation Unit Standard covers assessment instruments, assessment design and methodology, assessment records; assessment decisions, reporting and feedback mechanisms.
moderation course or moderation Unit Standard is carried out for assessments involving a variety of assessment techniques, such as work samples, simulations, role-plays, written items, oral, portfolios and projects.
moderation course or moderation Unit Standard activities include pre-assessment interactions with assessors, interactions during assessments and post-assessment interactions.
moderation course or moderation Unit Standard involves at least two sets of real assessment materials for the same standards and at least six assessor decisions.
The assessments that are moderated are in relation to a significant, meaningful and coherent outcome statement that includes assessment criteria and allows for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. This means that moderation course or moderation Unit Standard of simple, single-task assessments will not be valid for awarding this unit standard.

3. For the purposes of assessment against this unit standard, candidate-moderators should have access to organisational assessment and moderation course or moderation Unit Standard policies, procedures and systems. It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where candidate-moderators are assessed in organisations that do not have a moderation course or moderation Unit Standard system in place, assessors of moderators should provide a mock system for the purposes of the assessment.

4. This unit standard applies to all Moderators, regardless of whether a person carries out moderation course or moderation Unit Standard internally, as part of an organisation’s quality assurance system, or externally, as part of an ETQA or other process to verify assessment results supplied by the provider or assessment agency.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Become SETA Accredited Training Provider

Accreditation

Accreditation is the certification, usually for a particular period of time, of a person, body or institution as having the capacity to fulfill a particular function within the quality assurance system set up by South African Qualifications Authority (SAQA).

Training Provider

A provider is an education and training body (institution/organisation, company, centre, collaborative partnership, or consultancy) which delivers learning programmes that culminate in specified National Qualifications Framework (NQF) standards or qualifications.

Getting accreditation

“With the type of training school you want to provide you would need to contact Services Seta to apply for accreditation”.  The Seta’s website offer a user-friendly website that covers both general areas as well as information specific to employers, training providers and learners.

How to register a training college

The most important body that you have to comply with is the South African Qualification Authority (SAQA). SAQA controls the comprehensive education system approved by the Minister of Education for the classification, registration, publication and articulation of quality-assured national qualifications.

SAQA

As a provider of training for the Information Technology sector, regulations are listed under the category “Seta ISETT”.

Criteria for accreditation

SAQA require that you show that you have necessary financial, administrative and physical resources to operate the college. You will have to have policies and practices for staff selection, appraisal and development.

SAQA will also need you to have in place the correct policies and practices for learner entry and you will have to show how you intend to achieve the desired outcomes using the procedures recommended by SAQA in order to teach students so that they receive an accredited qualification.

Contact SAQA who will explain in detail how to achieve the specified regulations and standards in order to be granted accreditation so you can operate a registered and respected training college.

ACCREDITATION

SETA Accreditation Requirements

SETA Accreditation Requirements

The general requirements for SETA accreditation are the following:

  • The training provider must be properly registered in terms of applicable legislation.
  • The training provider must have a Quality Management System (QMS) in place.  In its application guidelines, FASSET defines a QMS as “the combination of processes used to ensure that the degree of excellence specified is achieved.” A QMS consists of the policies and procedures that determine how the training provider ensures the quality of its training.
  • The training material must be aligned with the unit standards on the National Qualifications Framework (NQF).
  • The training provider must have assessors and moderators that are properly registered to do assessment and moderation of the unit standards that are to be accredited.

The different SETAs may have their own accreditation requirements in addition to the general requirements listed above. These additional requirements can be found on the relevant SETA’s website, or can be obtained by contacting the SETA in question.

The SETA accreditation requirements set a high standard with which training providers must comply.  This is to ensure that a high standard of education and training will be maintained nationally, and that students are equipped with relevant skills. In order to comply with the accreditation requirements, a training provider has to be well-organised and must have all the necessary documentation, policies and procedures in place. This means that great value is attached to having SETA accreditation, and SETA accredited training is therefore in high demand.

Requirements to become a SETA Accredited Training Provider:

The document Criteria and Guidelines to become a SETA Accredited Training Provider sets out the requirements for accreditation.

  • The programmes (and/or assessments) offered by the education and training provider must culminate in unit standards and/or qualifications registered on the National Qualifications Framework (NQF).
  • The curriculum (design, content and learning materials) is aligned to the unit standards and/or qualifications.
  • There are suitably qualified staff (facilitators and registered assessors).
  • The learners have access to adequate learning support services.
  • The assessment methods and tools used to measure the requirements for the unit standard and/or qualification are fair, valid and reliable, and are used to enhance learning.

What is accreditation?

Accreditation is the certification, usually for a certain period of time of a body or an institution, as having the capacity to fulfill a particular function within the quality assurance system set up by SAQA in terms of the SAQA Act, 1995.

SAQA accredits all Education and Training Quality Assurance bodies (ETQA’s) who in turn accredit Education and Training Providers.

Accreditation Process

The following documents and equipments are required to get accreditation with PSETA:

Company CK documents

Tax clearance certificate

Company profile with Objectives, Mission and vision statements, quality control measures and services offered

Learning materials consisting of: Learner, Facilitator and Assessment guides, rollout plan and programme strategy

Quality Management System (QMS), which are your policies and procedure documents including working tools (templates). Policies to be submitted are:

Management of assessment

Management of impact assessment

Learner entry, guidance and support

Learning programme development and delivery

Physical resources

Certification

Financial Management

Recruitment, selection and appraisals (HR)

Health and Safety

Management of workplace learning

Names of Assessor/s and Moderator/s linked to the applied unit standards or qualifications

CV’s of facilitators (if different from above)

Office and training resources:

Office with desk, Working computer, fax line and machine, telephone, printer and lockable cabinet/s

Training rooms (If Provider is intending to train at own premises) with comfortable desks, desk tables, writing equipment or projector, properly ventilated/heating equipment when cold, clean toilets and proper access for disabled persons

OR Lease agreement if Provider will be utilising rented space for training

OR and indication if Provider will be training at clients premises

2. What are the advantages of being an accredited training provider?

Advantages of becoming an accredited provider:

To provide quality training and development to learners

To receive support from the relevant authority

To be able to deliver education and training that leads to nationally registered Unit Standards and Qualifications. Accreditation therefore provides Education and Training Providers with a valuable tool with which they can market their services to potential clients.

3. What are benefits of attending accredited training?

Learners, departments and private companies who use the services of an accredited training provider are assured that the accredited training offered complies with the required standards for learning and assessment.

All learners are assured of a quality learning experience and that the credits they acquire will be nationally and internationally recognized.

Online Facilitator ETDP SETA Accredited Course

Qualifying as a Facilitator (also known as Train the Trainer)

For booking visit coursesdirect.co.za online.

Purpose of this Facilitator Course

This facilitation training course will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.

Who should attend this facilitator course?

  • Lecturers, teachers and facilitators currently facilitating but not certified and/or registered.
  • Any person with the intention to become a certified facilitator.
  • Certified Assessors and/or Moderators with an interest in facilitation.
  • Sales and marketing personnel.
  • HR and HRD practitioners.

What is the entry requirements?

  • Numeracy and Literacy Skills on NQF 4 Level
  • Basic English Communication Skills on NQF Level 4

The broad learning objective of this course is to develop the awareness, knowledge, skills and attitudes of participants needed to deliver professional facilitation. This course will ensure any facilitator learns how to present a lesson or a training facilitation in a highly professional, entertaining, dynamic, impactful and interactive manner. This course is designed so that the participants understand the theory of good communication prior to preparing, delivering and evaluating facilitation within a stimulated context. The course is divided between what good communication is, how to prepare an effective facilitation, and delivering it so that you have a persuasive audience impact.

TrainYouCan Accredited Training Network generic Facilitator training course will equip learners with the required knowledge and skills to facilitate learning using a variety of given methodologies in their field of expertise. The Facilitator training course will help you better understand the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices.

The Facilitator has to determine the needs of the learners, possible learning barriers, previous learning experience, different learning styles, etc. It is also the responsibility of the Facilitator to ensure that the learning methods selected are appropriate for the learning outcomes to be achieved. Facilitation must promote open interaction and ensure that learners have an active role in their own learning. Facilitation must enable learners to draw from their own experience in their working environment and apply the concepts for themselves. The responsibility of the Facilitator is great and thus they need to meet a high standard of criteria.

Is there work for Facilitators?

Yes, in all industries!
Options may include: A work related area / client service / health and safety / leadership/sales / management / finance / legal / hospitality/ life skills / HIV / Aids / gender based study areas / advocacy / ethics /personal growth / goal setting / spiritual / entrepreneurship / animals / volunteerism / wildlife / guiding / community gardening / food security / team building / make up / dressing professionally / food / cooking / a trade, etc.)

Facilitating Online provides a solid foundation for facilitating online events and courses.

Educators and trainers are increasingly using online resources and interaction to support learning across blended and online courses. The shift online emphasises the importance of  sound online facilitation skills to facilitate engaged participants in debate, group work and shared knowledge construction across a range of online conversational spaces.

Trained online facilitators are also able to make good choices about the use of online communication when designing learning activities. Facilitating Online provides opportunities for educational technologists, educators and trainers to develop the necessary orientation to become an effective online facilitator. Several past participants have reported that Facilitating Online unlocked new employment opportunities for them.

Outline for the Facilitator Training Course :

Lesson 1: Plan and Prepare for facilitation

  • Analysis of learer and learning needs
  • Plans cater for needs of learners and stakeholders
  • Resources, locations, and personnel are arranged to suit intended delivery
  • Learning material preparation
  • Learning material content
  • Facilitation methods
  • Facilitation process
  • Learning environment
  • Review criteria

Lesson 2: Facilitate learning

  • Learning facilitated in a coherent manner
  • Learning environment and facilitation approach promotes open interaction
  • Development of concepts through participation
  • Groups managed in line with facilitation principles
  • Questioning techniques consistency
  • Monitoring learner progress

Lesson 3: Evaluate learning and facilitation

  • Learner and stakeholder feedback on facilitated learning
  • Strength and weaknesses of the planning, preparation and facilitating of learning
  • Review and recommendation

Unit Standard Alignment:

  • US 117871, Facilitate learning using variety of given methodologies, NQF 5, 10 credits

ETDP SETA Accredited Assessors Course 115753

This is an in-depth course for hard working candidates wanting to enter the professional industry of training and development. Educators in addition to facilitating learning, need to be competent assessors to understand how effective they have been in transferring learning. Our comprehensive course will provide you with all the necessary skills and understanding for a successful career in Assessment.

Purpose of this Assessor Course

This assessor course is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. Those who successfully complete this assessor training, will be able to conduct assessments within their fields of expertise.

SAQA regulations stipulate that prospective assessors who wish to register and be accredited as Assessors, must be competent and need a certificate against the unit standard: Conduct Outcomes-Based Assessment

Who should attend this assessor course?

  • Lecturers, teachers and facilitators currently facilitating.
  • Any person with the intention to become a certified assessor.
  • Education & Training Practitioners.
  • Sales and marketing personnel.
  • HR and HRD practitioners.
  • Line Managers & Supervisors.
  • Subject Matter Experts in Education.
  • Workplace Coaches & Mentors.

What is the entry requirements?

Numeracy and Literacy Skills on NQF 4 Level
Basic English Communication Skills on NQF Level 4

TrainYouCan Accredited Training Network generic Assessor training course will equip learners with the required knowledge and skills to assess candidates in their own particular field of expertise. The Assessor training course will help build your understanding of the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices and Human Resource Development.

 

ASSESSOR AND MODERATOR COURSES

 

If you already have a relevant diploma, degree, or occupational qualification, and you want to study further to become a qualified assessor or moderator, these courses are for you.

What is an Assessor?

An assessor is a person with the required knowledge and skills that determines whether a candidate is capable of doing the job at hand in their own particular field of expertise by collecting evidence. Assessors assess people, not things.

How is evidence collected?

An assessor makes use of different tools and systems to determine if a candidate is competent or not yet competent.

Trainer ETDP SETA Accredited Course

Qualifying as a Facilitator (also known as Train the Trainer)

The broad learning objective of this course is to develop the awareness, knowledge, skills and attitudes of participants needed to deliver professional facilitation. This course will ensure any facilitator learns how to present a lesson or a training facilitation in a highly professional, entertaining, dynamic, impactful and interactive manner. This course is designed so that the participants understand the theory of good communication prior to preparing, delivering and evaluating facilitation within a stimulated context. The course is divided between what good communication is, how to prepare an effective facilitation, and delivering it so that you have a persuasive audience impact.

Facilitating Online provides a solid foundation for facilitating online events and courses.

For booking visit coursesdirect.co.za online.

Is there work for Facilitators?

Yes, in all industries!
Options may include: A work related area / client service / health and safety / leadership/sales / management / finance / legal / hospitality/ life skills / HIV / Aids / gender based study areas / advocacy / ethics /personal growth / goal setting / spiritual / entrepreneurship / animals / volunteerism / wildlife / guiding / community gardening / food security / team building / make up / dressing professionally / food / cooking / a trade, etc.)

Educators and trainers are increasingly using online resources and interaction to support learning across blended and online courses. The shift online emphasises the importance of  sound online facilitation skills to facilitate engaged participants in debate, group work and shared knowledge construction across a range of online conversational spaces.

Trained online facilitators are also able to make good choices about the use of online communication when designing learning activities. Facilitating Online provides opportunities for educational technologists, educators and trainers to develop the necessary orientation to become an effective online facilitator. Several past participants have reported that Facilitating Online unlocked new employment opportunities for them.

Purpose of this Facilitator Course

This facilitation training course will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.

Who should attend this facilitator course?

  • Lecturers, teachers and facilitators currently facilitating but not certified and/or registered.
  • Any person with the intention to become a certified facilitator.
  • Certified Assessors and/or Moderators with an interest in facilitation.
  • Sales and marketing personnel.
  • HR and HRD practitioners.

What is the entry requirements?

  • Numeracy and Literacy Skills on NQF 4 Level
  • Basic English Communication Skills on NQF Level 4

Outline for the Facilitator Training Course :

Lesson 1: Plan and Prepare for facilitation

  • Analysis of learer and learning needs
  • Plans cater for needs of learners and stakeholders
  • Resources, locations, and personnel are arranged to suit intended delivery
  • Learning material preparation
  • Learning material content
  • Facilitation methods
  • Facilitation process
  • Learning environment
  • Review criteria

Lesson 2: Facilitate learning

  • Learning facilitated in a coherent manner
  • Learning environment and facilitation approach promotes open interaction
  • Development of concepts through participation
  • Groups managed in line with facilitation principles
  • Questioning techniques consistency
  • Monitoring learner progress

Lesson 3: Evaluate learning and facilitation

  • Learner and stakeholder feedback on facilitated learning
  • Strength and weaknesses of the planning, preparation and facilitating of learning
  • Review and recommendation

Unit Standard Alignment:

  • US 117871, Facilitate learning using variety of given methodologies, NQF 5, 10 credits

TrainYouCan Accredited Training Network generic Facilitator training course will equip learners with the required knowledge and skills to facilitate learning using a variety of given methodologies in their field of expertise. The Facilitator training course will help you better understand the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices.

The Facilitator has to determine the needs of the learners, possible learning barriers, previous learning experience, different learning styles, etc. It is also the responsibility of the Facilitator to ensure that the learning methods selected are appropriate for the learning outcomes to be achieved. Facilitation must promote open interaction and ensure that learners have an active role in their own learning. Facilitation must enable learners to draw from their own experience in their working environment and apply the concepts for themselves. The responsibility of the Facilitator is great and thus they need to meet a high standard of criteria.

Train the Trainer Accredited Course

Qualifying as a Facilitator (also known as Train the Trainer)

The broad learning objective of this course is to develop the awareness, knowledge, skills and attitudes of participants needed to deliver professional facilitation. This course will ensure any facilitator learns how to present a lesson or a training facilitation in a highly professional, entertaining, dynamic, impactful and interactive manner. This course is designed so that the participants understand the theory of good communication prior to preparing, delivering and evaluating facilitation within a stimulated context. The course is divided between what good communication is, how to prepare an effective facilitation, and delivering it so that you have a persuasive audience impact.

Educators and trainers are increasingly using online resources and interaction to support learning across blended and online courses. The shift online emphasises the importance of  sound online facilitation skills to facilitate engaged participants in debate, group work and shared knowledge construction across a range of online conversational spaces.

Trained online facilitators are also able to make good choices about the use of online communication when designing learning activities. Facilitating Online provides opportunities for educational technologists, educators and trainers to develop the necessary orientation to become an effective online facilitator. Several past participants have reported that Facilitating Online unlocked new employment opportunities for them.

Facilitating Online provides a solid foundation for facilitating online events and courses.

Purpose of this Facilitator Course

This facilitation training course will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.

Who should attend this facilitator course?

  • Lecturers, teachers and facilitators currently facilitating but not certified and/or registered.
  • Any person with the intention to become a certified facilitator.
  • Certified Assessors and/or Moderators with an interest in facilitation.
  • Sales and marketing personnel.
  • HR and HRD practitioners.

What is the entry requirements?

  • Numeracy and Literacy Skills on NQF 4 Level
  • Basic English Communication Skills on NQF Level 4

Is there work for Facilitators?

Yes, in all industries!
Options may include: A work related area / client service / health and safety / leadership/sales / management / finance / legal / hospitality/ life skills / HIV / Aids / gender based study areas / advocacy / ethics /personal growth / goal setting / spiritual / entrepreneurship / animals / volunteerism / wildlife / guiding / community gardening / food security / team building / make up / dressing professionally / food / cooking / a trade, etc.)

For booking visit coursesdirect.co.za online.

Outline for the Facilitator Training Course :

Lesson 1: Plan and Prepare for facilitation

  • Analysis of learer and learning needs
  • Plans cater for needs of learners and stakeholders
  • Resources, locations, and personnel are arranged to suit intended delivery
  • Learning material preparation
  • Learning material content
  • Facilitation methods
  • Facilitation process
  • Learning environment
  • Review criteria

Lesson 2: Facilitate learning

  • Learning facilitated in a coherent manner
  • Learning environment and facilitation approach promotes open interaction
  • Development of concepts through participation
  • Groups managed in line with facilitation principles
  • Questioning techniques consistency
  • Monitoring learner progress

Lesson 3: Evaluate learning and facilitation

  • Learner and stakeholder feedback on facilitated learning
  • Strength and weaknesses of the planning, preparation and facilitating of learning
  • Review and recommendation

Unit Standard Alignment:

  • US 117871, Facilitate learning using variety of given methodologies, NQF 5, 10 credits

TrainYouCan Accredited Training Network generic Facilitator training course will equip learners with the required knowledge and skills to facilitate learning using a variety of given methodologies in their field of expertise. The Facilitator training course will help you better understand the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices.

The Facilitator has to determine the needs of the learners, possible learning barriers, previous learning experience, different learning styles, etc. It is also the responsibility of the Facilitator to ensure that the learning methods selected are appropriate for the learning outcomes to be achieved. Facilitation must promote open interaction and ensure that learners have an active role in their own learning. Facilitation must enable learners to draw from their own experience in their working environment and apply the concepts for themselves. The responsibility of the Facilitator is great and thus they need to meet a high standard of criteria.

ETDP SETA Accredited Assessors Course 115753

This is an in-depth course for hard working candidates wanting to enter the professional industry of training and development. Educators in addition to facilitating learning, need to be competent assessors to understand how effective they have been in transferring learning. Our comprehensive course will provide you with all the necessary skills and understanding for a successful career in Assessment.

TrainYouCan Accredited Training Network generic Assessor training course will equip learners with the required knowledge and skills to assess candidates in their own particular field of expertise. The Assessor training course will help build your understanding of the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices and Human Resource Development.

What is an Assessor?

An assessor is a person with the required knowledge and skills that determines whether a candidate is capable of doing the job at hand in their own particular field of expertise by collecting evidence. Assessors assess people, not things.

How is evidence collected?

An assessor makes use of different tools and systems to determine if a candidate is competent or not yet competent.

Who should attend this assessor course?

  • Lecturers, teachers and facilitators currently facilitating.
  • Any person with the intention to become a certified assessor.
  • Education & Training Practitioners.
  • Sales and marketing personnel.
  • HR and HRD practitioners.
  • Line Managers & Supervisors.
  • Subject Matter Experts in Education.
  • Workplace Coaches & Mentors.

ASSESSOR AND MODERATOR COURSES

 

If you already have a relevant diploma, degree, or occupational qualification, and you want to study further to become a qualified assessor or moderator, these courses are for you.

What is the entry requirements?

Numeracy and Literacy Skills on NQF 4 Level
Basic English Communication Skills on NQF Level 4

Purpose of this Assessor Course

This assessor course is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. Those who successfully complete this assessor training, will be able to conduct assessments within their fields of expertise.

SAQA regulations stipulate that prospective assessors who wish to register and be accredited as Assessors, must be competent and need a certificate against the unit standard: Conduct Outcomes-Based Assessment