Examples of a training plan

Examples of a training plan

**Example 1: Corporate Leadership Training**

**Training Program:** Leadership Skills Development Workshop

**Duration:** 3 days

**Training Goals and Objectives:**
– Develop participants’ leadership skills and capabilities.
– Enhance participants’ ability to communicate effectively and motivate teams.
– Provide tools for problem-solving and decision-making in leadership roles.

**Training Content and Topics:**
1. Introduction to Leadership Principles
2. Effective Communication and Interpersonal Skills
3. Team Building and Collaboration
4. Problem-Solving and Decision-Making Strategies
5. Emotional Intelligence in Leadership
6. Leading through Change and Adaptation

**Training Methods and Activities:**
– Interactive lectures and discussions
– Role-playing exercises for communication skills
– Group activities for team-building
– Case studies for problem-solving scenarios
– Self-assessment activities for emotional intelligence

**Training Schedule:**
Day 1:
– Introduction to Leadership Principles (Morning)
– Effective Communication Skills Workshop (Afternoon)

Day 2:
– Team Building Activities (Morning)
– Problem-Solving Case Study (Afternoon)

Day 3:
– Emotional Intelligence and Leadership (Morning)
– Leading through Change Discussion (Afternoon)

**Resource Requirements:**
– Presentation materials
– Flipcharts and markers
– Case study materials
– Handouts and worksheets
– Projector and audio equipment

**Instructors and Facilitators:**
– Leadership expert with experience in corporate training
– Communication skills coach
– Team-building facilitator

**Assessment and Evaluation:**
– Communication skills role-play assessment
– Problem-solving case study evaluation
– Self-assessment of emotional intelligence
– Participant feedback surveys at the end of each day

**Certification:** Participants will receive a Leadership Skills Development Workshop Certificate upon successful completion.

**Communication and Support:**
– Email communication for questions and clarifications
– Trainer availability during breaks and after sessions for one-on-one discussions

**Logistics:**
– Venue: Conference room with audiovisual facilities
– Accommodation: Participants arrange their own accommodations
– Meals: Catering provided during training days

**Budget:** Estimated budget includes training materials, venue rental, catering, and instructor fees.

**Risk Management:** Identify potential disruptions, such as technical issues, and have backup plans in place.

**Evaluation and Follow-Up:**
– Post-training evaluation survey to assess the impact of the training on participants’ leadership skills.
– Quarterly follow-up webinars to provide ongoing support and reinforcement of key concepts.

**Example 2: Classroom Teacher Professional Development**

**Training Program:** Technology Integration in the Classroom

**Duration:** 1-day workshop

**Training Goals and Objectives:**
– Equip teachers with the skills to integrate technology effectively into their teaching.
– Enhance teachers’ ability to create engaging and interactive learning experiences.
– Provide practical strategies for incorporating technology into different subject areas.

**Training Content and Topics:**
1. Introduction to Technology Integration
2. Tools and Resources for Technology-Enhanced Teaching
3. Creating Interactive Lesson Plans
4. Assessing Student Learning with Technology
5. Addressing Challenges and Concerns

**Training Methods and Activities:**
– Presentation and demonstration of technology tools
– Hands-on practice with educational software and apps
– Collaborative group activities for lesson planning
– Q&A sessions for addressing concerns

**Training Schedule:**
– Introduction to Technology Integration (Morning)
– Tools and Resources Showcase (Late Morning)
– Interactive Lesson Planning Workshop (Afternoon)
– Assessing Student Learning with Technology (Late Afternoon)
– Addressing Challenges Discussion (End of Day)

**Resource Requirements:**
– Computers or tablets for participants
– Projector and screen for presentations
– Access to educational software and online resources
– Handouts with step-by-step guides

**Instructors and Facilitators:**
– Technology integration specialist
– Educational software experts

**Assessment and Evaluation:**
– Group-based lesson plan presentations
– Peer feedback on interactive lesson plans
– Participant self-assessment of technology skills

**Certification:** Participants will receive a Certificate of Completion for the Technology Integration Workshop.

**Communication and Support:**
– Email support for questions and technical issues
– Online resources and guides for reference

**Logistics:**
– Venue: Computer lab or classroom with internet access
– Meals: Morning and afternoon refreshments provided

**Budget:** Estimated budget includes training materials, venue, refreshments, and instructor fees.

**Risk Management:** Prepare troubleshooting solutions for common technical issues that participants might encounter.

**Evaluation and Follow-Up:**
– Post-training survey to gather feedback on the usefulness of the training and areas for improvement.
– Follow-up webinar a month later to address any challenges participants have faced during implementation.

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What should be included in a training plan

A comprehensive training plan should be well-structured and tailored to the specific needs and objectives of the training program or initiative. Here are the key components that should be included in a training plan:

1. **Introduction and Overview:**
– Briefly explain the purpose and objectives of the training.
– Provide an overview of what participants can expect to learn and achieve.

2. **Training Goals and Objectives:**
– Clearly define the specific goals and learning outcomes of the training.
– Ensure that the objectives are measurable and achievable.

3. **Target Audience:**
– Identify the intended participants or audience for the training.
– Describe their characteristics, roles, and any prerequisites for participation.

4. **Training Content and Topics:**
– Outline the main topics, subjects, or modules that will be covered during the training.
– Provide a brief description of each topic and its relevance to the training goals.

5. **Training Methods and Activities:**
– Describe the instructional methods, techniques, and activities that will be used to deliver the training content.
– Include a mix of lectures, discussions, hands-on exercises, group activities, case studies, simulations, etc.

6. **Training Schedule and Timeline:**
– Provide a detailed schedule that outlines the duration of the training, including start and end dates, session times, and breaks.
– Specify the timeline for each topic or module.

7. **Resource Requirements:**
– List the resources needed for the training, such as training materials, equipment, software, facilities, and any external resources.

8. **Instructors and Facilitators:**
– Provide information about the trainers, facilitators, or instructors who will lead the training.
– Include their qualifications, expertise, and roles in the training.

9. **Assessment and Evaluation:**
– Describe how participants’ progress and performance will be assessed and evaluated.
– Specify the types of assessments, assignments, quizzes, or projects that will be used.

10. **Feedback and Improvement:**
– Outline the mechanisms for collecting feedback from participants during and after the training.
– Describe how feedback will be used to improve future iterations of the training.

11. **Certification or Recognition:**
– If applicable, mention any certification, accreditation, or recognition that participants will receive upon successful completion of the training.

12. **Communication and Support:**
– Detail how participants can communicate with trainers or facilitators for questions, clarifications, or support.
– Provide contact information and guidelines for communication channels.

13. **Logistics:**
– Provide information about logistics, including venue details, travel arrangements (if necessary), accommodation options, and any special requirements.

14. **Budget and Funding:**
– If relevant, include a breakdown of the budget for the training, including expenses for materials, resources, facilities, and personnel.

15. **Risk Management:**
– Identify potential risks or challenges that could impact the training and propose strategies to mitigate or address them.

16. **Stakeholder Engagement:**
– List stakeholders who are involved in or affected by the training and describe how their needs and expectations will be addressed.

17. **Evaluation and Follow-Up:**
– Outline the post-training evaluation process to assess the effectiveness of the training in meeting its objectives.
– Describe any plans for ongoing support or follow-up activities after the training.

Remember that the specifics of a training plan will vary based on the context, type of training, and the needs of the participants. Customizing the plan to address these factors is essential for a successful training program.

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Name some effects bad budgeting could have on a training intervention

Bad budgeting for a training intervention can have several negative effects that can hamper the effectiveness and success of the training program. Some of these effects include:

1. **Insufficient Resources:** Inadequate budgeting may lead to a lack of necessary resources for the training, such as training materials, technology, or qualified trainers. This can result in a subpar training experience and hinder the participants’ ability to learn effectively.

2. **Lower Training Quality:** When budget constraints limit the investment in training materials, facilities, or technology, the overall quality of the training may suffer. This can lead to a less engaging and less impactful learning experience for participants.

3. **Limited Training Scope:** Inadequate budgeting may force the training program to be scaled down or shortened, reducing the scope of topics covered or the depth of learning provided. This can result in crucial aspects being overlooked or not adequately addressed.

4. **Inadequate Trainer Compensation:** Insufficient budget allocation for trainer fees and compensation may lead to difficulties in attracting and retaining qualified trainers. This can impact the expertise and effectiveness of the training delivery.

5. **Lack of Follow-Up Support:** Proper follow-up support, such as coaching or mentoring after the training, is essential to reinforce learning and ensure successful application of new skills on the job. Bad budgeting may lead to a lack of resources for such support.

6. **Limited Evaluation and Feedback:** Effective training interventions require thorough evaluation and feedback mechanisms to assess their impact and make improvements. Inadequate budgeting may hinder the implementation of proper evaluation processes.

7. **Low Participant Engagement:** Without sufficient budget for interactive activities, engaging materials, or technology support, participants may feel disengaged and less motivated to actively participate in the training.

8. **Decreased Return on Investment (ROI):** Bad budgeting can result in lower training effectiveness, leading to a decreased return on investment for the organization. When training outcomes are compromised, the benefits to the organization may be reduced.

9. **Negative Perception of Training:** Participants may perceive the training intervention as lacking in quality or value due to resource constraints, which can affect their attitude and willingness to engage in future training opportunities.

10. **Increased Turnover or Disengagement:** Poorly executed training due to bad budgeting can lead to employee frustration and dissatisfaction, potentially contributing to higher turnover rates or reduced employee engagement.

To avoid these negative effects, it is crucial for organizations to allocate sufficient resources to training interventions and carefully plan the budget to meet the specific needs and objectives of the training program. Adequate investment in training can lead to more effective learning, improved employee performance, and a positive impact on the organization’s overall success.

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What are the key legislative policies related to post school education and training in South Africa.

As of my last update in September 2021, several key legislative policies related to post-school TrainYouCan PTY LTD Accredited Training Network and training were in place in South Africa. Please note that there might have been updates or changes to these policies since then. Here are some of the key policies:

1. National Qualifications Framework (NQF) Act, 2008: The NQF Act establishes the National Qualifications Framework, which is a comprehensive system that ensures the quality of education and training in South Africa. It sets out the principles and guidelines for qualifications, allowing for the recognition of prior learning and facilitating lifelong learning opportunities.

2. Higher Education Act, 1997 (as amended): This act provides the framework for the governance, funding, and regulation of higher education institutions in South Africa. It establishes various bodies responsible for accreditation, quality assurance, and funding distribution.

3. Skills Development Act, 1998 (as amended): This legislation promotes skills development through various means, including the establishment of Sector Education and Training Authorities (SETAs). SETAs are responsible for facilitating skills development and training initiatives in specific economic sectors.

4. Further Education and Training Colleges Act, 2006 (as amended): This act governs the establishment and functioning of Further Education and Training (FET) colleges, which offer vocational and occupational training to students who have completed their schooling.

5. National Student Financial Aid Scheme (NSFAS) Act, 1999 (as amended): This act establishes the NSFAS, which provides financial assistance to eligible students from disadvantaged backgrounds to access higher education and training opportunities.

6. South African Qualifications Authority (SAQA) Act, 1995 (as amended): The SAQA Act establishes the South African Qualifications Authority, which is responsible for overseeing and coordinating the NQF and ensuring the development, implementation, and management of qualifications across all education and training sectors.

7. Higher Education and Training Laws Amendment Act, 2012: This amendment act introduced significant changes to the higher education and training landscape, including the establishment of the Department of Higher Education and Training (DHET) as a separate entity from the Department of Education.

8. Continuing Education and Training Act, 2006: This legislation governs the provision of continuing education and training programs in South Africa, which cater to adult learners who wish to enhance their skills and qualifications.

It is important to keep in mind that policies and legislation can change over time, and it is always best to refer to the latest official government sources for the most up-to-date information on post-school education and training in South Africa.

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What is the difference between teaching and training

Teaching and training are related concepts, but they have distinct differences in their goals, methods, and outcomes. Here’s a brief explanation of each:

Teaching:
1. Goal: The primary goal of teaching is to impart knowledge, skills, and understanding to students or learners. It focuses on developing their understanding of concepts and theories in a particular subject or field.
2. Method: Teaching often involves lectures, presentations, discussions, and interactive sessions where the teacher imparts knowledge and encourages critical thinking and understanding.
3. Outcome: The desired outcome of teaching is to equip learners with a deeper understanding of the subject matter, which they can apply to various situations in the future.

Training:
1. Goal: The main goal of training is to enhance specific skills, abilities, or competencies of individuals to perform certain tasks or jobs effectively. It is usually more focused on practical application than theoretical knowledge.
2. Method: Training typically involves hands-on practice, simulations, exercises, and repetitive drills to reinforce and develop specific skills.
3. Outcome: The desired outcome of training is to improve the participants’ performance and proficiency in a particular area, enabling them to carry out tasks efficiently.

In summary, teaching concentrates on building a broader understanding and knowledge base, while training focuses on developing specific skills and abilities for practical application. However, in many real-world scenarios, teaching and training can complement each other, as a combination of theoretical understanding and practical skill development often leads to more successful learning outcomes.

ABOUT

How to select a Training Provider

First the fear of signing up with a “bogus” provider, then the fear of not getting the required support is probably something we all think of when booking for a course.

Let’s face it: Training is expensive, and waiting for your money from the wrong provider or course could leave to devastating consciences, especially if you bargain on getting future employment.

Below is some of our general guidelines when selecting a Training Provider. It always helps to do a bit of research.

How to select a Training Provider:
• Ask for references.
• Look at the Facilitators CV for experience.
• Type of support provided.
• Duration and if support is limited to a period.
• Type of assessments.
• Type of Certification (Attendance or Competence.)

How to confirm a Training Institution is Accredited:
• Ask for their Accreditation Number.
• Ask for the SETA they accredited with.
• DO NOT accept their accreditation letter. Contact the SETA direction to confirm their scope.
• Ensure legislated terminology, like “we are SETA Accredited”, and not only using the word “Accredited” on its own.
• Check that the programme accreditation is valid by phoning the SETA. (Different from Training Provider Accreditation.)

What should reflect on a course marketing material:
• Unit Standard Number.
• NQF Level
• Credits
• Expiry date
• Entry level requirements.

Guidelines for signing agreements with external providers:
• Payment terms.
• Type of Support provided.
• Duration, time frames.
• Type of methodologies that will be used.
• Content of the course.
• How will re-assessments be handled.
• What is the cost of cancellation?
• What is the cost of learning that must be re-scheduled?
• What are the registration fees and is it refundable?
• Previous references?

Guidelines with registration/enrolments:
• Many institution ask for a registration fee that is not refundable. Note that the SETAs and the QCTO does not ask a fee to be registered and there is merely an admin fee for the institution to register you on their database.
• Some use the registration fee as a “founders fee” for any person who referred or found them the client. That also explains why the fee is never refundable.
• Many providers limit their access to a course content or final submissions to a set period. After this you will be expected to pay-up and in some cases even to re-book for the entire course. Strict deadline clauses should be clearly indicated on their registration forms. It is advisable to always keep a copy of their advertising material and your enrolment details should you want to log a dispute with the relevant SETA.

Provided by TrainYouCan PTY LTD

South Africa Training Providers Forum

The South Africa Training Providers Forum was established to assist training providers (private and public) as “a voice” in the Higher TrainYouCan PTY LTD Accredited Training Network domain. Our aim is not to replace any current bodies or excising forums, but to target a specific audience in the Training industry that is in a much needed space for support and resources.

The Training Providers Forum in South Africa want to bring the much needed resources to the Training Providers directly through innovative technology delivery methods and represent them as the training voice in the Higher Education sector.

The South Africa Training Providers Forum aim to deliver the following services to the industry:

  1. Be the voice about national issues in South Africa with the various SETAs and the QCTO.
  2. Aim to bring business leads to the Training Industry.
  3. Provide a forum for discussions and sharing of knowledge.
  4. Provide free webinars and virtual training sessions to its members.

With very affordable rates to become a member of the Training Providers Forum makes it one of the best option for upcoming Training Provider in South Africa.

The South Africa Training Providers Forum is a registered Non-profit Company.

http://trainingforum.org.za/ 

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 TrainYouCan PTY LTD Accredited Training Network 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”).

Durban Assessors Course click here

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

 

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 TrainYouCan PTY LTD Accredited Training Network 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 TrainYouCan PTY LTD Accredited Training Network 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