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115753 Conduct outcomes-based assessment

 

OUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Conduct outcomes-based assessment
SAQA US ID UNIT STANDARD TITLE
115753 Conduct outcomes-based assessment
ORIGINATOR
SGB Assessor Standards
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA – Education, Training and Development Practices Sector Education and Training Authority
FIELD SUBFIELD
Field 05 – Education, Training and Development Higher Education and Training
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 15
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2018-07-01 2023-06-30 SAQA 06120/18
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30 2027-06-30

 

PURPOSE OF THE UNIT STANDARD
This generic assessor 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 unit standard 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 have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of “evaluative expertise”).

 

UNIT STANDARD RANGE
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 will only be valid for award of this unit standard if the following requirements are met:

  • Assessments carried out by the candidate-assessor 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 assessor in terms of this unit standard. It is important that candidate-assessors select outcomes that enable them to meet the requirement laid out here.
  • The candidate-assessor 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.
    The assessments may involve two or more candidates in relation to the same outcome.
  • Candidate-assessors 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 do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-assessors 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 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 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-assessor 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 assessments4. Candidate-assessors 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.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1
Demonstrate understanding of outcomes-based assessment.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Comparisons between outcomes-based and another form of assessment of learning highlight key differences in terms of the underlying philosophies and approaches to assessment, including an outline of advantages and disadvantages.

 

ASSESSMENT CRITERION 2
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.

 

ASSESSMENT CRITERION 3
A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.
ASSESSMENT CRITERION RANGE
The description of methods should cover situations for gathering evidence of:

  • Problem solving ability,
  • Knowledge and understanding,
  • Practical and technical skills,
  • Attitudinal skills and values.

 

ASSESSMENT CRITERION 4
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.

 

ASSESSMENT CRITERION 5
The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment.

 

SPECIFIC OUTCOME 2
Prepare for assessments.
OUTCOME RANGE
Preparation for assessments relates to organising and preparing resources, people, schedules, venues, assessment instruments and documentation for a particular assessment and/or related assessments for an individual or a number of assessment candidates/learners. Preparation is to be carried out in situations where the candidate assessor has access to:

  • Relevant organisational assessment and moderation policies and procedures, and
  • Assessment guides and instruments for the assessment at hand, including the relevant outcomes and criteria.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Preparation of assessment resources, logistics, documentation and environment meets the requirements of the assessment at hand and ensures fairness and safety of assessment.

 

ASSESSMENT CRITERION 2
Parties involved in the assessment are notified in good time. Checks are carried out to ensure parties involved in the assessment are ready and available to meet required schedules.
ASSESSMENT CRITERION RANGE
Parties include assessment candidates and moderators, and may include assessment facilitators and/or assistants, teachers, trainers, invigilators and safety personnel.

 

ASSESSMENT CRITERION 3
All pre-assessment moderation requirements are carried out in accordance with relevant assessment policies, moderation plans and ETQA requirements.

 

ASSESSMENT CRITERION 4
Assessment details are explained to candidates clearly and constructively. Opportunities for clarification are provided and responses promote understanding of the requirements.
ASSESSMENT CRITERION RANGE
Assessment details cover the specific purpose, process, expectations, roles, responsibilities and appeals procedures related to the assessment at hand, as well as the general context of assessment in terms of the principles and mechanisms of the NQF, as applicable to the situation and assessment context.

 

ASSESSMENT CRITERION 5
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.

 

ASSESSMENT CRITERION 6
Candidate readiness for assessment is confirmed. In cases where candidates are not yet ready, actions taken are in line with assessment policies.

 

SPECIFIC OUTCOME 3
Conduct assessments.
OUTCOME RANGE
The ability to make assessment judgements using diverse sources of evidence must be demonstrated. Assessments to include cases where candidates have special needs and where evidence arises through RPL situations. Should it not be feasible to gather evidence for assessments of special need candidates or in RPL situations, evidence may be produced through scenarios.

Candidate-assessors must show they can make judgements in situations where:

  • Candidates meet all criteria for a particular outcome,
  • Candidates clearly do not meet the criteria for a particular outcome,
  • Candidates meet some, but not all criteria, and
  • More evidence is required in order to make a judgement of competence.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Assessment practices promote effective, manageable, fair and safe assessment. Assessment practices are in line with quality assurance requirements, recognised codes of practice and learning-site or work-site standard operating procedures where applicable.
ASSESSMENT CRITERION RANGE
Professional, industry or legislated codes of practice.

 

ASSESSMENT CRITERION 2
The assessment is carried out according to the assessment design and in line with the assessment plan. Adjustments are justified by the situation, and unforeseen events and special needs of candidates are addressed without compromising the validity or fairness of the assessment.

 

ASSESSMENT CRITERION 3
Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses. Communication with candidates is non-leading, and is appropriate to the assessment at hand and the language ability of the candidate.
ASSESSMENT CRITERION RANGE
“Leading” refers to the practice of inadvertently or deliberately influencing the evidence candidates produce through the style of questioning, instructions or responses to candidates.

 

ASSESSMENT CRITERION 4
Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be made.

 

ASSESSMENT CRITERION 5
Assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidence.

 

ASSESSMENT CRITERION 6
Records of the assessment are in line with the requirements of the organisation’s quality assurance system. Records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appeals.

 

SPECIFIC OUTCOME 4
Provide feedback on assessments.
OUTCOME RANGE
  • Parties include candidates, educators, trainers, managers and moderators as applicable to the situation.
  • Evidence must be provided of the ability to give written and oral feedback.
  • The ability to give feedback must be demonstrated in situations where:
    – Candidates meet all criteria in relation to an outcome,
    – Candidates clearly do not meet the criteria in relation to an outcome,
    – Candidates meet some, but not all criteria, and
    – More evidence is required before a judgement is possible.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Feedback is given to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframes.

 

ASSESSMENT CRITERION 2
Feedback is clear and confined to strengths and weaknesses in performance and/or requirements for further evidence in relation to the outcome/s at hand.

 

ASSESSMENT CRITERION 3
The type and manner of feedback is constructive, culturally sensitive and related to the relevant party’s needs. Sufficient information is provided to enable the purpose of the assessment to be met, and to enable parties to make further decisions.
ASSESSMENT CRITERION RANGE
Further decisions include awarding of credit, redirecting candidates to further learning or guiding candidates to further application or re-assessment.

 

ASSESSMENT CRITERION 4
Feedback on the assessment process is obtained from the candidate and opportunities are provided for clarification and explanations concerning the entire assessment.

 

ASSESSMENT CRITERION 5
Disputes and/or appeals that arise are dealt with according to the assessment policy.

 

ASSESSMENT CRITERION 6
Agreements reached and key elements of the feedback are recorded in line with the requirements of the organisation’s quality assurance system.

 

SPECIFIC OUTCOME 5
Review assessments.
OUTCOME RANGE
The review should address at least the following aspects:

  • The quality of the assessment instruments, including the outcomes against which assessment takes place and Assessment Guides used,
  • The assessment process, and
  • Candidate readiness for assessment.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
The review identifies strengths and weaknesses in the instruments and process, and records these for incorporation in assessment redesign.

 

ASSESSMENT CRITERION 2
Feedback from relevant parties is analysed and used to influence future assessments positively.

 

ASSESSMENT CRITERION 3
Weaknesses in the assessment design and process that could have compromised the fairness of assessment are identified and dealt with according to the organisation’s assessment policy.

 

ASSESSMENT CRITERION 4
Weaknesses in the assessment arising from poorly defined outcomes and criteria are identified, and effective steps are taken to inform relevant bodies.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
  • A candidate-assessor wishing to be assessed, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a candidate-assessor against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors of candidate-assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements.
  • Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
  • External moderation of assessment will be conducted by the relevant ETQA at its discretion.

 

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
  • Moderation requirements

Training Providers Standards and Evidence

How To Evaluate The Effectiveness Of Your Compliance Training Courses

With new eLearning technologies available all the time and consistently updated legislation, compliance training needs to be adaptable within your organisation. Whether your compliance training strategy focuses simply around keeping your workforce legally compliant or feeds into your wider learning culture and organisational KPIs, it is important to regularly review and evaluate the effectiveness of your current corporate learning.

1. Effective Implementation And Completion Rates

The effectiveness of your compliance training can be measured in a wide range of ways. Implementation, for example, is not something that should be overlooked. Moving your compliance training online is a great way to increase ROI and improve efficiency as it reduces admin time for your L&D teams as well as frees up your workforce to incorporate compliance training into their working lives.

In this sense, effective implementation isn’t just about how the training is introduced to your organisation, but how it is received by your employees. Typically, compliance training completion rates increase considerably when a mobile or blended approach to learning is undertaken. Completion rates are one of the primary ways to evaluate the effectiveness of your courses and a great starting point when considering if and how implementation should be changed.

2. Learning And Retention Rates

Another key metric to consider is the rate of information retention within your employees following their compliance training. There are a number of ways you can measure this within your workforce. For example, if you are using an LMS to conduct your compliance training, it is worth using a course with gamification or quizzing at the end of each chunk of information. This allows your employees to directly engage with their course as well as giving your direct statistics of information retention.

Another way to evaluate retention rates is to introduce refresher training. This can also be generated through your LMS as a recurring training course. Once a course becomes refresher training, simply ask your employees to complete the quiz without the training course to see how well they have retained information. Alternatively, if you have been implementing your training through classroom-based methods, one-on-one quizzing or requests for demonstration can also be an effective form of evaluation for information retention.

3. Employee Feedback 

It’s all well and good assessing your compliance training from the top down, however, much like on eCommerce websites like Amazon, user reviews are important. An invaluable source of information about usability, information retention, and engagement, employee feedback is an essential part of any evaluation process.

Whether you hand out a feedback form at the end of a classroom training session or use your LMS’ integrated feedback tools, one of the best ways you can evaluate the effectiveness of your compliance training courses is to hear what your learners have to say about them. Employees are also more likely to remain engaged with your courses if they feel they have a say in how they are run and how they can impact your implementation practices in the future.

4. Knowledge Transfer And Learned Behaviours

One step beyond information retention, effective compliance training should look at shifting the behaviours of your workforce. Whether you want to change attitudes towards learning throughout your organisation, align your training objectives to your KPIs, or simply line up employee behaviour with new and updated workplace legislation, it is important to consistently measure how these behaviours are changing.

This can be done in a variety of ways. Similarly to information retention, you can look at quizzing your employees or asking them to take you through a demonstration of their newly learned skills and behaviours. Alternatively, you can look at skill-sharing and team-building exercises focussing on the compliance training course(s) at hand.

5. Performance And Results 

Assessing completion rates is just one way of measuring the performance of both your employees and your compliance training courses. Another is looking at the performance of your workforce on the job. This one is a little more difficult to measure as it will need to adapt to each industry and job level. For example, the key performance metrics for a boiler engineer will be different to those of a cashier in a supermarket and again for a nurse in a hospital.

Compliance training, when implemented effectively will not only ensure legal compliance across your workforce but also improve their performance in a wide range of areas. You will see this reflected in any number of organisational KPIs from sales figures to efficiencies to the number of customers helped in a specific timespan.

6. LMS-Based Competency Checks

Available within Kallidus Learn, you can now take your compliance training evaluations one step further. Going beyond relying on completion rates and trusting that information has been retained, this new functionality allows for management and L&D teams to check in on the compliance training progress of individuals within your organisation.

How does this work? After your compliance training course has been completed, your learners will be asked to complete an in-person exam or demonstration to prove how much of their training they have retained. This benefits you on a number of levels, including allowing you to prove your organisation’s compliance and allowing you to fully assess the effectiveness of each specific course based on the success rates of your learners.

One of the most important things to consider when evaluating the effectiveness of your compliance training courses is what specifically you are trying to improve. Use the areas covered above to begin your evaluation and most importantly, don’t underestimate the power of employee involvement in your ongoing strategic changes.

From training efficiency to completion rates to learner engagement, compliance training can easily impact your ROI and organisation-wide KPIs. Online and mobile-friendly compliance training is shown to improve completion rates and help change attitudes towards learning in all sorts of organisations. Start from the ground up, and assess your compliance training courses individually and continually; before long, you will see areas for improvement and opportunities for increased efficiency. Once your evaluations are complete, the only way is up.

Accreditation as a provider of education and training

Accreditation as a provider of education and training

About ETQA accreditation as a provider of education and training

Providers of education and training must apply for accreditation with an Education and Training Quality Assurance (ETQA) body under the South African Qualifications Authority (SAQA)(link is external). All providers of education and training offering full qualifications must be registered with the Department of Education.

The education and

has to offer unit standards and/or qualifications that fall within the primary focus area of the ETQA body of the relevant Sector Education and Training Authority (SETA)(link is external) or professional body.

Requirements for accreditation:

  • The programmes (and/or assessments) offered by the education and
  •  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 you should do

  1. Send a letter of your intention to be accredited as a provider of education and
  2.  to the relevant ETQA.
  3. Submit a self-evaluation and application form to ETQA.
  4. If you are not granted accreditation and you feel the process was unfair, you have a right to appeal.
  5. A list of ETQAs and contact details(link is external) is available on the Saqa website.

115753 Online Assessor Course

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.

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

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

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.

Facilitator Course ETDP SETA Accredited

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.

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.

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.

For booking visit coursesdirect.co.za online.

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.

Policy for the certification of learner achievements for trades and occupational qualifications on the Occupational Qualifications Sub-Framework (OQSF)

Glossary of terms

In this document, any word or expression to which a meaning has been assigned in the National Qualifications Framework Act, 2008 (Act No 67 of 2008), as amended, and the Skills Development Act, 1998, (Act No 97 of 1998), as amended, has the same meaning unless the context otherwise indicates.

  • Achievement
  • Appeal
  • Assessment
  • Assessment centre
  • Assessment Quality Partner (AQP)
  • Certificate
  • Development Quality Partner (DQP)
  • External Integrated Summative Assessment (EISA)
  • Foundational Learning

The recognition granted to a learner when all required learning outcomes have been successfully demonstrated.

The formal petitioning by an individual against the decision made by the QCTO decision, after the verification process regarding the assessment, standards and quality assurance processes, not to award a qualification.

The process of collecting evidence of the learners’ work to measure and make judgements about the competence or non­ competence of the learner in respect of specified NQF registered occupational qualifications and part qualifications.

A centre accredited by the QCTO for the purpose of conducting external integrated summative assessments for occupational qualifications and part qualifications registered on the OQSF.

A body delegated by the QCTO to develop assessment instruments and manage external integrated summative assessments for occupational qualifications and part qualifications registered on the OQSF.

A document indicating formal recognition by the QCTO of an occupational qualification, part qualification, (including legacy trades or skills programme) awarded to a successful learner

A body delegated by the QCTO to manage the process of developing specific occupational qualifications, curricula and assessment specifications.

The final external integrated evaluation of a learner’s occupational competence in the specified registered NQF occupational qualification, part qualification, (including legacy trades or skills programmes). A learner gains access to the EISA through meeting the requirement as stipulated in the qualification.

Learning that provides opportunities for the development of proficiency in one or more languages as well as in some form of mathematics or mathematical literacy and which is intended to

    • Internal formative Assessment
    • Learner
    • Monitoring
    • National Artisan Moderation Body (NAMB)
    • National Learners’ Records Database (NLRD)
    • National Qualifications Framework (NQF)
    • NQF Level
    • Occupational qualification
    • Occupational Qualifications Sub­ Framework (OQSF Organising Framework for Occupations (OFO)

Part qualification support further learning or competency required to pursue work in a professional environment

On-going assessments, reviews and observations, using a range of formal and informal assessment procedures during the learning process in order to modify teaching and learning activities and to improve learner attainment.

An individual participating in a training programme with the purpose of achieving an occupational qualification, part qualification, or trade.

A continuous process of review of quality that can be conducted internally and/or externally to recommend quality improvements.

The National artisan moderation body contemplated in Section 26A of the Skills Development Act

The electronic management information system of the NQF under the authority of SAQA, which contains records of qualifications, part qualifications, learner achievements, recognised professional bodies, professional designations and associated information such as registrations and accreditations

The comprehensive system, approved by the Minister of Higher Education and Training for the classification, co-ordination, registration and publication of articulated quality-assured national qualifications and part-qualifications.

The South African NQF is a single integrated system comprising three coordinated qualification sub-frameworks for General and Further Education and Training, Higher Education, and Trades and Occupations respectively

One of the series of levels of learning achievement arranged in ascending order from one to ten according to which the NQF is organised and to which qualification types are pegged.

A qualification associated with a trade, occupation or profession developed and quality assured under the auspices of the QCTO and consisting of knowledge/theory and application (practical skills/work experience/simulated work experience) components and an external integrated summative assessment

The sub-framework of qualifications developed and managed by the Quality Council for Trades and Occupations (QCTO)

A coded classification system to encompass all occupations in South Africa, used as DHET’s key tool for identifying, reporting and monitoring skills demand and supply in the South African labour market

An assessed unit of learning with a defined outcome that is or will be, registered as part of a qualification on the NQF

  • Quality Assurance
  • Quality Assurance Partner (QAP)
  • Recognition of Prior Learning (RPL)
  • Revocation
  • Sector Education and Training Authority (SETA)
  • Skills Programme
  • South African Qualifications Authority (SAQA)
  • Statement of Results
  • Trade
  • Verification

The process of ensuring that standards and procedures are adhered to and that delivered products or services meet the QCTO performance requirements.

A body approved by the QCTO to manage and co-ordinate the external integrated summative assessments of specified NQF­ registered occupational qualifications and part-qualifications.

The principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development

Means the withdrawal of a decision to issue an occupational certificate or Trade Certificate to a learner and to cancel and recall the Occupational Certificate and/or Trade Certificate, to render such certificate to have no legal status or effect.

A body established in terms of the Skills Development Act 1998, (Act No. 97 of 1998), as amended, to develop and implement sector skills plans and promote learning programmes; including workplace learning.

A learning programme which is occupationally based and for which a learner may obtain a certain number of credits towards a registered qualification or part-qualification

The statutory authority, established in terms of the repealed SAQA Act No. 58 of 1995 and continuing in terms of the NQF Act, 2008 (Act No 67 of 2008), as amended, which oversees the further development and implementation of the NQF, the achievement of the objectives of the NQF and the co-ordination of the three sub-frameworks.

A document issued by an accredited skills development provider for theoretical , practical and workplace skills modules completed and successfully assessed.

An occupation for which an artisan qualification is required as stipulated in the Skills Development Act, 1998 (Act No. 97 of 1998)

Establishing the authenticity of a certificate issued by the QCTO or a qualification achieved by a successful learner.

  1. Preamble

    1.1 Certification in the context of ensuring standards for qualifications on the Occupational Qualifications sub-framework (OQSF):

    The Quality Councilfor Trades and Occupations (QCTO) was established in 2010 in terms of section 26 (G) of the Skills Development Act of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-Framework for Trades and Occupations.

    The QCTO, SAQA and the other two quality councils as contemplated in section 5(3) of the NQF Act, 2008, must seek to achieve the objectives of the NQF by:

    1. developing, fostering and maintaining an integrated and transparent national framework for the recognition of learning achievements;
    2. ensuring that South African Qualifications meet appropriate criteria, determined by the Minister and are internationally comparable; and
    3. ensuring that South African qualifications are of an acceptable quality.The QCTO is responsible for the development, maintenance and quality assurance of qualifications on the OQSF. This includes occupational qualifications, part qualifications, skills programmes, historically registered occupational qualifications and trades listed on the NQF.The OQSF formally demarcates the QCTO’s area of responsibility. The standards for any qualification are prescribed in the qualification, curriculum and assessment specification documents for the particular qualification, part qualification. The standards for the qualifications that the QCTO certifies, requires ongoing quality assurance and monitoring of the functions delegated to QCTO quality assurance partners.In terms of the Skills Development Act, 1998, (Act No 97 of 1998) the QCTO has the responsibility of issuing trade certificates and for the quality assurance of occupational qualifications, which includes the certification of those qualifications registered on the OQSF.

      Although the QCTO was established in 201O the function for the issuing of trade certificates was only taken over by the QCTO in October 2013. This function was previously the responsibility of the then Department of Manpower, thereafter the Department of Labour and, most recently, the Department of Higher Education and Training.

      The certification process is intricately linked to the assessment and quality assurance processes of the QCTO.

      In its role as a quality assurer, the QCTO is committed to issuing learners with valid and credible certificates. Such a commitment consequently requires that the QCTO ensures that the certified data is valid and reliable and that learner achievements are verifiable.

      According to Section 26 D (5) (g) and 26 U) (f) of the SDA, the Minister may, after consultation with the QCTO, make regulations on the format of certificates issued to artisans who successfully undergo a trade test, as well as for the certification of occupational qualifications. The QCTO will advise the Minister of the need for such regulations as determined by the Council.

  2. Purpose

      1. The purpose of this policy is to promote consistency and transparency in the certification of occupational qualifications or trades and to make the information publicly available.

      2. Itfurther provides for the certification of learner achievement for occupational qualifications on the OQSF.

      3. It also forms the basis for developing a co-operative relationship with the QCTO quality partners, the South African Qualifications Authority and other stakeholders with a commitment to the occupational qualifications offered under the OQSF.

  3. Legislative and regulatory framework

      1. This policy is based on the QCTO policies and relevant legislation listed below:

        • Skills Development Act, 1998, (Act no 97 of 1998), as amended;

        • National Qualifications Framework (NQF) Act, 2008 (Act No. 67 of 2008), as amended and

        • OQSF policy as published in Government Gazette No 37879 of 31 July 2014.

      2. This policy must be read in conjunction with the following QCTO policies:

        • Policy on Qualification Development Facilitators;

        • OQSF policy (Government Gazette No 37879);

        • QCTO policy on accreditation of assessment centres;

        • Policy for the Approval of Results;

        • Policy on revised delegation of qualification assessment to AQPs; and

        • Directives for certification issued by the QCTO.

        • Policy for Verification of Trades and Occupational Qualifications

        • Policy on certificate printing and storage of certificate background paper

  4. Audience and applicability

    This policy provides direction to the QCTO and determines the AQPs responsibility to recommend valid and reliable data to the QCTO with regard to certification of learner achievements for occupational qualifications

      1. A learner will be issued with a certificate if found to be competent and meets the rules of combination of the qualification through an external integrated summative assessment or applicable trade test.

      2. QCTO issues the following categories of certificates:

        1. Trade Certificates for:

          1. existing trades without associated occupational- and part qualifications; and

          2. occupational certificates for listed trades with associated occupational- and part qualifications.

        2. Occupational Certificates for occupational- and part qualifications with the minimum specified credits; and

        3. Occupational part qualifications and relevant skills programmes that may form part of an occupational qualification that are registered as such on the NQF.

  5. Objectives of this Policy

The objectives of this policy document are to determine standards for the certification of qualifications, on the OQSF.

The standards for certification have been established to:

    1. Ensure that the standard of certification has been established through rigorous quality assurance processes which include:

      1. Qualifications are registered on the OQSF;

      2. Development Quality Partners and Assessment Quality Partners are established and their processes are quality assured;

      3. external integrated summative assessments are conducted at QCTO accredited assessment centres and sites or in the case of trade tests, they are conducted at accredited trade test centres;

      4. moderation and monitoring of assessment ensures that it is valid, reliable and of an acceptable standard;

      5. NAMB ensures trade tests for legacy listed trades are conducted as required by the SDA and related policies and regulations; and certification of trades and occupations occurs no later than 21 working days after a recommendation is received.

      6. QAPs with the delegated certification responsibility ensure that standards set in this policy are adhered to.

    2. Develop and manage the certification of qualifications on the OQSF through an appropriate certification system that will:

          1. ensure that the learner records submitted for certification are in the appropriate format and comply with policies and directives.

          2. QAPs managing the certification function ensure that they maintain a credible learner management information system and that all learner achievements are reported to SAQA for upload to the NLRD as required.

    3. Determine the norms and standards for certification through its directives and outline the certification process that will:

5.3.1. guide AQPs on the submission of data for certification as required by the QCTO.

    1. Advise the Minister of Higher Education and Training, Science and Technology on matters related to certification through the Occupational Qualifications Sub­ Framework Policy.
    2. Ensure compliance of assessment data for certification with policies and relevant legislation to:
      1. evaluate data against approved directives for certification and confirm compliance of learner records submitted for certification against approved qualification policies and regulations.
      2. Ensure that learner- assessment is approved and recorded within a turnaround time of 21 working days after assessment was conducted and reported and approved by the QAP.
      3. Ensure that learner certification is done within 21 working days against approved policies and that learner records certificated meet the minimum requirements for achievement of the qualification as set out in the requirements as registered on the OQSF.
      4. Ensure in the issuing of the certificate that the standards with regard to the security measures are adhered to as detailed in the relevant policy.

  1. Developing and managing certification of learner achievements through an appropriate certification programme

    1. The certification process commences when a learner registers/enrols for a qualification or enters into an agreement with a service provider who offers an occupational qualifications. The provider is obligated to upload learner enrolments to the QCTO in the QCTO approved format.Where qualifications are managed by the QAP as registered on the OQSF where no occupational qualification has replaced the legacy qualification or it has not phased out, the QAP must ensure that learner enrolments and data are managed to ensure that before learner assessments are conducted the learner enrolments are confirmed at the QAP and that assessment outcomes are reported to the QAP and uploaded within a 21 day working day period.The requirements to achieve the qualification; including the rules of combination as outlined in the specific occupational qualification, curriculum and assessment policies, informs certification. To achieve an occupational qualification a learner must comply with the rules of combination associated with the occupational qualifications.Occupational qualifications registered on the OQSF require that a learner must comply with the theoretical and practical learning as well as the workplace skills, components associated with the occupational qualification before the learner is allowed access to the external integrated summative assessment or trade test to be certificated.

      For legacy occupational qualifications registered on the OQSF, the QAP must ensure that a learner complies with all components for the award of the qualification as stipulated in the rules of combination for the qualification.

    2. The QCTO is responsible for ensuring that, through rigorous quality assurance processes, the certificate it issues meets the minimum requirements for the occupational qualifications. In this respect, the QCTO publishes directives for certification that must be adhered to by all quality assurance partners.The directives are to:
      1. outline the specific instructions regarding the submission of learner information for certification for an occupational qualification/part qualifications;
      2. further clarify certification requirements as outlined in the policy which governs the qualifications to be certified.
    3. The Assessment Quality Partners associated with the QCTO are responsible for the quality assurance and finalisation of assessment results, after which this is approved by the QCTO as stipulated in the policy for the approval of results. Furthermore, the AQPs submit learner assessment results for certification to the QCTO in terms of first issues and re-issues where there was an administrative error…The Quality Assurance Partners (QAPs) remain responsible for the certification of qualifications as quality assured under the delegation to QAPs, excluding the trades, until such date that the delegation of power is repealed or the qualification is phased out.
    4. A qualification registered on the OQSF, which is no longer offered or without a current registration status, is nevertheless retained on the OQSF and remains valid for certification (issuing of a replacement certificate or non-certified record submitted for certification after the phase out date).
    5. Application for a replacement certificate in lieu of a lost certificate must be submitted to the QCTO with associated payment for consideration and processing. This also includes transactions for re-issues not associated with an administrative error by the AQP in line with the directives for certification.
    6. The Minister of Higher Education and Training, Science and Technology may issue regulations, after consultation with the QCTO, with regard to the issuing of certificates for qualifications registered on the OQSF.

  2. Managing the certification process

    1. The QCTO manages the certification of learner records through the following processes:
      • developing and managing a certification IT-system that complies with policy requirements and QCTO directives for certification;
      • developing and managing suitable system processes and procedures for certification;
      • ensuring learner certification;
      • maintaining an updated database of all certificates issued and an audit trail on transactions executed by users on the system;
      • controlling access to the system and training users to undertake the processing of information for learner certification;
      • ensuring proper back-ups of the certification database; and
      • verifying learner records on request.
    2. The QAP must adhere to the principles of the QCTO as stipulated above in its certification process.
    3. The certification of learner records is managed in conjunction with the AQP that has the responsibility of recommending records for certification, following the approval of results by the QCTO. This is done in line with the policy and directives for certification.
    4. The Council approves and may consider the review of tariffs for certification and verification.
    5. AQPs are responsible for the collection of the certificates from the QCTO and distribution to certificate holders.

  3. Certification

    1. Certification of qualifications on the Occupational Qualifications Sub-Framework
      1. The policy and directives for the certification of qualifications are informed by the SDA and OQSF and are further explicated in the relevant directives and policies for certification.
      2. The QCTO will review the Certification Policy every second year.
      3. The QCTO maintains the right to reject a recommendation for certification after approval of results by the QCTO as submitted by an AQP. This rejection may be due to a number of reasons, but can include non-compliance to the rules of combination and qualification requirements, certification requirements outlined in the SDA, regulations or QCTO policies and directives.
      4. In accordance with the rules of administrative justice, a qualification holder has the right to be informed of the rationale underlying the certification decision and exercise the right to appeal in accordance with the QCTO appeal’s policy.
      5. A learner that applies for Recognition of Prior Learning against an Occupational Qualification and meets the requirements associated with the qualification, will be granted access to the External Integrated Summative Assessment {EISA). On successful completion of the EISA and meeting the requirements of the qualification, the learner may be certificated.

  1. Responsibilities of Assessment Quality Partners/Quality Assessment Partners in certification

    9.1 The relevant AQP must:

    1. verify learner information and details;
    2. verify qualification information;
    3. request certification for competent learners that successfully completed a trade test or and External Integrated Summative Assessment within 14 working days after receiving the assessment results from an accredited assessment centre. Requests for occupational qualifications.is submitted as part of the request for the approval of results and will be processed and a certificate issued where applicable, within 21 working days after QCTO approval of results;
    4. submit information electronically to the QCTO in the prescribed format;
    5. distribute certificates to learners;
    6. keep records of all assessment results; and
    7. establish processes for requesting the re-issue of certificates where an administrative error occurred.
        1. The relevant QAP must:
          1. verify learner information and details;
          2. verify qualifications,
          3. jssue certificates of learner achievement within 21 working days of the approval of results (e.g. External Moderation)
          4. Distribute certificates to learners
          5. Establish processes for requesting the re-issue of certificates where an administrative error occurred
          6. Establish processes for requesting replacement certificates where an original certificate has been lost, misplaced or damaged.
          7. submit information electronically to the NLRD as required
          8. keep records of all assessment results
        2. The AQP for the Foundational Learning Competence (FLC) will issue statements of results to competent learners.
        3. The National Artisan Moderation Body (NAMB), which is the accredited AQP for trades will recommend the certification of all trades currently recorded on the NLRD but without associated occupational qualifications, as well as for occupational qualifications where the final external integrated assessment is a trade test.

  2. Responsibilities of the QCTO

    1. The QCTO will:
      1. issue certificates within 21 working days after receipt of verified learner achievement information following the approval of results;
      2. distribute certificates to the relevant AQP once certificates have been printed;
      3. upload learner achievement data to the NLRD according to the NLRD data load specifications; and
      4. re-issue and replace certificates on request by the relevant AQP or individual.
    2. The QCTO may issue certificates for the FLC.
    3. The QCTO may verify learner results and information.
    4. The QCTO may revoke an occupational or trade certificate if it has established that it was issued under irregular circumstances or where a person has not met the qualification requirements for the awarding of the qualification.

  1. Ensuring security in the certification process

    11.1 A credible certification environment requires quality and security to be constantly foregrounded.

    The principles for ensuring security include:

    1. users with controlled access to the system;
    2. all activities on the system log an audit trail;
    3. accountable officers such as System Administrators maintain and manage user access to the system;
    4. the storage and printing of certificates take place in a secure environment;
    5. a record of all certificates issued is maintained;
    6. credible certification forms are used, which have security features that are regularly enhanced; and
        1. The QCTO ensures that the format for the certificate background paper for qualifications it certifies includes security features and improves its security features frequently to include the newest developments in the field of security printing. These steps are taken to reduce the possibility of fraudulent certificates being produced. QAPs must note the QCTO policy with regard to the security in certification.
        2. The QCTO has a zero tolerance approach to fraudulent and corrupt practices and therefore urges AQPs and QAPs and members of the public to:
          1. report any suspect irregular activities to the QCTO;
          2. refrain from irregular behaviour with the intention of compromising QCTO staff; and
          3. report any irregular behaviour by QCTO staff to the Chief Executive Offier.
        3. The QCTO Fraud Prevention Policy, Procedures and Plan Acts apply to all members of the QCTO staff and associates. The QCTO quality partners are required to uphold the same standards. Acts of dishonesty by a provider or assessment partner, submitting data to the QCTO may result in the learner achievement and certificate being nullified.
        4. The Occupational Certificate remains the property of the QCTO and the QCTO reserves the right to revoke and withdraw the Occupational Certificate if any evidencebackup and storage of data is maintained.

       

      comes to the light that confirms that the issuing of the certificate was compromised.

  2. Complaints and Appeals

The QCTO will investigate complaints about fraudulent certificates and non-issuing of certificates.

  1. Quality assurance and monitoring of policy implementation

    The QCTO will monitor the certification process in terms of this policy which are also applicable to QAPs under the delegated certification ·responsibility.

  2. Transitional Arrangements

Different dates of commencement may be determined for different sections as dictated by the commencement date of the NQF Act as amended in 2019.

Assessment Policy for Qualifications and Part Qualifications on the Occupational Qualifications Sub-Framework (OQSF)

Glossary of terms

  • Accreditation The certification, usually for a particular period, of a person, a body or an institution as having the capacity to fulfil a particular function in the quality assurance system set up by the Quality Council for Trades and Occupations (QCTO).
  • Administrative errors Means irregularities that are of a technical nature, where the student or an assessment official unintentionally fails to follow the prescribed administrative procedures.
  • Assessment The process of collecting evidence of learner’s work to measure and make judgements about the competence or non-competence of specified National Qualifications Framework (NQF) occupational standards or qualifications and part qualifications.
  • Assessment centre A centre accredited by the QCTO for the purpose of conducting external integrated summative assessments for specified NQF registered occupational qualifications and part qualifications
  • Assessment Process Includes the total process of assessment that commences once the candidate has satisfied and met the assessment criteria for writing an external integrated summative assessment including passing the knowledge, practical and workplace components.
  • Assessment Quality Partner A body delegated by the QCTO to develop assessment instruments and manage the external integrated summative assessments of specific NQF registered occupational qualifications and part qualifications.
  • Assessment site Any site selected as suitable and approved by the relevant AQP to conduct the external integrated summative assessments for specified registered occupational qualifications and part qualifications, where the specific assessment specifications do not require the use of an accredited assessment centre.
  • Assessment specialist A person who has been appointed by the relevant
  • AQP in accordance with established criteria to conduct, develop and/or moderate external integrated summative assessments for NQF registered occupational qualifications and part qualifications.
  • Applied competence The ability to put into practice in the relevant context the learning outcomes acquired in obtaining an occupational qualification or part qualification.
  • Candidate A person whose performance is being assessed by the relevant AQP at an accredited assessment centre or approved workplace.
  • External integrated summative assessment An assessment managed by a body appointed by the QCTO, using nationally developed assessment instruments at end of sections of learning or the end of the whole learning process to facilitate demonstration of both theory and practical competence in achieving the outcomes of the occupational qualification or part qualification.
  • Formative Assessment On-going assessments, reviews, and observations which would be a range of formal and informal assessment procedures applied during the learning process in order to modify teaching and learning activities and to improve learners’ attainment;
  • Internal assessment refers to the assessment (formative assessment) conducted by a provider during the course of learning to re-inforce learning and support the learner. It also refers to internal self-evaluations done by the provider to monitor its general performance on the training delivery and formative assessments
  • Invigilator Means any person appointed to manage the conduct of an assessment.
  • Irregularity Means any event, act or omission and any alleged event, which may undermine the integrity, credibility, security, or the fairness of the assessment process.
  • Learner a person undergoing education and training at an accredited Skills Development Provider (SDP)
  • Moderation The process managed by the AQP which ensures that the assessment of the learning outcomes described in the NQF occupational standards, qualifications and part qualifications is fair, valid, reliable and unbiased.
  • Moderator A person who has been appointed by the relevant AQP in accordance with established criteria to ensure that the assessment process and procedure is fair, valid, reliable and unbiased.
  • Monitoring A continuous process of the review of quality that can be conducted internally and/or externally to recommend quality improvements.
  • National Learners Records’ Database The electronic management information system of the NQF, which contains records of qualifications, learner achievements, recognised professional bodies, professional designations and all related information such as registration and accreditations..
  • Occupational curriculum Is derived from the occupational profile and is the purposeful combination of conceptual, practical and work experience knowledge and skills in order to achieve a certain occupational qualification.
  • Occupational qualification A qualification associated with a trade, occupation or profession, resulting from work-based learning and consisting of the knowledge, practical skills and work experience standards as defined in the Skills Development Act (Act No. 97 of 1998).
  • Part qualification An assessed unit of learning that is registered on the NQF as a part qualification. Occupational part qualifications must comprise all three learning components.
  • Quality Assurance The process of ensuring that standards and procedures are adhered to and that delivered products or services meet performance requirements according to the QCTO requirements.
  • Skills Development Provider A body that delivers learning programmes which culminate in specified registered NQF occupational standards and qualifications and part qualifications and manages the internal assessment thereof.
  • Systems auditor The person responsible for auditing the management and information systems of the AQP
  • Validation The end-process by which it is determined by the relevant AQP whether or not an assessment is valid and leading to the acceptance or rejection of assessment results.
  • Verification The process managed by the relevant AQP for externally checking moderation processes and confirming or overturning moderation findings.

Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

External integrated summative assessment is an integral and critical component of the QCTO’s quality assurance system. External integrated summative assessment ensures consistency and credibility of the assessment of occupational qualifications, trades and part qualifications. The external integrated summative assessment will be conducted by the relevant AQP, applying nationally standardised assessment instruments.

For learners to qualify for an external integrated summative assessment, they must provide proof of completion of all required modules. Foundational Learning Competence (FLC) is a pre-requisite for the external integrated summative assessment of all occupational qualifications and part qualifications at NQF levels 3 and 4.

  1. INTRODUCTION

    1.1 Objectives and criteria for assessment

    The objectives and criteria for External Integrated Summative Assessment are to:

      • outline how the external integrated summative assessment will be conducted, by whom how and where i.e. the model to be used

      • outline the requirements for the external integrated summative assessment for occupational qualifications, trades and part qualifications and guide all assessment practices;
      • ensure that all assessment practices are aligned to legislation and national policy environment;
      • ensure that assessment is understood as an integrated process within the learning experience; and

      • outline the most appropriate way for the AQP to carry out its functions for the given context.

        1. Legislative and regulatory framework

          In terms of the Skills Development Act, 1998 (Act 97 of 1998), the QCTO must design and develop occupational qualifications and standards and ensure the quality assurance thereof. A nationally standardised external integrated summative assessment (EISA) is an integral part of the quality assurance of occupational qualifications, trades and part qualifications.

          This policy should be read in conjunction with the QCTO Policy on Delegation of Qualification Assessment to Assessment Quality Partners (AQPs).

        2. Audience and applicability

          This policy applies to AQPs responsible for developing standardised assessment instruments in accordance with the external assessment specifications document and accredited assessment centres responsible for conducting external summative assessments. The policy is applicable to the assessment of occupational qualifications and part qualifications registered on the Occupational Qualifications sub framework (OQSF).

        3. Rationale for a flexible approach

          The assessment strategy will vary according to a number of factors. Since the qualifications in the Occupational Qualifications Framework cover a variety of occupational contexts, levels of complexity, percentage of knowledge, practical skills and work experience as well as NQF levels, there can be no one model for external assessment which will suit all occupational qualifications. Part of the design process for each qualification focuses on determining the most efficient, effective, practical and economic way to conduct valid external assessment in the context of that particular qualification and this information is outlined in the Qualification Assessment Specifications document.

        4. Underlying principles and values

          The following principles and values must be taken into consideration during the development of the processes.

          External Assessment systems and processes must:

          1. be fair, reliable, valid, ethical and transparent
          2. be consistent across time, place, role players and respond to a non-sectoral demand led model
          3. use methodologies that are fit-for-purpose and reflect a consistent level of higher cognitive challenge
          4. avoid tendencies of exclusivity

  2. ASSESSMENT REQUIREMENTS

      1. Qualification Assessment Specifications

        The QCTO has introduced a compulsory external assessment as a prerequisite for certification for all occupational qualifications. The purpose of this is to establish and maintain a national standard for each occupational qualification. By ensuring the validity and reliability of the external summative assessment based on a national standard the QCTO aims to enhance the credibility of the certificates issued to qualifying learners for occupational qualifications.

        Internal assessment is conducted by providers in line with the guidelines given in the curriculum for each curriculum component. Workplaces offering the work experience are provided with a work experience record which must be completed and signed off, as well as specifications regarding supporting evidence to be collected. The learner achievements resulting from internal assessment are recorded in statements of results. Candidates become eligible for external assessment when they have all the statements of results as specified in the assessment specifications.

        Because the external assessment strategy needs to be fit for purpose, a Qualification Assessment Specifications document spelling out the requirements for external assessment is developed for each occupational qualification. Assessment instruments will be developed in accordance with the assessment strategy for each occupational qualification. The actual assessment is thus standardised nationally for all candidates for any single occupational qualification.

        When an organisation is appointed as an Assessment Quality Partner by the QCTO for a specified occupational qualification, its first task is to participate in the development of the Qualification Assessment Specifications for the qualification in question. The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

      2. Criteria for the development of the external assessment specifications document

        1. The external assessment strategy must be included.
        2. Key occupational outcomes must be described.
        3. The point(s) at which the occupational qualification is to be assessed must be indicated.
        4. Critical identified elements of ‘external assessment’ to be externally moderated (if any) must be indicated.
        5. Eligibility requirements for candidates for external assessment must be specified.
        6. Exemplars of external assessment instruments must be included.
        7. The language(s) of assessment must be included.
        8. Minimum requirements (qualifications/experience) for the assessment specialists must be specified.

      3. Criteria for the development of external assessment instruments

        1. The guidelines on the content to be assessed should ensure consistency and quality across time, place, role players and occupations.
        2. Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.
        3. Assessment instruments should be based on the outcomes of the occupational qualification or part qualification and assessment criteria stated in the assessment specifications document.
        4. Assessment instruments should be developed by subject matter experts in a particular occupational qualification or part qualification.

      4. Assessment techniques

        A range of assessment techniques to ensure that assessment is educationally sound, appropriate to the discipline or field of study, all outcomes are assessed and the criteria of validity, reliability, authenticity and feasibility are met will be spelled out in the curriculum component of the occupational qualification, trade or part qualification.

      5. Responsibilities for the implementation of internal assessments

        1. The accredited Skills Development provider (SDP) is responsible for conducting formative assessments and learners must be given feedback on their performance;
        2. The SDP must conduct internal self-evaluations to monitor its general performance on the training delivery and formative assessments;
        3. The AQP and the QCTO will monitor the performance of the SDP with respect to the implementation of internal formative assessments and the internal self-evaluations of its performance on the training delivery and formative assessments.

      6. Roles and responsibilities of the QCTO

        The QCTO will

        1. Where necessary appoint an AQP for each occupational qualification or part qualification.
        2. Publish assessment specifications document, developed as part of the qualifications development process.
        3. Monitor and evaluate AQPs performance in managing the external integrated summative assessments and where necessary undertake audits to determine the quality performance of AQPs.
        4. Ensure that national standards are met through monitoring and evaluation of the execution of functions by the AQP.
        5. Evaluate the assessment and moderation processes.
        6. Maintain a database of accredited SDPs and assessment centres/sites.
        7. Monitor adherence to the QCTOs Code of Conduct for AQPs.
        8. Monitor the readiness of learners for the EISA

      7. Roles and responsibilities of the AQP

        The AQP will:

        1. Ensure that it receives learner enrolment data from accredited Skills Development Providers (SDPs) on time for planning purposes.
        2. issue candidate registration numbers after the learners have been recommended to sit for final external assessment;
        3. Liaise with the accredited assessment centres and approved sites on assessment instruments to be administered for a particular session.
        4. Ensure that complete assessment instruments and related documentation are forwarded to the accredited assessment centres and approved sites in a secure manner agreed upon.
        5. Keep a record of assessment specialists that assess and moderate the external assessments involving practical tasks which are conducted at decentralised assessment centres that simulate working conditions or approved workplace sites.
        6. Ensure that learner results are credible and that the assessment process was fair, valid, reliable and unbiased.

      8. Roles and responsibilities of assessment centres

        Accredited assessment centres are addressed in a separate policy as they must meet a number of criteria. The accredited assessment centres and their approved sites will ensure that:

        1. Assessment instruments should be developed to ensure the validity, consistency, quality and credibility of the assessments.
        2. There are sufficient invigilators during assessments and they receive appropriate training.
        3. There are no fraudulent activities during the assessment.
        4. The safe storage of assessment instruments and related documentation is adhered to.
        5. Assessment results are delivered to the relevant AQP within the stipulated time and in a manner agreed upon.
        6. Assessment materials are marked and results are captured accordingly.

      9. Roles and responsibilities of systems auditors, invigilators and administrators

        These key role-players need not necessarily be subject matter experts or expert practitioners since they focus on compliance. They check:

        1. That all relevant assessment policies and procedures are implemented correctly
        2. The secure handling of the assessment instruments and
        3. The procedures for checking the identity of candidates and
        4. The authenticity of the assessment processes.

      10. Roles and responsibilities of the skills development providers

        The skills development providers will:

        1. Conduct internal assessment in line with the guidelines given in the curriculum for each curriculum component.
        2. Record the learner achievements resulting from formative assessments in statements of results.
        3. Register the learners with the AQP when they become eligible for final integrated external assessment.
        4. Coordinate the provision and assessment of the knowledge and practical skills curriculum components of an occupational qualification based on the recommendations from the AQP.
        5. Liaise with workplaces to assist candidates to have access to work experience.

      11. Roles and responsibilities of the learners

        The learners must:

        1. Take responsibility for their learning and assessment by being active participants;
        2. Participate in assessment processes in an honest and disciplined manner;
        3. Monitor their learning towards readiness to sit for an external summative assessment and inform the provider when ready for external assessment;
        4. Know the appeals procedure of the AQP so that they can follow it should there be a need to do so.

      12. Complaints and Appeals

        1. Complaints about the assessment and assessment process by learners should be lodged at the accredited assessment centre or approved site.
        2. Appeals on the assessment and assessment process by learners should be lodged with the relevant AQP, in which the decision of the AQP appeals committee shall be final.

  3. MANAGEMENT OF ASSESSMENT

      1. Coordination of Component Provision

        The QCTO will ensure, for occupational qualifications, that a single agent is responsible to assist learners to navigate through all three learning components and have access to the external summative assessment.

      2. Entry requirements

        In order to qualify for entry into the final external integrated summative assessment, a learner will have:

        1. been enrolled with a QCTO accredited provider for that particular occupational qualification;
        2. met the entry requirements specified in the registered occupational qualification document;
        3. met the requirements for the knowledge, practical and work experience components of the occupational qualification; and
        4. met the requirements for FLC where applicable.

  4. QUALITY ASSURANCE AND MONITORING OF POLICY IMPLEMENTATION

    1. The effectiveness of the policy on the external integrated summative assessment shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures.
    2. Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst AQPs.
    3. On appointment the Assessment Quality Partner signs a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of appointment. This schedule provides the basis for the QCTO to monitor, evaluate and review the initial activities of the AQP.
    4. In addition, the QCTO has a standardised data reporting template which must be completed and submitted quarterly. This provides specified quantitative data to the QCTO.
    5. Each year after the first year of appointment the AQP must also complete and submit a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.

117871 Facilitate learning using a variety of given methodologies

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Facilitate learning using a variety of given methodologies
SAQA US ID UNIT STANDARD TITLE
117871 Facilitate learning using a variety of given methodologies
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
–
FIELD SUBFIELD
Field 05 – Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 10
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2018-07-01 2023-06-30 SAQA 06120/18
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30 2027-06-30

 

PURPOSE OF THE UNIT STANDARD
This unit standard 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.

People credited with this unit standard are able to:

  • Plan and prepare for facilitation;
  • Facilitate learning; and
  • Evaluate learning and facilitation.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training.

 

UNIT STANDARD RANGE
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the “rules” or principles, which inform what they do, and will not longer be operating consciously with such rules.
2. The specific outcomes should be performed in line with an established approach for facilitating learning using a variety of methodologies. At this level practitioners should be able to describe two alternative facilitation methodologies, to explain how their performance would differ when using the different methodologies, and to justify their choice of methodology.
3. At this level, practitioners should be able to relate knowledge beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1
Plan and prepare for facilitation.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Analysis of learners and learning needs reveals the key elements of learning required to achieve defined outcomes. The learning outcomes are confirmed to meet stakeholder objectives.
ASSESSMENT CRITERION RANGE
Stakeholders may include but are not limited to – learners, trainer, colleagues, supervisors, management, quality assurance staff, health and safety staff.

 

ASSESSMENT CRITERION 2
Plans cater for the needs of learners and stakeholders, possible learning barriers, previous learning experiences, literacy and numeracy levels, language, culture, special needs and different learning styles.

 

ASSESSMENT CRITERION 3
Resources, locations, and personnel are arranged to suit intended delivery.

 

ASSESSMENT CRITERION 4
Learning material is prepared to suit the purpose of the facilitated activities and the agreed outcomes.
ASSESSMENT CRITERION RANGE
Learning material could include notes, diagrams, worksheets, audio and visual aids and models

 

ASSESSMENT CRITERION 5
Facilitation methods selected are appropriate to the learners and agreed learning outcomes. Descriptions are provided of a variety of facilitation methodologies in terms of their essential approach and purpose, and selected methodologies are justified in terms of applicability to the identified learning needs.

 

ASSESSMENT CRITERION 6
Preparation of the facilitation process ensures the facilitator is ready to implement the process. This includes the availability of key questions, scenarios, triggers, challenges, problems, tasks and activities as is appropriate to the situation.

 

ASSESSMENT CRITERION 7
The learning environment is arranged to meet organisational and legislative requirements for safety and accessibility.

 

ASSESSMENT CRITERION 8
Review criteria are established and documented in accordance with organisation policies and procedures.

 

SPECIFIC OUTCOME 2
Facilitate learning.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Learning is facilitated in a coherent manner using appropriate methodologies in line with established principles associated with selected methodologies.

 

ASSESSMENT CRITERION 2
The learning environment and facilitation approach promotes open interaction and ensures learners are aware of expected learning outcomes and are active participants in their own learning.

 

ASSESSMENT CRITERION 3
The facilitation approach and use of facilitated activities enables learners to draw from and share their own experiences and work out and apply concepts for themselves.

 

ASSESSMENT CRITERION 4
Facilitation contributes to the development of concepts through participation and provides opportunities to practise and consolidate learning. Facilitation promotes the achievement of agreed learning outcomes by individuals while maintaining an emphasis on the manner and quality of the learning experience.

 

ASSESSMENT CRITERION 5
Groups are managed in line with facilitation principles and in a manner that maximises the strengths of group learning while recognising the needs and requirements of individual members.

 

ASSESSMENT CRITERION 6
Questioning techniques are consistent with the facilitation approach, promote learner involvement and contribute towards the achievement of learning outcomes.

 

ASSESSMENT CRITERION 7
Opportunities are created to monitor learner’s progress in terms of the agreed outcomes, and where possible facilitate the gathering of evidence for assessment purposes. Where necessary, modifications are made to the facilitation approach to ensure the learners’ needs are addressed.

 

SPECIFIC OUTCOME 3
Evaluate learning and facilitation.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Learner and stakeholder feedback on facilitated learning is sought and critically analysed against review criteria.

 

ASSESSMENT CRITERION 2
The review reveals strengths and weaknesses of the planning, preparation and facilitation of learning.

 

ASSESSMENT CRITERION 3
Review includes useful recommendations for improvement in future interventions, including the possibility of remedial actions.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Assessors for this unit standard must be registered with the relevant ETQA.

2. Providers of learning towards this unit standard must be accredited through the relevant ETQA by SAQA.

3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

 

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

  • The sector and workplace skills plans.
  • At least three methodologies for facilitating learning.
  • Strategies, techniques and activities for using the kinds of support materials and/or equipment appropriate to facilitation methodologies.
  • Methods for evaluating learning and facilitation.
  • Psychology of group dynamics.
  • Outcomes-based approach to learning.
  • Forms of practice that promote the values described in the Bill of Rights and the principles underpinning the National Qualifications Framework and Employment Equity Act.

 

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

 

UNIT STANDARD LINKAGES
N/A

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO IDENTIFYING
Solve problems – dealing with issues of diversity and potential conflict in learning situations, including different rates of progression for different learners and cultural and linguistic diversity; Identifying the limitations of particular methodologies or activities and developing alternative ways of dealing with these.

 

UNIT STANDARD CCFO WORKING
Work effectively with others and in teams – this outcome will be demonstrated by:

  • Interacting with learners in a manner which promotes effective learning; and
  • Identifying team roles to plan own participation

 

UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one’s activities responsibly and effectively – this outcome will be demonstrated through the general and specific activities related to planning and organising the facilitation sessions.

 

UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information – this outcome will be demonstrated when candidates analyse information on learner needs in order to plan appropriate facilitation sessions.

 

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills — this outcome will be demonstrated by:

  • Ensuring the learner clearly understands the role he/she is to play and what is expected of him/her; and
  • Being culturally sensitive when communicating.

 

Defining Your Training Needs

Defining Your Training Needs

It may seem obvious, but so many training managers fail to properly assess the training needs in their organisations. Too often we give way, too quickly, to the managers and directors who demand “this group of people need that type of training”.

What training is needed?

Rather than bowing to others wishes, and seeking training that may not be successful at addressing skills gaps, it is vital that training managers begin by with honest and detailed discussions about what is needed.

To begin, first determine who needs training. The key is to be very specific in order to minimise costs; vague answers such as “a few of the sales people” are unhelpful. If you want to spend wisely, learn the specific number of people who need training.

What type of training?

In tandem with who needs training must be explorations of what type of training is needed. For example, is it to enable a team to use a new piece of software more effectively, or to manage their time more successfully? Also, your role as a training manager is to identify what training is needed, not only what is wanted. The best way to determine this is to link the training need back to an identified business need or a known skills gap.

Using the previous example: if 65% of staff cannot use a new piece of software without repeatedly asking for assistance, thereby impacting efficiency, then training in this area could be highly beneficial.

On the other hand, if a sales manager requests training for his team in time management simply because he went to an interesting conference about this issue, then this would require further investigation to determine if a need exists.

Setting Goals

Once all training needs have been identified, it’s then up to you as the training manager to determine which of these needs are to be met and how. This enables you to focus on the most important training issues and help you set specific goals for your training, which the outcomes can later be evaluated.

How to Make an Evaluation Plan

How to Make an Evaluation Plan

1. Determine the evaluation purpose.

An evaluation purpose explains why you are conducting an evaluation. To help shape your evaluation purpose, consider who will use the findings, how they will use them, and what they need to know.

You might use training evaluation findings to:

  • Develop a new training
  • Improve an existing training
  • Provide instructor feedback
  • Determine if your training met the desired outcomes
  • Make decisions about resource allocation
2. Develop the evaluation questions.

Create evaluation questions that match your purpose. Evaluation questions are broad, overarching questions that support your evaluation purpose—they are not specific test or survey questions for learners to answer.
Evaluation questions are often focused in one of two categories: process or outcome.

Process evaluation questions focus on the training itself—things like the content, format, and delivery of the training.

3. Choose the data collection methods.

Choose data collection methods that will help you answer your evaluation questions. Common methods include tests or quizzes, surveys or questionnaires, observation, expert or peer review, and interviews and focus groups. Identify how long it will take to access this data and how often you will collect it. Develop a timeline for when to collect, analyze, and interpret data so that you will have the information ready when you need it.

Keep feasibility in mind when you select data collection methods. The resources, time and effort required in your evaluation plan should match the scope of the training, and should fit within your available resources.

How to Make an Evaluation Plan