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8/6/2019 6.4 Learner Entry Guidance
1/13
LEARNER ENTRY,
GUIDANCE AND
SUPPORT
POLICY
& PROCEDURES
8/6/2019 6.4 Learner Entry Guidance
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11Extracted from SAQA, Criteria and Guidelines for Providers, October 2001
1. BACKGROUND AND CONTENT
1.1 Introduction
This document is one of a series of guideline documents that have been developed by the CHIETA to support
workplaces which offer education and training, in the development of policies and procedures required in the
design, delivery, assessment and evaluation of quality learning and teaching. The guideline policies and procedures
provided here are developed on the basis of the requirements set out by SAQA and the CHIETA ETQA. Theycover these requirements only and do not address all workplace requirements of other labour legislation, or
legislation that may relate to a specific sector within chemical and related industries.
These documents are intended to assist you as a workplace provider to meet the accreditation criteria of the
CHIETA, as well as to enhance the quality of your learning programmes. It is anticipated that workplaces that
are offering education and training will use these documents in different ways in a manner that is suitable to the
needs of the organisation:
If you are a workplace seeking accreditation, and the provision of learning is only a small part of your
business, you may have existing policies and procedures for your workplace as a whole, and you will
need to adapt these policies so that they are in line with broader education- and training-related policies.
If you are a provider located within a workplace, you may already have policies and procedures in place
that relate to the provision of quality learning and teaching. You may also choose to use these documentsas a checklist to determine if there are any changes that you may wish to make to your existing policies
and procedures to further enhance the quality of your learning programmes.
If you are a workplace provider that does not yet have policies and procedures in place, you may use
these documents as a basis for developing these. You will, of course, need to adapt them to ensure that
they are suitable for your context.
If you are a provider that is not a chemical industry workplace, but that provides programmes to learners
within the chemical sectors, or to learners that wish to enter these sectors, then these can be used as
a guide. There are notes throughout this document that explore what additional procedures you may
need to put in place.
Each document in this series is structured as follows:
Section 1 introduces the documents and provides a context to the examples of policies and proceduresprovided;
Section 2 provides an example of an organisational policy ; and
Section 3 provides an example of an organisational set of procedures.
Sections 2 and 3 provide notes, tips and tools. These serve to clarify the policies and procedures and highlight
areas in which providers may need to make specific decisions that may result in adaptations to policies and
procedures and their implementation.
1.2 SAQA Criteria1
SAQA criteria for learner entry, guidance and support systems are as follows:
In respect of ensuring a quality experience for all learners, learners special needs need to be considered
in the design of course and learning support materials, assessment arrangements and communication
with teachers, tutors, lecturers, educators and trainers. Learners with special needs also need to be
taken into account in the design of the institution which should be relevant to the form of delivery of
learning programmes.
Learner guidance is a form of learner support that should be available at a minimum of three points in
the learning process, unless the learning programme dictates otherwise. Learners need to have access
to reliable advice and information before they enroll in a particular programme, during the period they
are engaged in the learning programme and when they complete the programme. Considerations of
age, race, gender and language should be made in order to render this service as accessible as possible.
The Draft Document on Criteria for Quality Distance Education in South Africa describes this as follows:
Before they enroll, learners need guidance about the choice of course or programme.
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1 There i s a set o f pol icies and procedure in p lace
outlining how learners are introduced to and
supported through the learning programme(s) and
all aspects related thereto.
2 There a re clear entry-leve l assumpt ions for learner
access to learning programmes.
3 Providers are able to perform pre-programme
assessments for learner entry to a learning
programme, where relevant and applicable.
4 Support services to learners (e.g. academic support,
counselling, career guidance, etc) are accessible
and effective.
Accreditation criteria Evidence requirements
Written copy of policies and procedures to illustrate
that learners are introduced to and supported through
learning programme (e.g. Policies and Procedures
for Learner Entry, Guidance and Support)
The procedure should include information on learner
pre-assessment guidance and support and post-
assessment feedback procedures.
Relevant section/s of programme evaluation form are
completed and submitted to the ETQA.
Relevant section/s of programme evaluation form are
completed and submitted to the ETQA.
Policy and procedure for learner pre-programme
assessments linked to entry-level requirements.
[Note: The CHIETA defines the Recognition of Prior
Learning as the assessment of learners for the
awarding of formal credits linked to the National
Qualifications Framework. The pre-programmeassessments referred to here are not considered RPL
assessments, as they do not lead to the awarding of
credits. Rather, pre-programme assessments can be
used to ascertain whether or not learners meet the
entry-level requirements and can assist the provider
to identify possible bridging courses that may be
required, or where learners may require additional
support.]
Relevant section/s of programme evaluation form are
completed and submitted to the ETQA.
Relevant section/s of programme evaluation form are
completed and submitted to the ETQA.
Learning programme development and delivery
Once enrolled, they need information and guidance about payment of fees, registration procedures, requirements of
the course, contact sessions and assessment proceduresIn addition, learners need advice on matters of learning
management such as choice of courses and learning pathways, how to work with the course materials, how to tackle
assignments, how to plan their study; and the need academic support to develop the skills of reading, writing and study
that are required for successful completion of the course. Learning management counselling can be written into the
course materials or provided on an individual or class basis.
After the learner completes the programme, s/he may need career advice or advice about further learning opportunities.
1.3 CHIETA ETQA Learner Support Requirements
As outlined in the Provider Accreditation and Programme Approval Guidelines, the CHIETA requirements for learner
entry, guidance and support are the following:
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2 ORGANISATIONS LEARNER ENTRY, GUIDANCE AND
SUPPORT: POLICY
As an organisation we have a learner entry, guidance and support policy that addresses the following:
Support to access a programme.
Support provided prior to enrolment in the programme.
Support provided during the programme. Support provided after the programme has been completed.
2.1 Access To The Programme
As an organisation we are committed to:
fair and open access to learning programmes;
ensuring that there are no discriminatory factors that negatively impact on learners accessing the
programme;
ensuring that it enables learners to access programmes on the basis of qualification or the equivalent
level of demonstrated competence, that is the organisation will ensure that the entry requirements of
the programme are closely linked to the learning assumed to be in place as stipulated in the unit standard,and will ensure that these requirements are met.
We are also committed to ensuring that where learners are found competent against unit standards during an
RPL assessment process, they will be awarded these credits in line with the CHIETA policy on Recognition of
Prior Learning (RPL).
We will also provide other opportunities for RPL to learners. Where we cannot provide RPL against certain
standards, we will refer the learners to an appropriately accredited RPL provider
2.2 Support Provided Prior To Enrolment In The Programme
We will provide comprehensive information about the available education and training programmes and entry
criteria to all prospective learners, both prior to entry and during induction. Learners will have the opportunity
to clarify their requirements and relate them to the training course.
General induction into the organisation and introduction to different parts of the learning programmes will be
included to ensure learners feel comfortable and confident.
For learners who have not previously been employed within the organisation (18.2 learners), there will also be
an introduction to the organisation, as well as an induction process to ensure learners fully understand and
accept their responsibilities to the organisation and the sector. The induction will include advice about the possible
career opportunities that could exist once the learning programme has been successfully completed. This willbe undertaken in a manner that avoids learners expectations being unrealistically raised, and will rather emphasise
the possibilities that may exist, and the activities that learners will have to undertake if they wish to apply for
these opportunities.
2.3 Support Provided During The Programme
During the education and training process, we will ensure that the needs of individual learners are identified and
that personal development plans are formulated. In addition, we will ensure that progress is regularly reviewed,
feedback is given, support is provided and pre-programme exit guidance is available.
The educator, and any other relevant party, will provide this support to the learner. The organisations SkillsDevelopment Facilitator will support educators to undertake this work. Learners will be provided with regular
opportunities to review their progress and make any appropriate changes to their personal development plans
during the learning programmes.
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Not
e This section applies directly to employer organisations that also conduct in-house training. Where trainingproviders work with many different employers, they are advised to refer CHIETA-registered employers who are
their clients to these guidelines so that the training can be designed to fit the needs of the employer organisation.
Our organisation will ensure that guidance and support services include activities such as the following:
Assessment of prior learning and achievement.
Assisting learners to make sense of the training and learning in terms of career opportunities and personal
development choices.
Understanding, facing, and resolving or adapting to, personal problems and difficulties which could inhibit
progress.
This support will take into account opportunities that may exist within the organisation, as well as in the sector
more broadly. While the organisation has mapped out possible opportunities that may exist within the organisation,
the organisation will rely on information from the CHIETA to enable it to offer advice relating to the sector more
broadly.
Learners will receive feedback on assessment and will be given access to the appeals process in cases where
they feel that they have a justifiable complaint to make about the results or the assessment process.
2.4 Support Provided After The Programme Has Been Completed
Individuals will be supported to identify possible learning opportunities and the ways in which these opportunities
could be accessed. Each learning programme is required to include a clear description of the learning and career
pathways that are possible for learners upon successful completion of the programme.
Learners will also be made aware of any financial support available for further learning. This may include self-
financing or bursaries in instances where the organisation is unable to support the learning programme directly.
Furthermore, our organisation will ensure that it considers how best to use the skills that the individual acquires
to enhance the productivity of the organisation and support the advancement of the individual.
The organisation will assist 18.2 learners to access possible opportunities for either employment/self-employment
or further learning.
3 ORGANISATIONS LEARNER ENTRY, GUIDANCE AND
SUPPORT PROCEDURES
3.1 Access To The Programme
Our organisation has the following procedures to enable fair and equitable access to learning programmes:
An analysis of the qualification or the unit standard to determine what learning assumptions exist. This
informs the design of an appropriate selection process and is documented in a guideline that stipulates
entry-level requirements for the different programmes.
An analysis to determine what competencies the learner requires to ensure that these learning assumptionsare met. This relates to the language and numeracy requirements as well as the occupational competence.
This also informs the design of the selection process.
The careful design or choice of a selection process which will establish whether or not the learners have
these competencies in place.
A procedure to follow in order to ensure that any learners who are found to be already competent against
the unit standards will receive recognition for their learning.
3.2 Support Provided Prior To The Programme
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Usually the Workplace Skills Plan (WSP) process should identify
the training needs of all staff within the organisation. In many
organisations this is the work of the Skills Development Facilitator
(SDF) who is responsible for the development of the WSP, which
must be submitted to the CHIETA.
The WSP is based on an analysis of the following factors:
We have the following procedures in place to determine the organisations own internal skills
needs. This makes it possible to guide learners effectively in making their training choices in
a manner that takes the needs of the employer into account and also assists with effective
career-path planning.
1. For individuals who are employed within our organisation, the following procedures are
in place to support individuals in access learning programmes:
c Determine the skills requirements of each member of the organisation.
Business area
and location
Strategic
objectives and
targets
Organisation,
management and
communicationstructure
Management and
organizational
culture
Technology,
methods and
tools used
Manpower and
skills inventory
Past and present
performance
problems
Skills shortage as
perceived by the
organization
Capacity building
stratergy and
interventions
Financial
performance and
situation (for
companies only)
Once this analysis has been undertaken, the company usually undertakes a more detailed
set of activities to allow the organisation to determine its needs effectively. These are
illustrated in the diagram below:
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Phase 1Analysis of job
description
Phase 2Analysis of
performanceagreements
Phase 3Analysis of
skillsrequirements
Phase 4Analysis of available
skills,experienceand potential
Phase 5Analysis of
performancerecords
Phase 6Gaps analysis
(Skills andperformance)
Phase 7Idenification of
potential trainingand development
initiatives
Job Analysis Procedure
c We then establish which training programmes are required by each member of staff.
c The organisation then follows a process to establish whether or not the individual wishes to attend the
training programme and the way in which the proposed training programme could support the individual
in his/her job in terms of possible career and learning pathways. If so, the following are considered:
When the training programme will be.
How long the training programme will be.
The impact of the training programme on the individuals work, and consequently the work of the
entire organisation, and whether s/he can be released at the time of the training or, if not, whether
an alternative time needs to be arranged. This will be agreed on jointly between the supervisor
and the staff member, and will be submitted to the education and training committee where relevant.
Note
Where you are training learners who are not employed within the organisation, the following procedures
could be put in place:
Determine what skills are in short supply (that is, scarce skills) in the sector in which you are
working, and as a training provider consult local and large employers so that you can offer
programmes which fit their needs and their learners needs.
Determine which training programmes will be suitable for unemployed people to access (including
determining what work experience will be possible, where this is relevant).
Undertake an open process to advertise the learning programme, so as to enable prospective
learners to apply to attend the programme, and to inform prospective clients about the programmes
on offer.
As the learner may not know much about the programme, there should be an interactive process
of engaging the learner about his/her expectations. This will assist the learner to decide whether
the particular programme will be appropriate or not, or whether an alternative programme may
be better. Learners should be provided with information about finance, including what the organisation
will be providing, what the learner will be expected to finance, and possible ways in which
learners can recoup this money if necessary.
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To assist individuals prior to them entering the programme, it is suggested
that the following information is provided to enable individuals to
ascertain whether the programme will be appropriate for their needs:
Information about programme articulation and learning pathways could
be provided so as to help learners to decide on career options and
options for further study. This could take the form of a written programme
outline which includes the following:
The purposes of the learning programme.
The outcomes to be achieved in the learning programme.
Information on the delivery strategy, including contact
times and venues (for employed staff this will take into
account agreements already reached with
management).
Detailed information on the summative assessments
that learners are required to complete, including
deadlines and submission dates.
Information on the overall assessment design
and the criteria against which they will be
assessed. An agreement about assessment
procedures and processes, which learners
must sign.
Information on how and where
learners can gain access
to learner
support.
7
2. Once the individuals and supervisors have decided to enter the programme, there will be an
assessment process to determine the learning needs of the individuals. This information on
learners competence in the fundamentals and other learning assumed to be in place will be
taken into account in tailoring the existing learning programme to the needs of the specific
group. Certain individuals may be accepted only on condition that some bridging or top-up
programme is completed before the programme begins, or taken in parallel with the programme
early on in the time frame.
3. In addition to the assessment of the learning needs of the individuals, we will also undertake
an analysis of the learner context through either an interview or the completion of a written
form.
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The framework below highlights processes that could be followed and the competencies
that could be established through this selection process:
SOME TIPS
RESULT 1 & 2:
Learner profile in relation to specific
experience, expectations and context AND an
evaluation of speaking skills and listening skills
in the language of learning.
Learner interview conducted
The learner is interviewed according to an
interview schedule with a set of generic
questions which relate to the learners
experience and expectations as well as the
broader context (where s/he lives, if s/he has
children, etc).
RESULT 3:
Statement of Literacy and Language
competence in relation to NQF Standards
and Levels
Language test completed
The learner writes a graded language test
benchmarked against NQF Level 1-4, to
determine whether s/he will be able to cope with
the language learning demands of the learning
programme. This test also identifies areas in
which a learner may need support in language-
related skills.
RESULT 4:
NQF level placement in terms of competence
in Mathematical Literacy
Numeracy assessment carried out
The learner writes a short graded numeracy
assessment. This assessment is not as detailed
as that for language, and simply gives an
indication of the learners probable level of
numeracy competence. It serves to alert
providers to potential problem areas in this aspect
of the learning programme.
Learnership profile developed and analysed
Information on experience and possible occupational expertise Information on expectation and learning readiness
Information on the fundamentals (language and mathematics)
Result 5
Analysis of the suitabili ty for learnership
Top-up and support training needs of the learner
Information to inform RPL process
Group profile
Group profi le developed
Result 6 Information from candidate profiles can be used to determine the problem areas of a particular
group of candidate, so that providers can tailor learning programmes to address these.
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3.3 Support provided during the programme
During the programme, there will be a number of support interventions in place which will be communicated to
the learners at the beginning of the programme. These include the following:
3.3.1 Guidance and counselling
1. There will be a contact person appointed for every learning programme who is able to offer advice to
learners about learning and career pathways. This will include offering career guidance to the learners.
2. Learners will be told who the contact person is so that they are aware of who they can go to if they are
unsure about learning-related choices and decisions.
3. Where learners require counselling on issues not directly related to the learning programme but that
may be affecting their learning processes (such as family pressures) then these learners will be referred
to the appropriate person or agency for support. To facilitate this process we maintain a database of
other organisations to which learners can be referred if the need arises.
3.3.2 Language support
1. During the initial assessment there will be an assessment of the learners language skills. Based on this,
the organisation will determine what language support the learner may require to support him/her with
the learning programme.
SOME TIPS
3.3.3 Support with the learning process
1. Where it emerges during the progamme that certain learners are struggling with a part of the programme,
there will be a mechanism to identify these problems and support the learners in dealing with these
difficulties.
Possible learning support interventions
Providers should have a sense of what type of support will be required for the learner, based on the
selection process and on any gaps identified in the course of this process.
The kinds of support interventions that may be possible include the following:
Tutorials
One-to-one sessions
Workplace coaching where appropriate
The provision of specific written or audio resources to support the learner
Telephonic support or written support materials
A bridging programme
Computer-aided support
SOME TIPS
The type of language support depends on a number of variables, including the nature of the programme,
the language policy of the organisation, and cost considerations. Some possible ways of supporting
learners with their language requirements include the following:
Running the programme in the language of the learners choice. Having an interpreter at training programmes.
Creating opportunities for learners to interact.
Allowing learners to undertake their assessment activities in the language of their choice.
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3.3.4 Coaching at the workplace
1. Supervisors will be made aware of the competencies that the learner is acquiring, and will be prepared to coach the
learners, so as to support the development of an applied competence.
Note
For learners who are not employed in a workplace, it is suggested that organisations seek to ensurethat these learners receive workplace experience. It is also recommended that there be a person
appointed within the workplace who has responsibility for coaching the learner to support the
development of an applied competence.
2. Where we have sufficient people in training to make this cost-effective, we will run coaching programmes
which train members of staff, particularly supervisors, to develop both coaching skills and, where required,
aspects of the subject matter of the programme. Experience shows us that this significantly improves the
success rate for learners, particularly those in learnerships and skills programmes.
3.3.5 Support during the assessment process
1. Learners will be provided with a written document that outlines all the assessment activities that form part
of the programme. The document will state what the assessment criteria will be and the scheduling of each
of these assessment activities. This guide will also outline the methods of assessment that will be used.
2. Learners will undertake formative assessment activities throughout the programme.
3. On the basis of these activities the learners will receive feedback about the areas which they must concentrate
on and improve in.
4. Learners will also undertake summative assessment activities which will be for credits against the registered
national standard.
5. Where learners are not found competent on the first attempt they will receive feedback, and the following
steps will be followed:
There will be an analysis of why the learner is not yet competent (this
should have partly been addressed during the support
measures undertaken during the programme based on the formative
assessment activities).
Once there is an understanding as of why the learner was not assessed
as competent, these issues will
be addressed, and the learner will be given the opportunity to re-attempt
the assessment activity after the appropriate action has been taken.
6. A full report will then be written which details the findings and actions taken. This is part of our standard
format for a moderators report.
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The organisation may need to consider the following when determining
the relevant course of action: It may be that the learner did not prepare, in which case
the learner should be given one more chance.
It may be that the instruments assessed areas that are not
relevant to the unit standards, in which case the instruments
should be adjusted.
Where it is found that the learner was not properly prepared
because the training did not cover what it should have,
then the learner should be given the relevant training prior
to re-assessment.
Where the problem relates to the fundamentals (the learner
could not express him or herself) then there should be
support provided to the learner to ensure that language
is not a barrier (unless it is a specific requirement of the
unit standard).
12
7. Learners will also have access to the appeals process if they wish to lodge a formal complaint about the
assessment process.
8. Where a learner lodges an appeal, it will be dealt with according to the appeal procedures of the
organisation which are outlined in the organisations assessment policy. If the issues cannot be resolved
at this level, the appeal will be referred to the CHIETA in accordance with its appeals procedures.
3.4 Support provided after the programme
1. Once a programme has been completed, the following actions will be taken:
The supervisor will be briefed to ensure that s/he is aware of the skills that the person has acquired
so that, where possible, they are given opportunities to use these skills.
Opportunities for further learning will be discussed with the learner and a plan will be put in place that
indicates what may be possible in the future.
No
te It is recommended that where the learners are not from the workplace, the following actions be taken:
The learner should be assisted to look for a work opportunity. This could be through supporting work-
preparedness skills or through enabling the individual to consider possible self-employment.
Possible future learning opportunities should be discussed with the learner who should also be assisted
in identifying ways in which these options could be accessed.