Continued Professional Teacher Development “CPTD” aligned Fully accredited 2014 PROFESSIONAL DEVELOPMENT PROGRAMMES FOR TEACHERS “PD POINTS” Continued Professional Teacher

NQF aligned

Fully accredited

2014

PROFESSIONALDEVELOPMENTPROGRAMMESFOR TEACHERS

“PD POINTS”

Continued Professional Teacher Development “CPTD”

Approved Provider

Your new resource towards accumulating your Professional Development Points and effectivelyclosing your competency gap

Contents

1 What is Professional Development? 3.

2 The CPTD Management System at a glance 3.

3 Professional Development (PD) Points 7.

4 Approving Professional Development Providers 17.

5 Where can I get a Professional Development Portfolio document? 8. 1

EDUTEL - SACE APPROVED PROVIDER 19

Recognition of Prior Learning: The key to your future learning 20

SCHOOL MANAGEMENT AND LEADERSHIP COURSES 23

OTHER SHORT COURSES 50

MATHEMATICAL LITERACY COURSES 77

Application form

Manual SACE sign-up form for Principles and Deputy Principles

2

Like all professionals, teachers need to grow their knowledge and skillsthroughout their careers.

Like all professions, teaching requires knowledge which is continuouslya beingupdated and , and involves complex skills that need to be continuallybroadenedadapted to new circumstances.

Because teachers are entrusted by parents with profound responsibilities, theyneed to continuously strengthen their capacity to help children along the path oflearning, understanding and development.

Teachers need to continuously renew their commitment to their profession,express their pride in its ideals of service, their dedication to our children'singdevelopment and their determination to contribute to a just and thriving nation.

That is professional development.

One of SACE's main functions is to promote and facilitate the professionaldevelopment of teachers.

2 The CPTD Management System at a.glance

CPTD stands for Continuing Professional Teacher Development.

Each teacher will have a personal Professional Development Portfolio (PDP)developed according to SACE guidelines. The PDP will provide advice andsupport on professional development. It will also be a personal record of ateacher's professional development journey.

SACE will allocate to teachers'professional development (PD) pointsprofessional development activities according to a approvedschedule of pointsby SACE.

Each teacher will by filling in a form and will get a personalsign up with SACEPD points account (PPDPA) that will be kept by SACE. A copy of the sign-up formmust also be kept in the PDP.

1 Professional Development.

3S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T

The following are extracts from the “CPTD Management System Handbook”, January2013, published by SACE and SACE website: www.sace.org.za

When teachers achieve points for their professional development activities, the pointswill be reported to SACE and added to their Personal Professional DevelopmentPoints Account (PPDPA).

Each teacher will be expected to achieve 150 PD points on their PPDPA in everythree year cycle.

SACE will issue a Certificate of Achievement to each teacher who achieves thetarget number of PD points within the three years, as follows:� 150 points: Certificate of Achievement (Bronze)� 151-200 points: Certificate of Achievement (Silver)� 201+ points: Certificate of Achievement (Gold)

PD points are not carried over to the next three year cycle. At the end of the teacher'sthree year cycle the PPDPA is reset at zero.

SACE will issue a to each teacher who achieved theCertificate of Achievementtarget of PD points within the three years.

What is the CPTD Management System for?It is to help teachers organise and focus their professional development in order toachieve maximum benefit and recognition and to ensure that external providers meethigh standards.

How will they do this?The CPTD Management System will promote and recognise teachers' professionaldevelopment.

Firstly, teacher's own individual efforts to improve themselves as professionalswill be encouraged and recognised.

Secondly, what schools do to grow teachers' knowledge, skills, commitment andservice will be encouraged and their teachers' school-based professional developmentactivities will be recognised.

Thirdly, external providers will be assisted by SACE to improve and maintain thequality, effectiveness and relevance of their programmes for teachers. Providers mustbe approved by SACE and their activities endorsed by SACE. Only SACE endorsedprogramme activities will carry PD points. Teachers' participation in such programmeswill be recognised and their feedback will be encouraged. Poor quality activities will beidentified. Sub-standard activities and providers will be excluded from the system.

4

What ideas lie behind the CPTD Management System?The main ideas are to encourage teachers to become better at their jobs and toencourage school communities to become better sites of teaching, learning anddevelopment.

Will the CPTD Management System benefit teachers?Yes, the system will facilitate their professional development by helping teachers focustheir PD activities, by giving recognition to what teachers do for themselves and theirschools, and by helping providers to offer high quality, meaningful and relevant serviceto teachers.

So the CPTD Management System aims to assist all teachers to get good value fromtheir professional development activities, whether undertaken on their own, in school orexternally.

Some provider activities could form part of a qualification pathway meaning thatteachers could apply for credit transfers towards formal qualificaions.

Will the CPTD Management System provide professionaldevelopment to teachers?No. Such programmes are offered by employers, NGOs, HEIs, teacher unions,professional associations and other bodies through the CPTD system. SACE willapprove such providers and endorse their activities. SACE will work with teachers andproviders to improve the provision and take-up of professional development activities.

How is SACE involved?SACE is empowered by the SACE Act to manage the CPTD Management System.SACE will manage the CPTD Management System with support from the epartmentDof ducation and education stakeholders.E

SACE and the ducation epartments have co-operated to design the CPTDE DManagement System, with advice from a broadly-based stakeholder eference roup.r g

The CPTD Management System is the way SACE will fulfil its mandate to encourageand help teachers to develop themselves professionally.

SACE will:� Provide all teachers with information on how to develop themselves professionally.� Keep a record of teachers' professional development on its CPTD Information

System (CPTD-IS).� Screen external providers professional development activities and approve those

that meet SACE's quality criteria.


� Evaluate activities proposed by external providers and endorse those that meetSACE's criteria of relevance, effectiveness and quality.

� Monitor and evaluate the CPTD Management System in order to ensure that ithelps improve teachers' professionalism and the quality of teaching and learning inschools.

How are stakeholders involved?Teacher Unions, Higher Education Institutions and other stakeholders have advisedSACE and the Departments of Education as the CPTD Management System has beendeveloped.

The CPTD Management System has become a part of the National Plan for TeacherEducation and Development which is an outcome of the Teacher DevelopmentSummit held in 2009. All stakeholders in the summit and all Education Departmentshave given their blessing to the system and will help it to succeed and improve.

How will the CPTD Management System help teacher to develop?sThe CPTD Management System is a new way of organising and recognising teachers'professional development.

The CPTD Management System will encourage and recognise:� what teachers do on their own to develop themselves and improve learning;� what teachers do as part of the school collective to develop themselves and

improve teaching, learning, assessment and service to the community;� what teachers do to develop themselves and improve teaching, learning

assessment and service to the community by taking advantage of good qualityservices provided by employers, unions, professional associations and others.

Is participation in professional development compulsory?Yes. Participation in professional development is mandatory for all teachers.

Professional development is part of SACE's Code of Professional Ethics for educators.Each educator pledges to uphold the Code when they register with SACE. Section 7of the SACE Code says that all educators must “keep abreast of educational trendsand developments” and promote the on-going development of teachers as aprofession.

Since all teachers commit themselves to observe the code, professional developmentis not an option but an obligation for all teachers.

Moreover, all state-employed teachers and many privately-employed teachers arerequired to undertake professional development as part of their condition of service.

6

Principals, Deputy Principals and Heads of Department are required, as part of theirduties and responsibilities, to help teachers develop professionally. Principals, DeputyPrincipals and Heads of Department are also required to develop themselvesprofessionally.

So, professional development is an all-teacher and all-school affair.

SACE expects and encourages all teachers to sign up for the CPTD ManagementSystem as it rolls out so that they keep up to date and on their toesprofessionally.

How will SACE monitor the CPTD Management System?SACE will monitor teachers' participation in the CPTD Management System in twoways:� As the system is rolled out, authorised SACE representatives will visit a sample of

schools every year. They will talk to teachers, look at teachers' PDPs and gatherinformation on teachers' PD successes and problems.

� Each year SACE will analyse the trends in teachers' involvement in the systemthrough its CPTD information system (CPTD-IS).

3. Professional Development (PD) Points

What are PD points?PD points are just a way of assigning a numerical value to teachers' professionaldevelopment activities.

Is teaching the only profession whose members have toaccumulate PD points?No, the professional bodies for Medical Professionals, Engineers, anagers and manyMother professions use PD points for the same purpose, both here and in othercountries. Each professional body develops its own system. The idea is the same forall.

How are PD points recorded?When a teacher signs up for CPTD Management System, a Personal ProfessionalDevelopment Points Account (PPDPA) in the teachers' name will be createdautomatically by SACE. The teacher must keep a record of engagement in PDactivities.


How does a teacher sign up?A teacher signs up by completing a profile form. See middle of the brochure for theform, Principals and Deputy Principals need to complete. The form will be available asa paper document to be completed by hand or as an electronic document to becompleted online. The online sign-up form can be accessed at .www.sace.org.za

CPTD System Phased-In ImplementationSACE Council approved the CPTD mplementation lan in November 2012.I PThereafter, the Professional Development and Research Division had 25 national andprovincial meetings with stakeholders and provincial education departments to sharethe CPTD mplementation lan, get buy-in, clarify roles and responsibilities andI Pidentify areas of collaboration. In addition, the Division continues to share the CPTDS I P atystem mplementation lan various educational gatherings such as Departmentsof Education meetings, Teacher Union conferences/meetings, SAPA district/provincialand national conferences, Independent Schools Associations and Principal meetingsin the districts.

The CPTD ystem mplementation lan will be phased-in to the educators fromS I PJanuary 2014 according to the three identified cohorts – Principals and DeputyPrincipals, Heads of Department, and PL1 Teachers. This means, the first CPTDimplementation cohort will start participating in the SACE Endorsed ProfessionalDevelopment activities provided by the SACE approved roviders and earn pointspfrom them.

1 Cohort (first CPTD Cycle starts from January 2014 – December 2016 andst

thereafter every three years)

The first cohort will combine . This will assist thePrincipals and Deputy-Principalsphasing-in process because the numbers are small as compared to the HoDs and therest of the teachers. Secondly, having learned from the processes on introducing newinitiatives and policies in the system, it is important that the rincipals and eputy-P DPrincipals go through the system first so that they can be able to (a) create a culture ofon-going development in their schools, (b) be in a strong position to support theireducators from an informed position, and (c) manage the implementation of the CPTDsystem at school level.

2 Cohort (first CPTD Cycle starts from January 2015 – December 2017 andnd


The second cohort will be . Again the HoDs will be in aHeads of Departments (HoDs)better position to support their staff on the implementation of the CPTD system.

8

3 Cohort (first CPTD Cycle starts from January 2016 – December 2018 andrd


The third cohort will be . Their buy-in into the CPTD system willPost Level 1 teachersbe enhanced since their seniors would have gone through the process already.

The CPTD National Orientation and Sign-up team established and capacitated onwas11-12 February 2013. This team is made up of SACE, Department of Basic Education(Teacher Development / EMGD / Educator Performance Management andDevelopment Directorates), National Teacher Unions, SAPA and NAISA. This team isassisting SACE with the process of orientating educators on the CPTD ManagementSystem and signing them up on the CPTD Information System (CPTD-IS).

Signing up on the CPTD Information SystemAll educators must sign-up manually or electronically on the CPTD-IS before theyparticipate in their 1 CPTD Cycle. The following are the SIGN-UP YEARS for the

st

three identified cohorts:

� 1 Cohort Sign-Up MUSTst

: All Principals and Deputy Principals sign-up on theCPTD-IS from 1 March to 6 December 2013 in preparation for their 1 CPTD

st

Cycle from January 2014 onwards.� 2 Cohort Sign-UP MUST

nd: All HoDs sign-up on the CPTD-IS from January to 31

October 2014 in preparation for their 1 CPTD Cycle from January 2015 onwards.st

� 3 Cohort Sign-Up MUSTrd

: All Post Level 1 Teachers sign-up on the CPTD-ISfrom January to 31 October 2015 in preparation for their 1 CPTD Cycle from

st

January 2016 onwards.

You can sign-up manually by filling in the attached manual sign-up form (MANUALSIGN-UP FORM )- see back of brochure and return it to SACE using one of thefollowing contact details:

Postal Address:Attention: Senior Manager PD and Research

Private Bag X127, Centurion, 0048OR

Physical Address:SACE Building, Block 1, Krossway park, 240 Lenchen Avenue, Centurion, 0157

Fax-to-Email: Email: Tel:086 571 5260; ; 012 663 9517 ([email protected]/Zama)


LOGIN INTO THE CPTD SELF-SERVICE PORTAL AFTER RETURNING YOURFORM TO SACE AND RECEIVING YOUR USERNAME AND PASSWORDTHROUGH SMS

1. Go into www.sace.org.za

2. Go to the CPTD Tab on top and choose “CPTD Self-service portal”

3. Choose the Educator Login Tab on the left

4. Enter your username and password as you received them

5. You can now navigate through the self-service portal, update information,report a CPTD related problem, etc

(b) Electronic Sign-up (CPTD Self-Service Portal)

You have a choice of signing-up electronically as follows:

ELECTRONIC SIGN-UP STEPS

6. Go into www.sace.org.za

7. Click on the CPTD Tab on top and choose “CPTD Self-service portal”

8. It will take you to the Sign-Up Screen. Then Choose "EDUCATOR SIGN-UP”

9. Choose South African Educator or Foreign Educator

10. Enter your details (Name, Surname, SACE Number and ID Number).Remember ID number is a mandatory field.

11. SAVE

12. It will take you to a screen with your personal details to complete.

13. Once your done with filling in the information on the screen, SAVE”

14. It will take you back to the LOGIN Screen and give you USERNAME andPASSWORD (Please save them somewhere where they will not get lost. You will

also get your username and password through SMS on your cell phone.

15. Then choose EDUCATOR LOGIN on the same screen

16. Enter USERNAME and PASSWORD as they were when you received them

17. Fill in your qualifications, subjects etc

18. You can now navigate through the self-service portal, update information,report a CPTD related problem, etc

19. PLEASE GIVE US FEEDBACK ON YOUR SIGN-UP AND LOGINEXPERIENCES though email, fax, post, or phone.

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How will a teacher accumulate PD points?A teacher will accumulate PD points by engaging in three types of professionaldevelopment activities:� Type 1: Activities initiated by the teacher� Type 2: Activities initiated by the school� Type 3: Activities initiated externally

How have the PD points values been allocated?The PD points are a way of recognising the professional development teachersachieve through their own actions both individually and as part of a school collective,or community of practice.

PD Points values have been allocated by SACE using professional judgement basedon:� The need to ensure that all teachers, regardless of their school circumstances and

their professional qualifications and experience, have a fair chance to reach thetarget of 150 points every three years.

� The importance of all three types of professional development (teacher initiated,school initiated, externally initiated).

� The need to give special recognition to Type 1 and Type 2 activities (teacherinitiated and school initiated). These should be part of the normal professionalwork of all teachers.

� Appreciation that teachers have limited time for professional development bothwithin and outside normal school hours.

� The importance of maintaining a balance between different types and categoriesof activities.

� The need to keep the CPTD Management System as simple as possible.

Can a teacher earn more than 150 points in a three-year cycle?Yes. 150 points is the minimum requirement. SACE acknowledges teachers' PDefforts by the award of Certificates of Achievement at the end of each three year cycle,as follows:� 150 points: Certificate of Achievement (Bronze)� 151-200 points: Certificate of Achievement (Silver)� 201+ points: Certificate of Achievement (Gold)

Can additional points be carried over to the next three year cycle?No. The Personal PD Points Account (PPDPA) for each teacher is reset to zero at theend of the three year cycle. However, each teacher's PD points record is permanentlystored by SACE.


1. Teacher Initiated Activity Categories

Type 1 Activities PointsperSemester

PointsperAnnum

Pointsper ThreeYear

1. Reading educational material from variouspublications and sources(From publishers, teacher unions, printmedia, libraries, employers, professionalassociations, Higher EducationInstitutions, conferences, seminars,workshops and others)Magazines� Newspapers� Journals� Periodicals� Books� Website

5 10 30

2. Engaged in electronic media educationalactivities(From radio, television and others)� Listening to educational programmes

on radio� Viewing educational programmes on

TV

- 5 15

3. Attending educational meetingsExamples:� Attending and participating in union

meetings� Attending and participating in School

Governing Bodies meetings� Attending and participating in subject

association meetings� Attending and participating in other

educational meetings and activities� Participating in community

development initiatives� Discussing education topics with

colleagues

- 10 40

12


PointsperAnnum

PointsperThreeYearCycle

4. Mentoring and Coaching� Mentoring less experienced colleagues� Coaching learners after school hours� Teaching KariGude learners

5 10 30

5. Researching and DevelopingExamples:� Undertaking research in teaching and

learning� Researching and writing articles for

newsletters, newspapers, magazines,journals

� Researching and presenting ateducational meetings, conferences,resource centres, radio, TV

� Storytelling� Researching and writing script for

educational radio, television� Researching and developing materials

for teaching and learning

10 20 60

6. Kick-starting/leading projectExamples:� Initiating and leading school projects� Initiating and leading community

initiatives

5 10 30

7. Marking and AssessingExamples:� Marking or assessing NSC

examinations/Foundations of Learning /Grade 3, 6, 9 assessments (withemployer approval)

5 10 30


2. School Initiated Activity Categories

Type 1 Activities Points perSemester

PointsperAnnum


8. Improving Personal LearningExamples:� Attending voluntary self-funded workshop

- ½ day: 5 points- 1 day: 7 points- 2-5 days: 10 points

� Completing voluntary full-time equivalentself-funded programme

- 10 30

TYPE 1 maximum points to be earned 30 115 345

Type 2 Activities Points perSemester

PointsperAnnum


1. School MeetingsExamples:� Attending and participating in staff

meetings� Attending and participating in

departmental/employer meetings� Participating in extra-curricular activity� Participating in fundraising� Attending and participating in SGB

meetings� Attending and participating in cluster

meetings� Attending and participating in committee

meetings� Discussing education topics with

colleagues

- 10 30

14


PointsperAnnum


2. School WorkshopsExamples:� Attending and participating in school

workshop on curriculum� Attending and participating in school

workshop on teaching� Attending and participating in school

workshop on assessing� Attending and participating in school

workshops on management� Attending and participating in school

workshop on classroom management

21 42 126

3. School ProjectsExamples:� Undertaking research and development on

learning and teaching� Participating in project on HIV/AIDS

awareness, prevention and care� Participating in food gardening/school

nutrition� Participating in community outreach project� Participating in arts/culture/sports� Participating in school twinning/partnership

project� Participating in excursion/camping project

- 20 60

TYPE 2 maximum points to be earned - 76 216



3. Externally Initiated Activity Categories

Must a teacher get PD points in all three types of activity?Yes. All three types have value for professional development.

Types 1 (teacher initiated) and 2 (school initiated) activities are available to allteachers at any time. They are especially important ways of growing in professionalknowledge and practice.

Type 3 (eternally initiated) activities may be available to a teacher only from time totime.

How will a teacher's PD points be reported to SACE?Type 1 and Type 2 pointsA teacher will record Type 1 and Type 2 PD points in the personal PDP according tothe PD Points Schedule. SACE expects teachers to record their points honestly.Dishonest reporting is unprofessional conduct. It may also be a breach of SACE'sCode of Professional Ethics.

At the end of the school year a principal will request staff members to report their PDpoints for the year on a simple form supplied by SACE. The principal will then reportall teachers' PD points to SACE on a simple form supplied by SACE and will send theform to SACE by post, fax or online.

Type 3 pointsWhen SACE approves an external provider and endorses the provider's professionaldevelopment activity, SACE will allocate the correct number of PD points to thatactivity according to the PD Points Schedule.


PointsperAnnum


Points are allocated for externally initiatedactivities as endorsed by SACE.

Refer to programmes in Edutel brochure foractivities and point allocation.

16

Type 3 PD points will be reported online to SACE by each SACE Approved Provider,using a simple electronic form.

Teachers will record their Type 3 points in their PDPs.

If a school initiated activity needs funding, who will fund it?A school activity is managed by the school. The school staff or the whole schoolcommunity will decide what activities are needed. They will decide whether funds areneeded and if so how to raise them. Many excellent school-based PD activities needonly teachers' active involvement and creativity.

When an employer or a union calls teachers to attend an activitywill they get PD points?In principle, yes. Employer or union-initiated professional development activities areType 3 activities and they are eligible for points according the PD Points Schedule. Ifthe activity lasts for less than two hours it might not be eligible, but if it is for a half-day or longer it will carry points.

SACE will work with employers, unions, professional bodies and other providers toraise the quality of their PD proposals so that they meet criteria for endorsement.

4 Approving Professional Development.Providers

Can anyone provide professional development activities toteachers?Only providers approved by SACE will be allowed to offer professionaldevelopment activities with PD points value. They will be called “SACE ApprovedProviders”. They will offer professional development activities that are endorsed bySACE.

The intention is that only SACE Approved Providers will be engaged and funded byemployers, unions or other bodies supporting professional development of teachers.

What does SACE Approved Provider status mean?SACE Approved Provider status means that a provider:� Has met SACE's criteria for approval of providers.� Has signed up to SACE's Code of Practice for rovidersP .

� Is fit to offer professional development activities endorsed SACEby .


� Will provide SACE with list of successful teacher participants in endorsed activities.� Agrees to feedback from participants and monitoring by SACE.

5 Where can I get a Professional.Development Portfolio document?

You can visit the SACE website and download the portfolio fromwww.sace.org.zathere. File the document in a lever arch file. This will help you to organise your PDpoint activities.


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“EDUTEL – SACE APPROVEDPROVIDER”

Edutel Skills Development AccreditationEdutel Skills Development (Pty) Ltd is fully accredited by the ETDP SETA and all itsprogrammes are approved by the ETDP SETA ETQA.

Teachers will not only earn PD points when they are declared competent on the unitstandards completed but also the credits linked to these unit standards.

Edutel is also a SACE Approved Provider and registered with the Department ofHigher Education as a Private FET College, Registration: 2007/FE07/08.

Some of the endorsed programmes can count as credits towards full qualifications.

Mode of delivery of programmesMixed mode, namely distance learning with the possibility of contact lectures in schoolholidays.

Note: Special school workshops can be arranged pending on the number of teachersenrolling for a specific course!!

Online trainingEdutel will be introducing online training in the near future. Please enquire with us formore information.

Where are contact lectures offered?In major centres of South Africa or at schools if number of enrolled teachers allow it.-

Will these short programmes lead to full qualifications?Many of these unit standards form part of full qualifications meaning that once youhave completed these programmes you can apply for credits towards the fullqualification in which they appear. Credits are granted in line with the RPL policy ofthe relevant institution offering the qualification it appears in.

Must I buy extra books?No. All material will be provided.


What about exams and certification?No exams. You build a Portfolio of Evidence and complete a knowledge questionnaire.This you do in your own time. Once this is assessed and you are declared competent,you will receive a Certificate of Competence from Edutel and a statement of resultsfrom the relevant SETA e g ETDP SETA., . .

In some cases the University of Johannesburg will endorse your results. You mayapply with any university to recognise these credits towards completing your ACE:School Management and Leadership. It remains the relevant university’s prerogativeto grant your credit or not. The curriculum covered in the School Management andLeadership unit standards offered by Edutel are national standards and the contentshould compare very favourably with that of any university offering the same courses.

Can I register any time of the year?Yes. You can register when you are ready.

How do I pay for my course?You can pay cash, by credit card or by bank debit order.

When do I receive my books?You will receive your material once we have confirmed payment of your course.

How long do I get to complete my course?You are allowed one year.

RECOGNITION OF PRIOR LEARNING: THEKEY TO YOUR FUTURE LEARNING

What it isCommonly called RPL, Recognition of Prior Learning is a mechanism which provides for

acknowledgement of a person's knowledge and skills which might not have been

acquired through formal training.

SAQA's definition of RPL states "Recognition of Prior Learning means the comparison

of the previous learning and experience of a learner howsoever obtained against the

learning outcomes required for a specified qualification, and the acceptance for

purposes of qualification of that which meets the requirements." This means that

regardless of where, when or how a person achieved the learning, if such learning

20

meets the requirements of a unit standard or a qualification, it could be recognised for

credits.

RPL is therefore a form of assessment for persons who have not attended training but

still wish to be acknowledged for their current knowledge and skills in a particular

area.

HOW IT WORKS

The SAQA RPL policy states: "there is no fundamental difference in the assessment of

previously acquired skills and knowledge and the assessment of skills and knowledge

acquired through a current learning programme. The candidate seeking credits for

previously acquired skills and knowledge must still comply with all the requirements as

stated in unit standards and qualifications. The difference lies in the route to the

assessment.

We've already stated, RPL is an assessment process, and as such, the persons applying

for RPL must understand that they will have to undergo some form of assessment to

ensure that the required knowledge and skills are still current. Edutel's RPL

assessment mainly consists of Questioning and Workplace Observation as methods of

gathering the evidence to prove the candidate's competence. This means that the

candidate will most probably be observed while he/she is working and his/her line

manager will complete a form indicating what the person can do. The person will also

have to complete either a knowledge questionnaire, case study questions or an

assignment (or a combination of these) in order for the assessor to check that the

knowledge or theory needed to use the skills properly is up to date. With Edutel there

is a specific procedure which needs to be followed in order for the RPL assessment

process to take place. It looks like this:

1. A prospective candidate, who knows that he/she most probably qualifies for RPL

applies to Edutel by completing the relevant Application.

2. Once the file has been reviewed and approved, the potential candidate meets

with an RPL Advisor, who explains the skills and knowledge requirements and

checks whether the person does, in fact, have these at present. This is called the

Screening process.

3. If the person has some major gaps in knowledge and skills, he/she is advised to

attend training to fill these gaps and come back later for RPL.

4. If the person meets requirements, then the process is put in motion.

5. The successful candidate will be given thorough preparation for the assessment


which lies ahead and all concerns which the person might have are ironed out.

6. Then the evidence collection phase starts. At this point the Evidence Facilitator in

the workplace (who might be the line manager) is trained on how to assist the

candidate to collect the required evidence.

7. The evidence is collected over a period of time (which was agreed upon during

assessment preparation) and this is all submitted to Edutel for formal assessment.

8. The assessment is done by a registered assessor, who makes a judgement as to

whether the evidence submitted by the candidate covers all the requirements of

the unit standard or qualification.

9. If it does, the candidate is declared Competent and, in due course, can celebrate

his/her achievement.

10. If the evidence does not meet requirements, the candidate is given advice and

support on what extra evidence is required and how to go about collecting this.

Steps 7 to 9 then apply.

Do not think that the RPL process is easy or quick. The candidate must focus on what

evidence is needed and cannot merely produce a few pieces of paper and think that

he/she is Competent. It takes time and thought on the part of all concerned to

successfully complete an RPL process. But the results are wonderful!

What it costs

Just as the process is not a speedy one, so the costs are not excessively cheap.

However, it is definitely less expensive than attending a formal workshop and then

undergoing the assessment. It's not only the actual costing which needs to be taken in

consideration. The hidden costs of being out of the workplace for formal training and

therefore not being productive also have to be kept in mind.

Is it worth it?

Definitely! Imagine: perhaps a full qualification which acknowledges your knowledge

and skills without you having been in a classroom or undergoing coaching.......


22

SCHOOL MANAGEMENT AND LEADERSHIPCOURSES

Note:

The following unit standards form part of the ACE: School Management and Leadership

Qualifications and should you be declared competent on any of these unit standards,

you will be able to apply for credits towards this qualification.

Credit will be considered and allocated in line with the RPL or credit transfer policy ofthe University you apply with.

Courses included are:US 115441 - Understand school management and leadership in the SA contextUS 115437 - Lead and manage peopleUS 115436 - Manage teaching and learningUS 115438 - Develop a portfolio to demonstrate school management and leadership

competenceUS 115434 - Manage organisational systems and physical and financial resourcesUS 115439 - Manage policy, planning, school development and governanceUS 115753 - Conduct outcomes-based assessmentUS 115759 - Conduct moderation of outcomes-based assessmentsUS 115432 - Mentor school managers and manage mentoring programmes in schoolsUS 115440 - Demonstrate effective language skills in school management & leadershipUS 115433 - Computers in school management


Purpose of programmeEach one of the skills programmes isSAQA and NQF aligned and have beenapproved by the Quality Assurancedivision of the Education Training andDevelopment SETA. You will thus beworking with excellent, outcomes-based programmes which will allowyou to develop competencies rightthere in the school. You have nothing tolose if you start now: be ahead andearn your PD points!

Rules relating to assessment,academic credit, progression andqualification

NO EXAMS!!Learners will be assessed by writingK Qnowledge uestionnaires andcompiling Portfolios of Evidence. Onceyou are declared competent and yourassessment outcomes have beenverified by the ETDP SETA you willearn the credits linked to the unitstandards making up your skillsprogramme.

These credits will be registered on theNational Learner Records Databaseand will remain to your credit always.Should you want to continue with yourstudies, you will be able to apply forRPL/credits for what you have alreadyachieved – if it forms part of thatqualifications' curriculum. This skillsprogramme/ qualifications specialisingin the same field at a higher level.

Where and when do I write myK Qnowledge uestionnaires?This will be written when you attendcontact sessions or in your own time.

When can I start?Any time throughout the year.

Will I attend any classes?Contact classes will be arranged during thecourse of the year during school holidays atmajor centres in January, April, July andSeptember. You choose when you want toattend. If you are registered before 30January, you can attend in April and if youare registered before 15 May you canattend in July or September. If youregistered before 30 October you canattend in January.

Do I have to buy extra books?No, all material will be provided, includingDVDs on each unit standard.

To which qualification can these unitstandards lead?Advanced Certificate: Education (SchoolManagement and Leadership).

Endorsement, accreditation andapprovalFull programme approval from Education,Training and Development SETA.SACE endorsed – 60 PD Points.

Unit Standard alignment� US 115441: Understand school

management and leadership in the SAcontext, NQF 05 (10 credits)

� US 115437: Lead and manage people,NQF 06 (20 credits)

� US 115436: Manage teaching andlearning, NQF 06 (20 credits)

� US 115438: Develop a portfolio todemonstrate school management andleadership competence, NQF 06(10 credits)

CERTIFICATE IN PRINCIPALSHIP (60 PD POINTS)

24

With whom can I complete myqualification should I so choose?Learners can apply for with anycreditsUniversity offering the AdvancedCertificate: Education (SchoolManagement and Leadership,ID 73529).

Duration of programme600 notional hours, including contactsessions

Added advantageThese unit standards are written inoutcomes-based format, arecompetency-based and are fully in linewith the now 70/30 approach – 30%instructional learning and 70%application.

Workplace learning and DVDsLearners receive a workplaceassessment guide and DVDs addressedto the principles or a seniordistrict/circuit official to assist you withthe necessary mentoring and workplaceexposure. You will also receive a DVDon each unit standard which will helpyou and guide you through your course.

CertificationLearners found competent will receive aC Certificate of ompetence and astatement of esults from the ETDPRSETA confirming that you have earnedthe credits for the respective unitstandards, completed and same wasrecorded on the National LearnerDatabase.

Entry requirementsA professional teaching diploma with atleast three years full time study (M+3).

Note: These unit standards can also betaken as single unit standards each earning15 PD Points.

Fees: See insert and/or application form.


Purpose of programmeTo equip all teachers with broad basedmanagement skills and leadershiptechniques in order to manage theirleadership activities more effectively.

Description of programmeThis programme covers generic schoolmanagement and leadership issuesspecific to the schooling environment inSA. It equips the learner with theknowledge and some skills to becomean efficient leader in the general schoolenvironment.

Educational needs addressed byprogrammeIt addresses the very real gap ofteachers who do not have the necessaryknowledge and skills to manage schoolrelated activities and projects in anefficient manner.

Knowledge, skills, attributes,competences addressed� An understanding of what is involved

in school management� Utilising own abilities in management

and leadership� Application in the relevant divisions

of the school e.g. Sport, classroometc.

Learning outcomes addressed� Demonstrate a basic understanding

of what is involved in schoolmanagement

� Make an assessment of own abilitiesin management and leadership in theschool environment

� Demonstrate an understanding of theportfolio as a flexible assessmentinstrument

� Plan and prepare for the development ofa portfolio to reflect own managementcompetencies

� Compile a portfolio which reflects ownmanagement and leadershipcompetencies

Programme delivery� Distance learning and contact sessions

(depending on number of bookings)� Lecturing and facilitation� Structured activities� Self assessments

Accessibility of programmeAs this is distance learning, it is accessibleto all. Contact sessions held inmay bemajor centers .(pending learner numbers)

Endorsement, accreditation andapprovalFull programme approval from Education,Training and Development SETA.SACE endorsed – 30 PD Points.

Unit Standard alignment� US 115441: Understand school

management and leadership in the SAcontext, NQF 05 (10 credits)

� US 115438: Develop a portfolio todemonstrate school management andleadership competence, NQF 06(10 credits)

Scope of programme� Broad context of transformation� Policies and legislation related to

Education� Broad perspective of education

management� The educational manager� Educational leadership� Current notions of school management

SCHOOL MANAGEMENT AND LEADERSHIP IN THE SACONTEXT (30 PD POINTS)

26

and leadership� Concept of a portfolio� Portfolio development� Concept of evidence for a portfolio� Critical reflection of the process

Duration of programme200 notional hours.

Do I have to buy extra books?No, all material will be provided,including DVDs on each unit standard.

Formative assessments� Self-assessment activities in manual

to be completed� 3 X assignments

Summative assessments� Knowledge Questionnaire� Review of Portfolio of Evidence

Learner participation� Interaction with manual and

formative assessment activities� Attendance at contact sessions (if

taking place).� Possible online training

Which qualification can these unitstandards lead to?These unit standards forms part of theACE: School Management andLeadership.

Access to programmeFull access for educators with ateaching qualification.

How to applySee insert for application form to applyfor this course.

Note: These unit standards can also betaken as single or loose unit standardseach 15 PD Points.earning



Purpose of programmeTo develop in the educators thefundamental knowledge, skills andpersonal qualities so that they canmanage and lead people effectivelytowards contributing to the improveddelivery of education in the schoolsystem.

Description of programmeThe programme features realistic andpractical perspectives on aspectspertaining to leading and managingpeople in the school environment.

Educational needs addressed byprogrammeIt addresses the very real gap ofteachers who do not have the necessaryknowledge and skills to manage schoolrelated activities and projects in anefficient manner.

Knowledge, skills, attributes,competences addressed� Identifying personal qualities

necessary for effective leadershipand management

� Planning for future educationinitiatives

� Allocation of tasks and support forteachers undertaking the tasks

� Resources required� Enhancement of professional skills

Learning outcomes addressed� Demonstrate personal qualities

necessary for the effectiveleadership and management ofpeople

� Plan, allocate, support and evaluatework done by groups, teams,individuals

� Develop the professional skills of self,groups, individuals to enhanceperformance

� Create an environment conducive tocollective bargaining, collaboration andnegotiation

� Apply relevant content knowledge inleading and managing people



Accessibility of programmeAst it is distance learning, it is accessible toall. Contact sessions held in majormay becenters .(depending on learner numbers)

Endorsement, Accreditation, ApprovalFull programme approval from Education,Training and Development SETA.SACE endorsed – 15 PD Points.

Unit Standard alignmentUS 115437: Lead and manage people,NQF 06 (20 credits)

Do I have to buy extra books?No, all material will be provided, includingDVDs on this unit standard.

Scope of programme� Establish a positive school culture� Lead employees to achieve goals� Ensure effective teamwork and

democratic leadership� Formulate training and development

requirements of educators� Organise required resources for

OVERVIEW OF SCHOOL LEADERSHIP ANDMANAGEMENT PRINCIPLES (15 PD POINTS)

28

effective functioning� Plan allocate and evaluate group

actions� Create environments which are

conducive to learning� Create an environment conducive to

collective bargaining, collaborationand negotiation

Duration of programme200 notional hours, including contactsessions .(if applicable)

Formative assessmentsSelf-assessment activities in manual tobe completed

Summative assessment� Knowledge Questionnaire� Review of Portfolio of Evidence



taking place)� Possible online training.


Access to programmeFull access for educators with ateaching qualification.

How to applySee insert for application form.



Purpose of programmeTo equip teachers with adequateknowledge and skills to effectivelymanage the resources at their disposal.To give teachers the necessaryknowledge to work within theorganisational systems within the schoolenvironment.

Description of programmeThe programme covers all the crucialaspects related to managing the veryspecial systems and resources found inthe school. It gives the teacher thenecessary skills to manage and dealwith resources in a creative manner.

Educational needs addressed byprogrammeIt addresses the educator's need toidentify and effectively use thosephysical, financial and human resourcesavailable. This has always been aproblem in the schools.The need to manage the uniqueorganisational systems in a school is agap which has been identified andcovered in this learning programme.

Knowledge, skills, attributes,competences addressed� Decision making� Creative problem solving� Systematic but flexible management

skills� All CCFOs as identified in the unit

standard

Learning outcomes addressed� Set up, implement, maintain and

evaluate organisational systems� Manage financial resources in a

transparent and accountable way


� Develop and communicate schoolvalues, vision, mission, policies andplans

� Develop and maintain sound workingrelationships with the School GoverningBody




Accessibility of programmeAs this is distance learning, it is accessibleto all. Contact sessions held inmay bemajor centres.


Unit Standard alignmentUS 115434: Manage organisationalsystems and physical and financialresources, NQF 06 (20 credits)

Scope of programme� Problem solving and decision making� Effective problem solving skills� Tools for creative decision making I the

school� School management and problem

solving� Communication as a management task� Communication systems in the school� Information systems

MANAGING RESOURCES AND SYSTEMS (15 PD POINTS)

30

� Administration systems� Legislation� Physical resources management� Effective policy making and school

policies� Managing school finances� School budgets� Financial statements


Formative assessmentsSelf-assessment activities in manual tobe completed.




taking place).� Possible online training.


Access to programmesFull access for educators with ateaching qualification.


Fees: See insert and/or applicationform.


Purpose of programmeTo give teachers in managementpositions the background required tomanage policy, planning and schoolgovernance issues appropriately.

Description of programmeThe programme covers the instructionaland practical aspects of school policyand governance, including the relevantlegislation and how it impacts on themanagement of the school.

Educational needs addressed byprogrammeThe need to develop policies andmanage policy issues is addressed.School governance issues relating toboth teachers and managers in theschool environment are addressed inorder for effective management to takeplace.

Knowledge, skills, attributes,competences addressed� Development of school vision,

mission and policies� Strategic thinking� Community involvement in school� Appropriate legislation� Department and operational planning

Learning outcomes addressed� Using personal qualities to manage

effectively� Develop and communicate school

values� Develop school vision, mission

statements� Develop school policies� Develop sound relationships with

community� Apply school development and

improvement initiatives





Unit Standard alignmentUS 115439: Manage policy, planning,school development and governance,NQF 06 (20 credits)

Scope of programme� The effective education leader� Strategic thinking� Vision and mission statements� School development plan� Effective school policies� School Governing Bodies� Departmental and operation planning� School improvement plan� Co-operative governance


Formative assessmentSelf-assessment activities in manual to becompleted.

MANAGE POLICY, PLANNING SCHOOL DEVELOPMENTAND GOVERNANCE (15 PD POINTS)

32




taking place)� Possible online training.






Purpose of programmeThe programme is aimed at developingeducators and school managers in thefundamentals of managing the variety ofclassroom situations where teachingand learning take place.

Description of programmeThe programme deals with the basics ofmanaging teaching and learningeffectively. It covers all aspects relatedto the actual teaching as well as thesupervision of these aspects.

Educational needs addressed byprogrammeEffective teaching and learning leads tomore competent learners. The gapidentified is that many teachers do nothave the skills to enable their learners tobecome competent in an outcomesbased learning environment – or are stillstuck in the old paradigm of norm basedteaching. This learning programmeassists these teachers to achieve thecorrect skills.

Knowledge, skills, attributes,competences addressed� Strategies to ensure full potential of

learners� Sustaining a culture of learning� Management principles in the

classroom� Use of national and provincial

curricula� Discipline and behaviour in the

school

Learning outcomes addressed� Encourage an interest in teaching

and learning� Set targets for achievement

� Encourage learners to reach fullpotential

� Manage processes for teaching andlearning

� Monitor classroom practices� Manage co- and extra curricular

activities� Evaluate and implement curriculum

changes� Ensure the safety, welfare and security

of the learners� Identify pastoral needs of learners and

address� Develop and manage a co-operative

disciplinary system



Do I have to buy extra books?No, all material will be provided, includingDVD’s on the unit standard.



Unit Standard alignmentUS 115436: Manage teaching and learning,NQF 06 (20 credits)

Scope of programme� Creating a culture of learning

MANAGE TEACHING AND LEARNING (15 PD POINTS)

34

� Encouraging teaching and learning ina school

� Creating a support system� Modeling teaching and learning� Pedagogical principles� Manage school time effectively� Assessment, recording and reporting

the learning environment� Extra-curricular activities� Deployment if resources� Provision of support� Classroom management� Curriculum changes� Safety and security issues� Creation of a caring environment� Co-operative discipline






taking place)� Possible online training


Access to programmesFull access for educators with a teachingqualification.




Purpose of programmeTo equip teachers with the knowledgeand skills related to the assessmentprocess as determined by SAQA.

Description of programmeThis programme intends developing theassessment skills of educators inschools in order to be aligned with therelevant ETQA processes.

Educational needs addressed byprogrammeThe outcomes-based process ofassessment is unfamiliar to the teachersand yet teachers need to becomeregistered assessors against US115753. The gaps in the teachers'knowledge are therefore addressed inthis programme.

Knowledge, skills, attributes,competences addressed� Background to outcomes-based

assessment in relation to SAQA andthe NQF

� Assessment process� Assessment methods, tools and

techniques

Learning outcomes addressed� Distinguish between the different

forms of assessment in terms of:o philosophyo approacheso advantageso disadvantages.

� Explain the concept of Recognition ofPrior Learning as it is used inindustry:o purposeo process

o benefitso challengeso impact.

� Describe the different assessmentmethodologies that could be used in theschooling environment.

� Define and explain the key principles ofassessment within the schoolingenvironment.

� Explain the feedback approach in theschooling environment, specifically inrelation to its impact.

� Prepare for a formal assessment in theclassroom by addressing:o required resourceso logistical issueso assessment instrumentso assessment environmento health and safety issues.o Ensure that all parties are notified

about the impending formalassessment, including parents.

o Ensure that the requiredmoderation process is in place.

� Prepare the candidates for theassessment by dealing with:

o content to be covered in theassessment

o process to be followedo questions that may ariseo possible barriers to the assessmento readiness for assessment.

� Address the special needs of learners,where necessary and without affectingthe validity of the assessment.

� Ensure that all learners are ready for theassessment and deal with issues wherethe learner is not ready yet.

� Gather the evidence which is sufficientand according to the relevant plan andschooling regulations.

� Make adjustments if necessary.� Use the most appropriate questioning

CONDUCT OUTCOMES-BASED ASSESSMENT(15 PD POINTS)

36

techniques for the level of thelearners.

� Evaluate the evidence provided bythe learners and make consistentjudgements based on the evidence.

� Record the judgements madeaccording to regulations and schoolrequirements.

� Provide constructive feedback to theindividual learners within the requiretimeframes.

� Ensure that the way forward isclearly identified for the learners.

� Deal with any queries anddisagreements which may arise.

� Obtain feedback for the learnersregarding how they experienced theassessment.

� Produce the relevant reports forlearners as required by theeducation authorities.

� Identify the strengths andweaknesses of the assessmentprocess which was followed.

� Identify any shortcomings in theassessment instruments which wereused.

� Consider the feedback given bylearners and decide what can beused.

� Give suggestions andrecommendations for futureassessments to the relevant party.

Programme delivery� Distance learning and contact

sessions (depending on number ofbookings)

� Lecturing and facilitation� Structured activities� Self assessments



Unit Standard alignmentUS 115753: Conduct outcomes-basedassessment, NQF 05 (15 credits)

Scope of programme1. Different forms of assessment and

methodologies in the schoolingenvironment

2. Recognition of Prior Learning3. Feedback in the schooling environment4. Preparation of a formal assessment in

the classroom5. Notification of all parties about the

impending formal assessment,including parents

6. Checking that the learners are ready forthe assessment

7. Ensuring that the required moderationprocess is in place

8. Preparation of the candidates for theassessment

9. Gathering evidence according to therelevant plan and schooling regulations

10. Evaluating the evidence provided11. Recording the judgements made

according to regulations and schoolrequirements

12. Ensure that the way forward is clearlyidentified for the learners

13. Produce relevant reports for learners asrequired by the education authorities



Formative assessments� Worksheets at the end of each

module to be completed� 1 X assignment

Summative assessmentReview of Portfolio of Evidence




Which qualification can this unitstandard/s lead to?This unit forms part of the ACE: SchoolManagement and Leadershipqualification.


How to applyPlease complete the application form atthe back of this brochure and return tous with the required payment.


38

Purpose of programmeTo equip qualified educator-assessorswith the knowledge and skills related tothe moderation process as determinedby SAQA.

Entry requirementNational registration as an assessor.

Description of programmeThe programme builds on the skills ofthe assessment process by capacitatingthe assessors with the moderationknowledge and skills required by aregistered moderator.

Educational needs addressed byprogrammeUtilisation of the moderation processaccording to SAQA requirements is anaspect which the school basededucators need to know.Internal quality assurance ofassessments is important in the schoolenvironment.

Knowledge, skills, attributes,competences addressed� Knowledge of moderation methods� Identification of purposes of

moderation� Skills for moderation feedback� Giving advice and support to

assessors

Learning outcomes addressed� Demonstrate an understanding of the

concept of moderation in OBE� Plan and prepare for moderation� Conduct moderation� Advise and support assessors� Report, record and administer

moderation

� Review moderation systems andprocesses



Accessibility of programmeAs this is distance learning, it is accessibleto all. Contact sessions held in majormaycentres.


Unit Standard alignmentUS 115759: Conduct moderation ofoutcomes-based assessment, NQF 06(10 credits)

Scope of programme� Review of outcomes based assessment

process� Definition of moderation� Types of moderation� Components of moderation� Functions of moderator� Developing a moderation process� Assessment policies and procedures� Appeals procedure� Key principles of moderation� Principles for assessment from a

moderation perspective� Moderation reports� Plan and prepare for moderation� Conduct moderation� Advise and support assessors� Report, record and administer

CONDUCT MODERATION OF OUTCOMES-BASEDASSESSMENTS (15 PD POINTS)


moderation� Review moderation systems and

processes

Duration of programme100 notional hours


to be completed� 1 X assignment









40

Purpose of programmeLearners will understand the potential ofmentoring and coaching in theprofessional development of schoolmanagers and be able to managementoring and coaching programmes toenhance management competence.

Description of programmeThe unit standard is not only useful tooffice-based educators supportingschool managers, but also at schoolmanagers who need to coach andmentor management staff in their ownschool or in other schools.

Educational needs addressed byprogrammeIt addresses the very real gap ofteachers who do not have the necessaryknowledge and skills to managementoring and coaching programmes inan efficient manner.

Knowledge, skills, attributes,competences addressed� Skills and personal qualities for

successful mentoring.� Understanding of the importance and

potential benefits of mentoring andcoaching in continuing professionaldevelopment

� Apply relevant content knowledge inmentoring

� Managing a mentoring/coachingprogramme as part of the schooldevelopment plan

Learning outcomes addressed� Explain the origin, concepts and

nature of mentoring and coaching.� Explain the difference between a

mentee and a mentor with

references to:¡ the implications of the differences;

and;¡ the nature of the management

guidance offered.� Identify and explain the importance and

benefits of mentoring and coaching.� Apply current legislation and policies

which underpin mentoring and coaching.� Establish selection criteria and identify

mentors and coaches.� Identify the roles, responsibilities, skills,

values and attitudes required inmentoring and coaching relationship.

� Establish a successful mentoring andcoaching relationship that is conduciveto learning. Refer to:¡ roles and responsibilities;¡ personal qualities, values and

attitudes;¡ skills required;

� Reveal the ability to listen andempathise with the schoolmanager/mentee.

� Accurately and clearly analyse theschool management issues raised bythe mentee.

� Oversee and monitor appropriatematching of mentors and mentees.Matching relationship refer to:s¡ being sensitive;¡ cross cultural; and;¡ gender considerations.

� Maintain the mentoring relationship withthe school manager/mentee. Arelationship refer to:s¡ non-judgmental and trustworthy;¡ supportive;¡ challenging; and¡ instils confidence.

� Develop appropriate activities andapproaches to address the managementissues raised by the mentee.

MENTOR SCHOOL MANAGERS MANAGE MENTORING&PROGRAMMES IN SCHOOLS ( 15 PD POINTS)PENDING


� Identify mentoring and coachingneeds of the mentee.

� Identify areas for improvement.� Conduct the mentoring and coaching

process.� Evaluate the relationship and

progress on activities undertakenwith the mentee.

� Evaluate, document and report thementoring and coaching processes.

� Provide ongoing support to mentorsand mentees.

� Identify different models of mentoringand coaching.

� Identify and explain challenges andobstacles within the mentoring andcoaching programme.

� Establish and facilitate appropriateorganisational arrangements tosupport mentoring, coaching andcultural collegiality.

� Organise appropriate training formentors.

� Apply the management processes toset up and maintain a mentoring andcoaching programme With reference,to:¡ skills and personal qualities for

successful mentoringprogrammes; and;

¡ manage the establishment,monitoring and evaluation of amentoring and coachingprogramme.

� Promote the importance and benefitsof mentoring and coaching forcontinuing professional development

� How do we monitor ongoing progress� Design and develop mentoring and

coaching programmes� Continuous professional

development

� Training for mentors and coaches� Establish, manage, monitor and

evaluate mentoring and coachingprogrammes

� Mentoring and coaching programmestandards



(depending on number of bookings)� Lecturing and facilitation� Structured activities� Self-assessments


Endorsement, Accreditation, ApprovalFull programme approval from Education,Training and Development SETA.SACE – 15 PDendorsement pending forPoints.

Unit Standard alignmentUS 115432: Mentor school managers andmanage mentoring programmes in schools,NQF 06 (12 credits)

Scope of programme� Coaching and mentoring concepts� Different types of mentoring� Legislative framework� Responsibilities of a mentor and coach� Personal qualities, values, attitudes and

skills� Plan and prepare to conduct mentoring

and coaching programmes

42

� Maintain the mentoring/coachingrelationship

� Matching mentors/coaches andmentees

� Conduct mentoring and coachingprogrammes


to be completed� 1 X assignment










Purpose of programmeThe unit standard is suitable for those inschool management and leadershippositions, for office-based educatorssupporting school managers, foraspirant school managers, and for thoseresponsible for subject/learningarea/phase leadership in schools.

Effective communication and use oflanguage is crucial for successfulmanagement of schools. Qualifyingeducators/school managers should beable to demonstrate competence in arange of school management relatedreading, writing, listening, and speakingskills.

To equip the educator with the skills touse language effectively in a managerialposition in the schooling situation

Description of programmeQualifying educators will be able todemonstrate competence in a range ofschool management related reading,writing, listening and speaking skills foruse with a broad spectrum of clients.

Educational needs addressed byprogrammeEffective communication and use oflanguage is crucial for successfulmanagement of schools.

Knowledge, skills, attributes,competences addressed� School based communication skills� Interpretation of documents and

media.� Compilation of documents according

to protocol

Learning outcomes addressed� Identify relevant education matters in the

various media.� Use the media issues to the benefit of

the school, when necessary.� Read departmental circulars received in

order to gather essential information.� Convey the content of the circular to the

relevant role players and staff members.� Familiarise yourself with policies and

procedures specific to a situation.� Convey the content of the policies and

procedures to the relevant role players.� Ensure that the policies and procedures

are being adhered to.� Follow the correct format for a policy.� Ensure that procedures are logically and

systematically compiled.� Write policies and procedures in clear

language which is understandable andeasy to follow.

� Compile an official letter in the correctformat and register.

� Write a short memorandum in thecorrect format.

� Compile a report using the correctformat.

� Identify the target audience for thepresentation.

� Determine the purpose of thepresentation.

� Determine the content of thepresentation.

� Identify the format of the presentation.



DEMONSTRATE EFFECTIVE LANGUAGE SKILLS INSCHOOL MANAGEMENT LEADERSHIP (15 PD POINTS)&

44

Accessibility of programmeAs this is distance learning, it isaccessible to all. Contact sessions maybe held in major centres.

Endorsement, Accreditation,ApprovalFull programme approval fromEducation, Training and DevelopmentSETA.SACE endorsed – 15 PD Points.

Unit Standard alignmentUS 115440: Demonstrate effectivelanguage skills in school managementand leadership, NQF 05 (6 credits)

Scope of programme� Education-related media� Departmental documentation� Write clear policies and procedures� Write effective communicative

documents� Make presentations





Learner participation� Interaction with manual and formative

assessment activities� Attendance at contact sessions (if taking

place).� Possible online training


How to applyPlease complete the application form at theback of this brochure and return to us withthe required payment.



Purpose of programmeEquip the learners with the knowledgeand skills to use information andcommunication technology to improveprofessional and administrativeefficiency.

Description of programmeFundamental learning suitable for thoseeducators in school managementpositions or looking towards promotion.

Educational needs addressed byprogrammeThe educator who is not computerliterate and/or proficient needs to gainthe skills which are required by theschool management task.

Knowledge, skills, attributes,competences addressed� Utilisation of information technology

in general� Internet� Different software programmes for

use in the school

Learning outcomes addressed� Use word processing, spreadsheets

and databases for schooladministration

� Access the internet and useinformation found

� Use e mail as a communication tool-





Endorsement, Accreditation, ApprovalFull programme approval from Education,Training and Development SETA.SACE – 15 PDendorsement Pending forPoints.

Unit Standard alignmentUS 115433: Demonstrate basic computerliteracy in school management, NQF 03(4 credits).

Scope of programme� Using work processing software for

school management� Using spreadsheets in the school

environment� Use database software for school

administration� Accessing the internet� Using information found on the internet


Formative assessments� Self-assessment activities in manual to

be completed� 2 X assignments




place).

COMPUTERS IN SCHOOL MANAGEMENT (PENDING15 PD POINTS) (SACE endorsement pending)

46

� Possible online training






Purpose of programmeEquip the learners with the knowledgeand skills to use information andcommunication technology to improveprofessional and administrativeefficiency.

Description of programmeFundamental learning suitable for thoseeducators in school managementpositions or looking towards promotion.

Educational needs addressed byprogrammeThe educator who is not computerliterate and/or proficient needs to gainthe skills which are required by theschool management task.

Knowledge, skills, attributes,competences addressed� Utilisation of information technology

in general� Internet� Different software programmes for

use in the school

Learning outcomes addressed� Use word processing, spreadsheets

and databases for schooladministration

� Access the internet and useinformation found

� Use e mail as a communication tool-





Endorsement, Accreditation, ApprovalFull programme approval from Education,Training and Development SETA.SACE – 15 PDendorsement Pending forPoints.

Unit Standard alignmentUS 115433: Demonstrate basic computerliteracy in school management, NQF 03(4 credits).

Scope of programme� Using work processing software for

school management� Using spreadsheets in the school

environment� Use database software for school

administration� Accessing the internet� Using information found on the internet



be completed� 2 X assignments




place).

COMPUTERS IN SCHOOL MANAGEMENT (PENDING15 PD POINTS) (SACE endorsement pending)

48

� Possible online training






Note:

Should you achieve any unit standards - and they appear

in a full qualification you want to apply - you canfor

apply for credits/RPL with the institution you register

with.

Credits/RPL are always done and granted in line with therelevant Institution's Policies and Procedures.

OTHER SHORT COURSES

50

Purpose of programmeTo give teachers the basic knowledgeand skills to address the issue ofHIV/AIDS in the workplace in terms ofinformation distribution.

Description of programmeThe programme give the educators thesskills to offer presentations about HIVand AIDS to everyone in the school –both learners and adults.

Educational needs addressed byprogrammeThe need for teachers to be able to givecorrect information about HIV and AIDSin the most appropriate manner, basedon the target audience.

Knowledge, skills, attributes,competences addressed� Knowledge of HIV and AIDS� Implications of pandemic for the

school environment� Organisation of HIV/AIDS awareness

programmes in the workplace� Support for those affected by

HIV/AIDS

Learning outcomes addressed� Explain HIV and AIDS� Describe safe and unsafe behaviour� Interpret data in order to explain the

potential impact on the organisation� Describe attitudes towards HIV/AIDS

in the organisation� Identify factors which influence

attitudes towards HIV/AIDS� Investigate the assistance which is

available to support persons affectedby HIV/AIDS

� Plan an information session in theworkplace

� Prepare for the information session� Offer the information session� Evaluate the information session� Explain the implications of the pandemic

for the community, the economy and thespecific organisation




Endorsement, Accreditation, ApprovalFull programme approval from ServicesSETA.SACE endorsed – PD Points.15

Unit Standard alignmentUS 114941: Apply knowledge of HIV/AIDSto a specific sector and a workplace,NQF 03 (4 credits)

Scope of programme� An overview of HIV/AIDS� Safe and unsafe behaviour� Potential impact of HIV/AIDS on the

organisation� HIV/AIDS and the workplace� Identifying factors which influence

attitudes towards HIV/AIDS� Supporting those affected by HIV/AIDS� Organising and offering an awareness

programme on HIV/AIDS� Considering the implication of the

pandemic

APPLYING KNOWLEDGE OF HIV/AIDS IN THEWORKPLACE PD POINTS)(15


Duration of programme4 .0 notional hours


to be completed.








52

Purpose of programmeTo equip educators with the informationand skills to make informed decisionswhether they must support learnersthemselves or refer them to specialists.

Description of programmeThis learning programmes addressesthe two phases of supporting learners intheir learning and assessment: phaseone which addresses effectivelysupporting the learner and phase twowhich deals with the referral of learners.

Educational needs addressed byprogrammeMore and more, teachers are expectedto give support to learners in the schools– and to each other. How to givesupport effectively and when towithdraw and refer are decisions whichmany teachers are unable to make.This need for information is addressedin this programme.

Knowledge, skills, attributes,competences addressed� Support vs counseling� Methods of identifying a learner's

needs� Support resources� Support interventions� Referral of learners� Maintaining records in a confidential

manner

Learning outcomes addressed� Identify and analyse the learner's

needs� Source and maintain information to

assist and support learners� Provide guidance and support to

learners� Refer learners when necessary� Maintain records of learner needs and

guidance and support provided� Review and evaluate services provided


(depending on number of bookings)� Lecturing and facilitation� Structured activities� Self assessments-



Unit Standard alignment� US 117865: Assist and support learners

to manage their learning experiences,NQF 04 (5 credits)

� US 117874: Guide learners about theirlearning, assessment and recognitionopportunities, NQF 05 (6 credits)

Scope of programme� Counseling vs interviewing and support� Establishing a relationship between the

practitioner and learner� Establishing relations of trust� Communication skills� Identifying the learner's needs� Maintaining continuous interaction� Providing advice and support� Steps in the referral process� Expertise at one's disposal� Ensuring that the learner has been

MENTORING LEARNERS (30 PD POINTS)


assisted� Records of interactions� Confidentiality issues� Importance of evaluating the process








To which qualification can these unitstandards lead?These unit standards forms part of theNational Diploma: OccupationallyDirected Education, Training andDevelopment Practices qualification onNQF Level 05. Full credit transfer willbe given to successful candidates.



Note: These unit standards can also betaken as single or loose unit standardseach 15 PD Pointsearning .

54

Purpose of programmeTo give the learner the opportunity toreflect on and make informed choicesabout facilitation skills, learningstrategies and the presentation ofinformation in order to keep learnersinterested.

Description of programmeProgramme covers up to dateknowledge and skills for facilitating thelearning of groups of learners in orderfor them to achieve competence.

Educational needs addressed byprogrammeTeachers are able to teach – but it is anew field when they are expected tofacilitate the learning of others. Thisprogramme gives the skills andknowledge to address the gap in theteachers' expertise.

Knowledge, skills, attributes,competences addressed� Concept of facilitation� Facilitation methodologies� Methods for provision of information� Adapting facilitation strategies� Organising the learning environment� Concept of learning� Learning styles� Bloom's Taxonomy� Giving support� Obtaining feedback from learners

Learning outcomes addressed� Prepare the learners and learning

environment for facilitation� Facilitate learning using different

methodologies� Use participatory methods during

facilitation

� Deal with conflict� Organise effective group work� Link old knowledge with new� Gather feedback from learners� Evaluate the facilitation process





Unit Standard alignmentUS 117871: Facilitate learning using avariety of given methodologies, NQF 05(10 credits)

Scope of programme� The concept of learning� The concept of facilitation� Preparing for learning to take place� Using Bloom's Taxonomy� A variety of learning strategies� Different participatory methods� Strategies to encourage dialogue� VIPP method of learning� Presenting information� Using mind maps to link old with new� Using group work� Giving appropriate feedback� Obtaining feedback form the learners

valuating the facilitation.

FACILITATE LEARNING (15 PD POINTS)








To which qualification can this unitstandard lead?This unit standard forms part of theNational Diploma: OccupationallyDirected Education, Training andDevelopment Practices qualification onNQF Level 05. Full credit transfer willbe given to successful candidates.




56

Purpose of programmeThis learning programme will enable theeducator to design and develop anoutcomes-based learning programmesuitable for the learning environmentand the identified requirements of thelearners.

Description of programmeThe learning programme covers theidentification of the contexts withinwhich the programme is required,formulating learning outcomes anddesigning the actual programme basedon these outcomes.

Educational needs addressed byprogrammeEducators have the resources at theirdisposal, but do not have the know howto use the resources in a sequencedlearning programme based on theoutcomes to be achieved. The learningprogramme addresses this need.

Knowledge, skills, attributes,competences addressed� Guidelines regarding development of

learning programmes� OBE principles� SAQA requirement for outcomes-

based learning programmes� Learning styles� Learning and facilitation

methodologies� Barriers to learning� Principles of assessment� Writing learning outcomes

Learning outcomes addressed� Draft learning outcomes for the

programme

� Conduct an analysis for the learningprogramme design

� Design the learning programme� Draft a brief for the development of the

learning programme� Plan and prepare for the development of

the learning programme� Develop the learning materials� Develop learning facilitation guidelines� Pilot the programme and evaluate the

design





Unit Standard alignment� US 123401: Design outcomes-based

learning programmes, NQF 06(15 credits)

� US 123394: Develop outcomes-basedlearning programmes, NQF 05(10 credits)

Scope of programme� The concept of learning� Drafting learning outcomes for the

learning programme� Unpacking learning outcomes� Special needs and barriers to learning

DEVELOPING OUTCOMES-BASED LEARNINGPROGRAMMES (30 PD POINTS)


� Sequencing the learning� Analysing the existing materials and

resources� Learning programme outlines� Designer's brief to the developer� Frameworks for materials� Review of existing learning support

materials� Legal issues� Facilitator's guides� Piloting the programme











Note: These unit standards can also betaken as single or loose unit standardseach 15 PD Pointsearning

58

Purpose of programmeTo equip learner to become a betterassessment designer in relation tooutcomes based assessment.

Description of programmeThe programme provides the skillsrequired to design integratedassessments and develop assessmentstrategies and assessment guides.

Educational needs addressed byprogrammeThe vast variety of assessment methodsand techniques is not well known toteachers. This programme broadenstheir scope of methods, techniques andtools that could be used.

Knowledge, skills, attributes,competences addressed� Use of source documents for

assessment purposes� Learning outcomes� Assessment strategies� Design assessment activities� Assessment guides

Learning outcomes addressed� Demonstrate understanding of

principles for design of outcomesbased assessments

� Design outcomes basedassessments

� Develop assessment activities� Develop assessment strategies� Develop assessment guides� Evaluate assessment designs and

guides


sessions (depending on number of

bookings)� Lecturing and facilitation� Structured activities� Self assessments

Accessibility of programmeBecause it is distance learning, it isaccessible to all. Contact sessions may beheld in major centres.


Unit Standard alignmentUS 115755: Design and develop outcomes-based assessments, NQF 06 (10 credits)

Scope of programme� Reflecting before designing� Integrating learning styles into

assessment methods� Sufficient evidence� Levels at which to assess (Bloom's

Taxonomy)� Principles of assessment� Using source documents to prepare for

design� The assessment strategy� Assessment activities� The assessment guide� Evaluating the assessment instruments


Formative assessmentsSelf-assessment activities in manual to becompleted.

DESIGN INTEGRATED ASSESSMENTS (15 PD POINTS)






To which qualification can this unitstandards lead?These unit standards forms part of theNational Diploma: OccupationallyDirected Education, Training andDevelopment Practices qualification onNQF Level 05. Full credit transfer willbe given to successful candidates.




60

Purpose of programmeTo equip learners with the knowledgeand skills in order to conduct effectiveskills development facilitation in theworkplace.

Description of programmeThe programme addresses the entireprocess of skills developmentfacilitation, from identifying theemployees' learning needs to accessingthe levy from the relevant SETA.

Educational needs addressed byprogrammeIt often happens that a teacher is calledupon to facilitate the skills developmentneeds of her colleagues and other staffmembers. This programme allows sucha teacher to be better equipped for theprocess.

Knowledge, skills, attributes,competences addressed� Provision of information and advice

about skills development� Promotion of a learning culture

amongst staff� Developing a training and

development plan� Co-coordinating the programmes for

skills development to take place� Manage the QMS for the learning

initiatives� Skills development administration

Learning outcomes addressed� Provide information and advice on

legislation related to skillsdevelopment

� Provide information and advice aboutlearning and assessment

� Provide advice about the promotion ofskills development in an organisation

� Investigate and analyse the status of thelearning culture of the organisation

� Develop and implement strategies forthe promotion of a learning culture withinthe organisation

� Conduct an analysis to identify the skillsrequirements of the organisation

� Develop a skills profile for theorganisation

� Define training needs and establishpriorities

� Develop a training and developmentplan

� Plan and organise learning interventions� Review and report on learning

interventions� Assist in the identification and

interpretation of quality assurance� Develop a quality assurance plan� Develop effectiveness indicators for

skills development practices� Implement and improve a QMS� Conduct skills development

administration in an organisation

Unit Standard alignment� US 15221: Provide information and

advice regarding skills development andrelated issues, NQF 05 (4 credits)

� US 252041: Promote a learning culturein an organization, NQF 05 (5 credits)

� US 15217: Develop an organizationaltraining and development plan, NQF 05(6 credits)

� US 15232: Co-ordinate planned skillsdevelopment interventions in anorganisation, NQF 05 (6 credits)

� US 15228: Advise on the establishmentand implementation of a QMS for skillsdevelopment practices in anorganization, NQF 05 (10 credits)

SKILLS DEVELOPMENT FACILITATOR (90 PD POINTS)


� US 15227: Conduct skillsdevelopment administration in anorganisation, NQF 04 (4 credits)








Endorsement, Accreditation,ApprovalFull programme approval fromEducation, Training and DevelopmentSETA.SACE endorsed – 90 PD Points.




To which qualification can these unitstandards lead?These unit standards forms part of theNational Diploma: Occupationally DirectedEducation, Training and DevelopmentPractices qualification on NQF Level 05.Full credit transfer will be given tosuccessful candidates.




Note: These unit standards can also betaken as single or loose unit standardseach counting 15 PD Points.

62

Purpose of programmeTo equip educators with the knowledgeof special needs and a sense of dealingwith these effectively.

Description of programmeThis learning programme will be veryuseful to those persons who work withlearners in a variety of learningenvironments.

Educational needs addressed byprogrammeMany learners experience barriers tolearning or have special needs whichhave to be addressed in order for theachievement of learning outcomes totake place. In this programme you willlearn how to deal with these issues.

Knowledge, skills, attributes,competences addressed� Recognition of learners with special

needs� Appropriate interventions� Absenteeism

Learning outcomes addressed� Define own role as ETD practitioner

in learner support� Recognise learners who have special

needs� Discuss with learner the need for

further intervention� Refer learner for further intervention� Implement strategies to assist

learners� Investigate and respond to

absenteeism and drop out


sessions (depending on number of

bookings)� Lecturing and facilitation� Structured activities� Self assessments

Accessibility of programmeAs this is distance learning, it is accessibleto all. Contact sessions in all majormay becentres.


Unit Standard alignmentUS 10294: Identify and respond to learnerswith special needs and barriers to learning,NQF 05 (10 credits)

Scope of programme� Distinguish between counselling and

giving advice.� Acknowledge the involvement of the

learner's request for support� Ensure that the intervention is

confidential� Define your own role with regard to

support expertise� Identify learners with physical disabilities� Determine the impact of the physical

disability on the learner's progress� Use a simple eye test to identify

eyesight problems� Identify learners with personal problems� Determine the nature of the personal

problem� Decide whether you can deal with the

barrier or whether you need to refer� Hold the appropriate discussion with the

learner regarding the barrier and itsimpact

� Discuss with the learner whether testing

SPECIAL NEEDS (15 PD POINTS)


or referral are required� Give the correct advice and

information� Identify the correct agency for the

specific referral� Formulate the report to be given to

the referral agency� Give sufficient information to a

learner with regard to the referralwhich has been made

� Conduct follow up on the supportgiven

� Display a willingness to assist thelearner

� Organise the various learningenvironments to suit the learner'sneeds

� Implement the recommendationsmade by the expert where necessary

� Record interventions and subsequentprogress

� Allow learner access to the records� Refer if the progress (with your

support) of the learner is notsatisfactory

� Report on the support intervention� Identify incidents of absenteeism

from learning interventions� Determine the drop out rate in a

learning intervention� Reflect on the possible or actual

reasons for the phenomenon� Make appropriate suggestions to

address the problem� Ask for permission to implement the

suggestions.





To which qualification can these unitstandards lead?These unit standards forms part of theNational Diploma: Occupationally DirectedEducation, Training and DevelopmentPractices qualification on NQF Level 05.Full credit transfer will be given tosuccessful candidates.






64

Purpose of programmeThe purpose of this programme is toequip learners with the necessaryknowledge and skills to administerschool assets.

Description of programmeThis programme will provide membersof a School Governing Body (SGB) withthe legal knowledge, processes andprocedures relating to constructionprojects, maintenance and letting andcorrectly administering movable andimmovable property of the school.

Educational needs addressed byprogrammeIt addresses the processes andprocedures relating to constructionprojects, maintenance and letting and tocorrectly administer movable andimmovable property of the school.

Knowledge, skills, attributes,competences addressed� The legal framework within which

schools occupy and administerschool grounds and buildings.

� Maintaining school buildings.� Letting buildings and land.� Applying knowledge of the

procurement and administration ofmovable and immovable assets in aschool.

Learning outcomes addressed� Explain what SASA says on the

rights, functions and obligations withregard to immovable property givento SGBs

� Explain the impact of other legislationon the administration of schoolgrounds and buildings

� Explain the different tender andprocurement procedures with regard toa school context to ensure financial andadministrative accountability

� Explain provincial policies regardingmaintenance of buildings and groundsto help schools comply

� Identify the different types ofmaintenance and explain the requiredlegislative procedure for each

� Explain the need to maintain schoolbuildings and grounds so as to keepthem in good condition for activities

� Explain the reasons and principles forpreventative maintenance proceduresusing examples

� Explain the selection, use, maintenanceand safe and secure storing ofequipment, machinery and tools toensure they are used correctly andcarefully to reduce costs

� Develop an annual maintenanceschedule to conduct regularmaintenance

Scope of programme� Rights, functions and obligations with

regard to immovable property given toSGBs according to SASA.

� Legislation on the administration ofschool grounds and buildings

� Tender and procurement procedures toensure financial and administrativeaccountability

� Provincial policies regardingmaintenance of buildings

� Types of maintenance and explain therequired legislative procedure for each

� Develop an annual maintenanceschedule to conduct regularmaintenance

� Provincial policy and process withregard to the letting of school grounds

ADMINISTER SCHOOL ASSETS (1 PD POINTS)0


and buildings to ensure compliance� Contents of Lease agreements� Classify school assets.� Accountability of the school

management team to the SGB interms of the responsibility of the SGBregarding assets

� Procedures for managing thefts andacts of vandalism that destroy schoolproperty

� Monitoring and administration of alease

� Explain the provincial policy andprocess with regard to the letting ofschool grounds and buildings toensure compliance

� Explain the following clauses that areincluded in a lease which point theduties of the lessor and lesseeo Lease termo Expiry/renewal dateo Rental amounto Payment dateso Conditions and termination of

leaseo Maintenanceo Cleaningo Use of water/electricityo Dispute resolution

� List and explain the reason for theexistence of each document thatmust be kept by the school withregard to the letting of immovableschool property.

� Explain the concept of movable andimmovable property and classifyschool assets.

� Explain the accountability of theschool management team to theSGB in terms of the responsibility ofthe SGB regarding assets.

� Prepare and apply the procedures for

managing thefts and acts of vandalismthat destroy school property.

� Explain the monitoring andadministration of a lease to ensure thatcorrect procedures are followed and thatparties comply with the terms thereof.




Endorsement, Accreditation, ApprovalFull programme approval from Education,Training and Development SETA.SACE endorsed – 1 PD Points.0

Unit Standard alignmentUS 260277: Administer school assets,NQF 04 (12 credits)


Formative assessmentsSelf-assessment activities in manual to becompleted.



66

assessment activities� Attendance at contact sessions (if






Purpose of programmeThe purpose of this programme is toequip learners with knowledge and skillsto prepare, implement and monitor abudget for the school. In addition, thelearner must be able to present thebudget to the parent body forconsideration and adoption.

Description of programmeThis programme is intended for personswho wish to prepare budgets forschools.

Educational needs addressed byprogrammeIt addresses the preparation,implementation and monitoring of aschool budget.

Knowledge, skills, attributes,competences addressed� The regulatory framework regarding

the school budget and budgetprocesses.

� The concept of budgeting pertainingto the cost centre.

� Preparing a draft budget.� Monitoring the budget.

Learning outcomes addressed� Describe the regulatory framework

relating to school budget accordingsto SASA.

� Explain the management of thefinances of a Section 21 and a non-Section 21 school according toSASA.

� Describe the allocation of funds andtheir intended use according to theSchool Funding Norms andStandards.

� Explain how a school fund is

established and managed by the SGBas per directives from the HoD.

� Describe and explain the roles andresponsibilities of the following financepersonnelo Treasurero Chairperson

F Co The inance ommitteeo The Principal

.o Administration staff� Explain the importance of a budget in

the fiscal management of school funds.� Explain the concept of a budget.� Identify the elements that constitute a

budget.� Explain how elements of a budget relate

to income and expenditure.� Explain the preferred budgeting

technique for a specific project.� Prepare a needs analysis and allocate

funds to deserving cost centres.� Analyse and determine the best method

of generating income for the school'sneeds.

� Prioritise projected expenditure in linewith available funds.

� Calculate school fees in line withproposed budget, exemptions andschool circumstances.

� Prepare a budget within the requiredparameters of the provincial guidelines.

� Measure actual expenditure againstapproved budget monthly.

� Prepare reports regularly and make apresentation that includes proposedactions and recommendations of thefinance committee to the SGB.

� Describe formalities for a meeting toadopt a budget.

� Measure actual income againstprojected expenditure to prevent cashflow problems.

� Measure actual income against

PREPARE AND MONITOR THE BUDGET OF A SCHOOL(1 PD POINTS)0

68

projected expenditure of no-feeschools with ection 21 functions.S

� Take corrective action whenexpenditure deviates from actualbudget.

� Prepare documents for auditing andsubmit them to the SGB for approval.

� Monitor expenditure of all allocatedfunds to ensure accountability.





Endorsement, Accreditation,ApprovalFull programme approval fromEducation, Training and DevelopmentSETA.SACE endorsed – 1 PD Points.0

Unit Standard alignmentUS 260357: Prepare and monitor thebudget of a school, NQF 04 (12 credits)





assessment activities.� Attendance at contact sessions (if taking


Scope of programme� The regulatory framework relating to

school budget according to SASA.� The management of the finances of a

Section 21 and a non-Section 21 schoolaccording to SASA.

� The allocation of funds and theirintended use according to the SchoolFunding Norms and Standards

� The establishment and management ofa school fund by the SGB as perdirectives from the HoD.

� The roles and responsibilities of thefollowing finance personnel:o Treasurero Chairpersono The finance committeeo The Principalo Administration staff.

� The importance of a budget in the fiscalmanagement of school funds.

� The concept and elements of a budget.� Needs analysis and allocation of funds

to cost centres.� Generating income for the school's

needs.� Prioritising projected expenditure.� Calculating school fees in line with

proposed budget, exemptions andschool circumstances.



How to applyPlease complete the application form atthe back of this brochure and return to uswith the required payment.


70

Purpose of programmeTo equip the identified educator with theskills and knowledge to conduct ananalysis to determine outcomes oflearning for the purposes of definingskills needs at organisational level.

Description of programmeQualifying educators will be able to planfor, and conduct a skills analysis withinthe school and then compile a matrix ofoutcomes which would need to beaddressed through training.

Educational needs addressed byprogrammeWithin a school, there are severaleducators and support staff who requirefurther knowledge and skills in order tobecome more effective. Very oftenthese needs are not overly apparent andare therefore never identified properly.

Through a formal skills analysis thetraining needs of the staff can beidentified and subsequently addressedfor a more effectively managed school.

Knowledge, skills, attributes,competences addressed� Planning a skills audit� Preparation for a skills audit� Conducting the skills audit through

the facilitation of group processesand document studies

� Data collection� Data analysis� Development of a matrix of outcomes

Learning outcomes addressed� Explain the concept of outcomes based

education and how it differs from normbased education.

� Analyse learning programmes in order todetermine whether they support theprinciples and characteristics ofcompetency based training.

� Discuss the characteristics ofcompetence based training anddevelopment.

� Demonstrate the structure of anoutcomes-based programme.

� Define the concept "unit standard".� Give examples of specific outcomes and

assessment criteria as found in unitstandards.

� Identify the different analyticaltechniques that can be used to conducta Skills Needs Analysis.

� Discuss the application, advantages anddisadvantages of analytical techniquesfor Skills Needs Analysis.

� Prepare a Skills Needs Analysis Projectto conduct an analysis of learningoutcomes for skills development.

� Design an appropriate analyses processto identify learning outcomes.

� Apply a variety of analytical techniquesfor purposes of analysing learningoutcomes for skills development.

� Contrast different skills needs analysistechniques to select the mostappropriate technique for a particularpurpose.

� Critically evaluate the results of a skillsneeds analysis.

� Interpret the results of a skills needsanalysis to identify relevant learningoutcomes.

� Develop a matrix of learning outcomesfor skills development.

CONDUCTING A SKILLS ANALYSIS FOR SKILLSDEVELOPMENT PURPOSES (15 PD POINTS)


� Discuss the importance of assigningKey Responsibility Areas/KeyPerformance Areas to employees inorganisations.

� Illustrate the process of determininglearning outcomes for skillsdevelopment in an organisation usingdiagrams.

� Identify what initiates a Skills NeedsAnalysis.

� Discuss the objectives of a SkillsNeeds Analysis.

� List the different phases of a SkillsNeeds Analysis Procedure.

� Match the objectives of a SkillsNeeds Analysis with PerformanceDiscrepancies.

� Identify the information requirementsfor effective Skill Needs Analysis.

� Explain the research process thatcan be used to plan and prepare fora Skills Needs Analysis.

� Identify different tools and techniquesto use when wanting to conduct aSkills Needs Analysis.

� Identify the different data gatheringtechniques that can be used togather data using different researchmethodologies.

� Discuss and explain the appropriateapplication of different data gatheringtechniques.

� Select the most appropriate methodto gather data for skills developmentpurposes.

� Demonstrate how data gatheringtechniques can be applied to obtainrelevant information on learningoutcomes.

� Plan and prepare for the use ofrelevant data gathering techniques toobtain relevant information on

learning outcomes.� Define the concept of learning

outcomes.� Describe what is meant by the term

"education need".� Discuss the importance of using

appropriate verbs when writing learningoutcomes.

� Interpret information for purposes ofwriting effective and appropriate learningoutcomes.

� Write effective learning outcomes.



Accessibility of programmeBecause it is distance learning, it isaccessible to all. Contact sessions may beheld in major centres.


Unit Standard alignmentUS 15218: Conduct an analysis todetermine outcomes and learning for skillsdevelopment and other purposes, NQF 06(4 credits)

Scope of programme� Purpose of a skills audit� Format of a skills audit within the school

context� Planning a skills audit� Preparation for a skills audit� Methods of conducting the skills audit

72

� Data collection� Data analysis� Verification of the results� The outcomes matrix� The way forward












Purpose of programmeTo equip the senior and/or moreexperienced educators with the skills toassist the less experienced educatorwith the daily functions of the classroomas well as those extra tasks which comethe way of the teacher in the school andon the sports field etc.

Description of programmeQualifying educators will be able todemonstrate competence in performingone-on-one training with teachers andsupport staff and, possibly, learners.

Educational needs addressed byprogrammeEducators who have received personalcoaching and training will be better ableto manage their classrooms and bemore productive in the education of theirlearners.

Knowledge, skills, attributes,competences addressed� Theory of coaching� Methods for performing one on one

training� Relationship between the coach and

the learner� Review of the coaching session for

purposes of further improvement

Learning outcomes addressed� Compare the employee's

performance with the requirementset for the task, possibly through aperformance appraisal.

� Identify the learning needs of thelearner in relation to the task to becompleted and the requirements ofthe business unit.

� Identify the outcomes of the coachingprocess.

� Identify possible learning barriers orspecial needs experienced by thelearner.

� Structure an individual training plan forthe learner in collaboration with thelearner and line manager.

� Organise all logistics related to thetraining.

� Ensure that the learning environment isconducive to the planned training.

� Determine whether all health and safetyrequirements have been met.

� Confirm with the relevant personnel thatthe training is to take place.

� Prepare yourself for the coachingprocess.

� Determine what the criteria forisreviewing the coaching which is to takeplace.

� Discuss with the learner the outcomes ofthe coaching process and the learningoutcomes which will be achieved.

� Explain the broad context of the task inquestion within the business unit.

� Explain to the learner the process to befollowed during the individual training.

� Ensure that the learner is satisfied withthe process to be followed by allowingthe learner the opportunity to clarifyissues.

� Demonstrate and explain the relevanttasks in a logical sequence.

� Provide appropriate opportunities for thelearner to practise the skills andknowledge.

� Give the learner advice on the resourceswhich can be used to make the learningeasier.

� Use the correct language andterminology when training the learner.

� Ensure that the learner is progressing

COACHING WITHIN THE SCHOOLING ENVIRONMENT(15 PD POINTS)

74

adequately by monitoring regularly.� Change the pace of the learning to

suit the learner.� Modify the training process if

necessary.� Monitor the progress of the learner in

relation to the outcomes to beachieved through the training andwhat is required of the task.

� Use a logbook to record the progressof the learner.

� Give constructive feedback which isrelevant to the task at hand in theappropriate manner.

� Provide feedback which allows thelearner to determine his/herweaknesses and decide on the wayforward.

� Report on the progress of the learnerby using the relevant documents.

� Make recommendations with regardto the readiness of the learner forformal summative assessment.

� Gather feedback from the learnerregarding the coaching process.

� Gather feedback from otherstakeholders in the workplace suchas line managers.

� Conduct a SWOT analysis of thedata gathered by considering all theaspects of the individual trainingprocess.

� Make recommendations for theimprovement of future one-to-onetraining interventions.




Accessibility of programmeAs thus is distance learning, it is accessibleto all. Contact sessions held inmay bemajor centres.


Unit Standard alignmentUS 117877: Perform one-to-one training onthe job , NQF 03 (4 credits)

Scope of programme� Coaching history and theory� Preparation for the coaching

intervention� Elements of the coaching process� Monitoring the learner's progress� Reporting on coaching initiatives� Review of the coaching process



be completed� 1 X assignment




place).� Possible online training.





76

MATHEMATICALLITERACY COURSES


Purpose of programmeThe programme assists tolearnerssolve real and abstract mathematicalproblems.

Description of programmeThe programme allows the learners toexamine geometric shapes and relate totheir real life situation.

Educational needs addressed byprogrammeAssists in solving problems usinggeometric shapes.

Knowledge, skills, attributes,competences addressed� Mathematical calculations� Instruments for calculations� Calculations� Properties of geometric shapes� Surface area and volume� Spatial inter relationships-

Learning outcomes addressed� Measure, estimate and calculate

physical quantities in practicalsituations relevant to the adult

� Explore, analyse and critique,describe and represent, interpret andjustify geometrical relationships




Accessibility of programmeAs this is distance learning, it isaccessible to all. Contact sessions may

be held in major centres.

Endorsement, Accreditation, ApprovalFull programme approval from Wholesale &Retail SETA.SACE endorsed – 60 PD Points.

Unit Standard alignment� US 9016: Represent, analyse and

calculate shape and motion in 2- and 3-dimensional space in different contexts,NQF 04 (4 credits)

� US 12417: Measure, estimate &calculate physical quantities & explore,critique & prove geometricalrelationships in 2 and 3 dimensionalspace in the life and workplace of adultwith increasing responsibilities, NQF 04(4 credits)

� US 9008: Identify, describe, compare,classify, explore shape and motion in 2-and 3-dimensional shapes in differentcontexts, NQF 02 (3 credits)

� US 9013: Describe, apply, analyse andcalculate shape and motion in 2- and 3-dimensional space in different contexts,NQF 03 (4 credits)

Scope of programme� Performing operations on numbers� Rounding and approximations� Estimation� Error propagation� Calculator work� Rational and irrational numbers� Equations and problem solving� Percentages and interest� Ratios� Mortgage bonds� Budgets� Simple and compound interest� Depreciation� Pensions and retirement annuities

EXPLORING 2- AND 3-DIMENSIONAL SPACE INDIFFERENT CONTEXTS (60 PD POINTS)

78

� Imaginary numbers� Complex numbers� Vector quantities� Newton's equations of motion



to be completed� 2 X assignments (US 9016/12417)










Purpose of programmeThis programme equips the learner withthe ability to be critically sensitive to therole of mathematics in a democraticsociety.

Description of programmeThe programme addresses a variety ofcircumstances and scenarios wheremathematics is used to solve problemsand make choices

Educational needs addressed byprogrammeAn insightful knowledge of athematicsMas a tool for living is required by anyadult.

Knowledge, skills, attributes,competences addressed� Research concepts and definitions� Statistics� Income and expenditure� Budgeting principles� Interest� Mathematics and the national

economy

Learning outcomes addressed� Represent, analyse and interpret

data using various techniques� Use random events to explore and

apply probability concepts in simplelife

� Use mathematics to plan and controlpersonal and/or household budgetsand income and expenditure

� Use simple and compound interest tomake sense of and define a varietyof situations

� Use mathematics to debate aspectsof the national economy





Unit Standard alignment� US 9012: Investigate life and work

related problems using data andprobabilities, NQF 03 (5 credits)

� US 7456: Use athematics toMinvestigate and monitor the financialaspects of personal, business andnational issues, NQF 03 (5 credits)

� US 7468: Use athematics toMinvestigate and monitor the financialaspects of personal, business, nationaland international issues, NQF 04(6 credits)

� US 7469: Use athematics toMinvestigate and monitor the financialaspects of personal and community life,NQF 02 (2 credits)

Scope of programme� Using statistical methods in everyday life� Variables and data samples� Graphical representations� Comparisons and calculations� Data modeling� Data classification� Determination of probabilities

USE MATHEMATICS TO INVESTIGATE LIFE AND WORKISSUES (60 PD POINTS)

80

� Predictions� Projections in terms of income and

expenditure� Computational tools� Recording of findings� Simple and compound interest� Maths and the national economy

Duration of programme1 0 notional hours8 .












Purpose of programmeTo equip the learners with theknowledge and skills to work withnumbers and number systems for thepurposes of athematical literacy.M

Description of programmeThe programme addresses thecomputational basics of working withnumber systems and patterns.

Educational needs addressed byprogrammeIt is essential to have a basic knowledgeand possess the required skills to workwith numbers. This learning programmeprovides these basics.

Knowledge, skills, attributes,competences addressed� Number systems� Rational and irrational numbers� Estimation and approximation� Relationships between variables� Mathematical functions� Representations of functions and

relations

Learning outcomes addressed� Use and analyse computational tools

and strategies� Make estimates and approximations� Demonstrate understanding of

numbers and relationships amongnumbers and number systems

� Convert flexibly between and withinvarious representations of functions

� Compare, analyse and describe thebehaviour of patterns and functions

� Represent situations mathematicallyin order to interpret and solveproblems





Unit Standard alignment� US 7480: Demonstrate understanding of

rational and irrational numbers andnumber systems, NQF 02 (3 credits)

� US 9007: Work with a range of patternsand functions and solve problems,NQF 02 (5 credits)

Scope of programme� Accurate computation� Following the steps of algorithm� Using algorithms appropriately� Problem solving with rational and

irrational numbers� Using instruments to obtain

measurement� Estimating vs approximation� Basic algebra� Mathematical conventions for

expressing numbers� Appropriate use of scientific conventions� Converting problems into calculations� Converting flexibly between and within

representations of functions� Represent functions accurately and

appropriately

WORKING WITH NUMBER SYSTEMS AND PATTERNS( 0 PD POINTS)3

82

� Comparison if patterns and functions� Interpret the key features of the

graphs of functions� Visually determine the behaviour of

functions� Point to point plotting� Symbolic representations� Manipulation of representations� Properties of the mathematical model











Note: These unit standards can also betaken as single or loose unit standardseach 5 PD Pointsearning 1 .


Purpose of programmeThe equip learners with the knowledgeand skills to use number bases andmeasurement units correctly.

Description of programmeThis programme enables the learner touse different number bases andmeasurement units.

Educational needs addressed byprogrammeThis is a mathematical programmewhich addresses the understanding ofour world in terms of numbers andmeasurements.

Knowledge, skills, attributes,competences addressed� Number systems� Rational and irrational numbers� Estimation� Approximation� Scientific notation� Using number systems� Calculating error in measurements

Learning outcomes addressed� Convert numbers between the

decimal number system and thebinary number system.

� Work with numbers in different waysand express size and magnitude.

� Demonstrate the effect of error incalculations.



� Lecturing and facilitation� Structured activities

� Self assessments

Accessibility of programmeAs this is distance learning, it is accessibleto all. Contact sessions are held in allmajor centres.


Unit Standard alignmentUS 9010: Demonstrate an understanding ofthe use of different number bases andmeasurement units and an awareness oferror in the context of relevant calculations¸NQF 03 (2 credits)

Scope of programme� Binary and decimal systems� Calculations in the binary system� Practical applications of the decimal and

binary systems� Prefixes indicating magnitude� Systeme International� Conversions between related units� Irrational numbers� Estimations� Approximation


Formative assessmentsSelf evaluation activities in manual to becompleted


USING NUMBER BASES AND MEASUREMENT UNITS(15 PD POINTS)

84


formative assessment activities.� Attendance at contact sessions (if

taking place).� Possible online learning





Purpose of programmeThis learning programme will allowlearners to apply knowledge of statisticsto basic research projects.

Description of programmeProvides an insight into the use ofMathematics in the management of dailyneeds.

Educational needs addressed byprogrammeAddresses the need to understand theapplication of statistics in real lifesituations.

Knowledge, skills, attributes,competences addressed� Methods for collecting, organising

and analysing data� Measures of centre and spread� Techniques for representing and

evaluating statistics� Randomness, probability and

association

Learning outcomes addressed� Critique and use techniques for

collecting, organising andrepresenting data

� Use theoretical and experimentalprobability to develop models

� Critically interrogate and useprobability and statistical models






Unit Standard alignment� US 9009: Apply basic knowledge of

statistics and probability to influence theuse of data and procedures in order toinvestigate life related problems, NQF02 (3 credits)

� US 9015: Apply knowledge of statisticsand probability to critically interrogateand effectively communicate findings onlife related problems, NQF 04 (6 credits)

Scope of programme� Obtaining data� Using data� Measurement of data� Variables� Measures of central tendency� Measures of spread� Random numbers� Contaminated data� Using data collection methods correctly� Correct calculations� Representation of data� Probability� Interpretation of statistics� Use research instruments


STATISTICS AND LIFE RELATED PROBLEMS(30 PD POINTS)

86






taking place).� Possible online learning


How to applyPlease complete this application form atthe back of this brochure and return tous with the required payment.



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Enrolment form - EDUTEL

My name: _____________________________________________________________

My postal address to which material must be posted: ____________________________

______________________________________________________________________

My contact tel: (W) ________________ (H) ________________ (C) ________________

Name of my school: ______________________________________________________

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Mail your form to PO Box 7632, Westgate, 1734 together with a copy of yourenrolmentsalary advice copy of your ID document, and first page of your bank statement.

TermsTickyour

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No. of UnitStandards

CashFee 3 months 6 months 10 months

1 R2360 3 x R 836,66 6 x R418,33 10 x R251,00

2 R4722 3 x R1624,00 6 x R812,00 10 x R487,20

3 R7083 3 x R2411,00 6 x R1205,50 10 x R723,30

4 R8570 3 x R2906,67 6 x R1453,33 10 x R872,00

5 R9000 3 x R3050,00 6 x R1525,00 10 x R915,00

6 R9800 3 x R3316,67 6 x R1658,33 10 x R995,00

Office no:

I wish to pay over 3 months 6 months or 10 months

VISIT OUR WEBSITEwww.edutel.co.za

HEAD OFFICE1st Floor, Bankfin Building

Cnr. Mouton & Bickel StreetsHorizon

Roodepoort, RSATel. No: +27(11) 760-4251Fax No: +27(11) 763-4071

E-mail: [email protected]: www.edutel.co.za

UGANDA“Great Lakes Region”

KampalaTel. No: +25(67) 185 5164

CONTACT DETAILS

CAPE TOWN1st Floor, Nobel Park

Old Paarl RoadBellville

Cape Town, RSATel. No: +27(21) 945-4830

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331 Pixley Kasene RoadD RSAurban,

Tel. No: +27(31) 305-2850

KLERKSDORP4 Charl de Klerk street

KlerksdorpTel No: +27(18) 462-1076

Documents

Continued Professional Teacher Development “CPTD” aligned Fully accredited 2014 PROFESSIONAL DEVELOPMENT PROGRAMMES FOR TEACHERS “PD POINTS” Continued Professional Teacher