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“Working together for a skilled tomorrow”
This resource material was collated and developed by Medihelp for INSETA in September 2003
The material is generic in nature.The purpose is to serve as a guide for the further development and
customisation of company-specific, learner-specific and situation-specific learning interventions. It is intended as an introductory module, to familiarize
the facilitator and learner with unit standard based learning.
Disclaimer: Whilst every effort has been made to ensure that the learning material is accurate, INSETA takes no
responsibility for any loss or damage suffered by any person as a result of the reliance upon the information contained herein.
____________________________________________________________________________________Introduction to Unit Standards and the NQF Page 1 of 104
INTRODUCTION TO UNIT STANDARDS AND THE NQF
INDEXPAGE
1. PROFILE OF A FACILITATOR......................................................................................4
2. GUIDES AND CROSS REFERENCE............................................................................8
3. PREPERATION FOR A LEARNING PROGRAMME.....................................................8
3.1 GENERAL PREPERATOINS............................................................................................8
3.2 VENUE OR ROOM LAYOUT............................................................................................14
4. FACILITATE A LEARNING PROGRAMME...................................................................21
4.1 LEARNING METHODS.....................................................................................................23
4.2 LEARNING RESOURCES................................................................................................27
4.3 FEEDBACK.......................................................................................................................36
5. LEARNER’S AND ORGANISATION’S EXPECTATIONS..............................................38
6. BACKGROUND INFORMATION AND FREQUENTLY ASKED QUESTIONS
ABOUT SAQA AND THE NQF......................................................................................38
7. CONTENT......................................................................................................................89
8. ASSESSMENT...............................................................................................................81
8.1 WHAT IS ASSESSMENT? ...............................................................................................81
8.2 ROLES AND RESPONSIBILITIES OF THE ASSESSOR AND CANDIDATE..................81
8.3 INTEGRATED ASSESSMENT.........................................................................................82
8.4 THE ASSESSMENT PROCESS.......................................................................................83
8.5 STEPS DURING ASSESSMENT......................................................................................86
9. LEARNER SUPPORT....................................................................................................89
10. FEEDBACK TO INSETA................................................................................................90
PAGE
REFERENCES........................................................................................................................91
ANNEXURES
ANNEXURE A: CHECKLIST FOR CRITICAL CROSS FIELD OUTCOMES.........................93
ANNEXURE B: BEHAVIOURAL CONTRACT BETWEEN THE LEARNER AND
SUPERVISOR/MANAGER...........................................................................94
ANNEXURE C: GLOSSARY OF TERMS AND ACRONYMS................................................95
ANNEXURE D: ICONS SERVE AS CLUES...........................................................................100
1. PROFILE OF A FACILITATOR Facilitators are primarily organisers and communicators, with a special expertise in group
dynamics. They ensure there is a culture of two-way expressive involvement that
emphasizes active listening as well as trusting, communication among participants. They
are encouragers of team behaviours in planning, organising, disciplining and monitoring the
team’s (group of learners) activities. They must have patience, a tolerance for ambiguity,
and the need to develop a sense of timing that aids in knowing when to push for more ideas,
more information and more participation, and – equally important – when not to push.
Finally, they should have the ability to organise, handle details and bring events to closure.
The facilitator of any unit standard should have the following profile:
Knowledge of the subject:The facilitator should be competent in the unit standard. It is highly recommended that
he/she is also a Subject Matter Expert (SME). The facilitator should have a broad
knowledge of the subject. He/she should know more than the basics of the content as
well as have the ability to apply practical applications from the workplace during
facilitation. This means that the facilitator should be a life long student always willing to
learn to expand his/her knowledge. The facilitator should recognise external and internal
influences which may impact on their field of training as well as on the unit standard.
Knowledge of the organisation:The facilitator should have knowledge of the organisation. This is important because
he/she needs to know how the learners could and should apply the knowledge and skills
in practice.
Knowledge of people/learners:This is a very important aspect as it is a key factor in the success of the learning
intervention. He/she should be aware that learners act and react differently in certain
situations and need to know how to address the learner’s individual needs. The
facilitator should know how to deal with a learner that is not learning during a learning
programme and how to get the learners involved to participate. The manner in which
each learner would like to receive recognition must be adhered to by the facilitator. The
facilitator also needs to know how and why adults learn. In outcomes based education
(OBE) learners have the opportunity to:
NUE/Inseta: Introduction to Outcomes Based Education: module 1: 7 September 2002
Knowledge of the target group:The facilitator should make sure that he/she knows the compilation of the target group;
this knowledge is required to prepare and to conduct the facilitation. The cognitive level
of the learners will determine the level of the facilitation session. Each group has
individual needs and in order to address it the facilitator needs to know as much as
possible about the target group. The facilitator also needs to find out if there are any
special learning needs in the group. This knowledge can also be used when the
facilitator chooses examples and practical application to which the learners can relate to.
Apply knowledge in
authentic situations
Share knowledge
and experiences
Work on their own pace
Produce evidence of
learning
Talk about their learning
Construct their own
knowledge
Reflect on their own learning
Work as a team
Professionalism:The facilitator always has to behave in a professional manner (see the unit standard on
“Behave Professionally in the workplace” and the code of conduct for Assessors in the
document “INSQA framework for assessment and moderation”). The facilitator should
know him-/herself, his/her strengths and developmental areas. He/she needs to be able
to have a certain authority in the training room. The facilitator always needs to behave in
such a manner that it serves as an example for the learners.
Enthusiasm for training:The facilitator should be inspired about the training he/she presents. He/she should
have the ability to motivate the learners in order for learners to apply the newly learned
knowledge and skills in the workplace. If the facilitator does not believe in the learning
programme he/she will not be able to convince the learner of the importance of acquiring
and applying the newly learned knowledge and skills. The facilitator should “sell” the
learning programme to the learner.
To adhere to all the desirable facilitative behaviours rate yourself against the following skills:
NUE/Inseta: Introduction to Outcomes Based Education: module 1: 7 September 2002
Able to know and
like him/herself
A skilled communica
tor
Technically
competent
Accepting
Organised
Accepting
Non-manipulati
ve
Authentic
Centred and stable
Credible
Realistic
Enthusiastic
Alert
Assertive
Flexible
Practical
A conflict manager
Empathetic
Creative
A good manager of
timeA skilled listener
Well prepared
2. GUIDES AND CROSS REFERENCE Document such as the user -, learner -, facilitator and research or reference guide go all
hand-in-hand. Facilitators should have familiarised themselves with all the guides and
materials well in advance. Linkages between the guides and how it cross reference should
be clearly understood.
3. PREPERATION FOR A LEARNING PROGRAMME 3.1 GENERAL PREPERATIONS
Some learning programmes require a pre-learning session where the learners are
introduced to the learning programme. Pre-course reading, research and activities can be
explained and the learners come prepared to the intervention. A baseline assessment can
also form part of the pre-learning preparation. The results of the baseline assessment can
assist the facilitator to:
Decide where he/she needs to start a learning programme;
If applicable give Recognition of Prior Learning (RPL); and
Identify gaps in learning where support may be needed.
The facilitator needs to prepare for the pre-learning programme presentation just as well
as he/she prepares for the learning programme itself. This is most of the time the first
contact with the learner and is the first impression that he/she makes on the learners.
It is off utmost importance that the facilitator familiarizes him-/herself with the unit standard/s
that will be the basis of the intervention. He/she needs to know the following about the unit
standard/s:
ELEMENTS OF A UNIT STANDARD/S EXPLANATION
The unit standard title
The title gives the facilitator an overview of the content learners must learn
It acts as a guide to indicate what the learners must learn
The level of the unit standard
To familiarize him-/herself with the complexity of the competencies (the “do-ables” and “know-ables”) the learners must be equipped with after the learning programme and to be declared competent
The amount of credits that can be earned
This gives an indication of how many notional hours learners have to spend in order to obtain the credits
ELEMENTS OF A UNIT STANDARD/S EXPLANATION
The embedded knowledge
This gives an indication of the knowledge and skills learners must have before they can embark on learning the required skills and knowledge
Specific outcomes and assessment criteria
The specific outcomes acts as small steps to guide the facilitator to make sure learners achieve the title of the unit standard/s
The assessment criteria direct the facilitator to determine contents, activities and assessment tools to be used
The critical cross field outcomes for the unit and the course
This helps to create activities and opportunities for learners to participate in different exercises.
This also has an impact on the size of the room the facilitator will use to be able to create the most effective opportunities for the learners to develop as a person and to be creative
The facilitator also needs to consider the following when he/she prepares for Outcomes
Bases Education:
NUE/Inseta: Introduction to Outcomes Based Education: module 1: 7 September 2002
Start with the outcome
What are learners required to
demonstrate?How will the
facilitator assess a learner’s
competence?
What will the evidence be?
What tool or instrument will the facilitator use to
assess the evidence objectively?
Consider how the facilitator will present
the training intervention that:
Learners acquire the skills that they need for each task
Learners become competent enough to demonstrate the outcomes at a satisfactory level
Learners create the necessary evidence to prove their competence
Assess against the outcome
Tell the learners before the start of the learning
programme how they will be assessed.
When preparing for the learning programme the facilitator needs to:
Check the manuals, guides and/or workbooks:Go through the manual and make certain that the content is up to date and make
absolutely sure that the content is in line with the expected outcomes of the unit
standard. The learner’s expected outcomes are predetermined by the unit standard
and discussions with the supervisors and/or Subject Matter Experts. The manuals,
guides and/or workbooks are updated if necessary and the relevant number of copies
are made. This process starts at least two weeks (depend on company procedures)
before the commencement date of the learning programme.
Invitations:Invitations are sent out at least two weeks in advance (depends on company
procedures) to all the learners. An invitation should stipulate the date, time and venue
for the learning programme as well as anything else (for example stationary and
copies of relevant certificates) they should bring along.
Practical exercises, handouts and ice-breakers:Update the practical exercises, handouts and ice breakers. Ensure the necessary
adjustments are made in relation to the target group, unit standard’s requirements and
learner’s needs.
Assessment:Study the assessment criteria of the unit standard and if necessary develop
assessment tools to accommodate the assessment criteria. When developing the
assessment tools make sure they are aligned with the assessment principles. The
following checklist can be used:
ASSESSMENT PRINCIPLES
Appropriateness:The method of assessment is suited to the performance being assessed
Fairness:The method of assessment do not present any barriers to achievements which are not related to the evidence
Manageability:The methods make for easily, cost-effective assessments that do not interfere with learning
ASSESSMENT PRINCIPLES
Time efficient:Assessments do not interfere with normal daily activities or productivity
Integration into work or learning:Evidence collection is integrated into the work or learning process where it is appropriate and feasibleValidity:The assessment focuses on the requirements laid down in the unit standard; i.e. the assessment must be fit for purposeDirect:The activities in the assessment mirror the conditions of actual performance as closely as possibleAuthenticity:The assessor must be satisfied that the work being assessed is attributable to the person being assessedSufficient:The evidence collected must establish that all assessment criteria have been met and the performance to required unit standard can be repeated consistentlySystematic:Planning and recording are sufficiently rigorous to ensure that assessment is fairOpen:Candidate contributed to the planning and accumulation of evidence. The candidate understands the assessment process and the criteria that apply
Consistent:The same assessor must make the same judgment in similar circumstances
Training room or venue is clean and tidy:The training room is check and arranged to suit the learning programme. Decide what
will be the most effective layout to suit the learning programme’s outcomes for
example groups or u-shape. See to it that the room is clean and tidy. Adhere to the
health and safety requirements of the organisation. Check the air conditioners to see
if they are in working condition. Rapport any faulty equipment to the relevant party (for
example the Health and Safety Officer).
Water jugs and glasses:Fresh water and glasses are set out for the learners every morning. Water is full of
oxygen and oxygen enhances the brain.
Materials:The learning materials (for example, hand-outs and flipchart paper) are set out as well
as the attendance registrar, learning programme evaluation forms and name tags.
See to it that the white board is clean and the pens are in working condition. The flip
chart should have enough paper and there should be cardboard paper and pens for
the learners for the group activities. The proxima projector and/or overhead projector
are checked that it is in working condition and secure so no-one will trip over the cord.
It is always good to have spare globes available.
Use the following checklist to prepare the learning venue:
CHECK CRITERIA Are learners prepared for the learning programme?
Invitations are send out Supervisors/managers are informed
Is the learning environment clean and tidy?
Desks are clean Carpets are clean Dustbins are clean Chairs and tables are clean The room is tidy and neat The bathrooms are clean and tidy
Is the room prepared appropriate for the learning situation?
Name tags are available Water and glasses are for each learner
available Furniture arrangement is suitable for type of
learning The air conditioner is on an appropriate
setting The learning environment promotes effective
learningAll relevant hand-outs, attendance register and
other training material are availableThe equipment is neatly arranged in the roomThe equipment is in working condition (pens,
overhead projector, paper, video ...)
Other
Arrangements for tea & coffee are made Arrangements for lunch are made Parking spaces are booked (if applicable) Security is informed
When preparing for facilitation also decide on learning strategies and activities which you will
use during facilitation. This helps to schedule the programme in such a matter to enable
you to change the layout of the room before an activity starts.
A learning environment is the physical layout of the room but also the psychological atmosphere of the learning event. When setting a learning environment also look at things
such as:
resources available;
equipment you will use;
room layout to support learning;
your facilitation strategies;
activities you require from learners to demonstrate competence;
learning tools the learners will use; and
setting the psychological atmosphere for effective learning.
3.2 VENUE OR ROOM LAYOUTBe aware that the arrangement of a room can help or hinder the effectiveness of facilitation
and the learning of learners. The layout can make or break facilitation.
In OBE it is expect of learners to discuss, investigate and to solve problems. Ensure you
build different learning activities into the learning programme to accommodate the learner’s
different learning methods. Make use of co-operative learning where groups of learners sit
together and are able to note down their ideas, present their ideas to others and to display
their tasks.
This can easily be established by using a particular room layout. The room layout is
carefully planned during your preparation for facilitation to insure that it will enhance the
learners to learn and to develop.
Different room layouts will be discussed to indicate how it enables learners to learn and to
develop.
3.2.1 U SHAPE OR HALF-OBLONG
Facilitator
Research table
By using this layout learners have a reading and writing surface, they can see the facilitator and visual medium easily, and they are in face-to-face contact with one another. The facilitator can ask them to pair up with other learners and discuss a
topic with one another. The u shape room layout supports directly Critical Cross Field Outcome number two, namely to develop the skills to work effectively with
others as members of a team or group. The arrangement is ideal to distribute handouts quickly because the facilitator can enter the “U” and walk to different points
with sets of materials.
This layout enables the facilitator to:
Observe all the learners and are able to assess their group work skills;
See the learners. The learners can see the facilitator, each other and visual
aids – there is nothing that obstruct their view which may hinder assimilation
of knowledge;
Have easy access to learners if needed to give assistance;
Develop learner’s communication skills by talking, listening and understanding
of each other;
Encourage small group discussions and learning;
Support an equal basis at the beginning and during integrated sessions of the
programme. It exposes everybody to the same exposure at once and does
not to give learners the change to hide away from the their co-learners and
from the facilitator; and
Create an atmosphere of equality and this promotes learner’s self-esteem that
no one is more favourable than another.
Be aware of the dynamics of the group and individual learners and change the layout when:
The U shape or oblong is too big and learners at the far end may not see or
hear the other learners; and
Some learners may have to twist around in their seats to see the facilitator,
other learners and visual aids. Those learners whom are affected lose interest
and can feel excluded because they are not able to see what is going on.
3.2.2 GROUPS OF TABLESGrouping tables around the room enables the facilitator to promote team interaction.
Seats can be fully placed around a table for the most intimate interaction. Groups
work in their smaller groups and the facilitator will not preferably use a flipchart, white
board or a screen as some learners will have to turn their chairs around to face the
front of the room. This can be very annoying for learners as they might decide not to
turn around and miss out on learning.
As facilitator make use of this layout to: Enhance small group discussions and learning;
Foster team spirit;
Encourage mutual support between learners;
Create responsibility by learners to take control of their own learning;
Encourage social interaction;
Develop important social skills, example interdependence, collaboration,
conflict resolution and compromise;
Encourage the development of thinking and understanding;
Develop communication skills, example talking, listening and discussing;
Set learners more at ease to give input;
Encourage learners to ask questions and validate their own input;
Encourage integration and mutual support, challenges prejudices and develops
greater trust and respect; and
Create good work surface and space to enhance creative thinking for example
working and learning by building models, project tasks or other practical work.
Change the room layout when: The room is too small and there is not enough space to move around.
Learners can feel cramped and if there is not enough ventilation it can inhibits
learning; and
It can create a confusing environment for some learners who are not use to this
layout. Some learners need to be very ordered and systematic to be able to
learn.
3.2.3 CIRCLE (WITHOUT TABLES)
Use a circle without chairs to promote direct face-to-face interaction which is ideal
for discussions and group exercises. A circle is best for full-group discussions and if
there is enough perimeter space, the learners can be asked to quickly arrange their chairs into subgroup arrangements if find for example the topic is difficult and learners
need to chat about it in smaller groups before they can give input.
Make use of this layout to: Foster team spirit;
Encourage social interaction;
Encourage learners communication skills, for example talking, listening an
discussing;
Encourage integration and mutual support, challenges prejudices and develops
trust and respect;
Ask learners to participate in a role-play and others need to observe them;
Develops important social skills, example talking and conveying one’s
viewpoint in front of each other;
Develop communication skills, for example talking, listening and discussing;
Develop social interaction skills, for instance to be aware of body language
(especially if the learning programme is about interpersonal relationships or
diversity amongst people);
Research table
Ask questions and validate their own input and behaviour;
Encourage integration and mutual support, challenges prejudices and develops
greater trust and respect; and
Demolish physical barriers between the facilitator and learners. This promotes
a psychologically safe learning environment; and
Create an informal environment where the learners are not under stress and
assimilation of knowledge and skills can take easily place.
Change this arrangement when: Learners want to take notes or draw topic webs as part of their manner
assimilation of knowledge; and
It is threatening to some learners, who need a table for “protection”. This will
hinder them to learn because they will concentrate on other things and not on
the topic under discussion.
3.2.4 BREAKOUT GROUPINGSUse breakout groupings when the room is large enough or if nearby space is available and
the unit standard/s promotes this type of learning. Ensures the break-out settings are kept
as far as possible from one another that teams/groups are not disturbed by the others.
However, avoid using breakout spaces that are so far from the actual training venues that
the connection between the facilitator and the learners is to difficult to maintain.
Make use of this layout when: Small groups need to work on their own without disturbance from other groups;
You want to create a very informal atmosphere where learners are able to learn
in their groups on their own pace and method;
Learners need to work on projects or presentations;
Learners need to complete questions or an activity which supports the learning
content;
Groupwork is required as part of the unit standard/s outcomes or assessment
criteria;
Social interaction is encourage;
Communication skills for example talking, listening and discussing are
encourage;
Integration and mutual support, challenges prejudices and develops greater
trust and respect are encourage;
Learners need to develop conflict resolutions;
Learners need to develop thinking and understanding;
Learners need to organise themselves, plan the task and schedule it;
Learners need to learn to ask questions and explore different approaches of
completing the task;
Responsibility for their own and for the group’s learning is encourage;
Peer coaching or buddy coaching can take place between the learners where a
experienced learner can assist the others; and
Team spirit needs to be fostered.
Change this arrangement if: Groups are to far away from the actual learning venue an the facilitator might
not always be readily available when needed to assist;
Groups are not committed to the task or if they find it difficult, they may stray
away from the task and it may prevent effective learning for all;
The group does not function effectively due to personality clashes and
destructive conflict arises; and
Learners find it distracting, as they prefer to master knowledge and skills on
their own due to their learning method.
3.2.5 WORKSTATIONSThis arrangement is appropriate for an active, laboratory-type environment in which
each learner is seated at a station to perform a procedure or task (for example using a
computer) right after it was demonstrated. A good way to encourage learning partnerships is to place two learners at the same station.
Use this layout when: Learners need to learn how to read, critique, or edit each other’s written work;
Learners need to interview each other concerning reactions to an assigned
reading or task;
Theoretical learning must be linked to practical application;
Learners need to analyse, understand and apply the information;
Social interaction in a very small group needs to be learn;
Learners are insecure and need a very safe environment where they feel
protected;
Important social skills need to be developed, for example interdependence,
collaboration, conflict resolution and compromise;
The development of thinking and understanding needs to be encouraged;
The content of the unit standard/s are of such a nature that learners need to
work on their own and do it “hands-on” for example computer training;
Communication skills for example talking, listening and discussing need to be
learned; and
Learners need to analyse a case problem or exercise.
Change the layout when: Some learners feel threatened due to inter alia the other learner they share the
workstation together; and
Learners are so dependent on the other learner that they don’t take
responsibility for their own learning.
Remember that no single room layout can suit the requirements of all the different
learning strategies the facilitator, learners, subjects and learning outcomes of the unit
standard/s require. It is therefore necessary to study the learning outcomes before hand and work backwards from there to determine how to achieve it. Make sure that
these learning strategies are supported by relevant equipment and resources which
are appropriate for the learning environment.
4. FACILITATE A LEARNING PROGRAMME Ensure that the learning environment is supportive for learning. Facilitators should
encourage learners to ask questions, discuss problems, set learning targets and be involved in setting assessment criteria for evaluating tasks.
Nervousness and anxiety are symptoms of stress. People react differently to stressful
situations. Some facilitators react expressively and emotionally while other individuals
react inwardly and are quiet. This phenomenon is commonly known as “fight” or
“flight”.
Use some of the suggestions in the table
below to assist you as a facilitator if you are
experiencing nervousness or anxiety.
STRESS SYMTOM COUNTER MEASURE
Dry mouth
Drink tea with honey and plenty of other fluids Do not drink coffee Abstain from alcohol the night before and on the day of the
facilitation Request a pitcher of water for your facilitation
Biting lips Inhale through your nose and exhale through your mouth Practice speaking in front of a mirror and observe your mouth Articulate your word clearly
Squeaky voice Breath slowly through your nose and count to five Exhale and count backwards Gargle with a carbonated beverage
Nervous, clammy Shake your hands out loosely before the facilitation
STRESS SYMTOM COUNTER MEASURE
hands
Avoid using pointers Press fingertips firmly on the table while speaking Rub hands with talcum power before the facilitation Do not hold anything in your hands
Pacing/rocking Stop moving whenever you pause Use more than one visual Place your body weight forward o9n your toes
Forgetfulness
Concentrate on every word you are saying Take a break to collect yourself Give the learners a question to discuss Practice and know your material
Nervousness
Practice! Practice! Practice! Practice! Rehearse your facilitation before a non-judgemental group if
possible Release excess energy before your facilitation Meet with learners informally before the facilitation Maintain a positive mental attitude Breathe in slowly through your nose and count to five Exhale backwards Do not apologise to your learners
When facilitating use the following checklist:
ACTION Learner involvement
Actively involve learners in the learning process
Start from the learner’s personal experience
Help create an environment where feelings and attitudes can be explored
Encourage peer learning
Provide appropriate individual guidance and support
Take into account individual’s preferred learning styles and study problems
Learning outcomes
Ensure learning outcomes are clear, explicit and known to learners
Negotiate a programme of learning, which incorporates relevant and achievable targets
Subject-matterSubject-matter should be: Relevant to the learning outcomes of a learning programme or module
and the learner’s individual needs Graded so as to maximise success and minimise failure Be flexible and prepared to adapt a learning programme
Pacing
ACTION Allow the learner to proceed at his/her optimum rate
Where appropriate, ensure that the learner masters each topic before continuing with the next
Assessment
Assess learner’s progress frequently
Encourage frequent revision
Provide constructive feedback progress at all stages
Help learners to assess their own progress
Choose the appropriate learning method for each learning event for the desired results
or outcomes.
4.1 LEARNING METHODSIn outcomes-based education and learner-centred training the emphases are on the
learner’s ability to contextually demonstrate knowledge, skills and values which are
acquired during the learning process. To ensure this is to prepare for specific activities
to happen. The activities are determined by the facilitation strategies and the layout of
the venue.
Every lesson or module has a “floor plan.” Something happens first, and then
something else happens, followed by something else. The kind of “floor plan” the
facilitator should be shooting for is one that does the following things, in approximately
this order:
Big picture:
Reminds or shows learners where they are in the larger scheme of the
learning programme (Always included).
Specific outcomes:Shows the learners the specific outcomes they need to accomplish, in
terms they can understand (Always understand).
Relevance:Explains and/or demonstrates why the accomplishment of the specific
outcomes is important to them (Always included).
Demonstration:
Shows that learners will look like when performing the specific
outcomes (As needed).
Instruction:Teaches learners what they need to know before they can practice the
specific outcomes (As needed).
Practice:Provides practice in the specific outcomes (Always included).
Feedback:Provides timely information about performance and progress (Always
included).
Self-check:
Provides a way to check whether the learners are ready to demonstrate
their ability to perform as the specific outcomes requires (As needed).
The following table acts as a summary of different facilitation and/or learning methods.
METHOD DESCRIPTION
FACILITATOR-CENTRED METHOD
Lectures A presentation given to an audience with little (if any) interaction or feedback
Formal training A presentation incorporating a variety of techniques and allowing
participation by the learners in the form of questions and discussions
Demonstrations
A session where a skill is learned following a formal procedure such as: Description of a skill: illustration of end product. Summary of main points of demonstration; re-emphasis of any
health and safety procedures. Performance of skill under supervision. Feedback on performance.
Team training The work of several classes taking the same learning programme is closely coordinated.
LEARNER-CENTRED METHODS
Search or discovery
Learners are placed in situations requiring self-directed learning and the facilitator’s general guidance.
Exercises, tasks and games are used – enabling learners to make their own discoveries.
Discussions Knowledge, ideas and opinions on particular subjects are freely
exchanged between the facilitator and the learners and between, learners and learners.
Role play
Learners practise being in particular roles by practising a face-to-face situation that represents real life: a work situation for instance.
Each participant should have sufficient background information to allow a proper understanding of the part to be practised.
Case studies A story of an event or set of circumstances where the relevant details are examined by the learners.
Case studies fall into two broad categories:
METHOD DESCRIPTION Those in which the learners diagnose the causes of a
particular problem or draw conclusions about a certain situation.
Those in which the learners set out to solve a particular problem.
Ask learners to write things
Ask learners to write for example three things they would do if…. This activity can be done as a group or on individual level.
Ask questions
Ask open ended questions and give learners a chance to respond to it.
This is a very good technique to get learners to discuss a topic. Refrain from asking questions when learners start to ask questions,
refer it back to the group to get their input.
Break them into subgroups
Learners who are in a big group may feel more secure to share their ideas in a smaller group.
Give learners a change to work in small groups where everyone needs to give input to complete the task at hand.
Create competitive teams
Create excitement by asking learners to come up for example with the most of something or the best or silliest version of something.
This is a fun activity and learners usually enjoy it.
Ask teams to report back
Ask the team to report back after discussing a topic or compiling a flipchart.
Rotate the roles of being a reporter by asking every time someone to report back.
Encourage whole group discussions
Encourage whole group discussions where knowledge, ideas and opinions on particular subjects are freely exchanged amongst and the learners.
Get learners to facilitate discussions
Ask someone who is positive, excited and who has the knowledge and experience to explain a certain topic to the rest of the learners.
Break the learners into pairs for discussions
Even the shyest person has an opportunity to speak in a one-to-one session.
Set ground rules
In the beginning of an intervention the whole group sets ground rules for the rest of the programme.
This creates enthusiasm and learners are more willing to stick to their own “rules”.
Ground rules can include length of breaks, food and drink in the room, side conversations, lateness, respect for other’s opinions and many other things. Involve learners in setting the rules.
Determine expectations
Ask learners to share their expectations for the learning. This starts the session in “facilitation mode” and also put them in
charge.
Conduct a exercise/s for self-awareness
If learners have never been part of a facilitated process before, they may be hesitant to share with other learners.
Build self-awareness with exercises like communication skills, personal perceptions, strengths and weaknesses and thinking creatively.
Simulation
Learners may be asked to undertake a particular task such as solving a problem, using the same procedures as those which operate in a real-life situation.
Simulation often involves a practice session or a test of knowledge acquired prior to the exercise.
Games/icebreakers Games take all kinds of forms but often involve competition (and cooperation), teams, point-scoring ect.
They are often used to simulate real-life situations and allow learners to experience roles where they are required to make
METHOD DESCRIPTIONdiscussions and present a case.
Icebreakers can be used when a group first meets, to establish a good rapport quickly, enable learners to get to know each other, and help diffuse possible tensions.
Or they may be used at the beginning of regular sessions, to establish an appropriate group atmosphere.
Individual/group projects and assignments
These may take longer than class work exercises, giving the learner much greater opportunity for the display of initiative and creative ideas.
The particular task may be negotiated with the facilitator, but the strategy to follow to meet the outcomes is left to the learner to decide.
Projects or assignments are often integrated activities – involving more than one subject.
Small group syndicates
Groups of learners are split into smaller subgroups to work (some times in competition with the other groups) on related problems/issues.
Brainstorming
A group is given a topic or question and for five or ten minutes members say anything that occurs to them in connection with it.
A recorder writes up everything that is said however irrelevant, silly or challengeable on a board or flip chart.
At the end of the brainstorm members elaborate on their comments and can discuss and evaluate all the ideas produced.
The following ground rules are important: Call out suggestions in any order. Don’t explain or justify your suggestions. Don’t comment initially on other people’s suggestions.
Group learning May take the form of informal or occasional meetings between two or more learners of self-help groups meetings on a regular basis.
Open learning
Open learning is the term used to describe any form of learning in which the provider enables individual choice over any one or more of a number of aspects of learning.
It frequently involves the use of materials developed specially to allow independent learning.
The facilitator’s role is usually a combination of “resource manager” guide and advisor.
Any facilitation of learning requires planning form the facilitator. Provide clarity and structure to a group’s learning process. It is important to make sure the facilitation
techniques and learning activities are appropriate for the subject and assessment criteria. Ensure that activities vary within a single event and learners are actively involved in each stage of the learning event. Take care that these activities deal with
the learning needs of individual learners.
It is irrefutable that a facilitator needs to face difficult situations and questions. Use the
following guidelines or strategies when you are faced with difficult questions from learners:
STRATEGY DESCRIPTION
Listen with an open mind
Demonstrate non-defensive behaviour and use non-judgmental comments
Pause Collect your thoughts Allow the learner to say more if appropriate Relieve tension
Clarify the situation
Paraphrase the learner’s remark to make sure you clearly understand the question or viewpoint
Get an understanding of the critical issue or concern before saying the first thought that comes to mind
Accept the input
Indicate the learner’s right to have a particular point of view You do not have to agree with the learner’s comments The goal is to understand the learner’s view, not to get
agreement on what is being said
Remain objective Don’t react emotionally or act threatened Keep your responses focused on facts
Address the group
Restate your views or answer the concerns or questions Accept the fact that not everyone will always agree with your
point of view State your response to the entire group – not to an individual
Check that the question has been addressed
Ask the learner if the question has been adequately explained and move onto the next section
Keep in mind that the learning content, learners, venue, desired results and assessment criteria of the unit standard/s influence the facilitation strategy.
4.2 LEARNING RESOURCESWhen making a selection of resources, the developmental levels and learning skills of the learners are taken in consideration. Use the following questions to
guide you to select the most appropriate resources:
What are the desired outcomes of learning programme as indicated in the unit standard/s?
What constraints are there on time, equipment, the facilitator’s skills and cost?
What are the development level and learning style of the learners who will attend the learning programme?
How will the facilitator ensures learning take place?
How often will this planned learning experience have to be revised in future?
The main purpose of using learning resources and equipment is to help learners to
achieve their intended outcomes more effectively. Learning can be facilitated or
hindered by the range of resources that the facilitator makes available. The reasons
why resources have to vary depend on the outcomes and what the learners wish to
achieve. However, all resources are designed to assist new knowledge and skills to be:
More easily understood;
More quickly understood or mastered;
More easily remembered; and
Better related to a real situation.
To achieve this the resources must:
Be appropriate to the learning outcomes;
Attract the attention of the learners;
Create – and recreate – interest; and
Be clear.
Once you have prepared your learning resources it is important to use them
effectively. You should aim to:
Prepare resources well in advance, allowing sufficient time for you to become
familiar with them.
Check them beforehand for their suitability for the group and topic.
Check any equipment before the session to see that it works. There is nothing
worse than to have a learning session ruined by either not having the expected
equipment or finding out too late that it does not work.
Check equipment for safety.
Plan for the learning aids to be shown at the correct time.
Explain them clearly.
Ensure learning resources are always appropriate to the learning outcomes which
you and the learners want to reach at the end of the learning programme. Your skills
as a facilitator and those of the learners are factors that you have to take into account
when selecting a particular layout of the venue, facilitation strategies and resources.
Take great care to develop activities and learning materials appropriate for the learning
process.
Use the following checklist frequently during your facilitation process to make sure
effective learning is enhanced:
CHECKLIST Avoid using language that discriminates against groups or
individuals on the ground of race, gender or other characteristics.
Discourage learners from using discriminating language.
Make sure that each individual feels secure in the group.
Listen to learner’s emotions, message and concerns.
Be aware of learner’s body language.
Determine the previous learning experience(s) of the group and individual learner.
Use a variety of facilitation strategies and activities to accommodate all learners.
Vary the facilitation style and make use of a range of audio-visual aids because learners need to have a variety of stimulation. Even the best learners have limited attention spans.
Be aware of the time of day when learners attend the intervention (for example after lunch fatigue may set in).
Make sure all the outcomes of the unit standard/s are addressed.
Use different activities to include the critical cross field outcomes of the unit standard/s.,
Change the layout of the venue to suit the learning activity For example:
U shape or half oblong – introduction, learners see each other and the facilitator.
Groups of tables – small group activities. Chairs without tables – role-play, discussions. Breakaway groups – group activities.
Make sure the venue is comfortable for learners by checking: The room temperature / ventilation. Coffee and tee is available. Different chairs are available for different size of learners. Water bottles and glasses are on the tables. The room is neat and tidy. The venue is safe for learners. The bathrooms are clean and tidy.
Take the group’s social composition into account
Be attentive of possible interferences. For example:
Sounds;
CHECKLIST Mental preoccupations; Visual distractions; Emotional reactions; Other physical factors; and Clashes of attitudes, beliefs, culture and background.
Encourage participation from learners in the minority group (for example a women in a male dominant group)
Take cultural differences into account
Familiarise yourself with the target group to determine their level of development, previous experience and preferred learning styles
Eliminate sexist practice, for example using the word “blonds” when referring to women in general
Make use of the following checklist and tactics to vary the stimulation learners
receive:
TACTICS EXPLANATION
Vary the interaction pattern during the course of the intervention
For example: Introduction:
Facilitator – group Body of lesson:
Group – group Facilitator – individual Individual – individual
End of lesson: Group - facilitator
Vary the verbal activities
Make use of periods of silence to allow learners to reflect, read, review and plan
Switch sensory channels
If learners are listening for a period, give them time to do something or to look at
Vary the use of audio-visual aids, considering the type of input each medium delivers
For example; Audio type – aural channels Video type – aural and visual channels Overhead slides – visual channel Textbooks/manuals/printed handouts - visual
Monitor learner’s response
Formally (verbal communication) Informally (non-verbal communication)
Communication skills are among the critical cross field outcomes (Annexure A)
(fundamental skills) incorporated into all unit standards and National Qualifications. It will
no longer be possible for learners on vocational learning programmes to argue that their
communication skills are irrelevant to the work they do. However, learners following
practical, competence-based programmes often have severe problems both with spoken
and written communication. The facilitator should consider using flexible learning
resources from which learners can select learning aids specific to their situation and
needs.
4.3 FEEDBACKFeedback is the link between the things you do and say and understanding the impact of
these on others. Feedback should be used to:
Acknowledge what a learner has done well; and
Assist a learner to improve.
It should never be used to criticise someone or to put them down in any manner.
Feedback is best given straight after the performance, event or activity.
Positive feedback means providing a learner with praise or recognition for what was done
well. This feedback should be very specific, for example: “The skilful way in which you
encouraged quieter members of the group to contribute, meant that everyone had an
opportunity to contribute” and not general e.g. “well done.”
Constructive feedback means providing feedback in a caring and helpful manner, aimed at
helping the learner to better develop his/her skills. Again, this type of feedback should be
specific, for example: “Too many find that you will get a better result if you include a
benefits analysis in your in your research projects.”
Successful people in all walks of life actively seek feedback. They also recognise the
importance of giving feedback, but in a way that enhances performance and relationships.
A facilitator needs the following skills to give effective feedback:
ENVIRONMENT Create the right opportunity.
Create the right atmosphere.
PROCEDURE Create the right process.
Ensure that feedback is in person and face-to-face.
Begin on a positive note – most people need encouragement and to be
told that they are doing something well.
Focus on strengths rather than mistakes.
Be specific.
Refer to behaviour which can be changed.
Reinforce feedback through evidence.
Offer alternatives and suggestions.
Always make sure that the feedback session ends on a positive note, for
example: “I have full confidence in you.”
PERSONAL Think positive.
Be direct: use “I” and “You”.
Be sincere.
Use words like “Nonetheless; Although; However; Unfortunately.”
Make use of “sandwich” technique:
+ A “good” message opened the learner to genuine communication, preventing
him/her from switching off from what might be seen as criticism.
- The constructive message was then delivered to effect the improvement in
behaviour.
+ The final “good” message sent the learner away feeling positive about the
exchange.
Ensure your feedback is constructive and let recipients know:
What the standards are;
How are they doing;
What they need to change in order to meet the standards;
How long they have to improve; and
What support they can expect from the facilitator, supervisor or direct manager
and/or other role-players.
Positive +
Constructive -
Positive +
Follow the following process when you give feedback:
CONCEPT EXPLANATION
Welcome Introduce yourself and any other people present and clarify
everyone’s role Welcome the recipients and thank them for their time
Introduction
Explain the purpose of the feedback session Give a time scale of the process Clarify who is leading the feedback Provide opportunities to ask questions and seek further clarification Briefly explain the appeal procedure again Explain the format of the feedback
Open communication Ask if there are any queries, questions or concerns before you start
Give general feedback
Express generalized positive aspects of the assessments Ask general questions about the process
Give specific feedback
Ask specific questions together with giving feedback Share the observations from recorded responses Ask open-ended questions if the evidence demonstrated was
insufficient Ask open-ended questions if you have doubts as to whether the
candidate understand w he/she did certain actions Give concrete examples relating to the specific performance criteria Keep an eye on the time
Do not lecture Don’t let the session turn into a lecture on what should have been done
Prepare an action plan
If there are gaps in the candidate’s skill and/or knowledge decide on an action plan for the next stage of gathering evidence
The way forward
Explain “where-to-from-here”OR
Give congratulations on displaying competence
Conclusion Ask if there are any questions Thank them for their time
When you assess learners and give feedback use the following checklist:
CHECKLIST Avoid discouraging learners by being not fair, not objective and not
respect their views Take care you assess accordingly the assessment principles,
namely: Appropriateness Authenticity Consistency Direct Fairness Integration into work or learning Manageability Openness Sufficiency Systematically Validity
Make provision of different language abilities of the group and individual learner
Take the intellectual level of the group and individual learner into account
Take cultural differences (for example languages) into account when assessing
Make time to respond to all the learner’s individual needs
Determine where there are still gaps in the learning process Give extra assistance to the learners who my require more time to
accomplish the outcome Make sure you give constructive feedback to the learners and other
parties involved
Avoid showing prejudice
These checklists serve as very good guidance to guarantee that the learning environment supports effective learning.
5. LEARNER’S AND ORGANISATION’S EXPECTATIONS Your goal as a facilitator is to have an impact on your learners. Research indicates that
success or failure in facilitation is caused by more mental attitude than by mental capacity.
To achieve your goal and the learner’s goal, concentrate on communicating worthwhile
ideas in order to help others, not making outstanding personal impression. Polished words
and fancy phrases are not substitutes for a good idea, sincerely and simply expressed. You
want your learners to learn something and, in turn, you may learn something from them.
In any training situation there will be expectations, from the learner and from the
organisation. It is good practice to determine these aspects before the learning programme
commence. The organisation’s expectations can be determined in advance. The learner’s
expectations will be different for every learning programme. The reasons for this are inter
alia because the compilation of the learner’s (target group) is different for every learning
programme, the learner’s needs and personal factors for example workload and a changed
situation.
All learners look for two things when they attend a facilitation session. First, “What’s
in it for me?”, which means that in preparing for the learning programme, you must
reinforce the payoff for learners if you are going to achieve the impact you want.
Second, learners expect to be able to transfer their new knowledge and skills back on
the job. That means keeping the focus and spotlight on the learners as much as
possible.
TI P
Here are some of the main things learners have said most frequently about a wide
range of learning programmes:
HOPES FEARS
To have a good time To meet friends and colleagues To be stimulated To learn something new and useful
Being made to look foolish Not understanding Failing Not keeping up with others Being bored Uncomfortable seats Poor food
The following table is an indication of the most popular expectations of both parties:
LEARNER’S EXPECTATIONS ORGANISATION’S EXPECTATIONS
Will this learning programme and the facilitator be professional?
Will it be a well balanced learning programme?
Will there be a mix of theory and practise? Will I be able to depend on the facilitator? Will I be able to use this when I am back
at the work place? How will this assist me with my current the
job? Will this help me to do my work better? Will I be able to master this knowledge
and skills in the time given? Will the facilitator shows me how to apply
this knowledge in practice? How and when will I be assessed? What are the minimum requirements to be
declared competent? Who else will be involved in my
assessment?
Will this intervention address the skills shortage in the company?
What is the Return On Investment (ROI)? Will this assist in increasing production in
the section? What is expected of me during and after
the learning programme? What is expected of me during the
assessment process? How will I assist the learner in applying
the newly learned knowledge, skills and attitudes?
TIP
In order to determine the expectations of the learner the facilitator should have a
flipchart exercise before the training starts. After the ice breaker the facilitator
should give an introduction to the programme and then ask the learner what he/she
expects from this intervention. These expectations should be visibly displayed for
the duration of the learning programme and be checked to see if all expectations
have been met at the end of the learning programme.
These are only a few of the possible expectations that any of these parties might have. It is
always safe to determine the expectations before the beginning of the learning programme
to make sure that you have the necessary answers and information to make sure that all
expectations are met.
6. BACKGROUND INFORMATION AND FREQUENTLY ASKED QUESTIONS ABOUT SAQA AND THE NQFWhen you as facilitator discuss the background and purpose of the learning programme it is
recommended that you give the learners more information about SAQA, the NQF,
qualifications and unit standards. This is important when learners have no previous
experience of unit standards and outcomes based education (OBE). The following
Frequently asked Questions and Answers (FQA) is a combination of different documents
from SAQA and INSETA. The information below was compiled using inter alia the following
sources:
Documents found on the SAQA website (saqa.org.za).
Documents found on the INSETA website (inseta.org.za).
Penny Mackrory’s training manual on Introduction to Outcomes Based Education.
Margien Matthews’s documents for the INSMAT project.
6.1 WHAT DO SAQA STAFF DO AT SAQA?The South African Qualifications Authority (SAQA), which came into being through the
promulgation of the SAQA Act (RSA, 1995), is responsible for overseeing the development
and implementation of the NQF.
SAQA is responsible for the development and maintenance of a National Learners’ Records
Database (NLRD). The first version of the NLRD was launched in 1999. Once fully
established and populated, the NLRD will be able to provide information about:
SAQA and its sub-structures (NSBs, SGBs and ETQAs);
Qualifications and standards registered on the NQF;
Accredited ETQAs and their providers;
Registered assessors;
Moderating bodies;
Individual learner achievements.
The NLRD will be able to provide policy makers with comprehensive information to enable
informed decision-making. SAQA has the task of evaluating educational qualifications.
SAQA also has a Resource Centre that keeps copies of SAQA publications and SAQA-
related documents as well as other material that SAQA staff may need in the learning
programme of their work.
The Communications and Secretariat division provides SAQA with a secretarial service for
the Authority and its sub-committees required in the execution of its duties e.g. the
Executive Committee, the Finance Committee.
6.2 WHAT IS A NATIONAL QUALIFICATIONS FRAMEWORK (NQF)?It is a framework i.e. it sets the boundaries - a set of principles and guidelines which
provide a vision, a philosophical base and an organisational structure - for construction, in
this case, of a qualifications system. Detailed development and implementation is carried
out within these boundaries. It is national because it is a national resource, representing a
national effort at integrating education and training into a unified structure of recognised
qualifications. It is a framework of qualifications i.e. it encompasses all national
qualifications.
In short, the NQF is the set of principles and guidelines by which records of learner
achievement are registered to enable national recognition of acquired skills and knowledge,
thereby ensuring an integrated system that encourages life-long learning.
6.3 WHY HAS SOUTH AFRICA CHOSEN A NATIONAL QUALIFICATIONS FRAMEWORK?In 1994 the international community witnessed the birth of a new democracy and welcomed
the new South Africa as the most recent member of its global village. In accepting that
honour, this country took on the associated challenges of that position.
Many countries all over the world are looking for better ways of educating their people and
organising their education and training systems so that they might gain the edge in an
increasingly competitive economic global environment. Furthermore, the world is an ever-
changing place, politically, geographically and technologically. Indeed, the rapid
technological advances of the twentieth century have placed education systems under
extreme pressure as they try to adapt and incorporate these changes in an effort to produce
more creative, effective and adaptable people. Success, or even survival, in such a world
demands that South Africa has a national education and training system that provides
quality learning, is responsive to the ever-changing influences of the external environment
and promotes the development of a nation that is committed to life-long learning.
When learners know that there are clear learning pathways which provide access to, and
mobility and progression within education, training and career paths, they are more inclined
to improve their skills and knowledge, as such improvements increase their employment
opportunities. The increased skills base of the workforce has a wider implication namely the
enhancement of the functional and intellectual capability of the nation, thereby increasing
our chances for success in the global community.
Sir Christopher Ball (1996) in describing the kind of learner profile that is suited to the 21 st
century spoke about ‘flexible generalists’. Ball maintained that such people are needed to
realise the goal of life-long learning which, with the ever-increasing human longevity, will
characterise the successful citizenry of the next millennium. ‘Flexible generalists’ are people
equipped with the necessary knowledge, skills and values to adjust readily to multiple career
changes and make, through their own personal development, a significant contribution to
the life of this country and the world. The shift in thinking is from education for employment –
developing the ability to do a specific job - to education for employability – developing the
ability to adapt acquired skills to new working environments. The new education and training
system must be able to support the notion of an adaptable workforce.
6.4 HOW DID THE NQF COME INTO BEING? A BRIEF HISTORYThe NQF traces its origins back to the labour movement of the early 1970s. From the early
1970s, black trade union demands for a living wage were repeatedly rejected by employers,
on the grounds that workers were unskilled and therefore their demands were unjustified.
This in turn led to black workers seeing training as a means to achieving their demands for
better wages. The struggle to persuade employers to accede to worker demands continued
into the 1980s and in 1989 the National Union of Metalworkers of South Africa (NUMSA),
established a research group comprising workers and union officials, to formulate
recommendations on training. On the assumption that skills development would lead to
better wages, an integrated proposal was formulated, based on a staged improvement in
skills, linked to grading increments. The proposal stressed the need not only for basic
education, without which workers would not be able to access the proposed system, but
also for portability and national recognition of training so that workers would not be at the
mercy of a single employer. The proposal was formally adopted by the Congress of South
African Trade Unions (COSATU) in July 1991.
The mid-1970s also witnessed a demand for change in education, spearheaded by the non-
governmental education sector. Protest was epitomised in the Soweto student uprising of
1976, which was followed by nation-wide student protest. By the 1980s the entire education
system had been discredited and rejected. Non-governmental education sector resistance
resulted eventually in the formation of the National Education Policy Initiative (NEPI), which
set about developing proposals for the restructuring of the formal education system.
Drawing on discussions with a wide range of interested parties within the democratic
alliance, the NEPI reports and framework, published in 1992, were premised upon the
principles of non-racism, non-sexism, democracy and redress, and the need for a non-racial
unitary system of education and training. COSATU was closely involved with the NEPI
process – an alliance which continued through the period leading to the democratic
elections of 1994.
Despite repeated resistance to worker and student demands for change, the government of
the day came increasingly to appreciate the inappropriateness, and ultimately the
unsustainability, of its rejection of such demands. The announcement by President de Klerk
in 1990 of the government’s intention to dismantle apartheid gave added impetus to, and
was symptomatic of, the change of policy towards worker and student demands. The
Department of Manpower, through the National Training Board (NTB), embarked as far back
as the 1980s upon a number of initiatives, notably the restructuring of the apprenticeship
system into a competency-based modular training system run by autonomous industry
training boards. However unions viewed the process as flawed, not only because it excluded
workers, but also because the proposals emanating from the initiatives were narrowly
focussed on apprenticeship to the exclusion of basic education, which was seen as a point
of access to the skills training. After an extended conflictual relationship, the Department of
Manpower and the trade union federations reconvened in 1992 in an attempt to renew the
process.
The Department of Education simultaneously initiated its own process of policy discussion,
which culminated in the Education Renewal Strategy (ERS). The democratic alliance within
the education sector was invited to participate in the process, but declined the invitation on
the grounds that the initiative lacked legitimacy. Furthermore the ERS advocated three
streams – academic, vocational, and vocationally-oriented – a system the democratic
alliance found unpalatable. The education employer sector did, however, participate in the
process, advocating a seamless framework similar to that adopted by Scotland and New
Zealand.
The 1992 meeting of the Department of Manpower and the trade union federations resulted
in the formation of a representative Task Team, which established eight working groups
charged with developing a new national training strategy. The working groups had
representation from trade unions, employers, the State, providers of education and training,
the ANC Education Department, and the democratic alliance. Working Group 2 reached
agreement on a new integrated framework. 1994 saw the publication of three documents
which laid the foundation for the SAQA Act (RSA, 1995): the ANC Policy Framework for
Education and Training (1994); the Discussion Document on a National Training Strategy
Initiative (1994); and the CEPD Implementation Plan for Education and Training (1994).
White papers on Education and Training (1995) and on Reconstruction and Development
(1994) followed, both of which underscored the need for the development and
implementation of the NQF.
An Inter-Ministerial Working Group was established to draft the NQF Bill which was passed
into law as the South African Qualifications Authority Act (No. 58 of 1995) on 4 October
1995. The appointments to the first Authority were made in May 1996 and the first meeting
of the Authority under the chairmanship of Mr S B A Isaacs, was held in August 1996.
6.5 WHAT ARE THE OBJECTIVES OF THE NQF?The objectives of the NQF as outlined in the SAQA Act are as follows:
To create an integrated national framework for learning achievements;
Facilitate access to, and mobility and progression within education, training and career
paths;
Enhance the quality of education and training;
Accelerate the redress of past unfair discrimination in education, training and
employment opportunities;
Contribute to the full personal development of each learner and the social and
economic development of the nation at large.
6.6 WHAT IS THE RELATIONSHIP BETWEEN THE NQF AND OUTCOMES-BASED EDUCATION (OBE)?Qualifications and standards registered on the NQF are described in terms of the learning outcomes that the qualifying learner is expected to have demonstrated. Hence there is an
underlying commitment to a system of education and training that is organised around the
notion of learning outcomes.
Some of the criticisms of the past system of education in South Africa were that certain
institutions were privileged above others because of the policy of unequal allocation of
resources to learning institutions, based on race. In addition, as a result of this financial
discrimination, the perception grew that the standard of provision at these institutions was
superior to that of other institutions. Consequently, students from these institutions were
granted preferential treatment in access to further education opportunities and in the labour
market. In other words, where the qualification was obtained was more important than what
qualifying students actually knew and could do. In addition to problems of access, there was
the problem of portability in that institutions arbitrarily chose to recognise or not to recognise
qualifications achieved at other institutions; employers actively sought graduates from
certain institutions and ignored graduates from other institutions. The impact of such
practice on the economic and social fabric of our society is self-evident. There is hence an
historical imperative in the fragmentation of our society, to focus on what it is that a learner
knows and can do rather than where the learner did his or her studying. It is necessary to
address the inappropriate social use of qualifications that has been part of our history.
A further pressing imperative to base our NQF on outcomes has emerged from global trends
and discussions. Ronald Barnett’s discussion of competence in higher education epitomises
the kinds of transition that are taking place in education and training systems the world over:
The new vocabulary in higher education is a sign that modern society is reaching for other
definitions of knowledge and reasoning. Notions of skill, vocationalism, transferability,
competence, outcomes, experiential learning capability and enterprise, when taken together,
are indications that traditional definitions of knowledge are felt to be inadequate for meeting
the systems-wide problems faced by contemporary society.
Whereas those traditional definitions of knowledge have emphasised language, especially
through writing, an open process of communication, and formal and discipline-bound
conventions, the new terminology urges higher education to allow the term knowledge to
embrace knowledge-through-action, particular outcomes of a learning transaction, and
transdisciplinary forms of skill (Barnett, 1994: 71)
If South Africa is to take up its position in the global village, it needs to embrace the new
vocabulary of which Barnett speaks: competence and outcomes. Countries in Europe, the
Pacific rim, Australasia, and North America have either adopted or moved in the direction of
a national qualifications framework, underwritten by a commitment to outcomes-based
education. South Africa cannot afford to ignore these developments. The South African NQF
with its emphasis on the notion of applied competence – the ability to put into practice in the
relevant context the learning outcomes acquired in obtaining a qualification - is already
contributing to these debates and developments.
Associated with the recognition that knowledge needs redefinition is the recognition that
sites of learning are many and varied. The traditional definitions of knowledge have implicitly
designated formal institutions of learning as the primary site of learning. This perception has
been re-enforced by the fact that in most instances, a qualification is awarded by an
institution, before any further learning in a practical environment is obtained by the learner.
In other words, the sub-text is that once the qualification has been awarded, learning is over
- and unless a learner registers for a new, formal qualification, learning for life is over! This
bias towards qualification-as-destination is at odds with reality and also with what the White
Paper on Education and Training (1995: 15) identifies as the education and training
requirement of a successful economy and society:
Successful modern economies and societies require the elimination of artificial hierarchies,
in social organisation, in the organisation and management of work, and in the way in which
learning is organised and certified. They require citizens with a strong foundation of general
education, the desire and ability to continue to learn, to adapt to and develop new
knowledge, skills and technologies, to move flexibly between occupations, to take
responsibility for personal performance, to set and achieve high standards, and to work co-
operatively.
If one accepts that there is more than one dimension to knowledge and hence that learning
continues both before and after a qualification has been awarded in a variety of sites of
learning, then in order to achieve integration and coherence within the system so that
access and portability can become a reality, it is necessary to clearly articulate the
outcomes of learning achievements.
Finally the South African Qualifications Act (No. 58 of 1995) indicates that one of the
functions of the South African Qualifications Authority is to ensure that standards and
qualifications registered on the NQF are internationally comparable. Since the global trend is
moving towards describing qualifications in terms of achieved learning outcomes,
articulation of South African qualifications with their international counterparts is facilitated if
our qualifications are described in terms of the learning outcomes.
The NQF with its commitment to outcomes-based education and training is the means that
South Africa has chosen to bring about systemic change in the nature of the education and
training system. This systemic change is intended to transform the manner in which the
education and training system works as a system, how it is organised and the vision that
drives participants within the system as they perform their own particular roles and functions
within that system.
6.7 WHAT ARE THE CRITICAL OUTCOMES?The Critical Cross-field Education and Training Outcomes, commonly known as the Critical
Outcomes, are an additional mechanism through which coherence is achieved in the
framework. These Critical Outcomes describe the qualities which the NQF identifies for
development in students within the education and training system, regardless of the specific
area or content of learning i.e. those outcomes that are deemed critical for the development
of the capacity for life-long learning. These outcomes are intended to direct the thinking of
policy makers, curriculum designers, and facilitators of learning as well as the learners
themselves.
It is mandatory for standards setters to incorporate at least some of the Critical Outcomes in
the standards that they recommend and proposes of qualifications must ensure that all
Critical Outcomes have been addressed appropriately at the level concerned within the
qualifications being proposed.
The Critical Outcomes adopted by SAQA are as follows:
Identify and solve problems in which responses display that responsible decisions using
critical and creative thinking have been made;
Work effectively with others as a member of a team, group, organisation, community;
Organise and manage oneself and one’s activities responsibly and effectively;
Collect, analyse, organise and critically evaluate information;
Communicate effectively using visual, mathematical and/or language skills in the modes of
oral and/or written presentation;
Use science and technology effectively and critically, showing responsibility towards the
environment and health of others;
Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation;
In order to contribute to the full personal development of each learner and the social and
economic development of the society at large, it must be the intention underlying any
programme of learning to make an individual aware of the importance of:
Reflecting on and exploring a variety of strategies to learn more effectively;
Participating as responsible citizens in the life of local, national and global communities;
Being culturally and aesthetically sensitive across a range of social contexts;
Exploring education and career opportunities, and
Developing entrepreneurial opportunities.
6.8 WHAT DO NQF QUALIFICATIONS LOOK LIKE?The NSB regulations indicate that a qualification shall:
Represent a planned combination of learning outcomes which has a defined purpose and
which is intended to provide qualifying learners with applied competence and a basis
for further learning;
Add value to the qualifying learner by providing status, recognition, enhancing
marketability and employability;
Provide benefits to society and the economy;
Comply with the objectives of the NQF;
Include both specific and critical cross-field outcomes that promote life-long learning;
Where applicable, be internationally comparable;
Incorporate integrated assessment appropriately to ensure that the purpose of the
qualification is achieved. Assessment should include a range of formative and
summative assessment methods such as portfolios, simulations, workplace
assessments and also written and oral examinations;
Indicate in the rules governing the award of the qualification that the qualification may be
achieved in whole or in part through the recognition of prior learning, which concept
includes but is not limited to learning outcomes achieved through formal, informal and
non-formal learning and work experience.
There is provision in the regulations for the registration of qualifications constructed from unit
standards as well as the registration of whole qualifications, not constructed from unit
standards. Unit standard means registered statements of desired education and training
outcomes and their associated assessment criteria together with administrative and other
information as specified in the regulations. Both formats of qualification structure however
require the specification of learning outcomes, the latter format requiring the articulation of exit
level outcomes and associated assessment criteria.
There is much debate about the ability or desirability of reaching agreement on learning
outcomes at a national level, and furthermore, about describing learning outcomes in the form
of applied competence standards. SAQA has placed the requirement for participation in
national stakeholder processes only for those qualifications and standards that are to be
registered on the NQF – national recognition requires acceptance by national stakeholders.
Furthermore constructors of qualifications and standards can choose to be rigid or choose to
be flexible in the construction of the qualifications and standards, allowing for choice or not.
The strength of the NQF processes is that representatives of all key stakeholders in the
learning area and not just a select few will make those decisions. Furthermore, through the
required process of review all qualifications and standards must be reviewed regularly to
ensure that the agreed criteria and requirements are feasible, relevant and desirable. If there
is agreement that changes are necessary, there is ample opportunity for those changes to be
adopted.
A more complex issue is raised by the notion of learning outcomes and competence
standards. Some people raise the problem that the learning outcomes of certain qualifications
and standards can relatively easily be described by in the form of competence standards e.g.
the draft standards for engineering qualifications. However, in the case of other qualifications,
this is more difficult because the learning outcomes are less obvious or less precise. Any
effort to try and establish national agreement will result in a loss of creativity and originality
when in fact, it is that very creativity and originality that gives them value. SAQA is of the
opinion that the description of a NQF qualification addresses this question i.e. a qualification
shall represent a planned combination of learning outcomes which has a defined purpose and
which is intended to provide qualifying learners with applied competence and a basis for
further learning.
In describing the purpose of qualification, standards setters will have to give consideration as
to what the purpose of the qualification is and how it contributes to the learner’s development
and further learning.
Furthermore the notion of applied competence suggests a broadening of the behaviourist
notions of knowledge usually associated with outcomes and competence models. Applied
competence suggests that foundational competence, practical competence and reflexive
competence are all necessary for the meaningful accomplishment of a task in any real world
context. Foundational competence is described as an understanding of what is being done
and why. Practical competence is described as a demonstrated ability to do a particular thing.
Reflexive competence is described as a demonstrated ability to integrate or connect
performance with the understanding of that performance so as to learn from the actions and
adapt to change and unforeseen circumstances.
Hence the challenge for standards setters is the attainment of a balance between society’s
needs and the needs of the individual; the development of learning outcomes that are precise
enough to indicate the purpose of the qualification but general enough to permit flexibility in
delivery, choice of content, assessment methodology; a balance between the need for
practical competence and the need for foundational and reflexive competence; the adoption of
qualification construction, possibly through electives, that encourages creativity, originality and
experimentation without jeopardising the primary purpose of the qualification.
Qualifications and standards are registered at specific levels of the framework and have a
credit value. Learners, in the learning programme of study, may accumulate credits over time
towards a qualification.
6.9 WHAT DOES THE NQF LOOK LIKE?
NQF LEVEL
TYPES OF QUALIFICATIONS AND
CERTIFICATESLOCATIONS OF LEARNING FOR UNITS
AND QUALIFICATIONS
HIGHER EDUCATION AND TRAINING CERTIFICATE (HETC)
8Doctorates
Further ResearchDegrees
Tertiary / Research / Professional Institutions
7Higher Degrees
ProfessionalQualifications
Tertiary / Research / Professional Institutions
6 First DegreesHigher Diplomas
Universities/ Technikons / Colleges / Private / Professional Institutions / Workplace
5 Diplomas Universities/ Technikons / Colleges / Private / Professional Institutions / Workplace
FURTHER EDUCATION AND TRAINING CERTIFICATE (FETC)
4School / College / Trade
CertificatesMix of units from all Formal high
schools/Private state
schools
Technical / Community /
Police / Nursing / Private
Colleges
RDP and Labour Market
schemes / Industry Training Boards / Unions /
Workplace
3School / College / Trade Certificates / Mix of units
from all
2School / College / Trade Certificates / Mix of units
from allGENERAL EDUCATION AND TRAINING CERTIFICATE (GETC)
1
Senior Phase ABET Level 4
Formal school
Urban / Rural / Farm / Special
Work based training / Labour Market
Schemes / Community
Programmes/ Private
Providers / Industry Training
Intermediate Phase ABET Level 3
Foundation Phase ABET Level 2
Preschool ABET Level 1
Credits:National Certificates :120 credits
Diplomas :240 credits
Degrees :360 credits
SAQA has adopted an eight-level framework, with levels 1 and 8 respectively being
regarded as open-ended. Level 1 accommodates three Adult Basic Education and Training
(ABET) certification levels as well as the General Education and Training Certificate.
6.10 WHAT IS THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY (SAQA)?The South African Qualifications Authority is a body of 29 members appointed by the
Ministers of Education and Labour. The members are nominated by identified national
stakeholders in education and training. The functions of the Authority are essentially twofold:
To oversee the development of the NQF, by formulating and publishing policies and
criteria for the registration of bodies responsible for establishing education and training
standards or qualifications and for the accreditation of bodies responsible for
monitoring and auditing achievements in terms of such standards and qualifications;
To oversee the implementation of the NQF by ensuring the registration, accreditation and
assignment of functions to the bodies referred to above, as well as the registration of
national standards and qualifications on the framework. It must also take steps to
ensure that provisions for accreditation are complied with and where appropriate, that
registered standards and qualifications are internationally comparable.
SAQA must advise the Ministers of Education and Labour. The Authority is required to
perform its tasks after consultation and in co-operation with all bodies and institutions
responsible for education, training and certification of standards which will be affected by the
NQF. It must also comply with the various rights and powers of bodies in terms of the
Constitution and Acts of Parliament. The office of SAQA is responsible for implementing the
policies and decisions of the Authority.
In 1998 SAQA published the National Standards Bodies (NSB) Regulations whereby
provision was made for the registration of National Standards Bodies and Standards
Generating Bodies. These bodies will be responsible for the generation and
recommendation of qualifications and standards or registration on the NQF. The Education
and Training Quality Assurance (ETQA) regulations were also published in 1998 and
provided for the accreditation of Education and Training Quality Assurance bodies. These
bodies will be responsible for accrediting providers of education and training standards and
qualifications registered on the NQF, monitoring provision, evaluating assessment and
facilitating moderation across providers, and registering assessors.
6.11 WHAT ARE THE STRUCTURES OF SAQA AND WHAT IS THEIR PURPOSE?The NQF standards setting and quality assurance processes embrace two basic tenets:
Knowledge, relevant for the current world, is created through partnerships between
and amongst varied groupings in society, from academics and researchers to
business, from workers to professional experts, from government to community
organisations, from learners to professors i.e. knowledge creation is no longer the
preserve of narrowly-defined groups of ‘experts’;
The national system of education must balance the need for quality education for all its
citizens with the need for flexibility to cater for the wide-ranging circumstances that
face learners and the wide-ranging options in what constitutes relevant education and
qualifications i.e. a balance between society’s needs and the needs of the individual.
The first of these tenets is addressed in the structures that SAQA has in place. SAQA itself
is made up of representatives from education and training stakeholders in South Africa.
Membership of the NSBs also reflects these new partnerships in the creation of knowledge -
the NSBs are made up of representatives from six national stakeholder bodies with a key
interest in the field: State departments, organised Business, organised Labour, providers of
education and training, critical interest groups and community/learners organisations.
Traditionally few of these partners have sat down together to discuss education and training
needs for the country. Furthermore, members of the SGBs are nominated from key
education and training stakeholder interest groups in the sub-field, again recognising that
relevant knowledge creation is brought about through discussion on a broader front.
The NQF’s commitment to outcomes-based education and training as the means for
bringing about systemic change in the nature of the education and training system in South
Africa addresses the second tenet. By describing national standards and qualifications in
terms of learning outcomes through a participatory process, the NQF is placing the national
demands in respect of quality, before the citizens of the country. No longer can the nation
tolerate a situation where the range of competence that exists between holders of the same
qualification is so wide that the employers of the qualifying students cannot be sure of what
the competences are; no longer can the nation tolerate discrimination against learners on
the basis of perceptions of what their competences are; no longer can the nation afford to
ignore global standards in qualifications. In short, the learning outcomes, standards and
qualifications, must be clear so that there is no doubt as to what is expected of qualifying
learners.
By the creation of Education and Training Quality Assurance bodies (ETQAs), SAQA
has recognised that delivery of the standards and qualifications is the preserve of the
professional providers and learners and other key stakeholders in the field. Different
qualifications and standards will make different demands on curriculum development and
delivery, on assessment and teaching. SAQA's concern is not in ensuring that all providers
follow a national programme of delivery but rather in ensuring that the learners who are
awarded a registered NQF-qualification or standard are able to demonstrate the learning
outcomes of the qualification or standard in accordance with the described criteria and
requirements. SAQA therefore will not register learning programmes on the NQF; however
ETQAs will evaluate the learning programmes of different providers in a process of
accreditation, thereby assuring learners and other users of the system that any learner who
has been deemed successful after participating in that learning programme, has displayed
the learning outcomes required for that qualification or standard. The best group for
ensuring that this will be the case is a body made up of representatives of stakeholders,
active in the area of the qualification or standard i.e. the ETQA which has that area as its
primary focus. For that reason, in respect of its quality assurance functions, an ETQA must
have national stakeholder representation at decision-making level, which representation
shall ensure public accountability and transparency.
SAQA has two ‘arms’ i.e. Standards Setting and Quality Assurance. The sub-structures in
the standards setting arm are the National Standards Bodies (NSBs) and the Standards
Generating Bodies (SGBs), while the sub-structures in the quality assurance arm are the
Education and Training Quality Assurance bodies (ETQAs). SAQA may choose to appoint
moderating bodies if it deems it necessary. The functions of SAQA are set out in the SAQA
Act and have already been outlined above. The functions of the NSBs and SGBs are set out
in the Regulations under the South African Qualifications Authority Act (Act No. 58 of 1995):
NSBs, Government Gazette No. 18787 (28 March) while the criteria for accreditation and
the functions of the ETQAs as well as providers of education are set out in the Regulations
under the South African Qualifications Authority Act (Act No. 58 of 1995): ETQAs,
Government Gazette No. 19231 (8 September).
In the NQF all learning is organised into twelve fields. SAQA has established twelve NSBs, one for each organising field. The twelve organising fields are as follows:
NSB 01: Agriculture and Nature Conservation
NSB 02: Culture and Arts
NSB 03: Business, Commerce and Management Studies
NSB 04: Communication Studies and Language
NSB 05: Education, Training and Development
NSB 06: Manufacturing, Engineering and Technology
NSB 07: Human and Social Studies
NSB 08: Law, Military Science and Security
NSB 09: Health Science and Social Services
NSB 10: Physical, Mathematical, Computer and Life Sciences
NSB 11: Services
NSB 12: Physical Planning and Construction
STANDARDS SETTING QUALITY ASSURANCE
The functions of NSBs include the following: Defining and recommending to SAQA the boundaries of the field and, within this, a
framework of sub-fields;
Recognising or establishing SGBs within the framework of sub-fields, and ensuring that
the work of the SGBs meets SAQA requirements;
Recommending the registration of qualifications and standards to SAQA;
Overseeing the update and review of qualifications and standards;
Liaison with ETQAs;
Defining requirements and mechanisms for the moderation of standards and qualifications.
NSBs do not generate standards or qualifications but rather oversee these activities at the
sub-field level.
The functions of SGBs include the following: Generating standards and qualifications in accordance with the Authority requirements in
identified sub-fields and levels;
Updating and reviewing standards;
Recommending standards and qualifications to NSBs;
Recommending criteria for the registration of assessors and moderators or moderating
bodies.
An ETQA may be established in a social sector, in an economic sector or in an education
and training sub-system sector. The principle of minimum duplication will apply in the
establishment of ETQAs i.e. an ETQA is accredited in respect of its primary focus, based
upon its association with the sector, so that its functions do not duplicate the functions of an
existing ETQA.
The functions of ETQAs include the following: Accrediting providers;
Promoting quality amongst constituent providers;
Monitoring provision;
Evaluating assessment and facilitating moderation among constituent providers;
Registering assessors;
The certification of learners
Co-operating with relevant moderating bodies;
Recommending new standards or qualifications to NSBs or modifications to existing
standards and qualifications;
Maintaining a database;
Submitting reports to SAQA.
ETQAs do not set standards; they assure the quality delivery and assessment of registered
standards and qualifications. Furthermore an ETQA may not be a provider; its primary
function is to assure the quality of provision and assessment of providers it has accredited.
In seeking accreditation from ETQAs, providers will have to fulfill the following criteria:
Be registered as a provider in terms of applicable legislation;
Have a quality management system;
Be able to develop, deliver and evaluate learning programmes which culminate in
specified NQF qualifications or standards;
Have the necessary financial, administrative and physical resources;
Have policies for staff selection, appraisal and development; for learner entry, guidance
and support systems; for the management of off-site practical or work-site
components; for the management of assessment;
Have necessary reporting procedures;
Have the ability to achieve the desired outcomes using available resources and
procedures.
SAQA recognises the need for accommodating providers in the system that do not meet all
the criteria for accreditation. In such cases SAQA allows for provisional accreditation during
which time the provider shall undergo a programme of development which is designed to
enable the provider to meet the required criteria for accreditation. Furthermore provisional
accreditation will only be granted if the interests of the learner are protected during the
development period.
6.12 HOW WILL QUALITY IN ASSESSMENT BE MAINTAINED?SAQA has been specific in identifying forms of assessment that could be used to ensure
that attention is given to exploring alternatives to the traditional once-off written examination.
Indeed a review of the critical outcomes clearly indicates the inappropriateness of such
forms of assessment for many of those skills. Alternative assessment methods place a
greater demand on the system to ensure that there is fair and consistent interpretation of the
required standard among assessors at different provider institutions and registered in
different ETQAs i.e. the prevention of ‘standards drift’. If different standards are applied
across the system, the credibility and integrity of the whole system is placed in jeopardy. To
ensure that this does not occur, SAQA has put a number of checks in place.
Every standard or qualification submitted for registration of the NQF must: articulate the assessment criteria for the learning outcomes;
stipulate the criteria for the registration of assessors of those outcomes, and
indicate moderation options including the recommendation of a moderating or moderating
bodies for those outcomes.
Therefore, the proposes of qualifications and standards have an important role to play in
setting clear, unambiguous standards and associated assessment requirements.
Furthermore, among the functions of an ETQA are the following:
to evaluate assessment and facilitation of moderation among constituent providers;
to register constituent assessors in terms of the criteria established for this purpose;
to co-operate with the relevant body or bodies appointed to moderate across ETQAs.
Hence in the quality assurance process, there is considerable emphasis on the process of
moderation to ensure the application of comparable standards across providers.
Finally, SAQA has the right to appoint a moderating body, if it sees fit, to ensure that
assessment of the outcomes described in NQF qualifications and standards is fair, valid and
reliable across different ETQAs or providers.
6.13 HOW DOES SAQA ENSURE ACCEPTANCE OF ITS POLICIES BY STAKEHOLDERS?The SAQA Act clearly states that the NQF must be set up after consultation and in co-
operation with those bodies and institutions responsible for education, training and
certification of standards affected by the NQF.
The fact that the SAQA Act clearly articulates the need for SAQA to do its work in a spirit of
consultation and co-operation indicates the commitment of the new democratic government
to the principles of representation and participation of all relevant stakeholders in society’s
institutions. This emphasis on inclusiveness has its roots in a history of exclusion of large
sectors of the community from important decision making processes in education and
training. For example, the skills to be developed and the content of a learning programme in
the past were constructed by the so-called experts in the field, usually academics rooted in
formal institutions of learning i.e. ‘providers’ of education, with little or no consultation with
the ‘users’ of the qualifications i.e. business, labour unions, learners. This led to the
frequently cited criticism that there was little match between what was taught in formal
institutions of learning and what was required in the world of work or even for further study.
Furthermore, there was little co-operation or consultation between previous ministries of
Education and Manpower; across industries or companies or with the state; between
providers of formal education and providers of training. This meant that there was no means
to align learning across different providers or learning programmes – qualifications remained
sectorally-based, geographically-based or institution-based with little or no formal
articulation between allied learning areas.
In spite of the culture of consultation and co-operation in decision-making in the new South
Africa, the most logical reason for representivity in decision-making about what learning
outcomes for a particular qualification should be, is the question of relevance. For South
Africa to remain responsive to changes in the environment, it is essential that all relevant
voices in the field of learning are heard, the state, the academics, the business world, the
labour market, the providers of education and training to name a few. An inclusive approach
to standards setting and the construction of qualifications will enable new trends to be taken
into account swiftly, thereby ensuring that South Africa is at the cutting edge of international
developments.
SAQA is committed to a process of public consultation in the development and execution of
policy. Qualifications and standards are required to go through a process of narrow
consultation with stakeholders in the field and a process of broad consultation, whereby the
public at large is provided with an opportunity to review and comment on the proposed
standards. Furthermore all qualifications and standards are submitted to a Reference group
which comprises organisations representing the disabled and marginalised sectors of the
community, for comment, before registration, in an effort to ensure that proposed standards
and qualifications do not discriminate unfairly against any of these sectors of the community.
In the execution of its quality assurance functions, ETQAs are required to have national
stakeholder representation. The main purpose of this representation is to ensure public
accountability and transparency. In addition all policy documents of SAQA are drawn up
through an open consultation process with relevant stakeholders and while in draft form, are
published in the Government Gazette for public comment. All nominations to SAQA
structures, excluding Authority members, are published in the Government Gazette prior to
appointment, to enable public comment. In addition, all documents requiring public comment
and all SAQA publications in the Government Gazette are posted on the website
(http://www.saqa.org.za). In this way SAQA ensures social transparency and inclusivity in its
work.
An education and training system that is constructed through a process of participation and
negotiation in order to meet the needs of all stakeholders enjoys greater legitimacy and
credibility in the society within which it operates than would otherwise be the case.
Furthermore SAQA, the guiding body in the South African system, is an impartial "overseer"
i.e. it isnot a state department or an arm of government, it is not an initiative of business, nor
of labour, nor is it allied to the education provider sector. For this reason, SAQA is
independent of the agendas of each of these sectors and as such, is able to retain its
integrity in facilitating negotiations between education and training stakeholders which
sometimes have conflicting interests.
The SAQA Act is an example of enabling legislation – it does not hand down a blueprint
from ‘on high’ but rather enables the development of the NQF as a social construct whose
meaning has been, and will continue to be, negotiated by the people for the people. It is a
synthesis of the experience, thinking and practice of South Africans from a variety of socio-
economic backgrounds representing a variety of world-views. The cornerstones of this
construct are democratic participation, intellectual scrutiny and the availability of resources –
notions central to SAQA’s development and implementation of the NQF.
6.14 HOW DOES SAQA ENSURE THAT QUALITY IS A FEATURE ACROSS THE NQF?The objectives of the NQF underpin the notion of quality in the new system. Moreover the
NQF supports a comprehensive quality cycle which includes standards setting and quality
assurance. Every standard and qualification before being registered on the NQF is
measured against the principles enunciated in the objectives of the NQF, to ensure that it
meets the criteria for an integrated qualifications framework that supports life-long learning.
In the same way, the foundation for national and international assurance of achievement of
these standards rests upon the way in which they reflect these same principles and
objectives.
By bringing these principles together in the social construction process, the standards
developed through the participatory and representative structures and processes of the
NSBs and SGBs and then registered on the framework, will have their delivery and
achievement assured, for all users of the learning system through the ETQA system. This
system in turn, reflects participatory and representative structures and processes. It is in
assuring the quality of both the standards and achievements that the quality cycle of the
framework is closed. It is through closing the cycle that the system allows ongoing
improvements both in the construction of standards and qualifications and in the delivery
and assessment of these standards and qualifications, by the users of those standards and
qualifications. In other words, the NQF is a system of assuring and continually re-assuring
learners and other users of the education and training system that credits, awards or
certificates issued during the learning process adhere to the standard registered on the
framework, and that all forms of provision deliver learning to the same standards for
accreditation purposes. The inclusive nature of the quality cycle ensures that the
responsibility for setting standards and for delivery of quality education and training rests
with the education and training stakeholders who participate in the SAQA processes.
I want to study for an MBA degree at Vulindlela University. Is it registered or accredited by SAQA?Registration and accreditation are two separate processes:
Registration means the granting of an application to operate as a private higher/further
education and training institution in terms of the Higher Education Act of 1997/ Further
Education Act of 1998, offering such programmes leading to registered qualifications on
sites as the registrar may approve in terms of the Higher Education Regulations/Further
Education Regulations.
The registration of private higher and further education institutions is done by the national
Department of Education.
The SAQA Website also provides an up-to-date list of registered private higher education
institutions.
Accreditation is the certification, usually for a particular period of time, of a person, a body
or an institution as having the capacity to fulfil a particular function within the quality
assurance system set up by SAQA in terms of the SAQA Act, 1995. SAQA accredits the
Education and Training Quality Assurance bodies (ETQAs) who in turn accredit education
and training providers. The accreditation of programmes or qualifications offered by higher
education institutions is done by the Council on Higher Education. Further education and
training programmes or qualifications are accredited by Umalusi (Council for Quality
Assurance in General and Further Education and Training) and you can reach them at 012
349-1510.
Does SAQA have a Quality Management System (QMS) that stakeholders can emulate?SAQA does not prescribe a Quality Management System (QMS) model but has developed
documents to guide the stakeholders on the minimum requirements for a QMS. These
documents are called Quality Management Systems for ETQAs and Quality Management
Systems for Providers (PDF).
In essence, an effective quality management system establishes a quality spiral as
standards are continually enhanced. The following figure indicates quality spirals.
Define customer expectations and needs to
determine the desired quality Identify and specify
skills, knowledge, resources, systems and procedures that will deliver required
qualityRevise specifications of
skills, knowledge, resources, systems and
procedures
Secure skills, knowledge,
resources, systems and procedures that will deliver required
qualityEnhance application of skills, knowledge, resources, quality
conformance of resources, performance of systems and
application of procedures
Deliver products or services
Monitor quality and Customer satisfaction
Review and revise definition of the desired
quality
Quality Assurance
“Best practices”
The following diagram summarises the assessment practices:
6.15 ACCREDITATION OF PROVIDERSCan I be accredited as a provider if I only offer courses of less than six months’ duration?Providers are accredited to offer learning programmes against specific standards and
qualifications. A course does not necessarily equal a qualification. A course may address
the needs of certain standards that are parts of a qualification. The "shortest" qualification
registrable on the National Qualifications Framework is a certificate, which in terms of the
NSB Regulations (RSA, 1998b) must consist of a minimum of 120 credits (a credit being
equivalent to ten notional hours of learning). Since notional time is merely a convenient
measurement for determining the average length of time the average learner supposedly
takes to complete a unit of learning, however, one should not equate notional time with
real time to suggest - as some have done - that a qualification of 120 credits will take one
ASSESSMENT
PRACTICES
ASSESSMENT APPROACH
E.g. BaselineFormative
Summative= Integrated
ANALYSE PURPOSE
REVIEWE.g. Moderation
processInternal Verifier
ASSESSMENT SYSTEM
E.g. Appeals procedure
Special needs of the candidateAssessment
policies
RESORDING ASSESSMENT
SE.g. Capture on in-house system
ETQA / NLRD requirements
Assessment methods /
approaches &
Instruments / tools
Direct or & indirect
Role-playersE.g. Assessor
Assessor committeeCandidate
Internal VerifierExternal Moderator
year to achieve. Indeed, in an outcomes-based education and training system it is learner
readiness only that should determine when assessment occurs, and hence the length of
the learning programme leading to the award of the qualification.
The short answer to the question, "Can I be accredited as a provider if I only offer courses
of less than six months’ duration?" is:
Yes, you can, provided that you as a provider satisfy the ETQA that has accredited you of
your capacity to offer a learning programme that meets the criteria for quality built into the
qualification.
What does regulation 3(2) (g) of the ETQA Regulations mean?3(2)(g) - An organization seeking accreditation as an Education and Training Quality
Assurance Body shall demonstrate that "the function of external quality assurance is
separate from and independent of the function of provision of education and training"
Regulation 3(2) (g) of the ETQA Regulations (RSA, 1998a) means that an organization
cannot be both a provider and an ETQA at the same time. For instance, an organization
such as the Institute for Marketing Management (IMM) that presently provides education
and training programmes, examines, and awards qualifications and certificates would not
be able to be accredited as an ETQA for IMM qualifications and certificates. It would only
be accredited as such when it terminated the function of providing education and training.
This means that it would then be eligible to apply for accreditation as an ETQA for other
organizations that provide the appropriate education and training.
Can a non-registered provider that wishes to be accredited as a provider of education and training in terms of regulation 13(a) of the ETQA Regulations apply to be registered with the ETQA from which it seeks accreditation prior to seeking such accreditation?ETQAs accredit providers - they do not register providers. The Department of Education,
under the Schools Act of 1996, HET Act of 1997 and FET Act of 1998, registers providers.
According to these acts all providers, public and private, providing education and training
in the three bands – GET, FET and HET - must be registered. This regulation therefore
says that, registration as a provider must be with the Department of Education in terms of
the relevant Act, and accreditation to offer specific national qualifications must be with the
appropriate accredited ETQA.
Do all private schools and further education and training establishments have to be registered and accredited to provide education and training?Yes, all private schools and further education and training establishments have to be
accredited by the General and Further Education and Training Quality Assurance Body
(GENFETQA) as soon as it is established and be registered by the Department of
Education.
Will any action be taken against schools that are not registered and/or accredited?The rationale for the policy of registration and accreditation is to have a public register that
informs the public of which institutions are legal and have an acceptable quality
management and assurance system for the education and training they are providing.
Institutions that are accredited and registered will be obliged to display their registration
and accreditation certificates. As the register of registered and accredited institutions will
be public, the public will be in a position to ascertain the status of an institution before
registering as learners.
What are providers supposed to do while ETQAs are not yet accredited and yet learners need to enrol with accredited providers?Currently 30 ETQAs (SETAs and some professional bodies) are already accredited and
they will start accrediting their respective providers. The providers are in the meantime
continuing with their respective functions of provision and are supposed to contact the
ETQAs with which they share the primary focus in order to be brought up to speed with
accreditation arrangements.
Are consultants and Small Micro and Medium Enterprises (SMMEs) supposed to meet the generic criteria for accreditation as education and training providers or are there special criteria for them since they are not institution based providers?All types of education and training providers should meet the generic criteria for
accreditation. The criteria are broad requirements that need to be contextualized. In
addition, a developmental approach should be adopted by ETQAs in the accreditation of
providers.
Does SAQA sign a Memorandum of Understanding (MOU) with ETQAs or is this an issue between ETQAs?The purpose of an MOU is to make a formal written agreement in order to address the
areas of common interest in terms of the primary focus between the parties affected by
these areas. SAQA's role is to provide assistance where possible in order to ensure that
the ETQA functions are carried out efficiently and smoothly. SAQA oversees the process
of developing MOU and does not sign an MOU with ETQAs.
7.16 ASSESSMENTDoes SAQA provide guidelines on the ideal relationship between formative and summative assessment in an integrated assessment system?SAQA has developed guidelines for assessment which are contained in the documents
entitled: Criteria and Guidelines for the Assessment of NQF Registered Standards and
Qualifications and the Criteria and Guidelines for the Registration of Assessors. The ideal
relationship between formative and summative assessment has to be considered within
the notion of continuous assessment and an understanding of the difference in purpose of
formative and summative assessment. Continuous assessment embraces both formative
and summative assessment. The NQF system allows for both types of assessment to be
administered on a continuous basis over the course of a structured learning experience.
For more information, refer particularly to the Criteria and Guidelines for the Assessment
of NQF Registered Standards and Qualifications document.
What do I do if I want to be registered as an assessor?You have to undergo training on the generic assessor unit standard with a provider that is
registered/accredited by the ETDP SETA. If you are an assessor at present, you only need
to be assessed for competence on the generic assessor unit standard by the ETDP SETA.
Do teachers have to be certificated and registered as assessors?Yes, as stipulated in the Criteria and Guidelines for the Registration of Assessors,
everyone who assesses learning should be certificated by the ETDP SETA and registered
by the relevant ETQA in each sector.
How do I know which ETQA should I be registered with once I have been trained as an assessor?You can contact SAQA to find out which SETA you belong to; it will probably be the SETA
that your company is registered with and paying levy to.
INSETA summarises assessment in the document “INSQA FRAMEWORK FOR ASSESSMENT AND MODERATION” as follows:
SAQA describes assessment as:
ET
ETQA regulations state that the quality assurance functions of the ETQA shall include:
Evaluating assessment and facilitating moderation among constituent providers;
Registering constituent assessors for specified registered standards or
qualifications in terms of the criteria established for this purpose; and
Taking responsibility for the certification of constituent learners.
ETQA regulations also stipulate, as a criterion for accreditation of providers, that the
provider’s quality management system should include policies and procedures for the
management of assessment.
Assessment principles and proceduresINSQA’s assessment and moderation policy and procedures will be aligned to the NQF
principles, as outlined below.
PRINCIPLE DESCRIPTION
IntegrationTo form part of a system of human resources development which provides for the establishment of a unifying approach to education and training
Relevance To be and remain responsive to national development needs
Credibility To have international and national value and acceptance
Coherence To work within a consistent framework of principles and certification
“A structured process for gathering evidence and making judgements about
an individual’s performance in relation to registered national standards”
PRINCIPLE DESCRIPTION
Flexibility To allow for multiple pathways to the same learning ends
Standards To be expressed in terms of a nationally agreed framework and internationally acceptable outcomes
Legitimacy To provide for the participation of all national stakeholders in the planning and co-ordination of standards and qualifications
AccessTo provide ease of entry to appropriate levels of education and training for all prospective learners in a manner which facilitates progression
ArticulationTo provide learners, on successful completion of accredited prerequisites, to move between components of the delivery system
Progression
To ensure that the framework of qualifications permits individuals to move through the levels of national qualifications via different appropriate combinations of the components of the delivery system
Portability To ensure learners to transfer credits of qualifications from one learning institution and/or employer to another
Recognition of Prior Learning
To, through assessment, give credit to learning which has already been acquired in different ways
Guidance of learners
To provide for counselling of learners by specially trained individuals who meet nationally recognised standards of educators and trainers
Assessment designINSQA recognizes that assessment is central to the recognition of achievement and that
the quality of assessment is important to provide credible certification. INSQA requires
portfolio assessment for all unit standards. The portfolios are assessed internally by the
trainer and moderated by the provider. INSQA will moderate a sample of portfolios from
each provider.
For each unit standard completed, learners are required to produce a portfolio of evidence.
This should include both formative and summative assessments and three different
categories of assessment, i.e. tasks, independent research and a summative test. The
three categories are all equally important, but the ratio of task : research : test may vary
according to the requirements of specific unit standards.
TASKS & ACTIVITIES INDEPENDENT RESEARCH SUMMATIVE ASSESSMENT
Mainly formative assessment validated by the trainer or line manager. Classroom- generated Workplace (could be
used for RPL)
Could be formative or summative assessment validated by the trainer and learner e.g. Interviews Surveys Research assignments
Pen and paper type test. Integrate skills
knowledge, values and attitudes (SKVA).
Set by the provider. The length of the test
should be relative to the number of credits allocated to the unit standard, e.g. 30-60 minutes maximum for a 2-credit unit standard.
The facilitator should indicate up front what evidence should be included in the portfolio.
The learner may decide on the format of the portfolio although in most cases plastic
sleeves kept in a file would probably be the easiest option for storage. The learner should
retain all portfolios as evidence of achievement. Once a unit standard has been achieved
the information will be recorded on the National Learner Record Database (NLRD) as a
permanent record and Inseta will issue a statement of credits.
At qualification level assessment is required against the critical cross-field outcomes
(CCFOs) and the exit-outcomes for the qualification and associated assessment criteria.
This will be a summative assessment, which will be externally moderated. The collection
of portfolios from the unit standards forms the formative assessment for the qualification.
Together they count for 50% towards the achievement of the qualification.
The practice of assessment, including the design of assessment methods and instruments
and the kind and amount of evidence required of learners will be governed by:
SAQA’s principles of good assessment;
Fairness;
Validity;
Reliability; and
Practicability
The specific outcomes, assessment criteria, range statements, contexts and
underpinning knowledge contained in the unit standard against which the
assessment is conducted
Sub-field specific criteria and conditions for assessment as contained in registered
unit standards and qualifications, against which assessment is conducted
Reference to INSQA’s Proposed Assessment Model
Assessment MethodsThese principles will guide and inform INSQA’s assessment policies and procedures in
the following ways:
Integrated assessmentIntegrated assessment will allow for the integration of knowledge and skills, theory
and practice, and will require the learner to demonstrate competence in adapting to
changed circumstances.
“Competence” in SAQA terms refers to applied competence and “outcomes” are the
end products of a learning process. They are statements regarding the learner’s
competence that can be demonstrated and assessed.
Integrated assessment will work as follows:
In unit standards, specific outcomes and critical cross-field outcomes will be
assessed simultaneously
Where there is a logical progression of tasks, a number of outcomes /
assessment criteria /unit standards will be assessed together
A varied combination of assessment methods and instruments will be used
Where possible, naturally-occurring evidence (such as in a workplace setting)
will be collected
Evidence will be acquired from other sources such as supervisors’ reports,
testimonials, portfolios of work previously done, logbooks, journals, etc.
Criterion vs. Norm-referenced methodsIn keeping with the outcomes-based philosophy, criterion-referenced assessments
will be used.
Norm-referenced methods, such as exit level examinations may still be used to
assess knowledge but it will not be the only and decisive form of assessment.
Designers of assessment should ensure that norm-referenced methods are only
used as part of a range of assessment methods.
Conditions for formal testingWhere traditional methods are used e.g. tests or exams, the following conditions will
apply:
The time allowed will be flexible to accommodate the “exam-mentality” e.g. 2
hours, up to a maximum of 3 hours may be allowed
If the learner is assessed as “not-yet-competen”t, the assessor should check
for possible reasons other than a lack of competence e.g. language barriers.
In such instances the learner should be allowed to redo the portion of the
test, using another method of assessment if necessary, depending on the
need.
Codes should be used for ranking results, not percentages, e.g. C for
competent, NYC for not-yet-competent, VHC for very highly competent
Formative and summative assessmentsFormative assessment refers to assessment that takes place during the process of
learning and teaching and is developmental in nature
Summative assessment is conducted to make a judgement about learner
achievement, at the end of a learning programme and when a learner is ready to be
assessed
With the agreement of the learner, results collected from formative assessment
activities may be used for summative assessment.
Note: It will be imperative that the learner be made to understand up front that he/she
is being assessed towards a credit and that learning achievements will be recorded
and reported on.
Assessing unit standards Learning programmes may be organized around one outcome or a set of
outcomes depending on what is appropriate in terms of the unit standard/s
and ensuring learner success.
Summative assessments should be administered when a learner has
achieved learning against a learning programme and is ready to be assessed
Integrated assessmentAssessment practices must be fair, transparent, valid and reliable and should ensure that
no learner is disadvantaged.
The focus of assessment must be on the assessment of the learning outcomes rather than
learning outputs. The specific outcomes guide the learning and training process towards
the outcomes on a continuous basis. The purpose is to determine whether the outcomes
have been attained.
Learning, teaching and assessment are inextricably linked. Where appropriate,
assessment of knowledge, skills, attitudes and values indicated in the various unit
standards should be integrated. Learning materials should be designed around the
evidence required and the intended method of assessment.
Assessment has a formative, monitoring function. Formative assessment should
be used to assess gaps in the learner’s skill and knowledge and to indicate where
there is a need for expanded opportunities. The goal is to promote learning and to
assess the efficacy of the teaching and learning process. Feedback from
assessment informs teaching and learning and allows for the critique of outcomes,
methodology and materials. Formative assessment is diagnostic and as such it
should guide the learner and the trainer. It is continuous and is used to plan
appropriate learning experiences to meet the learner’s needs. It provides
information about problems experienced at different stages in the learning process.
As it is criterion-referenced, if the learner has met the assessment criteria, s/he has
achieved the outcomes.
Assessment should also have a summative component. Summative assessment
is used on completion of a unit standard as one of the three forms of assessment
in the portfolio (i.e. tasks, independent research activities and tests).
A variety of methods must be used in assessment and tools and activities must be
appropriate to the context in which the learner is working. Assessment should take
place in an authentic context as far as is possible. Where it is not possible to
assess competence in the workplace, simulations, case studies and other similar
techniques should be used to provide a context appropriate to the assessment.
Integration implies that theoretical (knowledge) and practical (skill) components
should, where possible, be assessed together.
Learners should be required to demonstrate that they can perform the outcomes
with understanding and insight.
Assessment should ensure that all specific outcomes and critical cross-field
outcomes are evaluated. Assessment of the critical cross-field outcomes should
be integrated with the assessment of the specific outcomes. The critical cross-field
outcomes are implicit in some unit standards and learning programmes should be
designed to extend and further reflect the integration.
INSETA’s process to be followed in assessing individual unit standards.
Plan the learning experience.
Interpret the level according to the SAQA level descriptors.
Decide what the evidence of learning
will be.
Develop the learning materials to produce
the required evidence using OBE
methodology.
Design assessment instruments or tools to
assess the tasks, research and test(s).
The training takes place. Learners are
assessed based on the tasks done in the
learning programmes
and the independent
research assignment.
The learner is
summatively assessed based on the SKVA
and CCFOs.
The learner submits a completed portfolio of
evidence for assessment
by the trainer.
The trainer makes an assessment
decision based on the evidence in the
portfolio.The provider/internal moderator moderates
the results in accordance with their INSQA-
approved assessment policy.
The portfolio is returned to the learner for safekeeping and may
be required to submit the evidence to an external moderation by INSQA at
qualification level.
INSQA reserves the right to call for sample
moderation.
The provider submits the
learner information to INSQA.
INSQA issues a statement of credit and records the information
on the NLRD.
Decide what will be assessed as tasks,
independent research and test.
Analyse the unit standard. Note the number of credits and notional time required. Identify the knowledge,
skills, values and attitudes indicated in the standard (SKVA)
6.17 HOW DOES SAQA ACKNOWLEDGE RECOGNITION OF PRIOR LEARNING (RPL)?Among the objectives of the NQF are the need to facilitate access to, and mobility and
progression within education, training and career paths as well the need to accelerate the
redress of past unfair discrimination in education, training and employment opportunities.
SAQA is challenged to find a way in which these two objectives can be met, to find a way to
recognise the learning that has taken place outside traditional learning contexts, previously
the only learning contexts that were formally recognised. SAQA has indicated its intention to
engage its structures in the area of RPL as a means of giving practical meaning to these
objectives.
SAQA has mentioned RPL directly in the NSB regulations and has also made reference to it
in the ETQA regulations. In the NSB regulations, the criteria for the registration of a
qualification are outlined. One of these requirements is that the proposal should indicate in
the rules governing its award, that the qualification may be achieved in whole or in part
through the recognition of prior learning. The point is made that the concept of RPL includes
but is not limited to learning outcomes achieved through formal, informal and non-formal
learning and work experience.
In the ETQA regulations one of the criteria for accreditation as an ETQA is that the activities
of the ETQA must advance the objectives of the NQF and hence in accordance with these
objectives, policies and procedures for RPL are also the responsibility of the ETQA and
hence will be considered in the accreditation process.
Why do we do RPL?Here are some of the reasons why RPL is done:
To redress the historical disadvantages like exclusion of many people from
education and training because of regulations used by institutions, exclusion from
certain jobs of certain population groups, etc.
To validate people’s skills and knowledge§ For broader development of individuals
To facilitate access to jobs and progression in career paths
For recognition in terms of grading and pay/salary
For planning through skills audits
To promote employment equity
If I cannot speak English, can I go for RPL?Yes you can, depending on the requirements of the qualification or unit standards you
want recognition for. The RPL policy states that:
"In some instances, training needs to include an explicit component on language
bias, where language may become a hindrance to assessment. Particularly where
candidates make use of "colloquialism" for work processes, equipment and tools.
Where demonstration of skills does not require formal language skills, assessors
have to be sensitive to the use of words and terms common within a particular
context".
How does RPL assessment differ from the other general assessment?General assessment has got the formative and summative components. With RPL
assessment, it is mostly the summative component with formative done only to a learner
where further action is taken after the advisory session. When assessing candidates for
RPL, they are assessed against the same Unit standards and exit level outcomes of
qualifications using the same assessment criteria as for other full time learners. What is
demanded of a full time learner has to be met fully by an RPL learner during assessment.
Assessment of RPL learners can be on a one to one basis or even on group basis just like
full time learners. If 50% is demanded as a pass mark for full time learners, the same
should apply for RPL learners.
Certificates obtained through RPL should be the same as those obtained through full time
learning so as to prevent discrimination of the RPL learners. However, recording of RPL
learners and their achievements should be kept by the respective ETQAs and providers
involved. This will help track the success or failure of RPL implementation in South Africa.
INSETA’s Process to be followed for Recognition of Prior Learning (RPL).Unit standards may be achieved in part by RPL. Prior learning may be recognised if a
learner is competent in the knowledge, skills, values and attitudes indicated by the specific
outcomes and assessment criteria of the unit standard.
A portfolio of evidence is required for RPL, but the learner need not necessarily attend or
complete a learning programme.
Process to be followed in RPL.
In the absence of providers ready to implement RPL what do we do with learners wanting RPL now?Depending on what these learners want RPL for and also the level at which they want to
be assessed; learners can be referred to centres already implementing RPL such as
Construction SETA, UNISA, U.O.F.S. for help.
Learner compiles a portfolio of evidence and
submits it to the assessor.
Learner analyses the unit standard and makes a decision
about own competency.
Learner does the required research task and pen and paper summative
assessment.
Learner requests RPL for selected
assessment criteria from
Inseta.
Learner produces
authentic and current evidence
of workplace tasks.
Learner is briefed by an
appointed assessor.
An appointed moderator moderates portfolio.
The moderator submits the learner
information to INSQA.
The information is recorded on the NLRD.
Assessor makes an
assessment decision.
INSQA issues a
statement of credits.
6.18 REGISTRATION OF NEW STANDARDS AND QUALIFICATIONSWhat is the difference between a qualification and a learning programme, and can a programme be registered on the National Qualifications Framework?
The essential difference between a qualification and a learning programme is that a
qualification is a learning outcome, and learning programmes the process one embarks
upon in fulfilment of that outcome.
A qualification means the formal recognition of the achievement of learning. This is subject
to the definition and rules of combination as defined in 8(1) of the NSB Regulations. A
learning programme on the other hand is the process which one embarks upon in order to
fulfil that achievement.
A qualification is characterized by learning outcomes – critical cross-field and specific
outcomes – which provide the learner with opportunities for further (lifelong) learning.
Subject to SAQA approval, a qualification can be registered on the National Qualifications
Framework. Once thus registered, the qualification becomes "public domain property". A
learning programme is a provider-specific course or programme offered to learners against
a particular qualification, and is subject to quality assurance by an accredited ETQA.
Learning programmes, then, cannot be registered on the National Qualifications
Framework.
6.19 LEGAL DOCUMENTS AND OTHER SAQA AND INSETA PUBLICATIONS OR DOCUMENTS SAQA Act (No. 58 of 1995)
NSB Regulations (Government Gazette No. 18787; 28 march 1998)
ETQA Regulations (Government Gazette No. 19231; 8 September 1998)
The NSB Manual
Criteria for the Generation and Evaluation of Qualifications and Standards within the
NQF
Criteria and Guidelines for ETQAs
Criteria and Guidelines for Providers
Guidelines for the Assessment of NQF registered unit standards and qualifications
INSQA framework for assessment and moderation 13 January 2003
SAQA publishes the SAQA Update on a regular basis. This one-page newsletter gives up-
to-date information about the progress made in respect of the development and
implementation of the NQF.
SAQA publishes a bulletin on a regular basis which is intended to keep readers abreast of
decisions and developments within SAQA as well as highlight pertinent debates. It also
provides the opportunity for critical reflection on the NQF and related issues. Bulletin No. 1
(May 1997) is of particular interest as it records the fundamental decisions of SAQA in
respect of the establishment of the NQF.
6.20 RELATED ACTS National Education Policy Act
South African Qualifications Authority Act
Higher Education Act
Skills Development Act
Skills Development Levies Act
Further Education and Training Act
South African Schools Act
6.21BLIOGRAPHY AND NOTESThe history of the NQF is based on the personal account of the origins of the NQF
presented to the SAQA staff on 29 May 1998 by Adrienne Bird, Chief Director, Human
Resources and Employment Services at the Department of Labour, and on a paper
presented by Mr S M Pityana, Director-General at the Department of Labour, at the
"Conference on the National Qualifications Framework" on 22-24 April 1996, Technikon
South Africa, Johannesburg.
Ball, Sir Christopher (1996): Life-long learning for the 21st Century, keynote
address at the 21st Improving University Teaching Conference, the Nottingham
Trent University, Nottingham, UK
Barnett, Ronald (1994): The Limits of Competence: Knowledge, Higher Education
and Society, London: Society for Research into Higher Education
RSA (1995): South African Qualifications Authority Act (Act No. 58 of 1995),
Government Gazette No. 1521 (4 October)
RSA (1998): Regulations under the South African Qualifications Authority Act (Act
No. 58 of 1995): NSBs, Government Gazette No. 18787 (28 March)
RSA (1998): Regulations under the South African Qualifications Authority Act (Act
No. 58 of 1995): ETQAs, Government Gazette No. 19231 (8 September)
SAQA (1996): SAQA Bulletin 1.1, South African Qualifications Authority
(1994): A Discussion Document on a National Training Strategy Initiative, National
Training Board
(1994): A Policy Framework for Education and Training, African National Congress
(1994): Implementation Plan for Education and Training, CEPD
(1995): Ways of Seeing the National Qualifications Framework, Human Sciences
Research Council
(1995): White Paper on Education and Training, Notice 196 of 1995 (15 march),
Department of Education
(1998): The Star newspaper (24 July), quoting Mamphela Ramphele
Internal working documents compiled by SAQA staff: Mr M Cosser, Ms G Elliott, Mr
J Gunthorpe, Ms S Mokhobo-Nomvete and Mr J Samuels
7. CONTENT Reference guide:
Learning material may included a performance guide which will form part of each
module’s instruction in the rest of the Facilitator‘s guide.
Relevant reverence material needs to be included in the Reference guide that
forms a separate part of these manuals.
Facilitator guide (to update their knowledge/resource database):The facilitator guide could contain any of the following:
Detailed instructions to the facilitator (could be a training facilitator and/or a line
manager) on how to guide the learner through the various learning activities
described above.
A trainer/facilitator guide.
A collection of training aides and activities.
Any other appropriate compilation of structured learning activities, developed
for a facilitator’s use.
The best resource is the availability of a Subject Matter Expert.
Internet searches can be done and the relevant websites will be indicated in
the rest of the facilitator’s guide.
Learner and User guide:The learner guide could contain any of the following:
Detailed instructions to the learner on how to compile a portfolio of evidence.
A training manual.
A collection of tasks, activities and research projects aimed at compiling
adequate evidence.
Any other appropriate compilation of structured learning activities.
The learner guide should contain adequate information on the learning activities
provided in the Learning Map Summary.
It is important to give clear instructions to both parties –the learner and the line manager.
There are a few general instructions to be given to both the learner and the line manager.
This instructions will differ from intervention to intervention but should at least include the
following:
LEARNER LINE MANAGERThe learner should: Attend all sessions; Complete all pre-work, reading, research
and other assignments; Actively participate in all training
modules, keeping an open mind; Create specific action plans detailing
his/her expected applications of the learning content, and discuss these with his/her supervisor/manager;
Share highlights of the learning with relevant co-workers;
Complete all assessments, reading, research and other assignments.
The line Manager should: Release the learner from sufficient work
assignments to allow complete preparation for, and attendance at, all learning - and assessment sessions;
Attend and participate in all advance briefing sessions for supervisors/managers;
Meet with the learner following training to determine highlights of the sessions and mutually explore opportunities for applications;
Minimize all interruptions to the training; Model the desired behaviours for the
learner; Provide encouragement, support, and
reinforcement for the new learner behaviours;
Provide specific opportunities for the learner to practice the new behaviours and skills
The contract attached as Annexure B can be used to make sure that both parties are
committed to the process and development of the learner.
List of resources (checklist for each activity of what’s needed) – addressed in
each module.
Timing and sequencing – addressed in each module.
Content divided into manageable chunks/subsections- addressed in each
module.
Alternatives to exercises or additional exercises – addressed in each module.
Standardised terminology – Glossary of terms added at the end of the module.
8. ASSESSMENT
8.1 WHAT IS ASSESSMENT?
8.2 ROLES AND RESPONSIBILITIES OF THE ASSESSOR AND THE CANDIDATE
It is the responsibility of the assessor to ensure that:
Agreement is reached on the evidence presented.
An assessment plan is drawn up with the candidate.
The candidate is told about the assessment process.
Assessment procedures stated by the organisation and ETQA are followed.
Al questions and responses of the candidate are recorded.
Pompt accurate and constructive feedback is provided to the candidate.
The candidate is told he/she is competent or not yet competent against the
element and evidence produced.
A new assessment plan is agreed with the candidate if further evidence is
required.
It is the responsibility of the candidate going for the award to ensure he/she is able to:
Identify units, elements that make up the qualification that they wish to go for
and be assessed against it.
Produce evidence of prior achievement and current competence.
Produce evidence in a structured format.
ASSESSMENT IS A PROCESS OF MAKING
JUDGEMENTS ABOUT AN INDIVIDUAL=S
COMPETENCE THROUGH MATCHING EVIDENCE
COLLECTED TO THE APPROPRIATE NATIONAL
UNIT STANDARDS
8.3 INTEGRATED ASSESSMENTIntegrated assessment means different aspects of performance, namely knowledge,
understanding, problem-solving, technical skills and attitudes. Integrated assessment is
thus holistic, this means:
Assessing a number of outcomes together;
Assessing a number of assessment criteria together; and
Using a combination of assessment methods and instruments for outcomes.
INTEGRATED / HOLISTIC ASSESSMENT
Knowledge Understanding
Problem-solving
Technical skills
Attitudes
8.4 THE ASSESSMENT PROCESSFor assessment to be effective the six steps of the assessment process should be followed.
The following figure indicates the six steps of assessment:
PLAN ASSESSMENT
PREPARE CANDIDATE FOR ASSESSMENT
PROVIDE FEEDBACK
CONDUCT ASSESSMENT
MAKE ASSESSMENT JUDGEMENT
REVIEW
Baseline assessment:The objective of baseline assessments are to determine the learner’s competency regarding
to processing and producing a document and to identify gaps and if applicable
Recognition of Prior Learning (RPL). This will enable the facilitator to make the
necessary changes to my facilitation and it indicated what learner needed extra exercises during the learning programme.
Formative assessment:Formative assessment will help the facilitator to cater for the continued development of
each learner and to identify gaps. Formative assessment can be used to:
Collect evidence, and assess to decide: If the learners are the right level, or if there are gaps in learning;
If the learning strategy is appropriate;
How learners were learning for example what methods they used in problem-
solving; and
How learners were progressing towards the Critical Cross Field Outcomes
and Specific Outcomes.
SUMMATIVE ASSESSMENTAt the end of a unit standard
Skills
Values and
attitudes
Knowledge, Understanding & Insight
FORMATIVE ASSESSMENTDuring training
BASELINE ASSESSMENT
Before the learning
programme commences
Develop learner’s awareness of what has been achieved: The learners should be involved in the learning process for example by
asking questions, group activities and assessing him/her self and others.
This helps the learners to develop critical awareness, to analyse his/herr own
learning and to set objectives for the future.
Identify the next steps in learning: Whether a facilitator needed to accelerate/slow the pace of learning;
Whether there were gaps which need to be addressed;
Which learners could progress to new learning; and
Which learners need remediation (they are struggling and needed additional
exercises) or needed to be challenged (needed extra stimulating exercises).
Summative assessmentThe aim of summative assessment is to ensure that the learners can apply all the newly learned skills. Learners who are deemed “Competent” in the Unit Standard will receive
credits for it and their information will be captured on the National Learner’s Record
Database (NLRD).
8.5. STEPS DURING ASSESSMENT
Follow these steps when assessing a learner:
STEPS IN ASSESSMENT
PRACTICSEXPLANATION
Step 1:Analysing the purpose of the assessment
Assessment is relevant across all fields in the organisation and is not limited to education, training and development
Reasons for assessment can include: To select and recruit candidates for a job; To monitor individual performance; To determine training needs; To assess skills and knowledge; To recognise prior learning; To assess training programmes; To assess the progress of learner/candidate on a training
programme; To assess a learner/candidate’s competence
Step 2:Identifying and developing role-players
It is important to identify who are the role-players and what their responsibilities are
Role-players and their responsibilities can include: The candidate:
Show their competence The learner:
Achieve the learning outcomes The manager/direct supervisor of the
learner/candidate: Supports the learner/candidate Mentor the learner/candidate in the workplace Assess the learner/candidate on an ongoing basis in
the workplace Assessor:
Plan, prepare, conduct, give feedback, review and manage the assessment process
Facilitator: Facilitate the learning programme according the
learning outcomes Assessment committee:
Moderate assessment decision of Assessor Internal Moderator:
Advise Assessors and sample assessments for quality purposes
External Moderator: Check the quality and consistency of assessments
STEPS IN ASSESSMENT
PRACTICSEXPLANATION
Step 3:Selecting the most appropriate assessment approach
The basis of Outcomes Based Assessment approach is: Based on national unit standards; Purpose of assessment is explicit; Specific outcomes are assessed; Assessment is on-going (part of development); Assessment practices are relevant and should not create barriers. Need to know about the learner/candidate: Knowledge and experience – RPL; Previous historical training background - RPL Barriers or potential barriers; and Special needs Assessment principles which ensure good assessment
practices: Appropriateness; Fairness; Manageability; Time efficient; Integration into work or learning; Validity; Direct; Authenticity; Sufficiency; Systematic; Open; and Consistent
Baseline / pre-assessment: Takes place before a learning programme Determine a learner’s gaps Formative assessment: Assessment takes during the process of learning place Identifies gaps Summative assessment: Making a judgment about a learner’s competence at the end of a
learning programme Assess the learner for credits Integrated assessment: Choosing a variety of assessment methods, which can integrate a
number of assessment activities It can be on one specific outcome or across a series of specific
outcomes
Step 4:Developing assessment systems, policies and procedures
This determines the effectiveness of the assessment practices Includes systems, policies and procedures For example:
Training and development policy; Assessment policy RPL policy; Moderation policy; Appeals procedure; Assessor selection; Assessor registration procedures; Assessor code of conduct; Recording and reporting system; and Health and Safety policy
STEPS IN ASSESSMENT
PRACTICSEXPLANATION
Step 5:Compiling assessment guides/plans
The purpose of assessment guides is to collect and record valid, current, authentic, sufficient and consistent evidence
It ensures standardisation and maintain a high quality of assessment
Compiling assessment guides/plans involves: Identifying relevant unit standards and specific outcomes; Identifying required evidence; Identifying most appropriate assessment approach; Selecting the most suitable and cost effective assessment
methods; Identifying the resources required for assessment; Designing assessment instruments (fit for purpose) and record
systems; and Moderation of assessment
Step 6:Conducting and recording assessments
Conducting involves collecting evidence against specific outcome/s following a structured assessment process
It is the Assessor’s responsibility for arranging resources with assessment requirements, e.g. materials, equipment, access to relevant personnel, audio visuals and documentation
Recording of evidence the learners/candidates presented via a reliable system
The system must be fully auditable The cost and time effectiveness of recording is an important
consideration Key factors of successful assessment are:
Verifiability (moderation processes); Consistency (in the process and recording of assessment); Flexibility (cope with different demands); Simplicity (do not make demands on the learner/candidate
beyond the requirements of the NQF); and Familiarity (relate to work-life of learner/candidate she knows)
Step 7:Reviewing assessment practices
The purposes of reviewing are: Verify that the assessment was fair, valid, reliable and
practicable; To identify the need to redesign assessment guides/plans if
required; To provide an appeal procedure for dissatisfied
learners/candidates; To evaluate the performance of assessors; To provide a procedure for the re-registration of assessors
and deregistration of assessors; and To provide feedback to INSQA
Reviewing involves evaluating assessment practices in general and it also involves moderation
Internal Moderation ensures that that assessment which take place within a single learning provider is consistent, accurate and well designed
Step 8:Quality assurance of all assessment practices
Quality is assured by the training provider and the external verification system of INSQA
External Moderation is managed by INSQA and involves the following:
Checking the systems Providing advice and guidance; Maintain an overview across all providers; Checking if all staff involved in assessment are appropriately
qualified and experienced;
STEPS IN ASSESSMENT
PRACTICSEXPLANATION
Checking credibility of assessment methods and tools; Checking internal moderation processes
9. LEARNER SUPPORT
There should be support for the learner available at all times. This support can differ from
technical support to personal support depending inter alia on the unit standard and needs of
the learner. This can vary from organisation to organisation but below is listed the minimum
recommended support which should be available to every learner:
Internet access:
To assist in research projects or other assignment where the learner needs to
gather information.
Access to a Subject Matter Expert:
To assist the learner with technical support as well as the application in the
workplace.
Access to research materials:
Especially when there are no internet access available and research forms
part of the intervention.
Access to Intranet/ in-company systems/ training systems:
For on the job application.
In-company information:
To assist in the assignments or practical application of information in
company specific situations.
Assessment criteria:
They should know at all times what the requirements and assessment criteria
are.
Appeals procedures:
If they are not happy with the way the assessments have been done or they
want to appeal against an assessment decision.
These are the minimum recommendations for learner support but organisation specific
support systems can be added.
10 FEEDBACK TO INSETA It is strongly recommended that each organisation implement and follow their own
feedback and reporting system and adhere to INSQA’s framework for assessment and
moderation and SAQA’s “Principals of Good Assessment” (and other relevant
policies/documents).
After the validation of the assessments by the Internal Moderator and the candidate are
deemed competent, the Portfolio of Evidence together with all relevant
recommendations and comments from all parties (candidate, assessor and Internal
Moderator) to indicate the assessment process are sent electronically (optional) and in
hard copy (compulsory) to the ETQA.
The ETQA will follow their own processes and inform the organisation of the outcome.
A last thought:
You cannot conquer the oceanWithout turning your back to the dry land
REFERENCE
HACKETT, DH & MARTIN, CL 1993: Facilitation skills for team leaders. California: Crisp.
MACKRORY, P 2002:Introduction to Outcomes Based Education.
MAGER RF 1991 Making instruction work. London: Kogan Page.
McARDLE, GEH 1993: Delivering effective training sessions. California: Crisp.
SOUTH AFRICA (Republic). Regulations under the South African Qualifications Authority Act (Act
No. 58 of 1995): ETQAs: Government Gazette No. 19231 (8 September).
SOUTH AFRICA (Republic). Regulations under the South African Qualifications Authority Act.
(Act No. 58 of 1995). NSBs: Government Gazette No. 18787 (28 March). Pretoria:
Government Printers.
SOUTH AFRICA (Republic). South African Qualifications Authority Act (Act No. 58 of 1995).
Pretoria: Government Printers
Documents found on the SAQA website (saqa.org.za).
Documents found on the ACI (Association of Collective Investments) website (aci.org.za).
Documents found on the INSETA website (inseta.org.za).
Information received from INSMAT materials writers.
IISA Recommendation for evaluating learning materials.
USEFUL INTERNET ADDRESSESS
NAME OF ORGANISATION/PROFESSIONAL BODY WEB ADDRESS
Association of Health Benefit Advisors www.ahba.org.za Association of Collective Investments www.aci.org.za Banking Council of South Africa www.banking.org.za Board of Healthcare Funders www.bhf.co.za Financial Planning Institute of SA www.fpi.co.za Financial Services Board www.fsb.co.za Institute of Bankers www.iob.co.za Institute of Internal Auditors www.iiasa.org.za Institute of Loss Adjusters www.ilasa.org.za Institute of Marketing Management www.imm.co.za Institute of Pension and Provident Fund Trustees www.pensionsworld.com Institute of Retirement Funds www.irfsa.co.za Insurance and Banking Staff Association www.ibsa.co.za Insurance Brokers Council www.ibcprotea.com Insurance Institute of SA www.iisa.co.za Life Offices Association www.loa.co.za Life Underwriters Association of SA www.luasa.co.za Micro Lenders Association www.satis.co.za/mia SA Risk and Insurance Management Association www.sarima.org.zaSociety of Risk Managers www.srm.org.za SA Financial Services Intermediaries Association www.safsia.co.za SA Institute of Chartered Accountants www.saica.co.za SA Institute of Financial Markets www.saifm.co.za
ANNEXURE A
CHECKLIST FOR CRITICAL CROSS FIELD OUTCOMES
Learners should demonstrate that s/he is able to ….
CRITICAL CROSS FIELD OUTCOME MODULE 1
MODULE 2
MODULE 3
MODULE 4
1. Identify problemsSolve ProblemsMake responsible decisionsThink creatively
2. Work as a member of a team3. Organise him/herself and his/her activities
Manage him/herself and his/her activities
4. Collect informationAnalyse informationOrganise informationCritically evaluate information
5. Communicate effectively using visual skillsCommunicate effectively using mathematical skillsCommunicate effectively using language skillsCommunicate effectively in oral presentationsCommunicate effectively in written presentations
6. Use technologyShow responsibility for the environmentShow responsibility for the health of others
7. Understand the world as a set of related systemsUnderstand consequencesUnderstand implicationsExplain where a process or task fits into the big picture
8. Reflect on own learningExplore a variety of strategies to learn more effectively
9. Participate as a good citizen10. Be culturally sensitive
Be aesthetically sensitive
11. Explore education and career opportunities
12. Develop entrepreneurial opportunities
ANNEXURE BBEHAVIOURAL CONTRACT BETWEEN THE LEARNER AND
SUPERVISOR/MANAGER
EMPLOYEE STATEMENT:I, ____________________________, would like to participate in the following learning
programme ___________________________ which underpins the unit standard
_____________________________________________ (number __________) on NQF level
______________ and consts out of ____________ credits. I agree to:
Attend all sessions;
Complete all pre-work, reading, research and other assignments;
Actively participate in all training modules, keeping an open mind;
Create specific action plans detailing my expected applications of the learning content, and
discuss these with my supervisor/manager;
Share highlights of the learning with relevant co-workers;
Complete all assessments, reading, research and other assignments.
Signed : ________________________
Date : ________________________
SUPERVISOR’S/MANAGER’S STATEMENT:I, ___________________________, the supervisor/manager of the employee identified above,
agree to:
Release him/her from sufficient work assignments to allow complete preparation for, and
attendance at, all learning - and assessment sessions;
Attend and participate in all advance briefing sessions for supervisors/managers;
Meet with the learner following training to determine highlights of the sessions and mutually
explore opportunities for applications;
Minimize all interruptions to the training;
Model the desired behaviors for the learner;
Provide encouragement, support, and reinforcement for the new learner behaviours;
Provide specific opportunities for the learner to practice the new behaviours and skills.
Signed : ________________________
Date : ________________________
ANNEXURE CGLOSSARY OF TERMS AND ACRONYMS
(as per NSB and ETQA regulations)
TERMS, SETAS, ACRONYMS EXPLANATION
Accreditation
Means the certification, usually for a particular period of time, of a person, a body or an institution as having the capacity to fulfill a particular function in the quality assurance system set up by the South African Qualifications Authority in terms of the (SAQA) Act.
Applied competence Means the ability to put into practice in the relevant context the learning outcomes acquired in obtaining a qualification.
Assessor
Means the person who is registered by the relevant Education and Training Quality Assurance body in accordance with criteria established for this purpose by a Standards Generating Body, to measure the achievement of specified National Qualifications Framework standards and qualifications.
Critical outcomes Means those generic outcomes that inform all teaching and learning.
Education and Training Quality Assurance body (ETQA )
Means a body accredited in terms of section 5(1) (a) (ii) of the (SAQA) Act. The body is responsible for monitoring and auditing achievements in terms of national standards and qualifications and to which specific functions relating to the monitoring and auditing of national standards and qualifications have been assigned in terms of section 5(1) (b) (i) of the (SAQA) Act.
Exit level outcomes Means the outcomes to be achieved by a qualifying learner at the point at which he or she leaves the programme leading to a qualification.
Integrated assessment
Refers to that form of assessment that permits the learner to demonstrate applied competence and which uses a range of formative and summative assessment methods.
Moderating Body Means a body specifically appointed by the Authority for the purpose of moderation.
National Standards Body (NSB)
Refers to a body registered in terms of section 5(1) (a) (ii) of the (SAQA) Act. The body is responsible for establishing education and training standards or qualifications, and to which specific functions relating to the registration of national standards and qualifications have been assigned in terms of section 5(1) (b) (I) of the (SAQA) Act..
Outcomes Means the contextually demonstrated end products of the learning process.
Primary focus Means that activity or objective within the sector upon which an organisation or body concentrates its efforts.
Standards Generating Body (SGB)
Refers to a body registered in terms of section 5(1) (a) (i) of the (SAQA) Act. The body is responsible for establishing education and training standards or qualifications, and to which specific functions relating to the establishment of national standards and qualifications have been assigned in terms of section 5(1) (b) (i) of the (SAQA) Act.
Unit standardMeans registered statements of desired education and training outcomes and their associated assessment criteria together with administrative and other information as specified in these regulations.
THE 25 SETAS
TERMS, SETAS, ACRONYMS EXPLANATION
BANKSETA Banking Sector Education and Training Authority
CETA Construction Education and Training Authority
CHIETA Chemical Industries Education and Training Authority
DIDTETA Diplomacy, Intelligence, Defence and Trade and Industry Sector Education and Training Authority
ESETA Energy Sector Education and Training Authority
ETDPSETA Education, Training and Development Practices Sector Education and Training Authority
FASSET Financial and Accounting Services Sector Education and Training Authority
FIETA Forest Industries Sector Education and Training Authority
FOODBEV Food and Beverages Manufacturing Industry Sector Education and Training Authority
HWSETA Health and Welfare Sector Education and Training Authority
INSETA Insurance Sector Education and Training Authority
ISETT Information Systems, Electronics and Telecommunications Technologies
LGWSETA Local Government, Water and Related Services Sector Education and Training Authority
MAPPP Media, Advertising, Publishing, Printing and Packaging
MERSETA Manufacturing, Engineering and Related Services Education
MQA Mining Qualifications Authority
PAETA Primary Agriculture Education and Training Authority
POSLEC Police, Private Security, Legal and Correctional Services Sector Education and Training Authority
PSETA Public Services Sector Education and Training Authority
SERVICES Services Sector Education and Training Authority
SETASA Secondary Agriculture Sector Education and Training Authority
TETA Transport Education and Training Authority
TEXTILES Clothing, Textiles, Footwear and Leather Sector Education and Training Authority
THETA Tourism and Hospitality Education and Training Authority
W&RSETA Wholesale and Retail Sector Education and Training Authority
ACRONYMSAAT (SA) Associate Accounting Technician
ABASA Association for the Advancement of Black Accountants in South Africa
ABET Adult Basic Education and Training
ACCA Association of Chartered Certified Accountants
AGA (SA) Associate General Accountant
ATR Annual Training Report
BEE Black Economic Empowerment
BMA Board for Municipal Accounts
TERMS, SETAS, ACRONYMS EXPLANATION
C2005 Curriculum 2005
CA Chartered Accountant
CAT Certified Accounting Technician
CCMA Commission for Conciliation, Mediation and Arbitration
CFA Institute of Commercial and Financial Accountants of South Africa
CHE Council on Higher Education
CIA Certified Internal Auditor
CIBM Chartered Institute of Business Management
CIMA Chartered Institute of Management Accountants
CIS Chartered Secretaries and Administrators
COLTS Culture of Learning, Teaching and Service
CPD Continuing Professional Development
CPE Continuing Professional Education
CSDF Corporate SMME Development Forum
CSIR Council for Scientific and Industrial Research
CTA Certificate in the Theory of Accounting
CTP Committee of Technikon Principals
DoE Department of Education
DoL Department of Labour
DTI Department of Trade and Industry
EEA Employment Equity Act
EPWP Extended Public Work Programme
ESDA Employment and Skills Development Agency
DTQA Education and Training Quality Assurance
EUPEC Education Upliftment Project Eastern Cape
FAIS Financial Advisory and Intermediary Services Act
FET Further Education and Training
FSA Fasset Skills Advisor
GDS Growth and Development Summit
GEAR Growth, Employment and Redistribution
HE Higher Education
HET Higher Education and Training
HIV/AIDS Human Immuno-deficiency Virus / Acquired Immuno-deficiency Syndrome
HRD Human Resource Development
HRDS Human Resource Development Strategy
HSRC Human Sciences Research Council
IAC Institute of Administration and Commerce
IAT Internal Audit Technician
IBS Institute of Business Studies
TERMS, SETAS, ACRONYMS EXPLANATION
ICB Institute of Certified Bookkeepers
ICSA South African Institute of Chartered Secretaries and Administrators
IDP Integrated Development Planning
IIA SA Institute of Internal Auditors South Africa
IIP Investors in People
ILO International Labour Organisation
IMCSA Institute of Management Consultants of South Africa
IMFO Institute of Municipal Finance Officers
IPFA Institute of Public Finance Accountants
IST Inter-Seta Transfer
ITB Industrial Training Board
ITR Interim Training Report
LED Local Economic Development
MoU Memorandum of Understanding
MPCC Multi-Purpose Community Centre
MTA Manpower Training Act
NBFET National Board for Further Education and Training
NBI National Business Initiative
NEDLAC National Economic Development and Labour Council
NGO Non-Government Organisation
NQF National Qualifications Framework
NSA National Skills Authority
NSB National Standards Body
NSD National Skills Development
NSDS National Skills Development Strategy
NSF National Skills Fund
NTB National Training Board
OBET Output Based Education and Training
PAAB Public Accountants’ and Auditors’ Board
PAYE Pay-As-You-Earn
PFMA Public Finance Management Act
PII Public Investment Initiative
PROATIA Promotion of Access to Information Act No 2 of 2000
RPL Recognition of Prior Learning
SABS South African Bureau of Standards
SAIBA South African Institute of Business Accountants
SAICA South African Institute of Chartered Accountants
SAIFM South African Institute of Financial Markets
SAIGA Southern African Institute of Government Auditors
TERMS, SETAS, ACRONYMS EXPLANATION
SALGA South African Local Government Association
SAQA South African Qualifications Authority
SARS South African Revenue Services
SASA South African Schools Act
SCG Strategic Cash Grant
SDA Skills Development Act
SDF Skills Development Facilitator
SDL Skills Development Levy
SDLA Skills Development Levies Act (1999)
SETA Sector Education and Training Authority
SGB Standards Generating Body
SIC Standard Industrial Classification
SIP Strategic Industrial Project
SMEDP Small and Medium Enterprise Development Programme
SMME Small, Medium, Micro Enterprises
SOC Standard Occupational Classification
SRN School Register of Needs
SSI Special Skills Initiative
SSP Sector Skills Plan
Stats SA Statistics South Africa
TEC Training Enterprise Council
TIPS Trade and Industrial Policy Secretariat
UNISA University of South Africa
WSP Workplace Skills Plan
WSPIG Work Place Skills Plan Implementation Grant / Report
Y1 Year 1 : 1 April 2000 to 31 March 2001
Y2 Year 2 : 1 April 2001 to 31 March 2002
Y3 Year 3 : 1 April 2002 to 31 March 2003
Y4 Year 4 : 1 April 2003 to 31 March 2004
Y5 Year 5 : 1 April 2004 to 31 March 2005
ANNEXURE D
ICONS SERVE AS CUES
You may make use of these icons in your guides.
These icons serve as an “at-a-glance” reminder of their associated text.
TASK:Represents the beginning of a task.
LEARNER NOTE:A margin note that highlights information for learners.
QUICK TIP:A margin note that represents a tip, shortcut, or additional way to do something.
WEB TIP:A margin note that refers you to a website where you might find additional
information.
CHECK YOUR SKILLS:Represents a quick checklist.
GLOSSARY TERM:A margin note that represents a definition. This definition also appears in the
glossary.
WARNING:A margin note that represents a caution; this note typically provides a solution to a
potential problem.
FACILITATOR NOTE:A margin note in the Facilitator’s guide that gives tips for teaching the class.
ADDITIONAL FACILITATOR NOTE:A margin note in the Facilitator’s guide that refers the instructor to more information.
REFLECT:A margin note to advise you to reflect back on what you have learnt before going any
further.
INFORMATION:Represents some useful information.
PEN AND PAPER EXERCISE:Represents an exercise to practice your skills and knowledge.
GROUP EXERCISE: Represents a collective learning activity
CONDUCT RESEARCH:A margin note to guide you to obtain additional information from other sources (e.g.
articles, newspapers, textbooks, work manuals, websites etc)
TEST YOUR UNDERSTANDING:Represents an activity to evaluate your skills and knowledge.
QUESTIONS AND ANSWERS:A structured activity that will illustrate key learning by using questions.
CASE STUDY INFORMATION:An activity that will provide you with a real or simulated situation for you to consider.
SUMMATIVE ASSESSMENT:
An evaluation which takes place at the end of a set of learning activities, in order to
make a judgement about your competence against agreed criteria.
FORMATIVE ASSESSMENT:An activity or evaluation which takes place during the process of learning, in order to
evaluate your competence and to provide you with feedback against agreed criteria.
DEFINITION:An explanation of a term or concept.
IMPORTANT CONCEPT:A valuable piece of information that will assist you to understand the bigger picture.
