Director
QUALITY
MANAGEMENT
SYSTEM
THE EDUPOWER ACADEMY
(PTY) LTD
Marina Michael
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 1 of 216
Table of Contents
Introduction .......................................................................................................................................... 10
1. ..................................................................................................................................................... Scope
.............................................................................................................................................................. 12
2. ........................................................................................................................... Normative References
.............................................................................................................................................................. 13
ISO Aligned QMS ............................................................................................................................... 13
SAQA (South African Qualifications Authority) ................................................................................. 13
SETA (Skills Education Training Authorities) ..................................................................................... 13
3. ........................................................................................................................... Terms and Definitions
.............................................................................................................................................................. 14
Terms 14
Definitions ......................................................................................................................................... 14
4. .................................................................................................................. Context of the Organisation
.............................................................................................................................................................. 18
4.1.
Understanding the Organisation and its Context ................................................................. 18
THE EDUPOWER ACADEMY (PTY) LTD ’s Mission: ........................................................................ 18
THE EDUPOWER ACADEMY (PTY) LTD ’s Vision: ........................................................................... 18
To bridge the economic and income divide in SA by providing educational and training
opportunities to previously disadvantaged people such that they can be employed and add to
the economic growth of our country ............................................................................................ 18
THE EDUPOWER ACADEMY (PTY) LTD ’s Values: .......................................................................... 18
SWOT Analysis............................................................................................................................... 19
4.2.
Understanding the Needs and Expectations of Interested Parties....................................... 20
4.2.1 Learner Entry Policy ................................................................................................................. 21
4.2.2 Learner Entry Procedures ..................................................................................................... 21
4.2.3 Learner Registration Form Template .................................................................................... 21
4.2.4 Learner Guidance Policy ....................................................................................................... 24
4.2.5 Learner Guidance Procedures............................................................................................... 25
4.2.6 Learner Support Policy .......................................................................................................... 25
4.2.7 Learner Support Procedures ................................................................................................. 26
General Learner Support Procedures ........................................................................................... 26
Supporting Learners with Diseases (including HIV/AIDS) Procedures .......................................... 26
Supporting Learners with Barriers and How to Overcome Special Needs Procedures ................ 29
Supporting Learners with Withdrawal and Refund Procedures ................................................... 29
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Supporting Learners with in the Event of a Course being Terminated Procedures ..................... 30
Supporting Learners to Address Repetition of Courses Procedures............................................. 30
4.2.8 Learner Support – E-Learning ............................................................................................... 31
4.2.9 Learner Support - Learner Complaints Form Template ........................................................ 32
4.2.10 Learnership Policy ................................................................................................................. 33
4.2.11 Learnership Procedures ........................................................................................................ 33
Management of Learnership Contracts and Implementation of Theory and Workplace Provision
33
Management of Learner Stipends, Application for Tranches and Progress Reports .................... 34
Management of Roles, Responsibilities and Resources in Learnerships ...................................... 34
Reporting, Roll-Out and Learner Support ..................................................................................... 34
Monitoring and Reporting to the SETA and Employer on Learner Progress ................................ 35
4.2.12 Language Policy ..................................................................................................................... 35
4.2.13 Language Procedures ............................................................................................................ 35
4.2.14 Second Language Policy ........................................................................................................ 36
4.2.15 Second Language Procedures ............................................................................................... 36
4.3.
Determining the Scope of the Quality Management System ............................................... 37
4.4.
Quality Management System and its Processes ................................................................... 38
4.4.1. Quality Policy ........................................................................................................................ 38
4.4.2. Quality Procedures................................................................................................................ 39
5 .............................................................................................................................................. Leadership
.............................................................................................................................................................. 41
5.1
Leadership and Commitment ............................................................................................... 41
5.2
Declaration of Intent Policy .................................................................................................. 42
5.3
Organisation Roles, Responsibilities and Authorities ........................................................... 43
5.3.1 Organogram .......................................................................................................................... 43
5.3.2
Roles, Responsibilities and Authorities ......................................................................... 43
Director ..................................................................................................................................... 43
Training / Academic Manager ................................................................................................... 44
Quality Manager ....................................................................................................................... 44
Administration Manager ........................................................................................................... 44
Financial Manager ..................................................................................................................... 44
Sales and Marketing Manager .................................................................................................. 45
E-Learning Manager .................................................................................................................. 45
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Professional Advisor.................................................................................................................. 45
Administrator (Learner Support) .............................................................................................. 46
Facilitator .................................................................................................................................. 46
Assessor .................................................................................................................................... 47
Moderator ................................................................................................................................. 48
Bookkeeper ............................................................................................................................... 48
6 .................................................................................................................................................. Planning
.............................................................................................................................................................. 49
6.1
Actions to Address Risks and Opportunities ......................................................................... 49
6.1.1
Risk Management Policy ............................................................................................... 49
6.1.2
Risk Management Procedure ........................................................................................ 49
6.1.3
Risk Management Assessment Form ............................................................................ 50
6.1.4
Health and Safety Management Policy ......................................................................... 51
6.1.5
Health and Safety Management Procedure ................................................................. 51
6.1.6
Health and Safety Training Venue Checklist ................................................................. 57
6.1.7
Preventative and Corrective Policy ............................................................................... 58
6.1.8
Preventative and Corrective Procedures ...................................................................... 58
6.1.9
Preventative and Corrective Element Review Questions Template ............................. 60
6.1.10
Preventative and Corrective Action Request Template................................................ 61
6.1.11
Preventative and Corrective Tracking Log Template .................................................... 62
6.1.12
Losing our Seta Accreditation ....................................................................................... 62
6.2
Quality Objectives and Planning to Achieve Them ............................................................... 63
FIVE NQF objectives .......................................................................................................................... 63
6.3
Planning of Changes .............................................................................................................. 64
6.3.1
Strategic Management Policy ....................................................................................... 64
6.3.2
Strategic Management Procedure ................................................................................ 65
6.3.3
Strategic Management Form ........................................................................................ 66
7 ................................................................................................................................................... Support
.............................................................................................................................................................. 67
7.1
Resources .............................................................................................................................. 67
7.1.1
Human Resource Policy................................................................................................. 67
7.1.2
Human Resource Procedure ......................................................................................... 67
o
Office hours ....................................................................................................................... 67
o
Breaks ................................................................................................................................ 68
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o
Annual Leave .............................................................Ошибка! Закладка не определена.
o
Sick Leave .......................................................................................................................... 68
o
Unpaid Leave..................................................................................................................... 68
o
Family Responsibility / Compassionate Leave .................................................................. 68
o
Maternity Leave ................................................................................................................ 68
o
Skills Development Leave ................................................................................................. 68
o
Religious Holidays ............................................................................................................. 68
o
Retirement ........................................................................................................................ 68
o
Compensation ................................................................................................................... 68
o
Promotions ........................................................................................................................ 68
o
Working Conditions........................................................................................................... 68
o
Recognition of Service...............................................Ошибка! Закладка не определена.
o
Wage and Salary Administration....................................................................................... 68
o
Overtime ........................................................................................................................... 68
o
Absenteeism and Tardiness: ............................................................................................. 68
o
Travel Expenses ................................................................................................................. 68
o
Job Security ....................................................................................................................... 69
o
Disciplinary Action............................................................................................................. 69
o
Disciplinary Procedure ...................................................................................................... 70
o
Counselling ........................................................................................................................ 70
o
Disciplinary Hearing .......................................................................................................... 70
o
Right to Appeal.................................................................................................................. 71
o
Dispute Handling ............................................................................................................... 71
o
Termination....................................................................................................................... 71
o
Notice and Severance Pay ................................................................................................. 72
o
Staff Relations ...........................................................Ошибка! Закладка не определена.
o
Employment Equity ........................................................................................................... 72
o
Objectives of The Employment Equity Plan ..............Ошибка! Закладка не определена.
o
Targets.......................................................................Ошибка! Закладка не определена.
o
Assessment of Affirmative Action Barriers ....................................................................... 73
o
Staff Grievances and Disputes .......................................................................................... 73
o
Detailed Summary of Staff Information ............................................................................ 73
7.1.3
Human Resource Procedure Checklist Template .......................................................... 73
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Employee Contract Template ....................................................................................... 74
7.1.5
Employee Disciplinary Code of Conduct, Guideline Schedule for Offences by
Employees/Learners/Contractors and Suggested Corrective Action To Be Taken Template ...... 79
7.1.6
Physical Resource Management Policy ......................................................................... 83
7.1.7
Physical Resource Management Procedures ................................................................ 83
7.1.8
E-Learning Resource Management Procedures ............................................................ 84
7.1.9
Asset Register and Maintenance Schedule Template................................................... 85
7.1.10
Financial Management Policy ....................................................................................... 85
7.1.11
Financial Management Procedures .............................................................................. 86
Procedures to provide Fee Information to Prospective Clients and Learners .......................... 86
Procedures to receive payments via the E-Learning platform ................................................. 86
Procedures to Develop a Business Plan .................................................................................... 86
Procedures to Develop a Monthly Cash Flow Chart .........Ошибка! Закладка не определена.
Procedures to Invoice Learners ................................................................................................ 87
Procedures for Requesting Funds ............................................................................................. 87
Procedures for Using and Managing Funds .............................................................................. 87
Procedures for Reporting and Expenditure of Funds ............................................................... 87
Procedures of the Financial Committee ................................................................................... 87
Procedures for Procurement .................................................................................................... 87
Procedures for Debtors and Credit Control .............................................................................. 89
Procedures for Petty Cash......................................................................................................... 91
Procedures for Salaries and Allowances ................................................................................... 94
Procedures for Capital Expenditure .......................................................................................... 94
Procedures for Insurance .......................................................................................................... 95
Procedures for Accounting ....................................................................................................... 95
7.1.12
Outsourced Contractors Management Policy............................................................... 96
7.1.13
Outsourced Contractors Management Procedures ...................................................... 96
7.1.14
Outsourced Contractors Service Level Agreement Template....................................... 97
7.2
Competence .......................................................................................................................... 99
7.2.1.
Staff Selection Policy ..................................................................................................... 99
7.2.2.
Staff Selection Procedure.............................................................................................. 99
General...................................................................................................................................... 99
Procedures to Appoint Non-Training Staff........................Ошибка! Закладка не определена.
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Procedures to Appoint Facilitators/Assessors/Moderators ................................................... 102
Procedures for The Skills Development of Administrative Staff ............................................. 103
Procedures to Develop Technology in Staff ............................................................................ 103
7.3
Awareness ........................................................................................................................... 103
7.3.1
Marketing Management and Competitor Research Policy......................................... 104
7.3.2
Marketing Management and Competitor Research Procedure ................................. 104
7.3.3
Competitor Research Analysis Template .................................................................... 104
7.4
Communication ................................................................................................................... 105
7.4.1
Communication Policy ................................................................................................ 105
7.4.2
Communication Procedure ......................................................................................... 105
7.4.3
Reporting Policy .......................................................................................................... 106
7.4.4
Reporting Procedure ................................................................................................... 106
7.4.5
SETA Learner Achievement ......................................................................................... 107
7.4.6
Project Closure Report Template ................................................................................ 107
7.5
Documented Information ................................................................................................... 111
7.5.1
Document and Record Management Policy ............................................................... 111
7.5.2
Document and Record Management Procedure ........................................................ 111
7.5.3
Track Record of Electronic Back Up of all Company Documents Template................ 112
7.5.4
Document Control Form Template ............................................................................. 113
8 ............................................................................................................................................... Operation
............................................................................................................................................................ 114
8.1
Operational Planning and Control ...................................................................................... 114
8.2
Requirements for Products and Services ............................................................................ 117
8.2.1
Registration and Accreditation Management Policy .................................................. 117
8.2.2
Registration and Accreditation Management Procedure ........................................... 117
8.2.3
The Accreditation Cycle – from Beginning to End ...................................................... 118
8.2.4
Administration Policy .................................................................................................. 120
8.2.5
Administration Procedure ........................................................................................... 120
8.2.6
Customer Service Policy .............................................................................................. 120
8.2.7
Customer Service Procedure....................................................................................... 121
8.3
Design and Development of Products and Services ........................................................... 122
8.3.1 Learning Programme Development Policy ......................................................................... 122
8.3.2 Learning Programme Development Procedure .................................................................. 122
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General 122
Procedures to Develop a Portfolio .................................................................................................. 126
8.3.3 Purchasing Aligned Training Material ................................................................................. 127
8.3.4 Developing and Designing Training Material Checklist....................................................... 128
8.3.5 Programme Evaluation Tool - Internal Moderators Tool Template .................................. 130
8.3.6 Learning Programme Delivery Policy .................................................................................. 134
8.3.7 Learning Programme Delivery Procedure ........................................................................... 134
8.3.8 Facilitation Checklist ........................................................................................................... 137
8.3.9 Learner Register Template .................................................................................................. 138
8.3.10 Learner Daily Attendance Form Template .......................................................................... 138
8.3.11 E-Learning Policy ................................................................................................................. 138
8.3.12 E-Learning Procedures ........................................................................................................ 139
8.3.13 E-Learning Model and Methodology Checklist ................................................................... 139
8.3.14 E-Learning Instructional Design and Development Review Checklist ................................ 140
8.4
Control of Externally Provided Processes, Products and Services ...................................... 149
8.4.1
CAT (Credit Accumulation Transfer) Policy ................................................................. 149
8.4.2
CAT (Credit Accumulation Transfer) Procedure .......................................................... 151
8.4.3
Candidate CAT Application Template ......................................................................... 151
8.4.4
RPL (Recognition of Prior Learning) Policy .................................................................. 153
8.4.5
RPL (Recognition of Prior Learning) Procedure........................................................... 153
8.4.6
WIL (Work Integrated Learning / Off-On Site) Policy.................................................. 153
8.4.7
WIL (Work Integrated Learning / Off-On Site) Procedure .......................................... 155
Procedures to Identify Suitable Worksites guidelines: ........................................................... 155
The Project Managers / Assessors / Facilitators need to follow the following guidelines: .... 155
8.4.8
Employer Code of Conduct in The Work Place with Respect to Workplace Learning
Template 157
Inspections .............................................................................................................................. 157
Benefits to the Organisation ................................................................................................... 157
8.4.9
Pre-Assessment Policy ................................................................................................ 158
8.4.10
Pre-Assessment Procedure ......................................................................................... 158
8.4.11
Assessment Policy ....................................................................................................... 158
8.4.12
Assessment Procedure ................................................................................................ 159
Formative assessment ............................................................................................................ 159
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Summative assessment........................................................................................................... 160
Assessor Contracting Procedure ............................................................................................. 161
8.4.14
Request for Assessment Template ............................................................................. 163
8.4.15
Assessment Plan Template ......................................................................................... 164
8.4.16
Assessor Checklist Template ....................................................................................... 167
8.4.17
Assessor Feedback Report on the Assessment Template........................................... 170
8.4.18
Consolidated Assessment Feedback Report Template ............................................... 173
8.4.19 Assessment Feedback, Review and Evaluation of Assessment to be completed by
Learner and Assessor Template .................................................................................................. 174
8.4.20
Re-Assessment Policy.................................................................................................. 175
8.4.21
Re-Assessment Procedure .......................................................................................... 175
8.4.22
Moderation Policy ....................................................................................................... 176
8.4.23
Moderation Procedure................................................................................................ 176
8.4.24
Moderation Procedure for E-Learning ........................................................................ 178
8.4.25
Stages of Internal Moderation Cycle........................................................................... 179
8.4.26
Request for Internal Moderation Template................................................................ 180
8.4.27
Providers Internal Moderation Check List of Responsibilities Template .................... 181
8.4.28
Moderation Plan Template ......................................................................................... 182
8.4.29
Pre-Moderation Preparation Checklist Template ....................................................... 183
8.4.30
Conducting Moderation Checklist Template .............................................................. 184
8.4.31
Overall Moderation Checklist Template ..................................................................... 185
8.4.32
Internal Moderation Report Per Learner Template .................................................... 188
8.4.33
Checklist for Advising and Supporting Assessors Template........................................ 190
8.4.34
Checklist for Administration and Recording Purposes Template ............................... 191
8.4.35
Review Moderation Systems and Processes Template .............................................. 192
8.4.36
Certification Policy ...................................................................................................... 193
8.4.37
Certification Procedure ............................................................................................... 193
8.4.38
Certificate Register Template ..................................................................................... 195
8.4.39
Non-Conformance and Conformance Policy .............................................................. 195
8.4.40
Non-Conformance and Conformance Procedure ....................................................... 196
8.4.41
Non-Conformance Register......................................................................................... 196
9 ................................... Performance Evaluation (Monitoring, Measurement, Analysis and Evaluation)
............................................................................................................................................................ 197
9.1
Internal Audit to Monitor, Measure and Analyse ............................................................... 197
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Management Review .......................................................................................................... 197
9.2.1 Management System Evaluation and Review Policy .......................................................... 197
9.2.2 Management System Evaluation and Review Procedure ................................................... 198
9.2.3 Management System Evaluation and Review Template .................................................... 199
9.2.4 Declaration of QMS Induction by Staff Members Template .............................................. 204
10 ........................................................................................................................................ Improvement
............................................................................................................................................................ 205
10.1
General................................................................................................................................ 205
10.1.1
Learning Programme Evaluation Policy ...................................................................... 205
10.1.2
Learning Programme Evaluation Procedure ............................................................... 205
10.1.3
Appeals and Disputes Policy ....................................................................................... 206
10.1.4
Appeals and Disputes Procedure ................................................................................ 206
10.1.5
Appeals and Disputes Process Flow ............................................................................ 207
10.1.6
Learners Notice of Appeal Form Template ................................................................. 208
10.1.7
Learner Grievance and Disciplinary Policy .................................................................. 209
10.1.8
Learner Grievance and Disciplinary Procedures ......................................................... 209
Composition of the Training Committee ................................................................................ 209
Role of the Training Committee .............................................................................................. 210
Report of the Committee ........................................................................................................ 211
10.1.9
Employee Appraisal Policy .......................................................................................... 212
10.1.10 Employee Appraisal Procedure ................................................................................... 212
10.1.11 Employee Performance Appraisal and Development Plan ......................................... 212
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Introduction
The projection is that the company will grow to enable added staff resources. Therefore, the Quality
Management System has also been written with a future perspective in mind concerning the
appointment of more staff. The policies and procedures, especially about employment, employee
communication, staff development and training policies will be phased in with staff during the
accreditation period. Some policies have been included with the future in mind as we want to remind
ourselves to take these into consideration during our growth period.
Our Quality Management System is our commitment to you that we will implement our policies and
procedures. It is this basis that we apply for our SETA Accreditation. We will in future be applying for
further skills programmes, full Qualifications and Learnerships. Some policies have been included with
the future in mind as we want to remind ourselves to take these into consideration during our growth
period.
We understand that Our Company policies and Quality Management System will be a continuously
evolving process and a major formal evaluation will be done every year to ensure the implementation
and relevancy of the system.
Management will do the annual audit with the review committee to ensure that the QMS is a “live”
document and is our key guideline to ensuring our continued SETA Accreditation. The Quality
Management System review will be implemented on an quarterly basis.
The QMS will be reviewed to indicate any changes within Our Company or legal requirements.
It will also be part of new employee’s induction process to get an overview of Our Company and its
procedures/policies.
The Quality Management System is continuously evolving and a major formal evaluation will be done
every year by the Review Committee (see policy), to ensure the implementation and relevancy of the
systems in use.
The committee will sign any alterations and responsibility will be given to selected individuals to
implement the changes. The Director will ensure that this is done.
A copy of all quality records will be kept in our central filing system.
Quality records are available for authorised personnel and filed in a safe, controlled environment.
Records can be destroyed after a five-year dispose of record period.
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Introduction
1. Scope
2. Normative
Reference
3. Terms and
Definitions
4. Context of the
Organisation
5. Leadership
6. Planning
7. Support
8. Operation
9. Perfomance
Evaluation
10.
Improvement
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1. Scope
A quality management system (QMS) is a set of policies, processes and procedures required for
planning and execution (production/development/service) in the core business area of an
organization. (i.e. areas that can impact the organization's ability to meet customer requirements.)
Quality management policies, procedures and review mechanisms are developed based on the
legislation, regulations and principles of the South African Qualifications Authority. All policies,
procedures and review mechanisms are aimed to enhance learning and to enable learners to fulfil
their career, entrepreneurial, personal and citizen life roles.
We realise that Assurance of Quality service/standard is the responsibility of all employees, and
therefore a quality culture will be promoted within Our Company by means of information sharing,
communication, and delegation of decision-making. A further measure to achieve this aim is to assign
specific Quality Management Functions to suitably skilled and competent persons.
Our QMS document will evolve constantly and will be adapted to the ever-changing internal
environment.
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2. Normative References
ISO Aligned QMS
An ISO 9001 quality system, is a structured way of delivering a better service that is supported by
detailed procedures such as work instructions, quality manuals, written quality policies and more. The
key is to provide all those who must execute the quality system with detailed, understandable and
workable instructions which define both expectations and actions to achieve the stated quality goals.
Our quality management system includes some type of internal and external oversight (auditing)
process which ensures that the system is being executed properly.
SAQA (South African Qualifications Authority)
The South African Qualifications Authority (SAQA) is a juristic person - that is an entity given a legal
personality by the law. The South African Qualifications Authority Board is a body of 12 members
appointed by the Minister of Higher Education and Training.
The purpose of SAQA are to advance the objectives of the NQF.
SETA (Skills Education Training Authorities)
SETA is a Sector body with the mission to develop and implement a sector specific skills plan,
registering and promoting Learnerships and applying to SAQA for accreditation as an Education and
Training Quality Assurance Body (ETQA) for qualifications in its sector.
Part of the objective of the SETA’s is to ensure that the skills requirements of the various sectors are
identified, and that the adequate and appropriate skills are readily available. They are required to
ensure that training is of the appropriate quality, meets agreed standards as laid out by the national
framework, and caters for the training needs of new entrants to the labour market as well as the
currently employed work force.
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3. Terms and Definitions
Terms
ETQA
• Education and Training Quality Assurance Body
FET
• Further Education and Training
GET
• General Education and Training
NQF
• National Qualifications Framework (also the Framework)
NSA
• National Skills Authority
NSB
• National Skills Body
OBET
• Outcomes Based Education and Training
QA
• Quality Assurance
QMS
• Quality Management System
RPL
• Recognition of Prior Learning
SAQA
• South African Qualifications Authority (also the Authority)
SETA
• Sector Education and Training Authority
SGB
• Standards Generating Body
Definitions
•
Accreditation refers to the certification, usually for a period, of a person, a body or an institution
as having the capacity to fulfil a function in the quality assurance system set up by the South
African Qualifications Authority in terms of the Act;
•
Act refers to the South African Qualifications Authority Act, 1995 (Act No. 58 of 1995);
•
Applied competence refers to the ability to put into practice in the relevant context the learning
outcomes acquired in obtaining a qualification;
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•
Assessment refers to the process of collecting evidence of learners’ work to measure and make
judgments about the achievement or non-achievement of specified National Qualifications
Framework standards and/or qualifications.
•
Assessor refers to 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 or qualifications, and “constituent assessor” has a corresponding meaning;
•
Constituent refers to belonging to the defined or delegated constituency of an organization or
body referred to in these regulations;
•
Core learning refers to that compulsory learning required in situations contextually relevant to
the qualifications, and “core” has a corresponding meaning;
•
Credit refers to that value assigned by the Authority to ten (10) notional hours of learning per
credit;
•
Critical outcomes mean those generic outcomes which inform all teaching and learning, and
‘critical cross-field education and training outcomes’ has a corresponding meaning;
•
Education and Training Quality Assurance Body refers to a body accredited in terms of section
5(1) (a) (ii) of the Act, responsible for monitoring and auditing achievements in terms of national
standards or qualifications, and to which specific functions relating to the monitoring and
auditing of national standards or qualifications have been assigned in terms of section 5(1) (b)
(i) of the Act;
•
Elective learning refers to a selection of additional credits at the level of the National
Qualifications Framework specified, from which a choice may be made to ensure that the
purpose of the qualification is achieved, and ‘elective’ has a corresponding meaning;
•
ETD Practitioner (Education, Training and Development Practitioner), is a term used in this
document to include the whole spectrum of educators and trainers: teachers, trainers,
facilitators, tutors, markers, lecturers, development officers, mentors and the like;
•
Exit level outcome refers to the outcomes to be achieved by a qualifying learner at the point at
which he or she leaves the programme leading to a qualification;
•
Facilitator of learning and assessment refers to an individual who facilitates learning processes
and activities and manages and administers assessment. This concept includes educators,
trainers, mentors, etc.
•
Field refers to an area of learning used as an organizing mechanism for the National
Qualifications Framework;
•
Fundamental learning refers to that learning which forms the grounding or basis needed to
undertake the education, training or further learning required in the obtaining of a qualification
and ‘fundamental’ has a corresponding meaning;
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•
Integrated assessment refers to that form of assessment which permits the learner to
demonstrate applied competence and which uses a range of formative and summative
assessment methods;
•
Learner refers to an individual who is participating in a learning programme with the purpose of
achieving credits for standards and or qualifications
•
Learning programme refers to the combination of courses, modules or units of learning
(learning materials and methodology) by which learners can achieve the learning outcomes for
a qualification;
•
Moderating body refers to a body specifically appointed by the Authority for moderation;
•
Moderation refers to the process which ensures that assessment of the outcomes described in
the National Qualifications Framework standards and/or qualifications is fair, valid and reliable
•
Moderator refers to the person who moderates assessments
•
National Standards Body refers to a body registered in terms of section 5(1)(a)(ii) of the Act,
responsible for establishing education and training standards or qualifications, and to which
specific functions relating to the registration of national standards or qualifications have been
assigned in terms of section 5(1)(b)(i) of the Act;
•
Notional hours of learning refer to the learning time that it is conceived it would take an average
learner to meet the outcomes defined, and includes concepts such as contact time, time spent
in structured learning in the workplace and individual learning;
•
Outcome refers to the contextually demonstrated end-products of the learning process;
•
Primary focus refers to that activity or objective within the sector upon which an organization
or body concentrates its efforts;
•
Professional body refers to a statutory body registered as such in terms of the legislation
applicable to such bodies, or a voluntary body performing the functions contemplated in the
legislation for such bodies but not registered as such;
•
Provider refers to a body which delivers learning programmes which culminate in specified
National Qualifications Framework standards or qualifications, and manages the assessment
thereof;
•
Qualifying learner refers to a learner who has obtained a qualification;
•
Quality assurance refers to the process of ensuring that the degree of excellence specified is
achieved;
Quality audit refers to the process of examining the indicators which show the degree of
excellence achieved;
•
Quality Council for Trades and Occupations is to effectively and efficiently manage the
occupational qualifications sub framework in order to set standards for, develop, and quality assure
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national occupational qualifications for all who want a trade or occupation and, where
appropriate, for professions.
•
Quality management system refers to the combination of processes used to ensure that the
degree of excellence specified is achieved;
•
Recognition of prior learning refers to the comparison of the previous learning and experience
of a learner howsoever obtained against the learning outcomes required for a specified
qualification, and the acceptance for purposes of qualification of that which meets the
requirements;
•
Registered constituent assessor refers to an assessor who has met the requirements for
registration as an assessor of specified NQF qualifications and/or standards and has been
registered by the ETQA under whose primary focus the standards and qualifications fall.
•
Registered standards refer to standards or qualifications registered on the National
Qualifications Framework;
•
Registration refers to the process which ensures that the person who assesses learner
competence has the requisite criteria recommended by Standard Generating Bodies (SGBs) for
specified NQF registered standards and/or Qualifications
•
Sector refers to a defined portion of social, commercial or educational activities used to
prescribe the boundaries of an Education and Training Quality Assurance Body; and
•
Specialized learning refers to that specialized theoretical knowledge which underpins
application in specialization
•
Specific outcomes refer to contextually demonstrated knowledge, skills and values which
support one or more critical outcomes;
•
Standard Generating Body refers to a body registered in terms of section 5(1)(a)(ii) of the SAQA
Act, responsible for establishing education and training standards or qualifications, and to which
specific functions relating to the establishing of national standards and/or qualifications have
been assigned in terms of section 5(1)(b)(i) of SAQA the Act
•
Validation refers to the overall process by which it is determined by an ETQA whether an
assessment is valid (has succeeded in assessing what it claims to have assessed); and leading to
the acceptance or rejection of assessment results – it can include a range of validation options,
for example, verification, statistical analysis, examination of the assessment instrument,
sampling of evidence of applied competence, observation of processes, site visits or interviews.
Criteria and Guidelines for the Registration of Assessors
•
Verification refers to the process managed by an ETQA for externally verifying (checking)
moderation processes and confirming or overturning moderation findings
•
Verifier refers to the person who verifies the moderation process on behalf of the SETA
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4. Context of the Organisation
4.1.
Understanding the Organisation and its Context
THE EDUPOWER ACADEMY (PTY) LTD is owned and operates as a (Pty) Ltd registered in 20 September
2016. The registration number is 2016/410546/07. The Director is Marina Michael.
THE EDUPOWER ACADEMY (PTY) LTD ’s Mission:
Training for the future sustainable growth of our country
THE EDUPOWER ACADEMY (PTY) LTD ’s Vision:
To bridge the economic and income divide in SA by providing educational and training
opportunities to previously disadvantaged people such that they can be employed and add to
the economic growth of our country
THE EDUPOWER ACADEMY (PTY) LTD ’s Values:
Empowerment through education
THE EDUPOWER ACADEMY (PTY) LTD aims to provide high quality training that is cost effective and
excellent quality service.
Formed primarily to provide Skills Development and Training interventions within the Services Sector
Industry.
We aim to have a good balance of core associates as well as strategic partners. Our clients will range
across all industries. We strive to deliver service, which is of high quality, and it is our wish that our
clients come back for follow up training. Follow up training will also be encouraged by every facilitator.
We strive to uphold a high standard of quality not only in our education, but also in our review of
learners and in our course material and facilities.
Our aim is that our present and future learners will always be satisfied with the services that we
provide.
We undertake to improve course material and content continually to maximize the learning
experience.
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Marina Michael
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We intend to include face to face as well as technology based learning in order to keep up with the
ever-growing technology industry and have included a comprehensive E-Learning Policy that
addresses the how. We have also included this under our Learner Guidance and Support Policy.
The courses that Our Company aims to obtain accreditation for are:
Name of Qualification
Qualification
ID
Business 67465
National
Certificate:
Administration Services
National
Certificate:
Information 61591
Technology: End User Computing
LP
NQF Level
Credits
23655
3
120
4977
3
130
SWOT Analysis
THE EDUPOWER ACADEMY (PTY) LTD complete a SWOT analysis to assist management to better
understand everything that could potentially impact the success of a new project. SWOT analysis
presents external opportunities and threats which may help THE EDUPOWER ACADEMY (PTY) LTD 's
position to such impacts.
THE EDUPOWER ACADEMY (PTY) LTD has a full understanding of the principles of our SWOT Analysis
as outlined below:
THE EDUPOWER ACADEMY (PTY) LTD also comprehends that:
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Strengths and weaknesses apply to Internal Origin.
Opportunities and Threats apply to External Origin.
Strengths and Opportunities are Helpful.
Weaknesses and Threats are Harmful.
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Marina Michael
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Strengths:
Database of suitable
private clients.
Profeessional staff
with extensive
knowledge on
training and BBBEE
Weaknesses:
New Entrant
Opportunities:
New BBBEE
legislation
encourages training
and development of
disadvantaged
people
Threats:
Existing more
established
competitors
Elearning
Clients are the judges of how well we serve them, and through them we serve the economic sector
and the social well-being of the country. We need to deliver higher quality products at lower cost and
constantly improve our training programmes. We deliver training programs that are aimed to
transform companies and individuals and we pride ourselves on the relationships that we establish,
develop and nurture with our clients.
To maintain the cutting edge in the training environment we have designed research activities to
improve our training techniques and methods. Individual staff members will be encouraged to
participate in such improvements and to contribute their creative skills to the process.
4.2.
Understanding the Needs and Expectations of Interested Parties
Interested Party
Customers / Clients
Director/s
People in the Organisation / Employees
Approved By
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Marina Michael
Needs and Expectations
Quality, price, & delivery of products and
services
Sustained profitability
Transparency
Networks
Good work environment
Job security
Recognition and reward
Signature
Marina Michael
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Suppliers and Partners
Society
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Mutual benefit and continuity
Environmental protection
Ethical behaviour
Compliance with statutory and regulatory
requirements
4.2.1 Learner Entry Policy
All learners that apply for enrolment at our Company for learning will need to enrol so that we can
upload their information onto the SETA NLRD (National Learners Record Database). This will either be
for full qualifications, skills programmes or short courses.
4.2.2 Learner Entry Procedures
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Our Company will provide comprehensive information about the company, its facilitators, the
available education and training programmes and entry criteria to all Learners, both prior to
entry and during induction.
Learners will have the opportunity to clarify their requirements and relate them to the
products and services offered. The entry requirements will be as transparent open as possible.
Learners are provided with the full spectrum of training available, which include the unit
standard(s) involved, duration, contact learning, work-site learning, venue(s), resources and
costs.
Learners complete an Enrolment Form (Refer to Section 4.2.3).
Learners are provided with a code of conduct.
Learners are provided with assessment procedures.
Learners are provided with a Curriculum Strategy / Course Outline.
Information regarding access to learning programmes is availed to potential learners by
means of the following forms:
o Entry requirements;
o Learning assumed to be in place;
o Recognition of prior learning.
General induction to the company, and induction to different parts of Learning Programmes,
will be included to ensure Learners feel comfortable and confident with the company, and
fully understand and accept their responsibilities to the company.
4.2.3 Learner Registration Form Template
As per SAQA regulations, the following information is required from all learners who attend training.
Approved By
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Marina Michael
Signature
Marina Michael
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LEARNERS DETAILS
Learners Identity Number
ID Type
TEA-QMS-POL-001
Effective Date
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1
527
529
531
540
Learners Last Name (Surname)
Learners Previous Last Name
Learners First Name
Learners Middle Name
Learners Title
Learners Birth Date
Learners Home Address
Learners Home Address
Learners Home Address
Learners Home Address Postal Code
Learners Postal Address
Learners Postal Address
Learners Postal Address
Learners Postal Address Postal Code
Learners Phone Number and Code
Learners Fax Number
Learners Email Address
Learners Province
Standard Occupation Category Code
Highest School Qualification
Highest Qualification
Learners Equity Code
(Please tick end column)
Learners Nationality Code
(Please tick end column)
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National ID
Passport No.
Driver’s License
Temp. ID No.
Birth Certificate
Mr
Miss
BA Black
BC Black
BI Black
WH White
U
SA
SDC
NAM
BOT
ZIM
ANG
MOZ
LES
SWA
MAL
ZAM
Mrs
Other
African
Coloured
Indian/Asian
Unspecified
South African
SADC except SA
Namibia
Botswana
Zimbabwe
Angola
Mozambique
Lesotho
Swaziland
Malawi
Zambia
Signature
Marina Michael
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MAU
TAN
SEY
ZAI
Eng
Afr
Oth
Sep
Ses
Set
Swa
Tsh
U
Xho
Xit
Zulu
Nde
M
F
U
U
SA
O
D
PR
Learners Home Language
Learners Gender Code
Citizen Resident Status Code
Page 23 of 216
Mauritius
Tanzania
Seychelles
Zaire
English
Afrikaans
Other
sePedi (N Sotho)
seSotho
seTswana
siSwati
tshiVenda
Unknown
isiXhosa
xiTsonga
isiZulu
isiNdebele
Male
Female
Unknown
Unknown
South Africa
Other
Dual
Permanent Res.
Socioeconomic Status Code
Employed
N/A: Aged N/A:
< 15
Institution
Not
Working –
not looking
for work
Not
working –
not wishing
to work
Disability Status Code
N
01
02
03
Approved By
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Marina Michael
Not
Working –
pensioner/
retired
person
Not
Not
Working –
Working – housewife/
disabled
home
person
maker
Not
Working
None
of
the above
None
Sight
Hearing
Communication
Signature
Marina Michael
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Unemploy
ed
–
looking for
work
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04
05
06
07
09
09
SKILLS PROGRAMME TITLE
Unit Standard Title
Unit Standard ID
NQF Level
Credits
Number of days
Start Date
Achievement Status
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Physical
Intellectual
Emotional
Multiple
Disabled but unspecified
Unknown disability status
2
Achievement Type
Reference
Page
2
3
4
5
Achieved
3
Enrolled
Recognition Prior Learning
Distance
Learning
Residential Learning
Work Place Learning
Achievement End Date
COMPANY DETAILS
THE EDUPOWER ACADEMY (PTY) LTD
COMPANY ADDRESS
SDL NUMBER (FOUND ON EMP201)
CONTACT PERSON
CONTACT DETAILS
(W)
(CELL)
(EMAIL)
OTHER
I agree that the information above is all true and correct.
Signed:
Date:
4.2.4 Learner Guidance Policy
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Marina Michael
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Marina Michael
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Learners will be advised to the correct learning programme to enter, matching their personal career
choice.
Our Company acknowledges that many of the learners will have come from different backgrounds
and with different scholastic achievements already in place – it is therefore appropriate that prior
scholastic qualifications be recognised. SAQA recognises that candidates may have prior learning in
literacy and numeracy that may be recognized through a process of Credit Accumulation Transfer
(CAT) (Refer to Section 8.4.1 and 8.4.2).
4.2.5 Learner Guidance Procedures
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Guidance will be given to Learners in making sense of the training and learning, career
opportunities and personal development choices, and in understanding, facing and resolving
or adapting to, personal problems and difficulties which could inhibit progress.
Unemployed learners will be advised on the various Learnerships (Refer to Section 4.2.9 and
4.2.10) available and referred to the Labour Department or other company’s website, where
they can go and register their CV’s on the national database for employers seeking
employees.
All Learners will receive on-going support and assistance when integrating what they have
learnt into their workplace. The use of practical examples and workshop-style learning also
enables Learner integration into their specific situation. On-going support will be offered by
the Facilitator/Assessor, in a training capacity, as well as on a consulting basis, potentially
long after the training has taken place.
4.2.6 Learner Support Policy
We believe in supporting our learners regarding their learning, before, during and after the learning
intervention. It is inevitable that learners could face various challenges during the learning and
assessment phase. We are committed in supporting our learners in the following:
Learners with Disease
Barriers to Learning (Physical, psychological, intellectual)
Withdrawal and refunds
Termination of courses
Course repetition
Retention of learners
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4.2.7 Learner Support Procedures
General Learner Support Procedures
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During the education and training process the Company will ensure the needs of individual
learners are identified, development plans formulated, process is regularly reviewed,
feedback is given, support is provided and pre-exit guidance is available.
Learners will have access to support during the training intervention via coaches and
mentors which will be sourced within the Company.
The process of gathering information about Learner’s strengths, difficulties, aspirations, and
needs will be undertaken by facilitators in partnerships with the Learner.
The Company will provide regular opportunities for Learners to review their progress and
make any changes to their development plans while they are undertaking their programmes.
The Company will ensure that support services include activities such as assessment of prior
learning and achievement, and assessment on demand. The Company will ensure that
Learners embark on a programme that will enable them to achieve legitimate and realistic
outcomes, e.g. to improve their skills, knowledge and competencies, compete more
effectively in the labour market and progress to their chosen education and training
programmes.
Learners have access to the facilitator during work hours.
Over and above general information, learner will be provided with information as per
equipment and learning material inventory.
Learners are informed that they continuously can individually or may also in the group
setting raise needs for counselling and support.
When needed, learners are counselled, supported and/or referred.
Learners in need for counselling and support will continuously be followed up.
Learners have the right to Complain. If a Learner wishes to make a Complaint, they will be
given a Learner Complaints Form (Refer to Section 4.2.8).
Past learners:
o have access to the facilitator during work hours on prior arrangement only.
o will have access to their detailed records as captured in the learner database.
Supporting Learners with Diseases (including HIV/AIDS) Procedures
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The Company adheres to the NATIONAL POLICY ON HIV AND AIDS FOR LEARNERS AND
EDUCATORS IN FURTHER EDUCATION AND TRAINING INSTITUTIONS (10 AUGUST 1999
VOLUME 410 NUMBER 20372).
In keeping with International standards and in accordance with education law and the
constitutional guarantees of the right to a basic education, right not to be unfairly
discriminated against, the right to life and bodily integrity, right to privacy, the right to safe
environment and the best interests of the child.
Learners and educators are not compelled to disclose their status. In cases where voluntary
disclosure of their status has been done, it will be treated confidentially.
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Name
Marina Michael
Signature
Marina Michael
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The constitutional rights of all learners and educators will be protected on an equal basis. If
a suitably qualified person ascertains that a learner or educator poses a medically
recognised significant health risk to others, appropriate measures will be taken.
A medically recognised significant health risk in the context of HIV/AIDS could include the
presence of untreatable contagious (highly communicable) diseases, uncontrollable
bleeding, unmanageable wounds, or sexual or physically aggressive behaviour, which may
create the risk of HIV transmission.
The Director will arrange for the learner to be removed and referred to the site’s Health
Officer or to a nearby clinic/hospital who will treat any wounds or uncontrollable bleeding.
In the case of sexual or physically aggressive behaviour, will contact security to have the
learner removed or refer the learner to the closest counsellor
Learners with infectious illnesses such as measles, German measles, chicken pox, whooping
cough and mumps will be kept away from the training centre to protect all other members
of the training centre, especially those whose immune systems may be impaired by
HIV/AIDS.
These learners will be given additional time to complete any outstanding assignments /
assessments. No learner or educator with HIV/AIDS may be unfairly discriminated against
directly or indirectly. Educators will be alert to unfair accusations against any person
suspected to have HIV/AIDS.
Learners, educators and other staff with HIV/AIDS will be treated in a just, humane and lifeaffirming way.
Any special measures in respect of a learner or educator with HIV will be fair and justifiable
in the light of medical facts, established legal rules and principles; ethical guidelines; the best
interest of the learner and educator with HIV/AIDS; institution conditions; and the best
interest of other learners and educators. To prevent discrimination, all learners and
educators will be educated about fundamental human rights as contained in the
Constitution of the Republic of South Africa, 1996.
In situations, whereby learners are being discriminated because of the HIV/AIDS status, the
Director will call in a subject expert who will educate the learners on HIV/AIDS.
No learner may be denied admission to or continued attendance at an institution because
his or her HIV/AIDS status or perceived HIV/AIDS status.
No educator may be denied the right to be appointed in a post, to teach or to be promoted
because his or her HIV/AIDS status or perceived HIV/AIDS status. HIV/AIDS status may not be
a reason for dismissal of an educator, nor for refusing to conclude, or continue, or renew an
educator's employment contract, nor to treat him or her in any unfair discriminatory
manner.
The Company will provide learners or educators with details of clinics whereby they may
attend counselling sessions on the disease.
There will be no medical justification for routine testing of learners or educators for
evidence of HIV infection. The testing of learners for HIV/AIDS as a prerequisite for
admission to, or continued attendance at an institution, to determine the incidence of
HIV/AIDS at institutions, is prohibited. The testing of educators for HIV/AIDS as a
prerequisite for appointment or continued service is prohibited.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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Learners with HIV have the right to attend any institution. The needs of learners with
HIV/AIDS about their right to basic education will as far as is reasonably practicable be
accommodated in the institution. Learners with HIV/AIDS are expected to attend classes in
accordance with statutory requirements for if they can do so effectively. When learners with
HIV/AIDS become incapacitated through illness, the institution will make work available to
them for study at home and will support continued learning where possible.
The Company will make provision to implement universal precautions to eliminate the risk
of transmission of all blood-borne pathogens, including HIV, effectively in the institution
environment. Universal precautions include the following:
o Blood, especially in large spills such as from nosebleeds, and old blood or blood
stains, will be handled with extreme caution;
o Skin exposed accidentally to blood will be washed immediately with soap and
running water;
o All bleeding wounds, sores, breaks in the skin, grazes and open skin lesions will
ideally be cleaned immediately with running water and/or other antiseptics;
o If there is a biting or scratching incident where the skin is broken, the wound will be
washed and cleansed under running water, dried, treated with antiseptic and
covered with a waterproof dressing;
o Blood splashes to the face (mucous membranes of eyes, nose or mouth) will be
flushed with running water for at least three minutes;
o Disposable bags and incinerators will be made available to dispose of sanitary wear.
The basis for advocating the consistent application of universal precautions lies in the
assumption that in situations of potential exposure to HIV, all persons are potentially
infected and all blood will be treated as such. All blood, open wounds, sores, breaks in the
skin, grazes and open skin lesions, as well as all body fluids and excretions which could be
stained or contaminated with blood (for example tears, saliva, mucus, phlegm, urine, vomit,
faeces and pus) will therefore be treated as potentially infectious.
Cleansing and washing will always be done with running water and not in containers of
water. Where running tap water is not available, containers will be used to pour water over
the area to be cleansed.
All persons attending to blood spills, open wounds, sores, breaks in the skin, grazes, open
skin lesions, body fluids and excretions will wear protective latex gloves or plastic bags over
their hands to eliminate the risk of HIV transmission effectively. Bleeding can be managed by
compression with material that will absorb the blood, e.g. a towel.
If a surface has been contaminated with body fluids and excretions which will be stained or
contaminated with blood (for instance tears, saliva, mucus, phlegm, urine, vomit, faeces and
pus), that surface will be cleaned with running water and fresh, clean household bleach
solution), and paper or disposable cloths. The person doing the cleaning will wear protective
gloves or plastic bags.
Blood-contaminated material will be sealed in a plastic bag and incinerated or sent to an
appropriate disposal firm. Tissues and toilet paper can readily be flushed down a toilet.
If instruments (for instance scissors) become contaminated with blood or other body fluids,
they will be washed and placed in a strong household bleach solution for at least one hour
before drying and re-using.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
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Needles and syringes will not be re-used, but will be safely disposed of.
All open wounds, sores, breaks in the skin, grazes and open skin lesions will at all times be
covered completely and securely with a non-porous or waterproof dressing or plaster so
that there is no risk of exposure to blood.
The Company will have a first aid kit of which will contain:
o two large and two medium pairs of disposable latex gloves;
o two large and two medium pairs of blue rubber gloves for handling blood-soaked
material in specific instances (for example when broken glass makes the use of latex
gloves inappropriate);
o absorbent material, waterproof plasters, disinfectant (such as hypochlorite),
scissors, cotton wool, gauze tape, tissues, containers for water and a resuscitation
mouth piece or similar device with which mouth-to-mouth resuscitation could be
applied without any contact being made with blood or other body fluids;
o protective eye wear; and
o a protective face mask to cover nose and mouth.
Supporting Learners with Barriers and How to Overcome Special Needs Procedures

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Learners are requested to provide information regarding special learning needs on the
learner enrolment form;
Learners are requested to provide information on disabilities on the learner enrolment form;
Learners can avail information regarding special needs to the facilitator on a one-on-one
basis;
It is the facilitator’s responsibility to ensure that the learners with special needs or
disabilities are catered for to ensure the learners acquire the necessary skills during the
learning process.Learners are interviewed to determine their learning potential in terms of:
o Strengths;
o Weaknesses;
o Opportunities;
o And threats.
Supporting Learners with Withdrawal and Refund Procedures


Our Company will allow Learners enrolled for a course to withdraw from the course within
reasonable time;
Cancellation fee: If the facilitation is cancelled the following cancellation fee will apply:
o Cancellation within one month of the agreed upon dates 25%;
o Cancellation within two weeks of the agreed upon dates 50%;
o Cancellation within one week of the agreed upon dates 100%.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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Subject
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Procedures
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TEA-QMS-POL-001
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Our Company requires those Learners who wish to have a refund to fill in a refunding form,
stating the reason(s) for the claim.
Refund forms are summarised in a withdrawal and refund record, which becomes part of the
review process
Supporting Learners with in the Event of a Course being Terminated Procedures


If we terminate a course and the learners have already started the course, we will support
learners by referring them to another accredited training provider.
If we terminate a course and the learners have already started the course and completed
their POEs, we will ensure that POEs are assessed and moderated. We will also ensure that
the project is completed and the learners are issued with certificates.
Supporting Learners to Address Repetition of Courses Procedures
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Learners are given 3 attempts to complete their Portfolio of Evidences and to be found
“Competent”.
If the learner is still found “Not Yet Competent” they can then re-do the class at a reduced
cost when the class is scheduled next.
The Company offer support before, during and after the theory classes and learners have
access to facilitators out of the classroom. It is therefore anticipated that the company
would not have learners needing to re-do any classes.
Learner Retention
The Company will ensure that all learners:
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Are all treated with respect;
Are listened to when they have a complaint/concern;
Are provided with sufficient resources to complete their learning programme;
Premises are per the Health and Safety Training Venue Checklist;
Are taught by high quality facilitators;
Are assisted as much as possible with the completion of their POE’s to obtain Certificates of
Competencies;
Are issued with Competency Certificates once the Company has gone through the
Assessment, Internal and External Moderation Process;
Details are captured our internal database;
The Company will endeavour to network amongst their stakeholders to ensure that all
Learners are afforded the opportunity to have access to workplace learning;
The Company will endeavour to promote unemployed Learners to the workplace by the
following methods:
o CV’s will be submitted to the Management with stakeholder companies;
o Where possible the Company will arrange an informal interview between the
Learner and Managers of the companies that the learners are completing their
Approved By
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Marina Michael
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Marina Michael
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practical workplace activities, to ascertain the suitability of available job roles and
the Learner’s capabilities;
The Company will suggest that the various stakeholders consider taking on the
unemployed learner on a temporary or permanent contract basis;
The Company will encourage the learner to complete the training provided by The
Company before becoming employed (permanently or temporarily) to benefit from
this training. Should the learner wish to leave before the training contract is
completed, further discussion will need to be held between all the role players to
ensure that the learner is not discriminated for the opportunity in becoming
employed.
4.2.8 Learner Support – E-Learning
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Learners will have access to this policy via our company website and will be well versed
in the support that our company offers
Our company will ensure that all the criteria included for our learner support and
guidance as well as our programme development and delivery are available equally to
our learners using the E-Learning platform
Learners are required to complete a Computer Pre-Assessment Literacy assessment to
validate their readiness from a computer literacy point of view. In the event learners fail
this they are invited to complete the Computer Literacy programme before proceeding
with their main course
Access will be from our company website and each learner will be issued with a
username and password to ensure authenticity and confidentiality
We will ensure all learners who submit queries via the internet are assisted within a 48hour period
For learners who battle with understanding concepts or are at risk of not meeting the
assessment criteria we will use the following support methodologies:
o Team Viewer / Any Desk - to show technical queries
o Skype – to unpack any major misunderstandings – this will be limited to a certain
number of hours as the whole reason for E-Learning is to limit the class room
time thus making the programme more affordable to the learner
Learners will be required to complete the E-Learning Model and Methodology Checklist
(see E-Learning Policy) before embarking on E-Learning.
Learners who need assistance with the navigation of any programme will be advised to
book a free 1 hour session with one of our E-Learning Facilitators
Learners will be monitored according to their log in time and should a learner not hand
any assignments in after a certain time – they will be contacted telephonically or via
email to see what challenge they may be experiencing
All records of support provided whether by email, chat room, blog, WhatsApp will be
saved onto the learners profile which may be viewed by the learner and the E-Learning
Manager
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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1
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Subject
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4.2.9 Learner Support - Learner Complaints Form Template
Learner Name:
Course Attending:
Date:
NAME OF LEARNER
:
MARINA MICHAEL
:
DATE
:
Complaint details:
Name of Person:
Position:
Details of Complaint:
Suggested Action of remediation:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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Date:
OUTCOME OF COMPLAINT
DIRECTOR: Signature:
Date:
4.2.10 Learnership Policy
It is the aim of Our Company to apply for the various SETA Learnerships that are available in the
future. It is further understood that the Company will employ an experienced Project Manager to
project manage the entire process. Special care will be taken with learners on a Learnership due to
the tax and possible grant implication.
4.2.11 Learnership Procedures
Management of Learnership Contracts and Implementation of Theory and Workplace
Provision

The Company will contact the SETA and arrange for the collection/postage of the SETA
Learnership contracts.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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1
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Section
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Adverts will be placed on social media and web based platforms and learners will be given
the opportunity to apply to come onto the various Learnerships that the Company may
enter.
A thorough selection process will be followed, considering the learners’ ability to meet the
fundamental unit standard requirements.
Once the learners have been successful in their application, they will be responsible for
finding a work place whereby they can complete all their workplace practical’s to implement
the practical component of the Qualification.
Once the learner has found a company to complete their practical’s, a company
representative will be invited to attend an induction process whereby they will be informed
of all the learning interventions that the learner will be embarking on.
Business Mentors will be allocated to each learner and these Mentors will complete a
Mentorship induction process whereby they will be exposed to all the Modules that the
learners will complete. Their role will be identified and learner logbooks will be explained to
the business mentors.
Management of Learner Stipends, Application for Tranches and Progress Reports
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The administrator of the Company will manage all the learner stipends.
These stipends will be received into the company’s bank account and will then be
electronically transferred to the learners by the last day of each month.
The administrator will be responsible for submitting monthly progress reports on the
Learnerships and will ensure that all application for tranches are completed.
Management of Roles, Responsibilities and Resources in Learnerships
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
All role players will be invited to attend a Pre Learnership Training Committee roll out
workshop whereby the Internal Moderator or Project Manager will go through the roles and
responsibilities of each member. The Training Committee will consist of the following:
o Learnership Administrator
o Facilitator
o Assessor
o Moderator
o Project Manager
o Workplace Representative
o Learner Representative
Each member will be allocated their responsibilities and inform the Learnership
Administrator what resources they require to implement their role successfully.
Reporting, Roll-Out and Learner Support
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
The Learnership Administrator will upload all learner enrolment information to the SETA
prior to training starting.
The Learnership Administrator will provide the facilitator with a daily attendance register
with will be signed by all learners and returned to the Administrator to be captured and filed
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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The Learnership Administrator is responsible for all the printing of learner manuals and will
provide the Facilitator with this on the day of training
The Facilitator will provide the Learnership Administrator with quarterly Facilitator Feedback
Reports on Learners
The Assessor will provide the Learnership Administrator with quarterly Assessor Feedback
Reports on Learners
The Moderator will provide the Learnership Administrator with quarterly Moderator
Feedback Report on Learners
The Project Manager will provide a Project Report to the Director every quarter based on
feedback received from the Learnership Administrator, Assessor and Moderator.
Based on these reports, the Project Manager/director may have a one to one with any
learners that seem to be struggling with any of their assignments (theory or practical). In
the case where the learner may struggle with workplace assignments, the Project
Manager/director will have a meeting with the workplace representative and ensure that
the learner is assisted adequately for the learner to be deemed competent in all the
modules.
Monitoring and Reporting to the SETA and Employer on Learner Progress

The Project Manager will be monitoring the Learnership based on the above steps and
feedback from the Training Committee.

Assessment Reports are as per assessments conducted by the assessor

Moderation reports are done twice that is for a 12 month learnership

Host employers tend to request monthly reports
4.2.12 Language Policy
Our Company will facilitate in English; however, we do consider the 11 different official languages of
South Africa and cultural diversity related to each one of those languages.
4.2.13 Language Procedures
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
It is a procedure for the Company that all communications, written, visual and oral be
inclusive in nature.
English remains the primary medium of communication and all marketing material advises
learners of this, however; should the need arise for a translator, and the Director is made
aware of this, the Director will accommodate the learners for the Companies expense. This
means that all communication will:
o Avoid images, expressions, or language constructions that reinforce inappropriate,
demeaning or discriminatory attitudes or assumptions about persons or groups
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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1
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Section
Subject
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QMS Policy
Reference
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based on age, race, nationality, sex, sexual orientation, transgender status, marital
status, political conviction, religious belief, or disability, family responsibilities or
career’s responsibilities;
o Use images, expressions and language constructions that positively reflect the
richness of the social and cultural diversity of the Training Provider, and its
community, in acknowledging the range of lifestyles, experiences and values.
This procedure is based on the principles of:
o Equal opportunity: inclusive language will enhance the equal participation of all
persons and groups in the community;
o Anti-discrimination: inclusive language avoids communication that harasses,
excludes or discriminate against individuals and groups;
o Clarity of expression: inclusive language avoids words and phrases that do not
convey what people intend to communicate, and that can be misinterpreted or give
offence.
4.2.14 Second Language Policy
Our Company will facilitate in English; however, we do consider the 11 different official languages of
South Africa and cultural diversity related to each one of those languages. From time to time some
of the Qualifications may require a second language component. We will adhere to this
requirement.
4.2.15 Second Language Procedures
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Identify the Qualification that requires a second South African language
The Company will ensure that a training pack with a second language is submitted for
Accreditation purposes in the event for seeking programme approval for an NQF Level 4
Programme
The Company will engage with a second language facilitator and assessor. The facilitator will
be contracted to facilitate the training material in the second language
Where learners have completed Afrikaans as a second language in Matric, learners will have
the CAT Policy applied.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
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Section
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QMS Policy
Subject
4.3.
Reference
Page
TEA-QMS-POL-001
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Determining the Scope of the Quality Management System
Our core focus in this Quality Management System is to ensure that the following 4 phases of training
is covered by the Quality Management System. We want to ensure the quality is applied and
evaluated and reviewed in
1.
2.
3.
4.
Learner enrolments
Facilitation of learning
Summative Assessments
Certification
Phase 1
Learner
Enrolnment
Approved By
Director
Phase 2
Phase 3
Phase 4
Facilitation
Assessment
Certification
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
4.4.
Reference
Page
TEA-QMS-POL-001
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Quality Management System and its Processes
THE EDUPOWER ACADEMY (PTY) LTD use of a reiterative four-step management method for the
control and continual improvement of processes and services as outlined below:
•Evaluate
•Correct
•Define
•Prepare
ACT
PLAN
CHECK
DO
•Measure
•Compare
•Execute
•Record
The layout of our Quality Management System further adheres the Plan Do Check Act Cycle as outlined
below:
4.4.1. Quality Policy
We are committed to our Degree of Excellence statement which is: “all activities of our company will
be carried out in a systematic manner in accordance with defined and documented Policies and
Procedures, and will meet applicable legislative requirements, will be visible and auditable, and will
ensure that the needs of Learners, Staff and Stakeholders are met”.
To achieve this Degree of Excellence it is the policy of our company to establish and implement a
formally documented Quality Management System (QMS), which includes Policies, Procedures and
Review Mechanisms, to gain, and maintain, accreditation as a Provider of Education and Training.
The following outlines who will be responsible for promoting a Quality Culture within our company:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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The Director will be responsible for quality
management and will allocate responsibilities for
ensuring the effective implementation of any
procedures. The Director will consider the QMS
on a scheduled basis, to review the continued
suitability and effectiveness of the Quality
Management System. Records will be maintained
of any actions arising.
Our company by sharing information with all our
staff and any outsourced staff (facilitators,
assessors, moderators), specifically during
decision making and ensuring specific Quality
Management functions, e.g. Quality System
maintenance, are performed by suitably skilled
and competent persons.
Where deficiencies are found, related to the operation of the QMS, corrective and preventative action
(Refer to Section 6.1.7 and 6.1.8 ) will be taken to ensure continual improvement of our policies and
procedures.
4.4.2. Quality Procedures
To expected standards of quality, THE EDUPOWER ACADEMY (PTY) LTD will:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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QMS Policy
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TEA-QMS-POL-001
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Review Policies Annually
Annual QMS Review (Refer to
Section 9.3)
Review Procedures Annually
National and International
tendencies researched
Client, Learner and Seta
feedback reviewed regularly
to ensure policies and
procedures are relevant
Approved By
Director
Reference
Page
Name
Marina Michael
Page 40 of 216
Internal critique and
evaluations
Signature
Marina Michael
Version
1
QMS
Section
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Procedures
QMS Policy
Subject
5
Reference
Page
TEA-QMS-POL-001
Effective Date
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Leadership
5.1 Leadership and Commitment
We believe in strong leadership whereby the leader of the Company i.e. the Director will take charge
and ensure that the goals and objections of the Company are carried out.
Our leader will walk in the vision of our Company and through this will apply the Quality Management
System policy and procedures.
The Director is committed to ensuring that the accreditation and ETQA requirements will be followed.
The Structure, composition and function of management is outlined below:
MANAGEMENT DEPARTMENT
Director / Principle
Marina Michael
Academic/Training Manager
Busi Ngema
Quality Manager
Marina Michael
Administration Manager
Busi Ngema
Financial Manager
Marina Michael
Sales and Marketing Manager
Marina Michael
E-Learning Manager
None
Professional Advisor
Jeanine Topping and Associates
TRAINING DEPARTMENT
Academic / Training Manager
Facilitators
Assessors
Moderators
E-Learning Manager
Marina Michael
Anneke van Zijl
Jeanine Topping
Selina Rajoo
None
ADMINISTRATION DEPARTMENT
Learner Support Administrator
Bookkeeper
Approved By
Director
Name
Marina Michael
Sinovuyo Nojoko
Tax Auditor
Signature
Marina Michael
Version
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FINANCIAL COMMITTEE MEMBERS
Director
Accountant
Bookkeeper
Marina Michael
Tax Auditor
Tax Auditor
TRAINING REVIEW COMMITTEE MEMBERS
Director
Facilitator
Assessor
Moderator
Quality Manager
Training Manager
Marina Michael
Anneke van Zijl
Jeanine Topping
Selina Rajoo
Marina Michael
Busi Ngema
The Job Description of each current and future employee describes the responsibilities of the
individual (Refer to Section 5.4.2).
New employees read their Job Description and the whole Quality Management System.
All employees will sign and comply with our company’s Internal Quality Management System and will
report any irregularities to the Director.
We will be responsible for the design and presentation of our course materials and manuals. Each
member of staff is encouraged to contribute to the continuous upgrading and development of course
materials.
The quality of our training materials is reviewed at all our meetings and improvements and changes
are then effected on the approval of the review committee.
5.2 Declaration of Intent Policy
DECLARATION OF INTENT
I, the Director of THE EDUPOWER ACADEMY (PTY) LTD , hereby agree to abide by following all Policies
and Procedures to retain accreditation with the necessary Educational Institutions.
Document Reference:
Date of Issue:
Revision Status:
JTA-QMS-POL-001
2016-12-01
1
Name:
Signature:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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5.3 Organisation Roles, Responsibilities and Authorities
Our Company believes that all people employed in the company have a specific role as indicated in
the Organogram. In the Organogram, it is noted that there are positions ranging from the Director in
the highest position. The second level is our different managers i.e. Financial Manager, Quality
Manager, Admin Manager, Training Manager, Sales and Marketing and Professional Advisor. Our
company may initially acquire outsourced contractors to fulfil some of the roles during the growth
stage of our Company. There are certain responsibilities that go with each one of the roles and this
will be showed in the key performance areas of each position. The staff member in a certain position
will have the authority to carry out certain functions as shown in the key performance area.
5.3.1 Organogram
DIRECTOR
NAME:
Marina Michael
QUALITY
MANAGER
NAME:
FINANCIAL
MANAGER
NAME:
TRAINING
MANAGER
NAME:
Marina Michael
Marina Michael
Marina Michael
BOOKKEEPER
NAME:
FACILITATORS
NAMES:
Tax Auditor
Anneke van Zijl
ADMINISTRATION
MANAGER NAME:
Busi Ngema
SALES AND
MARKETING
MANAGER
NAME:
PROFESSIONAL
ADVISOR JTandA
ELearning
Manager:
Marina Michael
LEARNER
SUPPORT
ADMINISTRATOR
NAME:
Busi Ngema
ASSESSORS
NAMES:
Jeanine Topping
MODERATOR
NAMES:
Selina Rajoo
5.3.2 Roles, Responsibilities and Authorities
Director
The director’s role is to oversee that all the training, assessing and moderating functions are carried
out efficiently. The following is a summary of the Directors roles and responsibilities:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
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QMS
Section
Subject
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Financial – ensure that sufficient funds are available by securing sufficient funds for the
resources of the training
Operational – ensure that all key staff members are sufficiently trained to carry out the
necessary functions to ensure that all training is a success
Marketing – ensure that all programmes are sufficiently marketed to target audience to
ensure the continuation of a profitable company
Training / Academic Manager
The Academic Manager’s role is to oversee that Our Company has sufficient resources to carry out the
learning intervention that Our Company is accredited for. The following is a summary of the Academic
Manager’s roles and responsibilities:
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
Source qualified academic staff
Train academic staff
Performance manage academic staff
Quality Manager
The Quality Manager’s role is to oversee that Our Company carries out the Companies Quality
Management System Policies and Procedures per the Companies Strategic Objectives, Mission and
Vision and Values in a timeously manner. The following is a summary of the Quality Manager’s roles
and responsibilities:
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Ensure all QMS Policies and Procedures are in alignment with Our Company activities
Submit monthly reports to entire Management team
Arrange monthly meetings with the Training Committee and feedback reports
Review QMS Policies and Procedures Annually and complete reports
Administration Manager
The Administration Manager’s role is to oversee that all the necessary administration carried out by
the Administration Department is per the Companies Quality Management System. The following is
a summary of the Administration Manager’s roles and responsibilities:


Ensure all administration relating to learners is captured timeously and accurately by the
Administrator
Ensure all assessment and moderation results relating to learners is captured timeously and
accurately by the Administrator
Financial Manager
The Financial Manager’s role is to oversee that all the necessary financial duties carried out by the
Financial Department is per the Companies Quality Management System. The following is a summary
of the Financial Manager’s roles and responsibilities:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
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Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 45 of 216
Ensure all financial reports per the QMS are completed on a daily / weekly / monthly basis
and issued to the relevant departments
Ensure the bookkeeper completes daily duties honestly, ethically and on time
Ensure all the SARS returns for Our Company are completed, submitted and discussed with
the Director timeously
Sales and Marketing Manager
The Sales and Marketing Manager’s role is to oversee that all the necessary sales and marketing duties
carried out by the Sales and Marketing Department is per the Companies Quality Management
System. The following is a summary of the Sales and Marketing Manager’s roles and responsibilities:
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Ensure a database of all prospective learners are captured by the administrator daily
Ensure that all marketing material is correct, current and signed off by the Director before
distribution
Ensure the administrator is trained to discuss the curriculum outlines with the learners as well
as the payment terms and conditions
Ensure that all marketing activities are carried out per the Marketing Strategy of Our Company
Ensure that the stats for Marketing, sales and conversions are reported to the Director on a
weekly / monthly basis
E-Learning Manager
The E-Learning Manager’s role is to oversee that all the necessary E-Learning criteria for learners are
carried out by any outsourced technical support staff as per the Companies Quality Management
System. The following is a summary of the E-Learning Manager’s roles and responsibilities:
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Ensure that the website is maintained by technical staff and that all E-Learning programmes
are accessible by learners
Trouble shoot with the technical team any challenges that arise
Ensure all learner queries are attended to within a 48 hour turn around period
Professional Advisor
The Professional Advisor’s role is to advise Our Company on the implementation of their Quality
Management System. The following is a summary of the Professional Advisor’s roles and
responsibilities:
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
Ensure that Our Company is made aware of their responsibilities in terms of the Accreditation
Institutions rules and regulations to retain the Companies accreditation
Meet with the Companies Quality Manager monthly to ensure all Policies and Procedures of
the QMS are being implemented.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 46 of 216
Administrator (Learner Support)
The Administrator’s role is to ensure that all administration relating to the training roll out is carried
out efficiently. The following is a summary of the Administrator’s role and responsibilities:
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Ensure all learners complete a learner registration form with ID copies, certificates and CVs
attached
Ensure a file is opened for each learner
Ensure the database is captured with each learners’ information
Ensure each learner attends the programme Induction session
Ensure learner attendance register is printed and given to Facilitator each training session
Ensure learner attendance is captured on database each time learner attends training
Ensure learner files are prepared for training and file dividers inserted
Ensure all stationery is prepared for training for learner and facilitator
Ensure all training material is printed and given to Facilitator for each day of training
Ensure class room is prepared with Data Projector and Flip Chart Stand and Paper and Pens
Print and file daily Facilitator Report
Type up Minutes of Monthly Meeting with Training Committee Members
Ensure details for Facilitator, Assessor and Moderator are filed in SETA Submission file
Ensure POE management is captured in database each time learner submits Assessments
Ensure learners complete all Assessor Feedback Forms
Ensure learner are provided with Certificate of Completion after programme is completed
Ensure learner results are uploaded to SETA timeously
Arrange for Moderator to complete moderation process timeously
Complete Project Closure Report
Ensure follow up with SETA to ensure external moderation
Present company at SETA external moderation
Attend to any remedial actions required
Ensure learners receive Statement of Results from SETA and Competent Certificates
Ensure copies of Statement of Results and Competent Certificates are filed in learner file
Arrange graduation ceremony for learners
Update Director with any challenges experienced
Attend Monthly Training Committee Members meeting
Facilitator
The Facilitator’s role is to ensure that all facilitation functions relating to the training roll out is carried
out efficiently. The following is a summary of the Facilitator’s role and responsibilities:
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Review the lesson plan the day before and arrange any additional resources that may be
required
Ensure Learner Register is received from Administration and that learners complete this and
return to the Administrator
Facilitate the required Unit Standard as per the Curriculum Outline
Attend to the Induction of all learners
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
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Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 47 of 216
Complete daily Facilitators Report and email to Administrator by 8am the next day
Assist learners with challenges relating to the completion of Summative Assessments
Liaise with Host Employers / Employers of learners regarding the completion of learner
documents
Liaise with Mentors of learners
Update Director with any challenges experienced
Attend Monthly Training Committee Members meeting
Conduct classroom facilitation / training
Conduct classroom activities whether they are knowledge based or practical based.
Mark the formative / classroom activities
Provide feedback to the learner on his portfolio of evidence collection
Support and encourage the learner during his learning process
Provide guidance and mentoring to learners on site with regards to learning barriers and
career pathways
Assessor
The Assessor’s role is to ensure that all assessing functions relating to the training roll out is carried
out efficiently. The following is a summary of the Assessor’s role and responsibilities:
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Review assessment documents and alignment matrix
Assess all learners’ formatives and summative assessments
Complete all assessor documents
Complete overall Assessment Feedback Document to Training Provider
Liaise with Moderator if challenges arise
Update Director with any challenges experienced
Attend Monthly Training Committee Members meeting
Plan & prepare for the assessment process
Prepare the learner for the assessment process
Plan the assessment occasion with the learner
Advise and support both the learner and the facilitator regarding the assessment
requirements
Conduct the assessment per the assessment principles
Record all assessment information
Provide the learner with feedback regarding the assessment
Get feedback from the learner regarding the specific assessment as well as review of the entire
assessment process
Conduct re-assessments if necessary
Provide the learner in writing with the assessment decision
Ensure all assessment documentation is completed in the learners PoE
Review the assessment process
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 48 of 216
Moderator
The Moderator’s role is to ensure that all moderating functions relating to the training roll out is
carried out efficiently. The following is a summary of the Moderator’s role and responsibilities:
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Plan & prepare for the moderation process
Prepare the assessor / provider for the moderation process
Plan the moderation occasion with the provider
Advise and support both the assessors and provider regarding the moderation requirements
and outcomes
Conduct the moderation per the assessment principles
Record all moderation information
Provide the provider and assessors with feedback regarding the moderation
Get feedback from the assessors regarding the specific assessment if necessary
Conduct re-moderation if necessary
Provide the Provider in writing with the moderation report including the decision
Ensure all moderation documentation is completed
Review the moderation process
Update Director with any challenges experienced
Attend Monthly Training Committee Members meeting
Bookkeeper
The bookkeeper’s role is to ensure that all bookkeeping functions relating to Our Company is carried
out efficiently. The following is a summary of the Bookkeeper’s role and responsibilities:
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Complete all data capturing onto Accounting package as per Financial Manager
Compile all daily/weekly/monthly reports as per Financial Manager
Contact all outstanding debtors and ensure minimum debt is owed to Our Company
Liaise with Financial Manager for all accounting functions
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
6
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 49 of 216
Planning
6.1 Actions to Address Risks and Opportunities
6.1.1 Risk Management Policy
Our Company’s goals is to identify, reduce and prevent undesirable incidents or outcomes and to
review past incidents and implement changes to prevent or reduce future incidents. Our Company will
continuously analyse and improve upon their policies and procedures that affect the continued
success of our Company.
6.1.2 Risk Management Procedure
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Our Company will identify the potential risks involved in the context of all the stakeholders.
The following processes will be considered:
o Long-term strategic objectives of Our Company;
o Operational and day-to-day activities of Our Company Financial management and
controls of Our Company;
o Intellectual and information technology actions and knowledge of Our Company;
o Compliance/regulatory issues and policy decisions of Our Company.
At the Annual Quality Management Meeting the Director will sit with all stakeholders involved
in Our Company and use the following points as guidelines to identify, prevent or reduce
future risks/incidents:
o Identify potential risks
o Write down all the things that could potentially go wrong and how that might happen.
Divide this information into sections to address each individually.
o Analyse all the potential risks that have been identified.
o Write down how they may occur and potential methods of prevention, additional
steps that could be taken to prevent them, and how those risks are evaluated and
assessed regularly.
o Assess all the past incidences that Our Company has encountered and how these
occurrences were handled.
o Consult past records to determine how frequently incidents have happened, and how
they were handled, including processes that worked and those where there were
areas of improvement.
o Estimate the likelihood of each risk re-occurring based on the history of Our
Company, best practices, and peer experiences.
o Develop a treatment plan for all the risks that Our Company identified, prioritizing the
risks that Our Company have found will be more likely to occur.
o Be sure to outline a step-by-step expectation for how each risk will be avoided, how
it will be handled if it does occur, and how it will be recorded.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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Reference
Page
TEA-QMS-POL-001
Effective Date
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Revision Date
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o
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Calculate and include cost estimation for the steps needed to align with the risk
management policy recommendations.
o Provide this information to Our Company stakeholders when the policy is reviewed.
o Prepare a report for both internal and external stakeholders, sharing what auditing
steps are in place to revisit and evaluate the policy.
o The internal and external audiences need different information; internal audiences
need to know the greatest risks; who is accountable for what; and how the process
will be monitored. External audiences need to know risk management is a part of the
organization's culture and how the process and policy has been laid out.
o Create a data tracking system to input all statistics on risk management successes and
failures, training staff to use it.
o Creating a risk assessment form for use after an incident can be a useful tool to
examine whether more precautions will have been taken. This allows all the data to
be recorded right after the occurrence, and for the same information to be gathered
each time. See template over the page.
Set up a regular monitoring process to review all risks and evaluate how the treatment plan
has been working.
Revisit the risk management policy every 6 months to evaluate its effectiveness by comparing
incident occurrence rates.
Revise the plan as necessary.
Our Company is aware that Risk management planning and evaluation will be a continuous, evolving
process that integrates seamlessly into a company or organization's culture.
6.1.3 Risk Management Assessment Form
The Risk Management Assessment Form below will be used at all Annual Meetings as a template to
review this policy.
Item
Potential
Risks
Methods
Treatment
of
Plan
Prevention Evaluation
Informed all
Stakeholders
at
Annual
Quality
Management
Meeting
Signature of
person
responsible
of
Risk
Management
Long-term
strategic
objectives
Operational and dayto-day activities
Financial management
and controls
Intellectual
and
information
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
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Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
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Page 51 of 216
technology actions and
knowledge
Compliance/regulatory
issues
and
policy
decisions
6.1.4 Health and Safety Management Policy
Our Company will strive to ensure the Health and Safety of all Learners, staff and visitors attending,
working in or visiting Our Company, always.
The Occupational Health and Safety Act (OHSA) requires employers to provide a safe workplace by
informing employees/learners about potential hazards, training them to deal with hazards and
recording workplace injuries.
As an employer, its employees/learners are its most valuable assets and as employers’ we undertake
to safeguard our employees/learners through providing and maintaining, as far as reasonably
practical, a working environment that is safe and without risk to the health of its employees/learners.
In ensuring a safe and healthy working environment all employees/learners will work together with
the employer in minimizing any risk that might jeopardize the health and safety of
employees/learners.
6.1.5 Health and Safety Management Procedure
Our Company will implement Health and Safety measures to ensure this policy is successful including
but not limited to the following: 
providing premises and equipment that meet relevant statutory regulations;

implementing planned emergency procedures;

employing security staff;

installing security systems;

providing adequate insurance cover;

take into consideration the following:
o
Occupational Health and Safety Act, 1993 and applicable Regulations in terms of
the said Act;
o
Compensation for Occupational Injuries and Diseases Act, 1993;
o
Leave Policy;
o
Smoking Policy.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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Section
Subject
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Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 52 of 216
Our Company will ensure we have the following documents in place:
o
Local emergency/evacuation plans;
o
Occupational Health and Safety Act;
o
Health and Safety Venue Check List.
Work environment
o Our Company will ensure that human and physical factors of the work
environment are identified and managed, e.g.

Human factors: work methods, safety regulations, ergonomics;

Physical factors: heat, noise, light, pollution.
Our Company will ensure that all contracts with work site Providers utilised by our
Company have Health and Safety requirements included.
Our company will check and confirm the following with regards to the learning
environment:
o Sufficiency of fresh air and ventilation;
o Sufficiency of light;
o Safety with regards to electricity and fire hazards;
o Adequacy of the size of the learning setting;
o Sufficiency and appropriateness of toilet facilities;
o Adequacy of the learning equipment and materials.
Responsibilities of employer
o All Employers have the statutory responsibility and accountability for health and
safety within their components and working environment.
Responsibilities of employees/learners
o
Take reasonable care for the health and safety of him/her and of other persons
who may be affected by his/her omissions;
o
About any duty or requirement imposed on his/her employer or any other person,
co-operated with such employer or person to enable that duty or requirement to
be performed or complied with;
o
Carry out any lawful order given to him/her, and obey the health and safety rules
and procedures laid down by his/her employer or by anyone authorized thereto
by his/her employer, in the interest of health and safety;
o
If any situation which is unsafe or unhealthy comes to his/her attention, as soon
as practical report such situation in writing to his/her employer or to the health
and safety representative for his/her workplace or section thereof, as the case
maybe, who shall report it to the employer;
o
If he/she is involved in any incident which may affect his/her health or which has
caused an injury to him/herself, report such incident to his/her employer or to
anyone authorized thereto by the employer, and to his/her health and safety
representative, but not later than the end of the particular working day during
Approved By
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Name
Marina Michael
Signature
Marina Michael
Version
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TEA-QMS-POL-001
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which the incident occurred, unless the circumstances were such that the
reporting of the incident was not possible, in which case he/she shall report the
incident as soon as practicable thereafter.

The responsibilities of the Health and Safety representatives/the Director:
EDUCATE
NEGOTIATE
STUDY/RESEARCH

HEALTH
COMMITTEE
CONSULT WITH EXPERTS
HEALTH
REPS
MONITOR
First Aid and Injury on Duty Procedures
o
The employer shall take reasonable steps that are necessary under the
circumstances, to ensure that employees/learners at work receive prompt first
aid treatment in case of injury or emergency;
o
The employer shall provide a first aid box or boxes at the workplace, which shall
be available and accessible for the treatment of injured employees/learners at
the workplace. The first aid box or boxes shall contain suitable first aid equipment,
which includes at least the equipment listed in Annexure A of the General Safety
Regulations in terms of the Occupational Health and Safety Act;
o
For every group of up to 50 employees/learners the relevant person (Manager)
shall designate such person who holds a valid certificate of competency in First
Aid to assist with first aid treatment at the workplace;
o
Shall be communicated through the notice boards;
o
Each injury on duty shall be reported on the prescribed forms as indicated in the
Compensation for Occupational Injuries and Diseases Act to the Health and Safety
representative as well as the Management. The management component shall
forward the forms to Compensation, to register the injury on duty. Copies of all
reported work related injuries will be submitted for record purposes and
investigation as to the cause of the injury;
o
Will the circumstances determine, any injured person will be provided treatment
to avoid contracting HIV/Aids;
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Name
Marina Michael
Signature
Marina Michael
Version
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QMS
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o
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Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 54 of 216
If any employee is exposed to asbestos, due record shall be kept in time with
Regulation 8 of the Asbestos Regulations for possible diagnosis of resulting lung
diseases at a later stage.
Working Environment
o Leased or Owned Premises
o
o
Our Company will ensure that properties that are leased or owned
premises meet statutory requirements and that all Lease Agreements or
Sale Agreements are in place and filed accordingly;

These agreements will be in place to ensure no disruption of service
carried out by our Company;

These agreements will only be signed by the Director of our Company

The Premises will all comply with the Occupational Health and Safety
Policy and Procedures as stated in our Company’s Quality Management
System.
Buildings and offices

The employer shall ensure that all working areas are kept in a clean
hygienic, safe, whole and leak free condition and in a good state of repair;

When floors are washed / polished proper notice boards shall indicate that
such floors are wet/slippery;

Structural integrity shall be ensured through applicable maintenance of
buildings and structures;

Unauthorized access of employees / learners to areas of maintenance /
repair / buildings / evacuation / demolition shall be prohibited.
Lighting

Approved By
Director

The employer shall ensure that sufficient lighting levels and visibility is
provided and maintained under all operating circumstances by ensuring that:

Vision requirements for employees/learners that are partly sighted
are identified and addresses;

Glare in any workplace be reduced to a level that does not impair
vision;
o
Lighting on rotating machinery is such that the hazard at
stroboscopic effect is eliminated; and
o
Luminaries and lamps are kept clean and, when defected, are
replaced or repaired forthwith.
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
o
o
o
o
o
o
o
o
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 55 of 216
With a view to emergency evacuation of indoor workplaces
without natural lighting, emergency sources of lighting shall
be provided.
Ventilation
 The employer shall ensure that every workplace occupied is ventilated either
by natural or mechanical means is such a way that the air breathed by
employees/learners does not endanger their safety;
 Central air conditioning and humidifier systems shall be tested annually for
the presence of bacteria and pathogenic organisms.
Sanitation
 The employer shall ensure that sufficient sanitary facilities in relation to the
number of users (employees/learners and clients) are provided;
 The employer shall ensure that the hygienic conditions of such facilities
comply with the provisions of the Occupational Health and Safety Facilities
Regulations as well as with SABS 0400;
 Sanitary bins shall be provided.
Lifts
 The employer shall designate a competent firm (s) to examine and maintain
all lifts in buildings occupied at least once a month or at such intervals as
prescribed by its manufacturer.
Machinery
 The employer shall safeguard machinery used by ensuring that it is installed,
operated and maintained in such a manner as to prevent the exposure of
persons to hazardous or potentially hazardous conditions or circumstances;
 Supervisors of employees/learners that utilize machinery shall ensure that
such employees/learners are fully aware of the dangers attached thereto and
is conversant with the precautionary measures to be taken or observed to
obviate such dangers;
 Only competent employees/learners shall be permitted to utilize machinery.
Electrical equipment/installation
 The employer shall ensure that all electrical installations meet all legislated
standards. A certificate of compliance from an accredited authority shall be
kept on record;
 All electrical distribution boards shall be duly numbered/labelled and only
authorized persons may open such distribution boards;
 Regular inspections of switches, plugs jointing, fuse boxes, distribution
boards, etc. shall be conducted to ensure they are in a safe condition.
Fire emergency equipment
 The employer shall ensure that all fire emergency equipment is visible and
accessible always;
 All fire extinguishers and other fire-fighting equipment shall be inspected and
tested regularly to ensure that it is in good working order;
 All escape routes shall be clearly identified and shall be unobstructed always.
Computer equipment
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Name
Marina Michael
Signature
Marina Michael
Version
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TEA-QMS-POL-001
Effective Date
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Revision Date
2018-03-01
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
o
o
o
o
The employer shall provide for computer screen protectors in case of an
employee who can demonstrate, by means of a fully motivated submission
that she/he inherently works with the computer for a period of no less than
six (6) hours a day;
Work in Elevated Positions:
 No employee such as cleaners etc. shall work in an elevated position, unless
such work is performed safely from a ladder or scaffolding, or a position
where such person has been made safe as if he/she was working from
scaffolding.
Provision of Protective Clothing/Equipment
 The employer shall provide, protective clothing/equipment for the face, eyes,
ears, hands, feet, legs, body where necessary –
 To comply with legislation or a collective agreement;
 To safeguard the employee’s health;
 To prevent the transmission of an infection; or
 To protect the employee’s private clothes or uniform from excessive
dirt or wear.
Emergency/Evacuation Plan

To develop within two months after the implementation of this policy a
comprehensive emergency/evacuation framework. And shall develop an
emergency/evacuation plan for each office, such plan shall conform to the
framework regarding action to be taken in case of fire, gas, floods, bomb
threats, robbery, etc. In case of sharing accommodation with other
departments/companies such emergency/evacuation plans shall be
developed in conjunction with the other occupants of the building;

Annual implementation drills shall be conducted to ensure that each
employee knows how to react in events of emergency;

Emergency telephone numbers of the Health and Safety representatives, the
police, the fire department, the ambulance services, etc. shall be made
available and be pasted on each telephone.
Security and Access Control

o
o
A security and access control framework shall be developed to ensure the
safety of all employees/learners and shall be implemented;
 The framework shall include measures with regard to the safe handling of
money within the workplace and outside the workplace.
Exposure to an environment which is regarded as a health risk
 If an employee is exposed to an environment, which is regarded as a health
risk, e.g. unknown hazardous substances at industries inspected, leaking gas
or possible risk of asbestos exposure in his/her workplace; the employee’s
absence may be covered by the granting of special leave.
Violence in the workplace
Approved By
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Name
Marina Michael
Signature
Marina Michael
Version
1
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Subject

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Procedures
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Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 57 of 216
The employer shall, as far as reasonably practical, ensure that the workplace
is violence free.
6.1.6 Health and Safety Training Venue Checklist
When our Company trains on client’s premises or at outsourced Conference Facilities, our Company
will ensure that the Venue being utilised will adhere to the criteria as set out in the under-mentioned
Safety and Health Training Venue Checklist. The Director will ensure that the venue will have adequate
policies in place to comply with the Health and Safety Act and the Training Venue Checklist. This is to
ensure that all staff/employees/contractors/learners are adequately covered in the likelihood of any
safety and health issues.
This checklist will be attached to the Register of the days as proof of implementation of this Policy.
This checklist will be viewed by the various ETQA’s when Portfolio of Evidences are externally
moderated by a SETA.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
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Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 58 of 216
6.1.7 Preventative and Corrective Policy
Our Company will identify problems with our system (especially in the early phases) through audits,
measurement, or other activities and reduce or eliminate the probability of specific undesirable events
from happening in the future.
In addition, our Environmental Management System (EMS) will need to change as our facility adapts
and grows. Our Company will deal with system deficiencies, our facility needs and a process to ensure
that:
•
Problems (including nonconformities) are identified and investigated;
•
Root causes are identified;
•
Corrective and preventive actions are identified and implemented; and
•
Actions are tracked and their effectiveness is verified.
EMS nonconformities and other system deficiencies, including legal noncompliance, should be
analysed to detect patterns or trends. Identifying trends allows you to anticipate and prevent future
problems.
6.1.8 Preventative and Corrective Procedures



THE EDUPOWER ACADEMY (PTY) LTD will identify trends to prevent future problems by
adhering to the following key steps:
o Identify the problem;
o Investigate to identify the root cause;
o Come up with the solution;
o Implement the solution;
o Document the solution;
o Communicate the solution; and
o Evaluate the effectiveness of the solution.
Focus on correcting and preventing problems. Preventing problems is generally cheaper than
fixing them after they occur. We will consider problems as opportunities to improve!
We will determine causes of problems by:
o Establishing a method to determine the causes of failing to conform. In some cases,
the cause may be obvious, and in others, obscure.
o Taking into consideration that EMS problems typically include:
 Poor communication;
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 Faulty or missing procedures;
 Equipment malfunction or lack of maintenance;
 Lack of training;
 Lack of understanding of requirements;
 Failure to enforce rules; and
 Corrective actions fail to address root causes of problems.
We will make use of a Root Cause Analysis:
Take Corrective Action
o
Have We:
Yes/No
Identified the problem(s)?
Identified the cause(s)?
Come up with a solution for each?
Implemented the solution(s)?
Documented the solution(s)?
Communicated the solution(s)?
Documented the action(s)?
 We will use methods to expedite the determination of our facility’s corrective and preventive
action process:
o Use the corrective and prevention action process for quality that is included in our ISO
9001 management system, as a model (or integrate with it) for EMS purposes.
o Combine some elements of our management review and corrective action processes.
Facilities that do use a portion of their management review meetings to review
nonconformities, discuss causes and trends, identify corrective actions, and assign
responsibilities.
o Be sure that our corrective and preventive action process specifies responsibilities and
schedules for completion. Once you document a problem, the facility must be
committed to resolving it in a timely manner. Review your progress regularly and
follow up to ensure that actions taken are effective.
o Make sure our actions are based on good information and analysis of causes. While
many corrective actions may be “common sense,” we need to look beneath the
surface to determine why problems occur.
o Rule of thumb: Corrective actions should: (1) resolve the immediate problem; (2)
consider whether the same or similar problems exist elsewhere in the organization;
and (3) prevent the problem from recurring. The corrective action process also should
define the responsibilities and schedules associated with these three steps.
o Find ways to get employees involved in the system improvement process (for
example, via suggestion boxes, contests, or incentive programs). Initially, most EMS
problems may be identified by your internal auditors. However, over the long run,
many problems and good ideas may be identified by the people doing the work. This
should be encouraged.
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6.1.9 Preventative and Corrective Element Review Questions
Template
Our Company will make use of the Element Review Questions Template to track corrective and
preventive actions.
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6.1.10 Preventative and Corrective Action Request Template
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6.1.11 Preventative and Corrective Tracking Log Template
6.1.12 Losing our Seta Accreditation
THE EDUPOWER ACADEMY (PTY) LTD are aware that any SETA will act against training providers who
do not adhere to the accreditation agreement and conditions they have with a training provider when
they are awarded their accreditation. Some training providers are not aware that certain conduct by
them will result in criminal transgressions. Some of these may be:











Learners assessed against unit standards which the accredited training provider, assessor or
moderator have not been accredited or registered for.
The forwarding of summative assessments to learners to be completed at home in an
uncontrolled environment. (Full Qualifications – Final Integrated Summative Assessments)
Training at non-accredited facilities
Using non-registered assessors to assess or moderators to moderate etc.
Using non-registered verifiers to verify etc.
Marketing wrong information to the Public/Learners in a manner that constitutes
misrepresentation in terms of what unit standards / qualification the provider has been
accredited for
Not complying to the accreditation criteria and conditions
Registered assessors and moderators not adhering to code of conduct and not fulfilling their
functions adequately
Discrepancies about learner achievement submissions to the SETA’s
Using training materials that have not been accredited or approved by the relevant ETQA
Learners being found competent in Qualifications and Unit standards that they weren’t
assessed against or trained in by the provider, assessor
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Provisionally registered assessors and moderators conducting assessments and moderations
after status has expired and provisionally accredited providers offering training after status
has expired
Non-completion of applicable documentation within (20) days by the training provider and
submission to the SETA so that the learner achievements can be captured on the database
and uploaded to the NLRD (National Learner Record Database) in terms of the unit standards
and qualifications that the learner has been declared competent against
Improper use of the SETA’s developed training material
THE EDUPOWER ACADEMY (PTY) LTD understand that any accredited training provider who is
involved in the above activities shall be subjected to de-accreditation process after due diligence has
been followed and concluded. Learners who are misled by training providers will be advised to open
criminal cases against training providers where appropriate.
6.2 Quality Objectives and Planning to Achieve Them
FIVE NQF objectives
Our company ensures the achievement of desired outcomes by using the 5 NQF objectives as outlined
below:
1
2
3
•An incorporated 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.
4
•Accelerate the redress of past unfair discrimination in education, training and employment
opportunities;
5
•Contribute to the full personal development of each learner and the social and economic development
of the nation at large.
This is evidenced by:
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Seta accreditation sought – compliance with requirements.
Assessment and awarding of competency judgments to suitable
Learners.
Quality Management policies and procedures, ensuring high
quality programme development and delivery.
Policies and procedures ensuring high quality facilitators and
assessors.
Ensuring Learning Programmes are Unit Standard aligned and
therefore contribute to the career development of each Learner.
Compliance with all employment equity and skills development
legislation.
Learner selection and development policies in place.
On-going feedback and evaluation procedures in place.
6.3 Planning of Changes
6.3.1 Strategic Management Policy
To ensure that everyone in the company is aware of the company’s strategy and to also address the
expected strategies.
The strategic and professional management of our company is entrusted in the Director of our
company in consultation with a professional advisor. The consultation will include: 

The Director of our company
Professional Advisor – Jeanine Topping and Associates
Our company structure is shown in this submission (Refer to Section 5.4.1).
Our Director is responsible for ensuring the following strategic management functions are
implemented: 




We are accredited by the relevant ETQA;
We have a clear purpose and direction;
There is a five-year strategic plan planned and implemented;
There is an annual business plan planned and implemented;
There is a Quality Management System implemented;
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Our products and services are effectively marketed;
Our policies and objectives are clearly defined;
Our company structures are established;
Our responsibilities and authorities are documented;
Adequate resources are provided for services offered;
Regular management reviews are conducted;
There is consultation with external bodies.
Our company’s Internal Quality Management System reviews will consider the effectiveness of
implementation of all Management functions.
6.3.2 Strategic Management Procedure
Meetings are to ensure the
effectiveness of the Strategic
Management of our
company and to ensure the
above points are effectively
managed.
The Strategic Management
Form (refer to) overleaf will
be used at all Quarterly and
Annual Meetings as a
template to review all
Policies and Procedures.
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6.3.3 Strategic Management Form
Policy Title
Yes/No
We are accredited by the relevant ETQA;
We have a clear purpose and direction;
There is a five-year strategic plan planned and
implemented;
There is an annual business plan planned and
implemented;
There is a Quality Management System
implemented;
Our products and services are effectively
marketed;
Our policies and objectives are clearly defined;
Our company structures are established;
Our responsibilities and authorities are
documented;
Adequate resources are provided for services
offered;
Regular management reviews are conducted;
There is consultation with external bodies.
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7 Support
7.1 Resources
7.1.1 Human Resource Policy
Our Company will ensure that all parties understand the correct human resource processes and to
also address the correct procedures to follow.
We will implement procedures for Human Resources which will include requirements for,
Appointment, Promotion and Termination of Services.
7.1.2 Human Resource Procedure

The company has a clear understanding of the definitions of employee status which will be
explained to each employee accordingly:
o Permanent Staff Members – Members who have completed the probationary period
successfully.
o Part Time Staff Members – Members who are hired on a temporary or seasonal
basis.
o Student Staff Members – Persons of 18 years and younger who have not completed
their high school education but are continuing studies while working for the
company.
o Casual staff members – Persons employed for a period shorter than 24 hours a
month.
o Contract workers – Persons performing tasks for the company on a contract basis.
The service ends when the contract expires or the task is completed.
o E-Learning staff – People employed to perform any function relating to the ELearning platform need to be suitable qualified and have proven experience in this
specific field due to the technical nature of this role. They must have been involved
in E-Learning instructional design and systems management. For this position the
company will ensure that there are always at least 2 staff members to ensure
continuity or in case personnel leave or are unable to fulfil this vital role.

All employees will adhere to the following:
o Office hours are from 08h30 till 16h30, or as arranged, Monday to Friday.
 Due to some excessive workloads, you may have to work longer hours than
stated above.
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
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Shifts need to be established for all members to maintain a work standard. It
is not our policy to pay overtime rates for work outside established work
hours.
Breaks: Tea breaks are allowed from 10h45- 11h00 and 15h00 to 15h15. Lunch hours
will be taken from 13h00-14h00, or as arranged. These breaks are on paid time.
Annual Leave and Sick Leave: refer to the employment contract.
Unpaid Leave: refer to the employment contract.
Family Responsibility / Compassionate Leave: refer to the employment contract.
Maternity Leave: refer to the employment contract.
Skills Development Leave: refer to the employment contract.
Religious Holidays: refer to the employment contract.
Retirement: The company does not provide a pension plan for any member.
Accumulated sick leave is not paid out at the time of retirement or upon termination
of employment.
Compensation: Salary reviews are influenced by three conditions: personal
performance, company performance, and economic factors.
 Salaries will be reviewed on an annual basis. It is not guaranteed that salary
levels will be increased.
Promotions: both internal and external applicants are equally eligible to apply
Working Conditions: The company promises that working conditions will be clean,
healthy, safe and secure. Efficient machinery, modern systems and proper
organization ensure convenient conditions for staff members.
Wage and Salary Administration: All wages and salaries will be administered by the
Director.
Overtime: refer to the employment contract.
Absenteeism and Tardiness: Regular attendance during scheduled hours of work,
reporting to work on time, and continuing to work till the end of the work period,
are essential.
 Unsatisfactory attendance, including late arrivals and quitting early, may
lead to disciplinary action. It is vital that staff members are present on the
job regularly. If an employee knows in advance that he will be absent,
sufficient time will be permitted to plan for alternative staff to fill the
vacancy for the duration of the absence.
Travel Expenses: Reimbursement to employees, who use their own vehicles for
company related business, is at a rate of R3.40 per kilometre.
 A logbook will be kept indicating the date, purpose and distance of the trip.
 Travel allowances are meant to cover all reasonable expenses incurred
during the stay, including:
 Travelling
 Meals not provided
 Laundry and toiletries
 Entertainment
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 Telephone calls
 Other sundry expenditure
 If requested the standard allowance will be paid in advance prior to the
commencement of the assignment. If not requested, the allowance will be
included in the monthly salary payment.
 No allowances will be paid for assignments of less than one day.
Job Security: Job security is ensured by staff members adhering to company policies
and procedures as documented in the Quality Management System. We maintain
our competitive strength (on which job security is based); by producing greater
value services for our clients, selecting capable managers, conducting regular
training with staff members and by keeping up to date with current technology.
Disciplinary Action: At our Company our aim is to correct rather than punish
inappropriate behaviour of our employees. Therefore, discipline will be performed
in a fair and consistent way.
 Employees who have been disciplined have the right to appeal against the
disciplinary measures that have been taken against them.
 Where the possibility of dismissal exists, a disciplinary hearing will be held to
decide whether a continued employment relationship is tolerable or not.
 Reasons for disciplinary action will mainly be unacceptable behaviour
(misconduct) or inferior performance of staff.
 Corrective action will be taken in the case of misconduct. This
includes the issuing of a direct warning, or if the employee will not
comply with the corrective behaviour, his/her contract may be
summarily ended;
 Poor performance is an employee who is willing to perform, but
through incapacity is unable to comply with the needs of the
company. Such staff members need to receive training, education,
advice and counselling to help them comply with the demands and
needs of the company;
 Refer to Section 7.1.5 Disciplinary Code of Conduct.
 Staff can be disciplined and dismissed for breaking rules such as:
 Negligence
 Refusal to obey reasonable and lawful instructions
 Failure to observe conditions of employment
 Disregarding company values, rules and/or procedures
 Dishonesty or unauthorised possession of the organizations
property
 Endangering the safety of others and the community
 Assault
 Repeated deliberate absence
 Insubordination
 Possession and/or being under the influence of alcohol or drugs on
the worksite during working hours.
 Theft
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 Criminal conviction
Disciplinary Procedure:
Behaviour:
Minor misconduct
Repeated minor misconduct
Steps to be taken:
Informal warning
Steps increase in severity: First warning, second
warning, final warning, etc.
Serious case of misconduct
Final written warning or dismissal
 A witness will be present and declare presence with their signature if a
formal (written) warning is issued to a staff member.
 Staff members have the following rights in formal disciplinary action (as
prescribed by the Labour Relations Act):
 To be represented by a fellow staff member (no outsiders);
 To know the accusations;
 To state a case;
 To ask questions;
 To get copies of documents;
 To bring witnesses;
 To provide mitigating circumstances;
 To appeal the decision.
o Counselling: When a staff member the Company is contravening the Standards and
Regulations, he/she is breaching his/her employment contract. Therefore, the
organization has the right to take disciplinary action against the member of staff.
 However, to follow a fair procedure, the following will be considered before
any form of action against the staff member is taken:
 Has the staff member been properly informed of the requirements
and why they exist?
 Were the consequences of contravention of Rules clearly
communicated to the staff member?
 Has the staff member received past counselling for behaviour or
performance and to what extent?
 Are the rules reasonable?
 What possible causal factors have led to the point where disciplinary
action is needed?
 The organization recognises that counselling involves a process of problemsolving and not a way to discipline the member. This stage is actually to
avoid formal disciplinary action and seeks to find the cause rather than the
symptoms of the problem.
o Disciplinary Hearing: The guidelines for disciplinary hearings in the Code of Good
Practice Schedule 8 in the Labour Relations Act serve as basis for the company’s
Disciplinary hearing procedure:
 Notification of a formal disciplinary hearing will be given to all parties
involved. The transgressing staff member will receive this notification in
writing and will receive adequate time to prepare for the hearing
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
o
o
o
A chairperson who is not a witness or in any way involved in the
investigation will be chosen
 The staff member and his/her representative, witnesses and interpreter (if
necessary) will be present at the hearing
 All relevant information will be made available to both parties
 The chairperson will ask the staff member if he/she pleads guilty to each
charge that is brought against him/her
 Each side gets a chance to summarise their case and to cross examine the
other party
 The chairperson will adjourn the hearing to decide made on the balance of
probability
 When the chairperson has decided, the staff member can return to work if
he/she is innocent
 If the staff member is found to be guilty, mitigating and aggravating pleas
will be heard to determine the relevant disciplinary action to be taken.
However disciplinary action will always be undertaken in a consistent
manner about the degree of misconduct
 The chairperson will inform the staff member and his representative in
writing of the findings and disciplinary action to be taken as soon as possible
after the enquiry has taken place
 The staff member will be informed that he/she has the right to appeal the
decision under the Labour Relations Act.
Right to Appeal: A staff member can appeal against any formal disciplinary action
taken by management regarding the conduct or performance of that staff member.
 Any appeal will be in writing and will reflect the reasons for the staff
member’s disagreement with the actions taken.
 The appeal will be lodged within three days of the decision.
 The appeal will be referred to an appropriate manager who will review the
decision about the reasons provided by the staff member.
 Will in his or her assessment there be evidence that the matter has not been
handled correctly, the situation can be rectified by (amongst others) the
following: overturning of the disciplinary action; calling an appeal hearing;
and referring the matter back for a complete re -hearing under a new
chairperson.
 When no such grounds are found, he/she will communicate the decision in
writing, thereby rejecting the grounds of the appeal with reasons.
Dispute Handling: Where an appeal is rejected or the resultant outcome does not
satisfy the staff member, he/she retains the right to refer the matter to independent
mediation/arbitration hearing at the CCMA (Commission for Conciliation, Mediation
and Arbitration). A dispute declaration will be made within 30 days of the disputed
action.
Termination: It is our intention to provide continuous employment to all staff
members. However, conditions may arise which necessitate the termination of a
staff member’s employment:
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
o
Termination – a permanent separation between the Company and the staff
member.
 Resignation – a voluntary permanent separation initiated by the staff
member.
 Dismissal – a permanent separation for cause, initiated by the Company.
 Retrenchment – a Company initiated decision to discontinue employment
for a staff member or, usually several staff members, due to a decreased
workload.
Notice and Severance Pay: Full time staff members who have completed three
consecutive months of service, and are retrenched, will be given at least two weeks’
notice before the date specified. At least two weeks’ pay will be transferred in lieu
of such notice. A full-time staff member is required to give one full month’s notice to
the company.
 Members, who have not completed the probationary period, can have their
employment terminated without prior notice. The hours worked and 4%
vacation pay will be remunerated.
Employment Equity: At the Company, we recognise that differences exist in the
South African workplace with regards to gender, race, disability, culture, etc.
because of previous (preceding 1994) discriminatory laws and practices that will
now be rectified.
 It is the Company’s policy to select, promote and deal with staff members
without discrimination based on race, religion, culture, or sex or any of the
grounds specified in the Labour Relations Act (66 of 1995).
 We promote the constitutional right of equality and do our best to eliminate
unfair discrimination within the company.
 We commit to the implementation of an Employment Equity Plan at the
Company, subject to the provisions of the Employment Equity Act.
 We aim to promote diversity in our workforce to realize a workforce profile
that is representative of the demographics of South Africa (keeping the
demographics of the province where work is performed in mind.)
 The goals of the Employment Equity Plan may not be reached in one year
but over several years. The equity programme is adjusted per work force
statistics.
 This plan will not cause any person to lose their job or serve as opportunity
for advancement. The goal is to introduce change and to be representative
of the demographic work force.
 Staff selection is done on a non-discriminatory basis and the performance
appraisal will be judged per competency.
 The Company will make a determined effort to recruit people from all
designated groups at all levels where such persons are under-represented.
This effort will depend on the pool of applicants for positions and the
Company commits to develop people from designated groups to fulfil the
positions.
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
o
o
o
Affirmative action measures, (as prescribed by the Employment Equity Act)
will not be discriminatory practices.
 Medical testing of applicants for positions will not be carried out unless it
can be justified with regards to medical facts, employment conditions or if it
pertains to an inherent requirement of the job.
 Advertisement campaigns of any position at the Company shall not exclude
any person from applying for the position in question. This will be executed
by ensuring that advertisements are easily accessible to people from
designated groups.
 Members are asked to practise patience with language and cultural barriers
in the workplace. Patience and support is the key to breaking down these
Assessment of Affirmative Action Barriers: Assessment of categories of employment
policy or practices that are barriers to Employment Equity and subsequent policies
or procedures, will be put in place to remove any barriers.
Staff Grievances and Disputes: Any grievance relating to discrimination,
disadvantage, advancement or pay equity shall be handled through the normal
grievance procedure. Will the dispute be settled unsatisfactorily; the complainant
will be informed of his right to refer the matter to the relevant statutory council for
arbitration and a final decision.
Detailed Summary of Staff Information: A detailed summary of all full-time and
contractual staff including their CVs and areas of provision is kept.
7.1.3 Human Resource Procedure Checklist Template
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Application Forms (Docs for the recruitment process)
Letter of appointment
Employment Contracts (outsourced to company lawyer)
Maintenance of Job Description
Maintain and update Company Policies (Employee handbook)
Maintain Employment Equity Plan
Attendance Record
Disciplinary Records
At the appropriate time during the Disciplinary or Grievance procedures –
8.1
Executive Management will evaluate, investigate and discuss problem
behaviour/actions with the responsible person and agree on how corrective
action is going to take place to solve the problem.
Salary Records
SETA Records
Training records of the Company’s Employees
11.1 Do employee development planning by conducting training needs analysis.
11.2 Two-way discussion between team leader and employee.
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13.
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15.
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11.3 Management observation
11.4 Performance Appraisal
Arrange training for employee’s members.
Control planned training and implement in annual budget planning.
Source new trainers
Create a company plan/layout that clearly indicates roles, responsibilities and
accountability of parties involved.
7.1.4 Employee Contract Template /Can be replace by the
employment contract approved by the director
Date
THE
EDUPOWER
ACADEMY (PTY) LTD
Dear
I am pleased to offer you a contract for facilitating/assessing in the following courses:
1.
2.
3.
The term of this contract is ___________________________________________ this contract
supersedes any previous discussion or verbal agreements you may have had regarding your terms or
conditions of contract and constitutes the whole of the terms and conditions of you contract at the
Company.
Position Description
You have been contracted to fulfil a task as indicated in the position description attached.
Remuneration
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
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Revision Date
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Page 75 of 216
Your remuneration will be paid to you on the 25th of the month of the completion of the facilitation,
if all reports and assessments have been completed and submitted to the Company. All SARS
deduction required by the Department of Labour will be deducted.
Facilitation and Assessment remuneration: R_____________________ Per day
The facilitator and assessor will be responsible for their own TAX obligations with SARS. That means
that the company will not be liable and the sub-contractor will not be declared as an employee.
.
Accommodation (if more than 100km from the Company’s offices)
Accommodation will be provided and paid for by the client.
Travel allowance: R3.40………. P/Km excluding Toll Fees.
Termination
Other than in the case of you being guilty of serious misconduct, the Company may terminate your
contract for a valid reason.
In the event of your contract being terminated by the Company for a valid reason, the company has
the right to terminate your contract immediately.
Examples of valid reasons for termination include, but are not limited to:
► The Facilitators/Assessor performance fails to meet the standards and requirements as set out in
the Company’s policy;
► The Facilitators/Assessor illness or other incapacity [other than one that leads to a temporary
absence (30%)], which sufficiently reduces the Facilitators/Assessors ability to perform his/ her
designated duties.
Confidentiality
Unless you are authorized to do so, you are not to divulge any information you obtain as a result of
your contract to: the media, the public generally, any other training provider or to any other personnel
except and unless it is of a general nature and of general knowledge and you do so as a consequence
of the performance of your responsibilities. All knowledge and/or information written or otherwise
related to the activities of the Company obtained by you thus and in the course of your contract,
become the property of the Company unless otherwise authorized during the term of your
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
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Procedures
QMS Policy
Subject
Reference
Page
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Revision Date
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employment or thereafter, you will not divulge to any other source any such knowledge and
information.
Upon completion of your contract with the company you will return to the company all papers,
records, books, documents and other equipment that are in your possession which relates to any such
information and / or knowledge of the activities of the company.
Non-Solicitation - Customers
Neither party shall sell, nor attempt to sell to any customer for a period of 12 (twelve) months after
termination of this Agreement, without the other party’s prior written permission, any service relating
to the intellectual capital / property herein demarked as that of the other party. For the purposes of
this agreement, it would extend to both the clients acting as workplace host-employers or Joint
Venture Partners.
This section will also extend to include instances where the client has been in direct contact with you.
In such circumstances, you will advise the company thereof. In the event that the client seeks to
terminate the relationship with the company you will then assume the role of First Party. This
agreement will in all other aspects remain in force.
Acceptance
The detail set out above represents a summary of the terms and conditions of your contract. Your
terms and conditions of contract will be governed and regulated by the company, and is not covered
under any Industrial Agreement.
Please confirm your formal acceptance of the terms and conditions of your contract by signing a copy
of this letter in the place indicated and return it to the company.
Yours sincerely
___________________________________________________
Authorised signature of the Company
I hereby agree to accept the contract with THE EDUPOWER ACADEMY (PTY) LTD under the terms and
conditions set out above.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Name
Reference
Page
TEA-QMS-POL-001
Effective Date
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Revision Date
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ID Number
D
Facilitator/Assessor
D
M
M
Y
Y
Y
Date
Director
ID Number
D
D
M
M
Y
Y
Y
Date
POSITION DESCRIPTION
Facilitator Name
Objectives and Responsibilities
You will facilitate the following course(s):
Course
1.
2.
3.
Contact person will be:
Name
Approved By
Director
Y
Name
Marina Michael
Signature
Marina Michael
Version
1
Y
QMS
Section
Subject
Telephone No.
Policies and
Procedures
QMS Policy
W
Reference
Page
TEA-QMS-POL-001
Effective Date
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Revision Date
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C
Email
Your responsibilities include:
► To represent the Company during your period of contract and to act in a manner that will not
detract from the good name and standing of the company;
► Ensure that all your course work is executed timorously and effectively;
► You will undertake to ensure that any additional study material that you use is correctly produced
and relevant;
► Ensure that all study materials are issued to learners;
► Ensure that your material is facilitated as set out in the unit standards (ETDP);
► You are to adhere to all quality and safety standards as stipulate and you are to ensure that all
learners are informed of these standards;
► You are to ensure that the learners complete the “facilitator evaluation forms”;
► You are to draw up a brief report in electronic format on each learner (The report will relate to
the learning intervention and possible pitfalls that could lead to the learner not being deemed
competent) and hand it in to the Company at the end of the facilitation period;
► You are to assist in the overall classroom management to ensure that the learners remain focused
on the learning process. Facilitators/Assessors cannot be seen to take a position independent of
the Company in the execution of their assigned duties;
► You are to adhere to the administrative procedures that will be given to you together with all the
necessary documents that are required for this phase;
► You are to return all facilitation evidence to the Company for filing.
You are to treat the learners with respect and dignities at all times, and remember that the learners
are central to the learning process and will have every opportunity to be successful.
Accountability
You are directly accountable to the Director ___________________ for the effective execution of your
duties.
Performance Measures
The assessment process will be two-fold:
► Your performance will be evaluated by means of the learner and stake holder reviews /
evaluations;
► The Company’s Quality Assurance / moderation process as well as the Company’s Training
facilitator appraisal.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
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Name
Page 79 of 216
ID Number
D
D
Facilitator/Assessor
M
M
Y
Y
Y
Y
Date
Director
ID Number
D
D
M
M
Y
Y
Y
Y
7.1.5 Employee Disciplinary Code of Conduct, Guideline Schedule
for Offences by Employees/Learners/Contractors and
Suggested Corrective Action To Be Taken Template
THIS SCHEDULE OF OFFENCES IS BY NO MEANS EXHAUSTIVE
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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QMS Policy
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Revision Date
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1ST OFFENCE
2ND OFFENCE
3RD OFFENCE
4TH OFFENCE
5TH OFFENCE
1.1 Leaving the workplace without permission
Verbal
Warning
First written
warning
Second
written
warning
Final written
warning
Dismissal
1.2 Absent from work for fewer than 4
consecutive days without permission or valid
reason
Verbal
Warning
First written
warning
Second
written
warning
Final written
warning
Dismissal
1.3 Absent from work for 4 or more consecutive
days without permission or valid reason
Verbal
Warning
First written
warning
Second
written
warning
Final written
warning
Dismissal
2.1.1 Report late for work
3x
Verbal
warning
First written
warning
Second
written
warning
Final written
warning
Dismissal
2.1.2 Leaving work early
Verbal
warning
First written
warning
Second
written
warning
Final written
warning
Dismissal
2.1.3 Extended or unauthorised breaks
Verbal
warning
First written
warning
Second
written
warning
Final written
warning
Dismissal
2.1.4 Unauthorised absence from the work
Verbal
warning
First written
warning
Second
written
warning
Final written
warning
Dismissal
Verbal
warning
First written
warning
Second
written
warning
Final written
warning
Dismissal
2.4.1 Negligence/failure to wear protective
clothing or equipment where supplied or where
necessary
First written
warning
Second
written
warning
Final written
warning
Dismissal
2.4.2 Failure to observe security and safety
regulations
First written
warning
Second
written
warning
Final written
warning
Dismissal
2.4.3 Being in an out of bounds area without
permission
First written
warning
Second
written
warning
Final written
warning
Dismissal
2.4.4 Smoking or inducing fire in a "nonsmoking" or flammable gas area
First written
warning
Second
written
warning
Final written
warning
Dismissal
3.1.1 Refusing to carry out a reasonable and
lawful instruction
First written
warning
Second
written
warning
Final written
warning
Dismissal
3.1.2 Failing to carry out a reasonable and
lawful instruction
Written
warning
Final written
warning
Dismissal
WARNINGS REMAIN ON FILE FOR A PERIOD
OF SIX (6) MONTHSCATEGORY OF OFFENCES
1. ABSENTEEISM
2 CONTROL AT WORK
2.1 POOR TIMEKEEPING
place
2.2 FRAUDULENT TIMEKEEPING
2.2.1 Clocking/Recording time and not
reporting for work
Dismissal
2.2.2 Clocking/Recording other employees
time or allowing the clocking/recording of own warning
time be other employees
Dismissal
2.3 SLEEPING ON DUTY
2.4
FAILURE
TO
COMPLY
FIRE/HEALTH/SAFETY REGULATIONS
WITH
3.BEHAVIOUR
3.1 INSUBORDINATION
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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QMS Policy
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Reference
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Effective Date
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Revision Date
2018-03-01
3.1.3 Non-compliance
with
established
procedures
and/or instructions from
supervisors
Written
warning
Final written
warning
3.1.4 Deliberately ignoring the
authority of the Employer
Final written
warning
Dismissal
3.1.5 Gross Insubordination
Dismissal
3.2 ABUSIVE LANGUAGE OR SIGNS
OR CLOTHING
First written
warning
Second
written
warning
Page 81 of 216
Dismissal
Final written
warning
3.3 DISORDERLY BEHAVIOUR
3.3.1 Sexual Harassment
4
5
Dismissal
3.3.2 Unruly and defiant
behaviour
Final written
warning
Dismissal
3.3.3 Threatening violence
Final written
warning
Dismissal
3.3.4 Assault or Attempted
Assault
Final written
warning
Dismissal
3.3.5 Fighting
Final written
warning
Dismissal
3.3.6 Riotous Behaviour
Dismissal
3.3.7 Intimidation and/or incitement
Dismissal
3.3.8 Offending clients / behaviour
that brings the Company into
disrepute
Dismissal
3.3.9 Possession of a dangerous
weapon without written
permission or use of dangerous
weapons in the workplace
Dismissal
ALCOHOL AND/OR DRUG OFFENCES
1.1 Under the influence of alcohol on duty
Final written
warning
Dismissal
1.2 Drinking whilst on duty
Final written
warning
Dismissal
1.3 Under the influence of drugs
Final written
warning
Dismissal
1.4 Unauthorised possession of
drugs/alcohol
Dismissal
1.5 Dealing in drugs or alcohol
Dismissal
1.6 Driving a company vehicle whilst under
the influence of alcohol
Dismissal
COMPANY PROPERTY OFFENCES
1.1 Negligent damaging or
endangering of company
property
Final written
warning
1.2 Intentional damaging or endangering
of company property
Dismissal
1.3 Unauthorised removal of
company property
Dismissal
1.4 Negligent driving of company vehicles
Dismissal
1.5 Unauthorised driving of company
vehicle
Final written
warning
6
GROSS NEGLIGENCE
Warning
7
ILLEGAL STRIKE ACTION
Dismissal
8
SABOTAGE
Approved By
Director
Name
Marina Michael
Dismissal
Dismissal
Signature
Marina Michael
Version
1
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QMS Policy
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Revision Date
2018-03-01
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8.1 DISHONESTY, THEFT AND RELATED
OFFENCES
8.1.1 Bribery or corruption
Dismissal
8.1.2 Falsification of documents
/ false evidence-false
statements
Dismissal
8.1.3 Forgery
Dismissal
8.1.4 Uttering or attempting to
utter fraudulent or false
statements
Dismissal
8.1.5 Unauthorised removal of
company or client
property
Dismissal
8.1.6 Unauthorised possession
of company or client
property
Dismissal
8.1.7 Misappropriation of
company/client
funds/accomplice to
misappropriation of
company/client funds
Dismissal
8.1.8 Dishonesty
Dismissal
8.2 COMPANY INFORMATION
8.2.1 Divulgence of confidential
company information
Dismissal
8.3 PORTFOLIO OF EVIDENCE
8.3.1 Handing in evidence
which is not learners own
(cheating)
Dismissal
8.3.2 Not completing
assignments
Dismissal
8.4 NON PAYMENT OF TRAINING FEES BY
LEARNERS
8.4.1 Not paying
registration/deposit fees
Dismissal
8.4.2 Not paying outstanding
balance due
Withhold
enrolment
Counselling
Hand over to
bad debt
8.5 ASSESSORS
8.5.1 Not arriving to
assessments with no
notice
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.5.2 Not collecting
Assessments on agreed
date with learner with no
valid excuse or contact
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.5.3 Not submitting
Assessment reports 72
hours after assessing
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.5.4 Not following the
Assessment documents as
stated in the Assessment
Guides
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.5.5 Not commenting/signing
on learner Assessments
and just ticking
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.6 MODERATORS
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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Procedures
QMS Policy
Subject
Reference
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Revision Date
2018-03-01
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8.6.1 Not arriving to
moderations with no
notice
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.6.2 Not collecting
Moderations on agreed
date with Assessor with
no valid excuse or contact
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.6.3 Not submitting
Moderation reports 72
hours after Moderating
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.6.4 Not following the
Moderation documents as
stated in the
Moderation Guides
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.6.5 Not commenting/signing
on learner Moderations
and just ticking
First written
warning
Second
written
warning
Final written
warning
Dismissal
8.6.6 Not moderating the
agreed 25% as stated in
the Moderation Policy and
Procedures
First written
warning
Second
written
warning
Final written
warning
Dismissal
7.1.6 Physical Resource Management Policy
Our Company will ensure that we have all the necessary resources to run a successful company and
that all employees are aware of the necessary resources required.
7.1.7 Physical Resource Management Procedures








Facilities, resources and materials are managed to determine need for upgrading and
replacement;
Facilities, resources and materials are maintained per established needs;
An Asset Register will be kept of all our Assets.
A record is kept to determine the frequency of usage;
Facilities and resources are evaluated to determine need for upgrading and replacement;
Facilities and resources are maintained per established needs;
Facilities and resources are upgraded per established usage needs.
Our physical resources including facilities, equipment and learning materials will be provided
to support the learning process and be suitable and sufficient. We will provide a safe
environment for the needs of learners, employees and visitors. Buildings will be structurally
sound and secure covered by a planned maintenance programme. Premises and facilities
will be suitable for the functions they are used for, large enough and capable of operating
throughout the year with suitable temperature, ventilation and light.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject


Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 84 of 216
Use of facilities for training and teaching and recreational and social activities will be
planned, and will include refreshment services and facilities, where required, to meet the
needs of learners, employees and visitors.
Equipment (machinery, tools, and vehicles) and materials (consumables) will be adequate in
type and amounts for the number of learners and the courses undertaken. All equipment
will be well maintained, safe and secure.
7.1.8 E-Learning Resource Management Procedures
The Company will ensure that the server has adequate capabilities and security to roll out any ELearning that may take place.
We will ensure that strict access and security measures will be in place where the server is held. For
servers hosted off site, we will ensure the provider follows international security protocols if
required. All staff and learners are issued with a personal email address which is linked to a unique
username and password
The server will be housed in a separate room with an access control system so that only the ELearning Manager and staff are authorised to enter.
The company will have a well-documented system architecture which will indicate ow the system
works, stability and test functions to ensure live delivery is manageable, system flow and traffic
through the site and speed functionality will be demonstrated through closed test cases but also
take into consideration the number of learners who may enrol on the system.
The company will ensure that all licensing agreements for software of systems are kept by the
Accountant/Bookkeeper.
The company will ensure that only a qualified, experienced E-Learning Instructional Designer designs
all E-Learning programmes with a design methodology that is supported by the system. We will
refer to the Instructional Design Methodology Checklist found in this QMS.
We will ensure that that system is supported by suitably qualified technical support staff to the
company as well as to learners.
The Company will ensure that a prominent level of system backups is frequently actioned and that
security systems to ensure currency of backups is monitored and reported to the E-Learning
Manager.
Integrity of data is captured, handled and managed by suitably qualified staff and checked by the ELearning Manager for discrepancies.
Systems security and access is controlled by firewalls and virus protection software to ensure learner
access, organisational access and technical support access is controlled and limited to ensure that
the rights of learners are not compromised, personal information remains secure, and security of
identity is traceable and can be validated at any time.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
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Revision Date
2018-03-01
Page 85 of 216
7.1.9 Asset Register and Maintenance Schedule Template
The Asset Register and Maintenance Form overleaf will be used at all Annual Meetings as a template
to review this policy.
Asset Register and Maintenance Schedule
Qty
TITLE
DATE OF PURCHASE
BUDGET AMOUNT FOR REPAIRS
MAINTENANCE CHECK DATE
NOTES
RECEPTION AREA
CUSTOMER CHAIRS / COUCHES
RECEPTION DESK
COMPUTER
PRINTER/FAX/COPIER
TELEPHONE
TRAINING ROOM
Towers
Monitors
Keyboards
Mouse
White Board
Data Projector
Screens
Notice Board
Fire Extinguisher
Air Conditioner
Extension Cords
Multi Plugs
Filing Cabinet
7.1.10 Financial Management Policy
Our Company will ensure that we have adequate financial resources to sustain the quality of
learning services throughout successive periods of accreditation as a training provider and to also
address the procedures required to implement this policy. Learners will be ensured of continuity of
their training due to our Company taking the below into consideration
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
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Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
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Revision Date
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7.1.11 Financial Management Procedures











We will appoint competent people to be responsible for the Financial Management of all
funds and assets.
Budgetary and Financial Management procedures will be implemented which will ensure
that our Vision and Mission are achieved and that the values are lived.
Detailed statements of expenditure against budget will be maintained during the financial
year. Our financial year will be March to February.
An annual budget of expenditure will be drawn up and approved by the Director prior to
being implemented.
Persons made responsible for financial management of the company’s funds and assets will
be held accountable for funds or assets that are misused or misappropriated.
We will maintain a computerised Learner database, which will, inter alia, manage Learner
accounts.
We will manage purchasing activities by establishing an approved suppliers list, which will be
maintained to ensure that only reputable companies are used when purchasing goods or
services.
Suppliers of goods or services will be evaluated and approved prior to any order being
placed, and a record will be maintained of the basis by which suppliers are approved.
Purchase orders placed on suppliers will contain a clear description of the goods or services
required and will be reviewed and approved by the Directors or his delegated
representative, prior to being issued.
A list showing signing authorities against monetary values will be maintained.
Each programme will be costed accordingly to ensure the profitably of the same over the
accreditation period
Procedures to provide Fee Information to Prospective Clients and Learners
 Fees are availed per marketing brochures; and/or
 by means of personal interactions and proposals;
Procedures to receive payments via the E-Learning platform
 Clients and learners may pay via the E-Learning platform
 We will ensure all the necessary requirements with our bank are implemented to receive
funds via the E-Learning platform
 The system will generate an electronic Invoice and this will fall in line with our usual
accounting procedures
Procedures to Develop a Business Plan
The business plan is based on:


Annual income;
Expenditures per month;
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject



Policies and
Procedures
QMS Policy
Reference
Page
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Effective Date
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Revision Date
2018-03-01
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Projected targets;
History;
Marketing plan.
Procedures to Invoice Learners
 All learners will be issued with an Invoice for the full amount;
 A copy of their Invoice will be placed in their learner file;
 If the learner has arranged to pay off the Invoice a record of this will be recorded in their
learner file;
 Statements will be issued to learners who are paying off their training;
 A record of all Invoices will be kept in a file and filed safely.
Procedures for Requesting Funds
 Our aim when requesting funds from any SETA, Government Company or Public/Private
funding agent will be conducted in compliance with the necessary Company’s Tender /
Procurement requirements;
 Our requests will be in an honest, ethical manner and will not partake in any bribes to secure
these funds;
 We will ensure that Service Level Agreements will be drawn up and signed by all parties
stating the terms of use of the funds being requested.
Procedures for Using and Managing Funds
 We will use all funds available as per the specified tender/procurement requirements and no
deviations from the original signed Service Level Agreement will be entertained.
Procedures for Reporting and Expenditure of Funds
 We will ensure that only the Director has access to the funds;
 We will provide the Funder with updated reports as specified in the Service Level
Agreements and will ensure that all responses to these reports are filed in the appropriate
files.
Procedures of the Financial Committee
 To hold regular meeting to discuss the financial status of the Company;
 To ensure that all regulatory processes and procedures are adhered to;
 To ensure that all processes and procedures are adhered to;
 To equip themselves with the necessary skills and knowledge required to run a company
with the best Financial Practices as required by our Government.
Procedures for Procurement
 Our Company will have a procurement system which is uniform and simple; to eliminate
fraud or any other irregularities in the procurement of goods and services; and to guide us in
properly administrating processes relating to purchase requisitions and orders, creditor
payments and offices.
 The Director may delegate certain duties/tasks to designated staff, which would be
accountable to the Director.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject






Policies and
Procedures
QMS Policy
Reference
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The Director is delegated responsibility for establishing and maintaining systems,
procedures, processes and training and awareness programmes to ensure efficient and
effective financial management;
Policies and procedures are the key management tools to ensure effective compliance with
our objectives. Our vision is cascaded into policies that guide all transactions of our
company. Financial policies are there to guide all financial transactions;
These policies and procedures are controls that we utilize to ensure all transactions are
correctly recorded in the accounting records of our company, reported and disclosed as
required by relevant legislation.
The five functions that the Financial Committee must manage are:
o Budget process and the budget monitoring;
o Financial Policies and Procedures;
o Financial and Management Accounting and Reporting;
o Information Technology;
o Interaction with stakeholders;
These are elaborated on individually in the following sections:
o The Accountant will prepare a monthly report for submission to the Director. They
will furnish the Director with the following information:
o A comprehensive analysis of debits which shall reflect the number of debtors and
amounts outstanding of current debts and debts outstanding for 30 days, 60 days,
120 days and more than 120 days;
o A reconciliation of the cashbook with the statement, including an explanation of all
reconciling items which have been outstanding for more than three months;
o The anticipated cash flow for the ensuing six months which shall include plans to
finance any shortfall;
o All surpluses and shortfalls in stock levels as well as reasons for such surpluses and
shortfalls; and
o An age analysis of the monthly paid creditors including the reasons for all amounts
outstanding for more than 30 days.
Only the Director may sign purchase requisitions. Prior to authorizing a purchase requisition,
the Director must:
o Establish if there is a necessity for the item or service requested;
o Ensure that sufficient budgetary provision exists to cover the requisition presented;
o The Director will assign the responsibility of sourcing the supplier of the goods
requested to a designated Buyer;
o The selection of supplier will be subject to the following parameters:
 For costs, less than R1 000, the most convenient supplier will be used;
 For costs between R1 000 and R10 000, three written quotes will be
obtained, and the buyer will select the most appropriate supplier;
 For costs above R10 000, three written quotes will be obtained, and The
Director will be responsible for selecting the supplier. The reason for the
final quote being selected will be documented (e.g. favourable price,
favourable quality, or availability); and
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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Purchase orders will, depending on the value of the order, be authorized by
the Director, before being placed, faxed or telephonically or otherwise
confirmed with the supplier.
 All goods will be received in a demarcated area by a team nominated by The
Director for this task.
 Only deliveries that are supported by an authorized purchase order will be
accepted. Details of short deliveries will be clearly recorded to ensure that
the subsequent payment would cover only goods that were received.
The Director shall be responsible for the payment of all accounts due by us.
The Director may only sign vouchers authorizing payments of accounts;
The Director submitting vouchers for payment shall be responsible for the accuracy of the
amount to be paid and shall ensure that:
o The goods have been received or the service rendered;
o The prices and calculations are correct;
o Any discounts to which we are entitled, have been deducted;
o The account has not previously been paid; and
o If excess expenditure is involved and The Director have approved such excess, the
Directors signatures will be obtained on the reconciliation prior to payment.
All payments will be made by cheque or electronic transfer. Except for petty cash, no
payments will be made in cash’
All cheques drawn on our bank account shall be signed by the Director
Electronic fund transfers will require the passwords of the Director before it can be
completed.
Only the Director will be issued with passwords to authorize payments on this system’
All payments that are facilitated through debit order will be subsequently authorized by the
Director.
Procedures for Debtors and Credit Control
 It is vital to the long-term financial viability of our company that it collects the revenues due
to it for services rendered. We: o Must collect all money that is due and payable to us;
o For this purpose, will adopt, maintain and implement a suitable credit control and
debt collection policy
o This means that appropriate credit control and debtors mechanisms will be
maintained’
 The determination and application of credit control measures are the responsibility of the
Director.
 The Director will take effective and appropriate steps to collect all money due to the
company including:
o Maintenance of proper accounts and records for all debtors, including amounts
received in part payment; and
o Referral of a matter to an Attorney, where economical, to consider a legal demand
and possible legal proceedings in a court of law.
 We will, within our financial and administrative capacity:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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o
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Establish a sound Customer Management System that aims to create a positive and
reciprocal relationship between persons liable for these payments;
o Establish mechanisms for users of services to provide feedback to us regarding the
quality of our services;
o Take reasonable steps to ensure that users of services are informed of the costs
involved in service provision, the reasons for the payment of service fees;
o Ensure that persons liable for payments, receive regular and accurate accounts and
indicate the basis for calculating the amounts due;
o Provide accessible mechanisms for those persons to query or verify accounts, and
appeal procedures which allow such persons to receive prompt redress for
inaccurate accounts;
o Provide accessible mechanisms for dealing with complaints from such persons,
together with prompt replies and corrective action by us;
o Provide mechanisms to monitor the response time and efficiency in complying with
the above point; and
o Provide accessible pay points and other mechanisms for settling accounts or for
making pre-payments for services.
Debtors - It is important that all monies owing to us are correctly reflected in the debtor’s
system. The following control measures will be necessary:
o A well-managed debtors and banking control system will ensure that funds owed to
us are received, receipted and banked; and
o It is also important to review debt collection performance by comparing the debtors
outstanding in relation to total turnover and then comparing this to previous
financial years, to determine whether the debt collection process is deteriorating or
improving.
o All funds due to us will be collected timeously and banked on a daily basis. Cash left
in the safe that poses a security risk, could result in higher insurance premiums to
cover the additional risk. Large sums of money received will be deposited into the
bank account on the same day the payment is received;
o The receipt of all monies collected by us will be acknowledged forthwith by the issue
of a numbered official receipt.
Accounts - Accounts will be prepared the 15th day of the month and will be emailed to the
customers immediately thereafter as the customer has 30 days to pay from date of account;
The account/invoice will be printed on a standard form which will contain the following
details:
o Customer name;
o Customer account number;
o Customer postal address;
o All details of services that have been supplied;
o Any outstanding balance from the previous month;
o Any other charges; and
o Age Analysis and Overdue Accounts.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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An age analysis will be printed on a regular basis. Any amounts outstanding
over 30 days will be followed up immediately. Debtors will pay their
accounts within 30 days from the date of the account;
When accounts are printed at the end of each month, the total of the
accounts printed will agree to the age analysis. Any difference will be
reconciled immediately and corrected;
Will a customer fail to pay their account, the credit control and debt
collection policy will be implemented to recover the outstanding amounts
due;
The person responsible for receipting of monies received from debtors will
not be the administrator. The two positions will be kept separate and filled
by different people. This is done to reduce the risks of fraud within our
company;
All receipts will be correctly allocated to the relevant debtors account and
furthermore the amount will be correctly allocated to the correct services
that are been paid for;
Any unknown receipts will be left temporarily in a debtor’s receipts clearing
or suspense account. These amounts will be traced to deposits or
remittances and will be followed up by contacting the payee or bank where
applicable, to verify for what or whom the payment was received;
The debtor’s receipts clearing or suspense accounts will be cleared at least
on a weekly basis.

The following arrangements for the payment of arrear accounts will be considered:
o If the overdue balance contains amounts that have been outstanding for longer than
three months, there will be a minimum amount of the total overdue balance that
will be accepted as an initial payment. The Director may decide on an arrangement
to settle the balance in equal instalments. The maximum period is three months
within the financial year;
o If the overdue balance contains amounts that have been outstanding for less than
twelve months, there will be a minimum amount of the total overdue balance that
will be accepted as an initial payment. The balance will be settled in equal
instalments over a maximum period of six months;
o A debtor, who, without notifying the Director or his/her designate, fails to comply
with any arrangements, is automatically excluded from the right to be considered
for a further extension. The Director is not obliged to notify the debtor of the failure;
o Written confirmation of alternative payment arrangements will specify the due
dates, interest, etc. The condition that any future monthly accounts are paid by the
standard due date will be automatically included.
Procedures for Petty Cash

Custodian of Petty Cash
o The custodian of the petty cash is the Director who keeps the cash under lock and
key all the time;
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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
Supporting Documentation
o Every petty cash requisition will be supported by proper supporting documents such
as cash sale slips or receipts etc. Therefore, if cash is advanced without supporting
documents it will be on the basis of an advance until the purchase is made and the
supporting documents is submitted within the week.

Petty Cash Register
o Each requisition is entered on the petty cash register.

Replenishing Petty Cash
o When the float reaches, the minimum amount determined by the Director, the
administrator prepares a voucher and submits the register and voucher to the
Director who checks and authorises the voucher;
o The administrator processes the voucher and a manual cheque is cashed at the
bank.

Petty Cash Counts
o The Director will make surprise inspections of the petty cash as deemed fit but at
least, once a quarter. A count of petty cash on hand takes place at financial year
end;
o The petty cash total on hand at financial year end will be reconciled to the petty
cash requisition forms, vouchers and other supporting documentation.

Receipt of Money
o Every amount of payment received by the Director shall be acknowledged at once by
the issue of a numbered official receipt;
o Every receipt, which is cancelled, will be reattached, in the correct place, in the
receipt book. Where computer generated receipts are used, the original receipt will
be filed for audit purposes;
o When money (including cheques) is received in the mail, the administrator shall
record all payment remittances as and when received in the cheque register in the
presence of a witness. Post-dated cheques received in the mail will also be recorded
in the cheque register. The cheque register shall be regarded as the register of
remittances received by post;
o The cheque register together with all remittances received will be sent to the
Director
o The administrator on receipt of the cheque register together with the remittances
will code all remittances and submit it to the Director for receipting;
o The administrator will receipt all remittances and issue official receipts to the
Director;
o The administrator will record all receipts in the cheque register;
o All documents relating to remittances received in the mail will be filed for audit
purposes;
o A separate register for post-dated cheques will be maintained by the administrator
and all post-dated cheques will be stored safely; and
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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The administrator will ensure that all post-dated cheques, which become due, are
sent promptly to the Director for receipting and recording of receipts in the postdated cheque register.
Bank Accounts and Cash
o The Director is responsible for establishing systems, procedures, processes and
training and awareness programmes to ensure efficient and effective banking and
cash management. Sound cash management includes the following:
 Collecting revenue when it is due and banking it promptly;
 Avoiding pre-payments for goods or services (i.e. payments in advance of
the receipt of goods or services), unless required by the contractual
arrangements with the supplier;
 Accepting discounts to effect early payment only when the payment has
been included in the monthly cash flow estimate;
 Pursuing debtors with appropriate sensitivity to ensure that amounts
receivable by us are collected and banked promptly;
 Accurately forecasting of our cash flow requirements;
 Timing the inflow and outflow of cash;
 Recognising the time value of money, i.e. economically, efficiently, and
effectively managing cash; and
 Taking any other action that avoids locking up money unnecessarily and
inefficiently, such as managing inventories to the minimum level necessary,
or underutilised assets.
Financial and Management Accounting and Reporting
o The major financial tasks to be undertaken by the Director can be categorized into
seven broad areas and work categories consist of:
 Revenue generation and collection;
 Procurement and payment of goods and services;
 Salaries and wages;
 Assets – procurement and safeguarding;
 Investments;
 Bank and cash resources;
 Liabilities – short and long term.
Payments
o The Director shall be responsible for the payment of all accounts due by us;
o The Director shall be responsible for the accuracy of the amount to be paid and shall
ensure that:
 The goods have been received, or the services rendered;
 The prices and calculations are correct;
 Any discounts to which we are entitled have been deducted;
 The account has not previously been paid;
 Sufficient budgetary provision exists; and
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
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o
o
o
If excess expenditure is involved and the Finance committee have approved
such excess, the resolution authorising such excess expenditure shall be
quoted on the voucher.
Payments requiring special authority shall be accompanied by the reference to the
authority for such payment, quoted on the voucher submitted to The Director.;
All payments due by us shall be made by cheque drawn upon our banking account or
Electronic Funds Transfer, except that in the case of items not exceeding a
prescribed limit set by the Director, payment may be made from petty cash, will this
method be more expedient;
All cheques drawn from our banking account shall be signed by the Director.
Procedures for Salaries and Allowances
 The Director shall be responsible for the calculation and payment of salaries and allowances;
and
 The Director shall be notified by the administrator of all appointments, promotions,
dismissals, resignations, transfers, absences for any reason and all the matters which may
affect the remunerations of employees. The submission of such information to the Director
shall be in such form and at such dates and times as may be determined from time to time.
Procedures for Capital Expenditure
 No capital expenditure shall be incurred on any project unless:
o The formal approval of the Director to such expenditure has been obtained.
 Operating Income and Expenditure
o No saving on an amount budgeted for a specific purpose may be applied to meet
expenditure for another purpose without the approval of the Director; and
 Goods and Materials
o All goods and materials belonging to us and held for future use shall be retained in
our main office. With the approval of the Director, certain goods and materials may
be held by Staff in a separate office, if all items not required shall be returned to the
Main office;
o An office record reflecting full of purchases and issues of goods and materials and
the balances of stock on hand shall be maintained by the Administrator.
o Stock shall not, except where the Director is satisfied that special circumstances
exist, be carried by or for any office more than normal requirements.
o Requisitions for goods and materials shall be signed by Director;
o The Director shall be responsible for the ordering, custody and issue of receipt
forms, tickets, tokens, vouchers of value, and such other stationary as may deem
necessary to control;
o The amount and value of any surpluses and shortages in stock revealed in stocktaking shall be reported to the Director, together with reasons for discrepancies. Any
adjustments will be formally authorised the Director
o The Director shall at least once each year cause stock to be taken of all offices and
other loose property under the Directors control. A report on such stocktaking shall
be compiled and certified by the persons appointed by the Director to take stock
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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and such certified report shall be laid before the Finance committee. The report
shall indicate:
 The value of the offices and other loose property found at the stock-taking;
 Whether a suitable record has been maintained showing what articles will
have been found at stocktaking;
 Any discrepancies between the articles found at stocktaking and the record
referred to above; and
 The offices in respect of which no issues have taken place since the previous
stock-taking.
Procedures for Insurance
 The Director shall be responsible for the management of insurances covering such
risks which may carry from time to time;
 The Director shall be responsible for ensuring that the insurance cover in respect of
assets is sufficient considering the current value and replacement costs of these
assets and shall be notified immediately of the acquisition or disposal or any change
in insurable value of any asset;
 The Director shall provide the Financial committee with Schedules of all insured
items stating their value annually, and the premium for the following year.
Procedures for Accounting
 Financial Statements
o The Director shall prepare financial statements annually and report thereon to the
Financial Committee;
 Assets
o The Administrator shall be responsible for an annual inventory for furniture,
equipment and other movable property under showing quantities and values;
o We shall at least once a year cause stock to be taken of all offices and other loose
property under our control. A report on such stocktaking shall be compiled and
certified by the persons appointed by the Director
o The report shall indicate:
 The value of the offices and other loose property found at the stocktaking;
 Whether a suitable record has been maintained showing what articles will
have been found at stocktaking;
 Any discrepancies between the articles found at stocktaking and the record
referred to; and
 The offices in respect of which no issues have taken place since the previous
stocktaking.
 Cash Flow
o When we sign a monthly contract with accountants to perform this function, they
will provide us with monthly Management Accounts that will include this
information.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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7.1.12 Outsourced Contractors Management Policy
Our Company may from time to time use outside contractors to help us with a need identified. Our
Company will ensure that all parties are aware of the expected outcomes.
7.1.13 Outsourced Contractors Management Procedures

The Company will ensure that every Outsourced Contractor that performs any function for
the Company is issued with the following:
o A Service Level Agreement which states the following:
 The type of Service requested;
 The legal name, address and contact person;
 The dates the Service is required to be completed/performed;
 Clause of Indemnity;
 Cost of the Service required with payment terms stipulated with dates.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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7.1.14 Outsourced Contractors Service Level Agreement Template
SERVICE LEVEL AGREEMENT FOR ASSESSOR/MODERATOR SERVICES
BETWEEN
____________________________
AND
THE EDUPOWER ACADEMY (PTY) LTD
The purpose of this Service Level Agreement is to indicate the scope of such services and the rights
and obligations of the parties to the agreement.
The company and ________________________ understand and agree to the following conditions of
assessor/moderator service:
1.
Service fees will be charged by __________________________________ at R…………. per
hour and or R………..per day for any service rendered other than that agreed to by the company and
_____________________________
2.
Assessment/Moderation Costing:
Costing as follows:
R…………per learner assessment, per unit standard/module
The assessor / moderator will be responsible for their own TAX obligations with SARS. That means
that the company will not be liable and the sub-contractor will not be declared as an employee.
3.
Access to all information relevant to assessment and moderation will be provided by the
company to ______________________________________.
4.
Permission is given by the company to ______________________________ to consult with
employees and management of the company regarding assessment and moderation, as required.
5.
The parties acknowledge that a relationship of trust exists between them. The parties shall
always act reasonably and in good faith. In the event of a dispute or conflict, the parties shall
attempt to resolve the dispute between themselves. Either party may terminate this agreement by
giving a calendar months’ notice in writing to the other party.
6.
For all the purposes of this agreement or about any matter arising here or in connection
herewith, the parties hereby choose the following addresses as their respective address for service s
and notices:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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The company at:
Your name and postal address and physical address
7.
Will either party wish to change its address, it may do so by informing the other party in
writing
8.
Notwithstanding anything to the contrary herein contained, a written notice or
communication received by a party shall be adequate written notice or communication to it,
notwithstanding that it was sent to or delivered at its chosen address above.
Signed by both parties on ________________ at________________________ 20
For the company: __________________________________________________
Name
Signature___________________________
For _____________________________________________________________
Name___________________________ Signature________________________
Unit Standards/Qualification Registered to Assess/Moderate:
Approved By
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Name
Marina Michael
Signature
Marina Michael
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7.2 Competence
7.2.1. Staff Selection Policy
Our Company will ensure that we employ competent staff and we will ensure to follow correct
procedures in this regard.
Our Company will ensure that all parties are aware of the correct process when employing staff and
will also address the correct procedures to follow.
7.2.2. Staff Selection Procedure
General
 We will ensure the structure, level and type of staffing is appropriate for the Education and
Training services provided.
 Competency will be determined based on applicable education, training, skill and/or
experience.
 Before any thought is given to advertising a vacant position at the Company, we will ensure
that a thorough job analysis (a process whereby important information about a job is
collected) of the position is available:
o This will consist of a job description (information about the job) and a job analysis
(information about the person), the job description includes inter alia the following:
 Job title
 Location of work
 Summary of work
 Duties
 Machinery and tools
 Materials
 Supervision
 Working conditions
 Dangers related to the job
o The job specification is a statement of what qualifications the applicant needs to
hold to be able to do the work. These include:
 Training
 Experience
 Education
 Decision-making skills
 Physical strength
 Physical skills
 Responsibility
 Communication skills
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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o
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The job specifications will aid the Company in the appointment of new employees,
control purposes, performance appraisal, promotions, and the identification of
training needs and the establishment of salary skills.
o The Company will always keep in mind that the job analysis will include the absolute
minimum requirements for a prospective employee to perform the job.
The Company recognises that recruiting and selecting the right people are critical to the
achievement of the objectives set by the company. It is for this reason that the recruitment
policy will be thorough and implemented correctly.
o The Director will give authorisation for the recruitment process to take place. The
Company is, however, not obliged to fill vacancies or make an appointment for the
advertised position.
o If an advertisement is used as a recruitment tool, it will include the following
information:
 Job title
 Salary
 Important features of the work
 Requirements of the successful applicant
 Fringe benefits
 Application procedures
 Details of the person in charge of applications
o Thorough consideration will be given to the fact that the advertisement will not
unfairly discriminate against any possible applicant with regards to requirements
and that the advertisement is accessible to all possible applicants.
Recruitment is based on persons’ suitable qualifications, relevant experience and passion for
the position on offer.
The Company will endeavour to recruit and select individuals from across the range of South
Africa’s diverse community.
The steps of the selection process will be:
Approved By
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Name
Marina Michael
Signature
Marina Michael
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Steps in selection process
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Action/task to be undertaken
1. An application form will be completed and
submitted
2. The Director will review the application form
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
3. A pre-screening of applicant will be done

4.
5.
6.
7.
8.
Evaluate information on form
Compare it to the job specifications
Filter out those candidates who
obviously do not match up to the
specifications of the job
The candidate will undergo the appropriate  Evaluate information obtained from
psychometric testing
the tasks, projects or tests,
constantly
comparing
the
performance to the requirements in
the job specification
The Director will check the references that the  Phone, e-mail or visit previous
applicant has provided on his/her application form
employers or referees as stated on
the applicant’s application form. This
will determine the credibility of the
individual
All information will be reviewed and a shortlist of  Review all information
candidates drawn up
 Compile a short list of candidates
and inform these applicants of the
time and date of the employment
interview
Conduct the employment interview
 Conduct the interview and keep
notes during the interview
Final selection will take place after individual  A letter of appointment and
interviews
employer’s contract will be drawn up
and signed by both parties. A
personal file will be opened for the
new employee
 Unsuccessful candidates will be
notified in writing.
 We will take into consideration the following during our selection process:
o Employment of relatives
 The hiring of relatives is not advocated, nor discouraged. In a case of both
spouses working at the company, the company will not be held responsible
for or obligated to accommodate work hours or holiday schedules.
Interference in working relationships because of the employment of
relatives will not be considered as acceptable practice. Incidents of this kind
will be dealt with by appropriate management level.
o Student employment
 It is our policy to accommodate student employees for them to generate an
income while studying, as well as gaining valuable working experience,
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where possible. We offer remuneration packages and accommodate the
staff member regarding working hours and leave to write exams.
o Re-employment of former staff
 Former staff members who left the company in good repute will be
considered for re-employment.
o Probationary period
 The initial probationary period for permanent candidates will be set at three
months. This time will serve as a period of familiarisation of the newly
appointed employee with their new job. It will give him/her the opportunity
to become acquainted with the Company; its policies and procedures.
Reasonable assistance and coaching will be provided and the new employee
will be supervised closely. If the new employee does not perform
adequately, employment with the Company will end.
At our Company, we strive to have happy and satisfied employees and therefore we take
great care in introducing them to the company. The following procedure will be set as
guideline if a new employee is appointed:
o Before the new employee arrives at the business:
 Congratulate the person;
 Send a letter of welcome and an information brochure on the company;
 If possible, send a copy of the Company’s Quality Management System for
the new employee to familiarise him/herself with;
 Ensure that the individuals’ workspace / office is in order;
 Inform all other employees of the newcomer and what his/her tasks will be.
o On the first day:
 Meet the new employee and introduce him/her to the relevant colleagues;
 Finalize all administrative matters such as personal details, etc.
 Go through an Induction process
o
o
During the first two weeks:
 Systematically introduce the employee to the following:
 Duties and responsibilities
 Method and time of salary/payment
 Working hours, leave, lunch and tea-times
 The use of the telephone
 Dress code
 Recreation facilities
During the first six months:
 Ensure that the employee develops;
 Identify training needs and organize training.
Procedures to Appoint Facilitators/Assessors/Moderators
 Advertisements will be done as wide as possible;
 A clear job-description will describe the functions and role as related to the
remuneration of the post;
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Qualifications and experience of the candidates will be verified;
An interview will be held;
The most suitable candidate, considering the Employment Equity Act, will be
appointed;
The successful and other candidates will be informed;
Normal Human Resources procedures will take care of the administrative functions
to be done;
A clear learning needs analysis will be done and effected with the successful
candidate.
Procedures for The Skills Development of Administrative Staff
 Execute a job analysis;
 Formulate and align learning needed to unit standards;
 Align the purpose of the programme with the purpose of the unit standard and outcomes;
 Establish supportive tasks (sub-outcomes) for each outcome. (there will be a close
relationship between the tasks and the assessment criteria of the unit standard);
 Sequence tasks, if necessary;
 List knowledge, skills, values and learning processes that are needed to achieve the
outcomes;
 Develop assessment criteria for the knowledge, skills and values;
 Develop performance indicators;
 Develop methods to assess learning achievements, e.g., tests, observations;
 Develop training guidelines;
 Obtain and develop learning guidelines and material;
 Develop assessment methods to assess learning progress of the learners as set by the unit
standard;
 Assess/review the overarching programme process, which becomes part of the quality
management system;
 A record is kept on administrative staff-skills developments.
Procedures to Develop Technology in Staff
 Due to the ever-changing nature of technology the company realises the important of
constantly developing staff in technology
 The company will ensure that it sends staff for training on updated computer programmes
and that the company itself updates its software and hardware according to the Asset and
Maintenance Register
 The company will ensure that when E-Learning is rolled out that all staff are taken through a
rigorous programme to understand the technology behind the E-Learning platform
 All staff will be constantly updated on the E-Learning platform changes and improvements
and this will form part of their Annual Performance Appraisals
7.3 Awareness
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7.3.1 Marketing Management and Competitor Research Policy
Our company will ensure its sustainability through a consistent marketing strategy.
7.3.2 Marketing Management and Competitor Research Procedure
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
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Marketing of our courses will be conducted via:
o Our website
o Monthly Newsletters to all existing clients trained as well as to all enquiries received
o Adverts on various Editorial Publications
o Social Media (Facebook, Twitter, Skills Universe etc.)
o We aim to attend Indabas
We will conduct an Annual Competitor Analysis to determine our presence as part of our
Marketing Management and Research Policy in the market place. This will be based on the
following factors:
o Products
o Price
o Quality
o Selection
o Service
o Reliability
o Stability
o Expertise
o Company Reputation
o Location
o Appearance
o Sales Method
o Credit Policies
o Advertising
o Image
Strengths and Weaknesses will be judged by us against two major competitors whereby the
Importance of the various Factors to customers will be taken into consideration.
7.3.3 Competitor Research Analysis Template
Ratings for Importance to
Customer
5
3
1
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Very important
Average importance
Not important at all
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Us
Strength Weakness
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Competitor
A
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Competitor
B
Importance to
Customer
Products
Price
Quality
Selection
Service
Reliability
Stability
Expertise
Company
Reputation
Location
Appearance
Sales Method
Credit Policies
Advertising
Image
7.4 Communication
7.4.1 Communication Policy
The Company realises the importance flow and that all stakeholders need to be aware and informed
of certain activities, tasks, programmes that are happening throughout the year.
7.4.2 Communication Procedure


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Communication procedures will include requirements for ensuring reliable communication
and dissemination of information within the company, especially when change is planned.
There will be an appropriate staff structure with regular communication where information
is gathered and given, analysed and interpreted, and at which necessary action is identified
clearly, with responsibilities and deadlines decided.
Meetings will act as a focus for reviews and provide opportunities for contractors/facilitators
at all levels to participate in decision-making.
Procedures will be implemented for conveying information accurately from Learners, Staff
Stakeholders and Management to all appropriate areas and persons, and for routine
communications between facilitators.
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Procedures will be implemented for establishing and maintaining all contacts appropriate to
the Company’s Education and Training services, e.g. SAQA, ETQA’s, individual employers,
professional and employer companies.
The Company will use computer-based technology to the greatest possible extent to support
the administration and communication procedures.
Potential clients, present, past and current learners can communicate by means of one-onone interactions, telephonic communication, fax as well as Internet or any other means of
communication.
Internal communication allows for learners to have access to learning as well as
administrative information as required to further learning in its broader sense.
External communication allows external companies e.g. SAQA and employers to access
academic and administrative information as required to further learning in its broader sense.
The following documents/communication methods will be used to communicate both
internally and externally with Staff, Customers and Learners:
o Email
o Website
o Brochures with course outline and support
o Fee Structures
o Notice Board
7.4.3 Reporting Policy
The Company have a strict reporting structure in place due to the legal requirements of reporting
learner results to the SETA for continued accreditation. This will include the facilitators, assessors,
moderators, training managers and directors reports.
7.4.4 Reporting Procedure



The Company will implement a system for maintaining and updating information on all
Learners passing through the company.
The system will serve the needs of the Company’s Learners and be compatible with
reporting requirements of the relevant ETQA and therefore ultimately contribute to the
maintenance of the SAQA National Learner’s Records Data Base.
The system will include the following information as a minimum: o name of the Learner;
o unique Learner number or reference;
o contact details;
o demographics, i.e. age, gender, location, etc.;
o education and training background and experience, e.g. prior credits or
qualifications, prior learning and previous learning experiences;
o special learning needs (if any) e.g. disabilities or learning difficulties;
o additional learning needs (if any) e.g. further experience or new technology;
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o programme or programmes for which the Learner is registered;
o resource factors, e.g. place and date of learning and equipment and materials used;
o comprehensive assessment records;
o Standards achieved.
The Comprehensive Learner Management System Database (LMS) template is an excel sheet
saved on the admin computer and will be used to track learner information and dates.
The Company will ensure that Learner information is kept strictly confidential, except for
reporting to authorised bodies such as the ETQA or SAQA, where Learners may wish
information to be divulged to outside parties such as potential employers or sponsors.
Statistical information from the system will be used to improve the design, delivery and
assessment of learning programmes.
All communications with the SETA/ETQA will be honoured within ten working days.
All correspondence will be recorded and catalogued.
All learner information will be capture in a record data base:
o Biographical data of each learner is captured;
o Name of the learning programme is captured;
o The unit standard details;
o The outcomes that the learner achieved are recorded.
Specific forms will be used to report to the SETA all learner achievements:
o Moderator Reports (Refer to Section 8.3.5)
o Project Closure Report (Refer to Section 7.4.6)
7.4.5 SETA Learner Achievement
We will contact the SETA to arrange a username and password to upload all our learner
achievements.
7.4.6 Project Closure Report Template
The Company
(COURSE NAME)
PROJECT CLOSURE
REPORT
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[Report on the project background, purpose, milestones, lessons learnt, closure
and recommendations for future projects.]
Accreditation Number:
000
Expiry Date: 00/00/0000
Report Date:
Project Name
Compiled By:
Distribution List:
1.
Project Closure Report Purpose
The purpose of this report is to provide background of the project, determine to which extent the goals of this project have been
achieved, determine what more, if any, needs to be done to bring the project to successful end, what resources have been used and still
required, lessons learnt from the project implementation, provide suggestions for future implementations and formally close the project.
2.
Project Closure Report Summary
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Project Milestones and progress
No
Description
Status
Remarks/Comments/Explanation
3.
1
Learner
recruitmen
t
and
selection
Complete
d
Employed Learners on the Course Programme were selected:
1.
Briefing of learners on the programme and its rollout
2.
Taking of learner application
3.
Learner selection
4.
Signing of learner agreements and learner deliverables contract
The following are the names of the selected learners:
1
Learner Name
Learner Surname
ID Number
2
3
4
5
6
All learners enrolled completed the project.
3.
2
Induction
Complete
d
3.
3
Learner
enrolment
Complete
d
3.
5
Workplace
experience
and
Mentoring
Complete
d
3.
6
POE
compilatio
n
and
assessment
Complete
d
Competency Table
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As can be seen from the table above all learners were truly committed and remained on the programme for its
duration, 100% of them achieved the unit standard.
3.7
Internal Moderation
Completed
3.8
External Moderation
Completed
4.
Lessons Learnt
5.
Project Closure Tasks
6.
Recommendations
7.
Conclusion and vote of thanks
8.
Appendices to be added
A – External moderation report
B – Learner achievement verification list
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7.5 Documented Information
7.5.1
Document and Record Management Policy
The Company will manage all documents and records that relate to requirements of the Company’s
Quality Management System including, but not limited to the following: 

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
Learner Records
Staff records
Management system records
ETQA records
SAQA records
Registered letters
General correspondence
7.5.2 Document and Record Management Procedure
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Information is updated on a weekly basis.
Passwords are changed monthly or otherwise as needed.
Appropriate documents are reviewed and approved by authorised personnel prior to issue
and use;
Pertinent issues of appropriate documents are available at all locations where they are
required;
Obsolete documents are promptly removed from all points of issue or use;
Changes made to documents are identified in the document or attachment, and that all such
changes are approved by authorised personnel prior to being implemented;
Records will be maintained to demonstrate the efficient running of the company and the
effective operation of the Quality Management System;
All records will be legible and readily retrievable, and be kept to prevent loss or
deterioration;
Retention times for archiving records will be established and no records will be destroyed
without prior approval of authorised personnel;
Control of records will include identification, collection, indexing, access, storage,
maintenance and disposition.
Records of formative and summative assessment are stored alphabetically per learner
folder.
Learner information regarding the following will be captured, maintained and updated
electronically and in hard copies:
o Biographical data
o Learning expectations
o Courses enrolled for
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o Support needed.
Information that can be stored electronically will be stored on a computer backed up by a
sound backup system. The following will be stored:
o written tests;
o oral tests;
o oral questioning;
o interviews;
o case studies;
o projects;
o competency assessment;
o demonstration of activities;
o role-play/simulation activities;
o assignments;
o direct observation of behavioural activities;
o adherence to knowledge criteria;
o adherence to skills criteria;
o observation of insight and creative thinking; and
o final outcomes.
We will conduct weekly electronic backups.
Confidentiality - All learner records and learner assessment information that are:
o Captured electronically will be protected by a password
o Electronic equipment will be safely locked away
o Hard copies are locked away
o Identified receivers of such information sign on receipt
o Access of the Administration Office will be limited to authorised personnel only
o Access to the Company premise will be limited by ensuring the front door/gate is
always locked and only opened when the Company is certain of the person gaining
access to its premises.
Our Company will make use of a Document Control Form to control incoming and outgoing
documents (Refer to Section 7.5.4).
7.5.3 Track Record of Electronic Back Up of all Company Documents Template
Document Name
Method of
Storage
Due date
of back up
Actual date
of back up
Signature of person
completing back up
Signature of
person receiving
back up
Learner Records
Staff Records
Management
System Records
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ETQA Records
SAQA Records
Registered Letters
General Correspondence
7.5.4 Document Control Form Template
Document
Reference No.
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Revision No.
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Date
Signature
Marina Michael
Notes
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8 Operation
8.1 Operational Planning and Control
THE EDUPOWER ACADEMY (PTY) LTD operate on four phases of training as outlined below:
Phase 1
Learner
Enrolnment
Phase 2
Phase 3
Phase 4
Facilitation
Assessment
Certification
We have further unpacked each phase as outlined below:
Phase 1 – Learner Enrolment
•
•
•
•
•
•
•
•
•
•
•
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Ensure accreditation with the SETA or other
forms of Training Boards.
Marketing of the programme
Reply to the enquiries that come in,
both
verbally as well as in writing.
Draw up a training schedule.
Screen learners who apply for training to see if
they fulfil all the entry requirements.
Provide a unique number for the course
so
that the progress can be tracked.
Enrol the learners for the course by
entering all
their information onto the
system (LIS).
Issue invoices to the learner for the
training.
Receive money for the training and
bank this.
Issue admission letters to the learners and their
parents or employers.
Prepare the material for the course in the
standardised format.
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Phase 2 – Facilitation
•
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•
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•
•
•
•
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Moderate the material and moderate the
assessments design.
Plan the training and the assessments – facilitator,
date, time and venue.
Generate and populate the attendance register for
the course with the learner
names and ID
numbers.
Generate a learner results sheet for the course with
the learner names and the
unit standards to
be covered in the
course.
Plan the facilitation and submit this in the required
format to management.
Prepare the venue for the learning.
Open a learner portfolio of evidence for every
learner in every course.
Ensure that all learner files contain a checklist of all
the requirements i.e. unit standards to be covered
and evidence required.
Welcome the learners and finalise all the
administration requirements.
The attendance register is signed by all the learners
in the class.
Induct the learner for the new course and inform
them of policies and their rights
Conduct the learning using a variety of
methodologies
Ensure that formative assessments are carried out
during this time to see if learners are learning.
Mark the formative assessments and change the
methodologies if necessary to accommodate the
slower learners.
Record the assessment results and submit this to be
captured on the learner results sheet.
Offer support to the learners who are battling to
learn.
Learners will be requested to fill out an evaluation
form highlighting the material, the venue and the
facilitation.
Submit a facilitation report to management
showing the progress of the classes.
Follow up and thank the learners for attending
classes, in writing.
Phase 3 – Assessment
•
•
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Plan the for the assessments i.e. time, date and
venue
An assessment plan for the relevant group will be
submitted to management before the
commencement of the assessment.
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•
•
•
•
•
•
•
•
•
•
•
•
Phase 4 – Certification
•
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•
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Identify the competency of what is being assessed.
Select the appropriate method of assessment and
the appropriate assessment instrument.
Ensure that all the assessment instruments are
aligned with the unit standards.
Meet with the learners informing them of the
assessment requirements.
Prepare the learners for the assessments.
Inform the learners in which format they should
submit their evidence.
Receive the evidence from the learner.
The assessor will evaluate the work of the learner
and will make a judgment.
The assessor will record all the evidence.
Feedback will be given to the learner highlighting
the good points as well as the gaps.
Feedback will be verbally as well as in writing but at
the least in writing.
Learner evidence will be handed over to
administration for capturing the results
Learner results will be captured on the learner
results sheet.
Learner work that has been deemed “not yet
competent” will be handed back to them to submit
more evidence.
An assessment review will be conducted and this
report will be submitted to management.
Moderation of the learner files will be conducted
and feedback will be given to the assessors.
Check the learner results to see who has achieved
all the required credits.
Ensure that all the learners have received feedback
letters of assessments done.
Ensure that a learner who has not completed the
course for various reasons are given options to
finalise their qualification or course.
Prepare the final close out moderator report for the
SETA.
Call for a verification visit from the SETA.
Prepare for the verification visit and ensure that all
relevant documents are in place in a file as per the
stipulated guidelines.
Meet with the verifier and present all the required
information i.e. learner records and results, learner
files, assessor reports and moderator reports.
Await the verification report as well as all the
statements of results from the SETA.
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Follow up until all the statement of results have
been received for all the learners.
The final certificates will be printed and signed by
the designated person in the organisation.
The learner will receive the certificates at a public
ceremony as well as the statement of results.
Learners will be guided as to what they can expect
to get from the qualification and how to go about
to apply for work.
Inform and guide the learners how to continue with
their studies and learning.
8.2 Requirements for Products and Services
8.2.1 Registration and Accreditation Management Policy
The Company will ensure that it follows the correct SETA Accreditation process to ensure the
continuation of its accreditation per the various Acts.
8.2.2 Registration and Accreditation Management Procedure
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The Company will engage with the services of an experienced ETDP consultant to assist them
with the SETA accreditation process, namely Jeanine Topping and Associates;
The Company is fully aware that even though they engage the services of an external
Consultant, that the Director of the Company is still 100% accountable for ensuring that all
the Company accreditation requirements are met;
The Company will ensure that all learning programmes are designed and developed per the
stated policy and that all learning programmes will be internally moderated per the Internal
Moderators Programme Approval Report in the QMS before submitting any programmes to
the SETA for programme approval;
The Company will ensure that all staff of the Company will be up skilled, educated and
knowledgeable in all SETA procedures to successfully exit learners and obtain Statement of
Results for learners with Competence Certificates;
The Company will ensure that all policies and procedures of the Quality Management
System will be implemented, reviewed and updated on a daily, weekly, monthly and annual
basis;
The Company will engage the services of Jeanine Topping and Associates to ensure that The
Company will be kept up to date with all the SETA changes to ensure continued
accreditation requirements are implemented and changed accordingly;
The Company is fully aware that the Training Industry is an ever-revolving industry and that
The Company is fully aware of the implications and importance of implementing changes
brought about by SAQA or the SETA’s;
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The Company is fully aware that the Accreditation awarded by the SETA is for a certain time.
The Company will ensure that the Company conducts accredited training for the learning
programmes that accreditation is sought after, completes assessments and moderation and
uploads learner achievements per the various Quality Management Policies and Procedures.
8.2.3 The Accreditation Cycle – from Beginning to End
The Company will ensure that the Director follows the under-mentioned cycle to ensure the end
results of obtaining learner achievements.
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Stage 1 Complete and
Submit
Application for
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Stage 2 Desktop
Evaluation
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•Quality Management System
•All Company Legal Documents
•Learning Material Packs
•Internal Moderators Report
•SETA Verifier reviews all documents
•SETA Verifier issues report
•SETA Verifier reviews training and admin premises
Stage 3 - Primary •Will submit ETQA Report with Accreditation Number
Provider Site
Visit
Stage 4 Certification
Process
Stage 5 Provider
conducts
training on
Accredited
Programme
•Completion of Pro Forma Certificates Application for the Learning Programmes Accredited to
Service Seta only
•Provider completes training and explains POE requirements and Assessment and Moderation
procedures and agrees with learners deadline dates to hand POE’s in
•Constituently registered Assessor and Moderators complete Assessment and Moderation of POE’s
Stage 6 Assessment and
Moderation
Process
Stage 7 - PreModeration Prep
and submissions of
Learner Uploads
•Preparing Master Accreditation File
•Administrator uploads Learner Achievements
•Submit Learner Achievements and Internal Moderators Report to SETA
•Present Accreditation File with QMS and proof of implementation
Stage 8 - Seta •Present Learner POE’s and all Assessor Moderator Reports
External
•Receive SETA ETQA report and Learner SOR
Moderation Site
Visit
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8.2.4 Administration Policy
The Company will ensure that all administration relating to the 4 Phases of Training are conducted.
8.2.5 Administration Procedure
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Administration procedures will include requirements for ensuring a Management
Information System (MIS) is established and implemented.
All learner Portfolio of Evidences will be stored in a locked up storeroom. These will be
stored per year per group per qualification.
Control register will be held to monitor the movement of Portfolio of Evidences in and out of
the storeroom by the necessary role players in the training cycle.
The MIS will include a computerised Learner database and provide accurate information
required for internal management of administrative functions and external liaison with
SAQA and the relevant ETQA. Information will include updates on key performance
indicators required by these bodies, at the required intervals, as well as on the Company’s
performance indicators for its objectives.
Procedures will include the use of statistical techniques to analyse and review the
information, particularly for its accuracy. There will be adequate controls to protect the
security of information, and to ensure efficient access to information.
Procedures for printing:
o The Company will print out the above documents and bind the manuals and place
them in folders appropriately labelled 2 days before training is due.
o Procedures for stock control of learning material
o Manuals are only printed once a client has paid and therefore the stock control
procedures will be minimal;
o In the event of any leftover manuals, these will be filled in a locked-up storage
cabinet and reused at the next training intervention;
o Stock control of all learning material will be conducted on an annual basis due to
training material only needing to be printed on a needs basis;
o Left over manuals will be reviewed annually and will the programmes go through
any changes, these left-over manuals will be shredded to avoid non-updated
manuals being distributed to learners.
8.2.6 Customer Service Policy
The Company will provide the highest level of service to its customers;
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The Company staff will be professional at all time and show:
o Courtesy in all circumstances;
o Accuracy in what they do;
o Accountability for the quality of service they deliver;
o Integrity in all their dealings;
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o Consideration for the needs of customers;
o Promptness in all their actions, keeping people informed of progress.
This Customer Service Policy applies to all permanent, temporary and casual employees and
nominated contractors of the Company.
"Customers" includes all customers, whether internal or external;
Nominated contractors are those whose contracts necessitate their working at the Company
offices, using the Company’s facilities and operating in a similar manner to staff.
8.2.7 Customer Service Procedure
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All those seeking assistance from the Company will be given a high level of service regardless
of the way the assistance is sought.
Staff will give each other the same level of service as that provided to our external
customers, as it is important that internal standards support the external service delivery.
Courtesy will be shown in all circumstances, even in difficult situations where the
customer does not show similar courtesy in return. Staff will be courteous in their spoken
words, body language and demeanour.
Where there is any doubt about the accuracy of any information, the details will be checked
and validated prior to release.
Staff will look for ways to enhance the quality of service they deliver. Concerns about the
quality of service will be referred to the next level of management.
Staff will act with integrity in all their dealings with both external- and internal customers.
Impediments to good customer service, when identified, will be addressed. Examples might
include reviewing procedures, documentation, etc.
Training will be provided on customer service and general communication skills to all staff
during their induction process.
Each member of staff and/or nominated contractor is:
o Accountable for the quality of service they deliver;
o Responsible for identifying and reporting any impediments to delivery of good
customer service;
o Management is responsible for acting upon any identified impediments to the
delivery of good customer service.
Customer Complaints will be dealt with as follows:
o Remain calm and in control of the situation;
o Acknowledge the customer’s feelings (state the emotion) and clarify the facts
(reason for the complaint);
o Summarise what your understanding of the complaint is;
o Explain to the customer you would like to assist them with their complaint and that
you value their input – ask them for a solution on how they want the complaint
addressed;
o Action the necessary steps to be taken to resolve the complaint amicably;
o Follow up with the customer 1 week from complaint to ensure that they customer is
satisfied – ask the customer if there is anything else we can help them with;
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Advise the Director of the Company via email about the complaint, how the addressed the
complaint and the solution thereof.
8.3 Design and Development of Products and Services
8.3.1 Learning Programme Development Policy
Our Company will develop training material according to SAQA and our clients requirements
8.3.2 Learning Programme Development Procedure
General

Our Company will ensure:
o NQF principles are considered and incorporated into the design and development, of
all Learning Programmes provided by the Company, i.e. access, relevance,
credibility, coherence, integration, flexibility, articulation, progression and
portability;
o Through assessment, prior learning is recognised and credit given for learning which
has already been acquired through different ways, e.g. life experience;
o The elements of Learning Programmes are related to the purposes and outcomes of
the registered Standards, integrate theoretical and practical learning components
and assessments thereof and ensure they are in line with the targeted group;
o Delivery and evaluation methods consider all relevant requirements necessary for
the successful completion of the Learning Programme, e.g. language, delivery style
environment and support resources;
o Learning Programme Development, Delivery and Evaluation reflect current national
policy, strategies and initiatives;
o At present the Company is not developing material themselves, but are purchasing
aligned material from a reputable developer. This material will cover all the undermentioned criteria mentioned below. When the Company starts to develop their
own material, they will follow the points mentioned underneath.
o Our Company will make use of the following checklists and forms:
 Developing and designing training material checklist (Refer to Section 8.3.4)
 Programme Evaluation Tool - Internal Moderators Tools (Refer to Section
8.3.5)
Developing Trainer and Learner Materials
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The process for developing training material includes the following 10 steps. The first four steps
constitute the task analysis that is necessary to design and develop relevant, useful training materials.
Steps 5–10 constitute the design and development process.
Task Analysis
Design &
Development
Define the target population for training;
List the tasks to be performed by the target population on the job;
List the skills and knowledge needed to do the tasks;
Select the skills and knowledge to be taught. (These make up the “training
objectives”);
Organize the selected skills and knowledge into suitable teaching units
(modules) and develop the training design (including brief outlines of module
content and planned training methods);
Draft expanded outlines of modules, including instructional objectives, main
body of text, and descriptions of training methods, examples and exercises;
Experts provide realistic examples and information for use in exercises;
Draft the complete modules, facilitator guidelines, and course director
guidelines;
Field-test the training materials;
Revise and finalize training materials based on the field test.
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Defining the target population:

The target population is the
group of learners for whom the
training is intended. It is critical to
define this group to design the
training appropriately. For
example, training for clinicians
would be very different from
training for new community
health workers, even though they
may do some of the same tasks.
To define the target population,
ask questions such as:
1.
Listing the tasks to be performed
by the target population:
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2.
To list the tasks to be performed
by the target population, one will
know what “good performance”
is, in other words, what a good
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What are the job titles of the
intended participants in the
training?
How they were originally trained
for their jobs?
What are their educational and
professional backgrounds?
How are they accustomed to
learning?
What languages do they speak
and read?
What types of health facilities do
they work in, and how are these
facilities equipped?
By who are they supervised?
Is it possible for them to attend a
training course away from their
jobs?
Technical experts who can
accurately describe the job;
Good performers who can be
observed doing the job; and/or
Documents and manuals that
accurately describe the job.
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performer would do on the job.
To find out, the training
developers will have access to:
Listing the skills and knowledge
needed to do the tasks:
For each task involved in a job,
the training developers next list
the skills and knowledge required
to perform the task. Skills are
generally actions such as
measuring, mixing, and recording,
calculating, communicating, or
making decisions. Required
knowledge is the information
needed to do a task correctly.
3.
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Through discussion with experts,
observations, and review of documents,
the training developers develop a step-bystep task list.
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Making a list of required skills and
knowledge often necessitates
more questioning of experts to
explore what is involved in each
task.
The final list of skills and
knowledge can be very lengthy,
and it becomes obvious that
choices will be made about which
skills and knowledge is most
important to teach.
The first list below shows factors that
would lead to inclusion in the course; the
second list shows factors that would
suggest that the skill or knowledge could
be excluded (not taught) in the course.
Some of the factors may be relevant in
different situations.
Selecting the skills and
knowledge to be taught (training
objectives):
Experts use a list of criteria to
decide which skills and
knowledge to include in the
training. These will make up the
training objectives for the course.
The selection criteria may include
such factors as the following:
4.
Possible criteria for inclusion
 Many members of the target
population lack the skill or
knowledge;
Training (including practice and feedback)
is required to learn the skill or knowledge
because it is new or difficult;
The task for which the skill or knowledge
is needed is important to the learner
outcomes;
The skill or knowledge is needed
frequently;
It is practical to teach the skill or
knowledge in the given training setting.
Possible criteria for exclusion
 The task, skill or knowledge
cannot be described specifically
and thoroughly enough to be a
meaningful part of training. (This
may be because of differences of
opinion among technical experts,
lack of authoritative evidence on
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how the task will best be done,
etc.);
Teaching the skill or knowledge is
not practical in the time or with
the resources available;
Most members of the target
population already have the skill
or knowledge;
The task, skill or knowledge is
straightforward and could be
done correctly after reading
guidelines such as a checklist or
manual. Practice and feedback are
not required;
The task is done or the
skill/knowledge is used
infrequently (e.g. it deals with a
condition that is extremely rare);
The task is done differently in
different areas or health facilities
(will be tailored to a unique
setting);
The task for which the skill or
knowledge is needed is of low
importance to the outcome of the
learner;
There are substantial obstacles to
doing the task (such as lack of
equipment, drugs or time);
These obstacles would have to be
overcome before the training
could be useful;
Another training course is
available to teach the task / skill /
knowledge.
Steps 5–10 of the 10-step process include
designing the training and fully developing
the course based on the task analysis.
As part of the design process, the training
developers organize the selected skills and
knowledge to be taught into logical
teaching units called modules. The design
for each module includes its training
objectives and a brief outline of the
information, examples and exercises that
5. to 10.
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will provide opportunities for practice
using the skills and knowledge.
Development of each module progresses
from the brief design outline, to an
expanded outline, to the complete
module. Expanded outlines of the
modules specify more completely the
information and the types of examples
and exercises to be provided.
For example, examples might be given
through pictures, live demonstrations or
video. Exercises might include written
exercises, group discussions, role plays or
clinical practice. To develop realistic
examples and exercises, the training
developers rely on interviews with
technical experts who are familiar with
the target population, job setting, tasks
and conditions.
Development of complete modules
includes preparation of guidelines for the
facilitators who will conduct the course.
Guidelines for a course director may also
be needed. Finally, the modules and
associated guidelines are reviewed by
technical experts and field-tested with the
target population. The training materials
are then revised and finalized based on
reviews and results of the field.
Procedures to Develop a Portfolio
The portfolio will contain the following:
 Names of people interacted with as well as what was discussed and the outcomes of the
discussions;
 Summaries, process, descriptions, minutes, memoranda, reports, manufactured articles
and photos;
 All preparations, attempts and ways tried to tackle challenges;
 Lists of information resources;
 Schedules that have developed;
 Mind maps of understanding of information;
 Values that were applied or not applied;
 Test scores and other records;
 Mark sheets;
 New ideas;
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The assessment criteria that learners, co-learners and facilitators and assessors will assess
learners on;
Results of formative assessments;
All first drafts, reworking of it, plans etc.;
Final outcomes (if they can fit in).
8.3.3 Purchasing Aligned Training Material
The Company may at certain stages purchase aligned training material from external developers.
This material needs to be in accordance with the Seta material development practices and an
Internal Moderators Report will be requested by the Director. Purchased Material Packs will include
the following criteria:
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The unit standard
Curriculum Strategy Guide
Alignment Matrix
Learner Guide
Learner Workbook
Portfolio of Evidence Framework
Facilitator Guide
Assessment Guide with Model Answers
Internal Moderation Guide
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8.3.4 Developing and Designing Training Material Checklist
Enabling Objectives:
Notes:
Develop trainer’s notes
Develop a presentation plan
Develop an assignment sheet
Develop a case study
Develop a role play
Developing Trainer’s Notes
Outline format and contain key points only
Prevent the trainer from reading the material
Keep the trainer on track and following the objectives
Still need to review notes before a specific presentation and
personalize the notes by adding any additional key points,
questions, references to audio-visuals, reminder to present a case
study, etc.
Notes also could be written on the pages of a flipchart or put on
overhead transparencies
Components of a Presentation Plan:
Course title
Session title
Session number
Session objective:
Time
Enabling objectives:
Preparation (References, Training materials, Equipment,
Materials, Assignments)
Presentation (Introduction, Body, Summary)
Application
Evaluation
Assignment Sheet Activities:
Participants are given a series of problems to solve;
Participants are asked to write answers to questions based on
reference manuals, case studies or clinical procedures;
Participants are asked to label items on a drawing, chart or graph.
Feedback Options:
Review answers with the group by asking for answers and then
discuss;
Attach answers to the assignment sheet;
Ask participants to turn in their assignment sheets;
Place the answer key in a notebook or file cabinet and direct
participants to check their own responses.
Options if Minimum Level Not Reached:
Have the participant move on with the rest of the group;
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Ask the participant to repeat the assignment until the minimum
level has been reached;
Provide additional reading and ask the participant to complete
the assignment or another version of the assignment;
Use the original assignment sheet and return to the course
materials to work on the items that were incorrect;
Have the participant meet with the trainer to discuss items
missed and receive additional information and instructions.
Steps to Develop a Case Study:
Identify the topic, issue or problem
Ensure that the case study presents a real situation;
Determine whether the case study will be completed by
individuals or if participants will tackle it in small groups;
Provide the participants with questions or activities that will
enable them to focus on the main concept(s) being presented;
Determine whether participants will report the results of their
work on the case study in writing or orally to the entire group.
Developing a Role Play:
Select an appropriate role play situation;
Ensure that there is a problem or point of conflict in the role play;
Identify the roles that will be acted out during the role play;
Determine if the role play will be informal, formal or a clinical
demonstration;
Hints for Successful Role Plays:
Keep the role play brief. Make the point and then move on;
Since the same role play may be used with several participants in
various training settings, keep the role play as general as
possible;
Provide the participants with questions or activities that will help
them to focus on the main concept(s) being presented;
Determine whether participants will report the results of their
discussion on the role play in writing or orally to the entire group.
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8.3.5 Programme Evaluation Tool - Internal Moderators Tool
Template
Categories
Material Pack
meets/does not meet
requirements
Where is, this
evidence
found
Moderators
Comments
Meets Requirements
/Does Not Meet
Requirements
Document
labelled and
Page Number
Everything
Confirmed
Yes/No
Meets Requirements
/Does Not Meet
Requirements
Document
labelled and
Page Number
Everything
Confirmed
Yes/No
Unit Standard Title / Qualification Title:
Unit Standard Number/SAQA ID:
NQF / OQF Level:
Credits:
Curriculum Design to include:
Learner entry requirements
Target group
Programme strategy to include:
overview of
facilitation
learner support
learner roles and responsibilities
provider support
workplace support provided to learners
how the programme is delivered, time frames,
etc.)
Assessment strategy
Assessment alignment strategy
Moderation strategy
Alignment Matrix to include:
Section Outcomes / Learning Unit Outcomes /
Module Outcomes
Link to SOs and ACs (if qualification, link to
exit level outcomes)
Where the outcomes are covered in the
learner material (Page Number)
Indicate how the content is facilitated and
indicate the activities and page numbers of
activities
Assessment – Indicate formative assessments
and page numbers, indicate summative
assessments– where they are to be found, in
which sections and including page numbers
Include essential embedded knowledge
Include critical cross field outcomes
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Include range statements
Notional Hour Matrix to include:
Meets
Requirements/Does
Not Meet
Requirements
Document
labelled and
Page Number
Everything
Confirmed
Yes/No
Meets
Requirements/Does
Not Meet
Requirements
Document
labelled and
Page Number
Everything
Confirmed
Yes/No
Meets
Requirements/Does
Not Meet
Requirements
Document
labelled and
Page Number
Everything
Confirmed
Yes/No
Outcomes to be covered
Credits
Notional hours
Days
Contact session (time split between contact
and practical application)
Experiential learning (time split between
workplace experience and assessment
preparation)
If qualification – time spent on Final Summative
Assessment (FSA)
The Facilitator Guide to include the
following:
Programme overview
Introduction – who the programme
is for
Programme entry requirements
Programme delivery structure (notional hours)
Programme outcomes
Programme alignment to the unit standards /
exit level outcomes
How Assessment is to be conducted
Learning pathway
Facilitator role and responsibilities
Administrative information to be completed
Assessment (formative and summative)
Appeals and Disputes
Facilitator guidelines / delivery
structure (content to be covered and time
frames, resources required,
etc.)
Facilitator report
Attendance register
Appeal form
Unit Standard(s) to be included
Model answers
Learner Guide to contain the following:
The learning programme is appropriate to
the target audience
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Learning activities are clearly documented
The learning outcomes to be achieved by the
learner are clearly defined and documented
Formative and Summative assessment are
clearly defined
There is integration
between the learning
programme and Unit Standard and/or
Qualification and the assessment thereof
Assessment guide to contain the following:
Meets
Requirements/Does
Not Meet
Requirements
Document
labelled and
Page Number
Everything
Confirmed
Yes/No
Meets Requirements
/Does Not Meet
Requirements
Document
labelled and
Page Number
Everything
Confirmed
Yes/No
Planning of Assessment
Preparation of the learner before assessment
Procedures followed during assessment
Feedback to the learner and third
parties
after the assessment
Model answers to the assessments
Recording and Administration of assessment
results
Evaluation and review of the assessment
process
Learner Portfolio of Evidence to contain the
following:
Background information and details such
as how the PoE will be assessed,
how to
prepare your PoE, Appeals procedure, PoE
requirements, Assessment requirements (copy
of the assessment alignment strategy), record
of additional questions and responses
Learner Biographical Information
form
Learner
preparation
and
assessment
preparation declarations, declaration
of authenticity, assessor declaration
Assessment plan
Learner CV, ID, Matric Certificate,
Other
related certificates
Evidence to be provided (summative
assessment
tasks)
–
including
Workplace Application (important)
Learner
review
of
the
assessment
process
Learner reassessment plan
Learner feedback report
Learner assessment appeal form
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Provision for learner, assessor and moderator
signatures and dates after each summative
assessment task/activity
Moderation Guide to contain the following:
Meets
Requirements/Does
Not Meet
Requirements
Document
labelled and
Page Number
Everything
Confirmed
Yes/No
Meets
Requirements/Does
Not Meet
Requirements
Document
labelled and
Page Number
Everything
Confirmed
Yes/No
Purpose of the guide
Characteristics of the moderator
Fundamental background knowledge
Functions of the moderator
Roles and responsibilities of the internal
moderator
The moderation process
SETQAA moderation at provider level (internal
moderation)
Documentation to be completed by the
moderator (templates for the moderator)
Categories
If offering qualifications – Final Summative
Assessment (FSA):
Check
for Final Summative Assessment
(FSA)
Final Judgement Recording Sheet
Final Summative Questionnaire SSETA
template indicates the following: About
the final summative assessment
(alignment to exit level outcomes, and to
which unit standards the ELOs are
aligned to), Assessment conditions
Knowledge Component
Practical
Component
(Case
studies,
assignments, projects, in-basket exercises, etc.)
Workplace Application Component
Indicate a place for learners, assessors and
moderators to sign
Name of Programme Moderator
Signature
___________________________
Date
___________________________
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.3.6 Learning Programme Delivery Policy
Our Company will ensure that the programme will be delivered by a competent facilitator. Training
material handed to the learner will be of a professional quality in a venue that meets the
requirements of our Resource Policy.
8.3.7 Learning Programme Delivery Procedure


Learning procedures will take place per the outcomes-based learning approach. The
achievement of the following will continuously be facilitated and enhanced within each
learning setting:
o Critical outcomes;
o Specific outcomes;
o End-product outcomes
Training Packs are kept at the premises of the Company. These Packs are split up as follows:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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Section
Policies and
Procedures
QMS Policy
Subject
Learners
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
•Curriculum Strategy Guide
•Learner Guide
•Learner Workbook
•Learner POE
Facilitator
•Curriculum Strategy Guide
•Alignment Matrix
•Learner Guide
•Learner Workbook
•Portfolio of Evidence Framework
•Facilitator Guide
•Assessment Guide with Model Answers
•Internal Moderation Guide
Assessor
•Curriculum Strategy Guide
•Alignment Matrix
•Learner Guide
•Learner Workbook
•Portfolio of Evidence Framework
•Facilitator Guide
•Assessment Guide with Model Answers
•Internal Moderation Guide
Moderator
•Curriculum Strategy Guide
•Alignment Matrix
•Learner Guide
•Learner Workbook
•Portfolio of Evidence Framework
•Facilitator Guide
•Assessment Guide with Model Answers
•Internal Moderation Guide


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Steps for Preparing Learners:
o Assess special needs of learners via pre-facilitation special needs and requirements
feedback form;
o Address special needs;
o Provide learners with assignments that they will need to complete before facilitation
commences to assess knowledge of specific outcomes;
o Explain required learning outcomes that learners will be achieved;
o Explain Programme Development and the benefits of the facilitation
o Ice breakers for learners
Introduction to Facilitation Procedure (How Will You Begin the Facilitation):
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
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o
o
o
o
o
o
o



Meet and greet learners.
Learners complete application for learning.
Learners complete attendance register.
Hand-out programme outline and name cards.
Hand-out learner’s manuals.
Request personalization of manual.
Introduce yourself and explain purpose of programme and ask and record individual
learner’s expectations of the programme and discuss your expectations.
o Advise learners of specific outcomes that will be learnt;
o Advise learners of specific tasks/assignments/POE that will be completed;
o Request “Workshop Guidelines” from learners (i.e. cell phones off; punctuality;
number of breaks required; lunch times etc.);
o Ice box for ideas that come up and will be dealt with later;
o Icebreaker for learner’s participation;
o Get learners to introduce themselves and explain their experience relevant to the
programme
Strategies That Will Be Employed to Provide Effective Learning – Learning Delivery Methods
o Group discussions;
o Self-discovery;
o Demonstration;
o Visual aids (video/power point presentations);
o Written assessments;
o Role-playing;
o Feedback;
o Question and answer sessions;
o Learner Research.
Strategies That Will Be Employed to Provide Effective Learning – Learning Delivery Methods
via E-Learning platforms
o Interactive learner guides which guide learners to complete the various assignments
after each outcome via a click of a button
o Clip arts used to depict the topic to make learning more effective
o Easy to understand instructions in an easy to read font and size
o Include u-tube links whereby the learner can listen to a facilitator unpack a lesson
verbally
Procedures Used to Overcome Any Barriers During Learning Delivery
Conflict between learners
Approved By
Director
Mediate conflict by seeking individual and groups
agreement to allow facilitator to assist in mediating
conflict
Get learners to discuss the matter with those in conflict in
a non-threatening manner to achieve a resolution and
consensus stating to each other why the conflict has
arisen and how each of them see a positive outcome to
overcome the conflict
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Conflict between facilitator
and learner
Learners
progressing
difference paces
Cultural Discrimination
at
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 137 of 216
Arrange one-on-one discussion
Ensure climate is non-threatening for the learner and that
the learner feels secure enough to advise the facilitator of
the reason for conflict
Change groups around to ensure slower learners are with
learners who are grasping the concept
Offer facilitator’s assistance before or after days training
session
Conduct diversity management ice breaker and role
playing exercise
Group discussion
8.3.8 Facilitation Checklist
CHECKLIST
NO
Are the learners all participating?
Do they appear comfortable and at ease?
Do the learners understand the objectives of the programme?
Are the learners becoming involved in-group discussions?
Are the learners able to repeat back to me what I have just said?
Am I demonstrating positive body language?
Am I including all learners with questions and answers?
Am I using all the different learning styles?
Are we running as per schedule?
Am I addressing any learners’ special needs, which were identified
before the start of the programme?
Am I summarizing what has been learnt?
Are practical exercises and assignments being completed by all
learners?
Am I making sure that learners understand the link between their
previous learning experiences and the new knowledge and skills?
Am I facilitating or leading the learners to come to conclusions?
Can the learner relate the new learning into real life situations?
Facilitator signature:
___________________________
Date:
___________________________
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
YES
Version
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Section
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Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
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Revision Date
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8.3.9 Learner Register Template
DATE:
VENUE:
EVENT:
UNIT STANDARD:
FACILITATOR:
DATE:
SIGNATURE:
8.3.10 Learner Daily Attendance Form Template
Programme Name
Dates of Attendance
Language of facilitation
Facilitator Name
Venue
Name and Surname
ID Number
Contact
Details
Please sign for each day
1
2
3
8.3.11 E-Learning Policy
The Company considers that the education landscape is seeing huge influences in training and
development when it comes to technology and the several ways of facilitation (besides face to face).
The various stakeholders in the education and training sector are aligning themselves with various
possibilities that open access to learners from the way that facilitation is evolving. For this reason,
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
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we have designed this policy to ensure that when we embark on training which will be out of our
usual scope of face to face facilitation we will take the following procedures into account. These
guidelines are intended to provide the basic requirements for the implementation and use of ELearning (technology based learning)
E-Learning is being used more frequently in the delivery and assessment of learning in South Africa.
The purpose of this policy is to ensure that we consider the quality assurance methodology which
will be used in the accrediting and quality assurance of learning and assessment by the various
Quality Management Departments. The criteria have been developed as a framework to ensure
compliance of the South Africa Qualifications Authority (SAQA) 8 core criteria in the quality
assurance of skills development providers.
E-Learning is a delivery mechanism of learning and will mostly be computer based learning. We note
that m-learning is noted separately to mobile phones and i-Pad learning (device specific).
This policy serves two purposes; firstly, to document and inform what resources are required to
implement E-Learning; and secondly to document how the E-Learning will be measured, evaluated
and quality assured.
8.3.12 E-Learning Procedures
On receiving an enquiry or application from a learner for our E-Learning platform, they will be issued
this check-list. The learner will need to sign acceptance of our E-Learning model and methodology
checklist before proceeding with the programme.
8.3.13 E-Learning Model and Methodology Checklist
E-Learning Model and Methodology
STEPS E-LEARNING PROCESS
DOCUMENT TO BE
SIGNED OFF
1
2.
Pre-assessment meeting and briefing of
the learner including what outcomes of
the programme will be covered
Learner support and guidance
3.
Formative assessment process
4.
Summative assessment process
5.
Readiness for assessments, feedback,
remediation and final judgement
Approved By
Director
Name
Marina Michael
LEARNER
ELECTRONIC
SIGNATURE
Curriculum Outline
Pre-assessment Form
Learner E-Learning
Support and Guidance
Policy unpacks this
POE explains this
process
POE explains this
process
POE explains this
process and includes
Signature
Marina Michael
Version
1
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Section
Policies and
Procedures
QMS Policy
Subject
6.
Moderation process
7.
External moderation conducted by an
ETQA
Certification process
8.
STEPS ROLE PLAYERS IN E-LEARNING
1.
Learner Name and Contact Details
2.
Programme Manager name and contact
details – this person will answer
questions, support and guide learners
and also tracks the learners progress
Assessor name and contact details – this
person assesses the learner’s formatives
and summative and provides feedback
to the learner via the E-Learning
platform/or email
Internal Moderator – this person
moderates a percentage of all learners
completing a specific programme
External Moderator – this will be the
SETA that this programme is aligned to
Quality Management Department – the
name of the person responsible for the
Quality of the programme
3.
4.
5.
6.
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
templates for the
learner to view online
POE explains this
process
POE explains this
process
POE explains this
process
DOCUMENT TO BE
USED
Page 140 of 216
LEARNER
ELECTRONIC
SIGNATURE
Learner has a unique
log in username and
password with access to
a screen called Learner
Profile
Found in the Learner
Profile screen
Found in the Learner
Profile screen
Found in the Learner
Profile screen
Found in the Learner
Profile screen
Found in the Learner
Profile Screen
8.3.14 E-Learning Instructional Design and Development Review
Checklist
When sourcing an E-Learning specialist or employing suitable qualified staff to convert our face to
face learning manuals to an E-Learning platform we will ensure that the specialist meet the following
criteria:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
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Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
CRITERIA
EXPECTED OUTCOME
Design of the E-Learning
course
All the criteria used for
designing our SAQA aligned
training material must be
taken into consideration as per
our Design and Development
of Learning Material Policy.
This includes the content of
the learner guide and
assessment criteria covering
all the Unit Standard criteria
per Specific Outcome,
Assessment Criteria, Critical
Cross Field Outcomes and
Essential Embedded
Knowledge and Range
statements where applicable
All the criteria used for
delivery of our SAQA aligned
training material must be
taken into consideration as per
our Delivery of E-Learning
procedure
Delivery of the E-Learning
course
Review Process
Instructional Design Review
System Review
Approved By
Director
This review will form part of
our Annual Quality
Management System Review
Procedure
The following will be checked:
Content is current
Information is checked for
accuracy
Review current technology is
being used
Check for new versions of
software
System architecture is
supported correctly and
maintained
Name
Marina Michael
Page 141 of 216
RESPONSIBLE PERSON TO
REVIEW THIS
We will ensure that our
moderator signs off the
Programme Approval Report
before we make the
programme go live for each of
our E-Learning courses
We will ensure that we use
test subjects to test the
delivery of our E-Learning
courses and take note of their
feedback regarding the ease of
using the programme. This
feedback will be
communicated to the ELearning specialist.
See E-Learning Policy – this
checklist will be used to ensure
all the criteria has been met
Moderator will audit the
Instructional Design and
ensure content is validated,
accurate and relevant to meet
the Moderation requirements
Moderator will audit the
system and check for currency
of technology, software
versions are updated and
system architecture is
supported.
This will be checked against
this checklist with the ELearning Manager and
Minutes will be supplied to
this effect and forwarded to
Signature
Marina Michael
Version
1
QMS
Section
Subject
NQF aligned learning
programme delivery
Approved By
Director
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Clear instructions will be on
the E-Learning platform
including a pictogram
indicating how a learner
navigates and interacts with
the E-Learning platform from
registration to final feedback
of assessment results.
Page 142 of 216
the Academic Manager/CEO
for sign off and acceptance
Our Moderator will view this
and sign it off. This will form
part of our requirements of
the E-Learning specialists.
We will include a curriculum
per course which indicates the
modules of learning and the
process of delivery to be
followed specific to each
learning programme
Moderator will audit this
against the learning
programme unit standards
requirements as part of
content validation and
programme alignment
Exit Level Outcome map will
indicate how the curriculum
meets the ELOs for each
Qualification and the linkage
of each module
Moderator will audit this
against the learning
programme ELO requirements
as part of content validation
and programme alignment
Content will be delivered
which has been designed
according to the learning map
to ensure learners are
sufficiently prepared against
content. This will include all
outcomes as per unit
standards.
Moderator will audit this
against the learning
programme ELO requirements
as part of content validation
and programme alignment
Delivery methodology may be
in the form of blended
learning or specifically ELearning targeted. Regardless
the delivery method will follow
our Delivery of E-Learning
Policy
Moderator will audit the
delivery methods to ensure
they meet the Delivery Policy
which must meet the learning
outcomes.
Notional hours of learning will
be tracked to ensure that
notional hour requirements
are met for the learner. When
learners log onto the system
the system tracks the time the
learner is logged in. This
The moderator will review the
Notional Hour Report when
moderating the learner. The
Moderator will also look at the
average the group of learners
took to complete the course
and feedback this information
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Assessment and Moderation
Management
Approved By
Director
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 143 of 216
report is saved on the Learners
Profile so that the learner can
see their progress and time
spent. The learner is advised
about the notional hours
needed per course as per
SAQA requirements. The
system will generate this in
place of an Attendance
Register
Online assessments and
moderation systems will be
developed that allow for
marks to be awarded for
questions and comments to be
provided by assessors and
moderator
to the E-Learning Manager
who will report this at the
Annual Quality Management
System Review meetings.
Assessments need to meet the
requirements of the
Assessment E-Learning
procedure which requires the
learner to:
Create a unique Username and
password
Upload a picture of themselves
onto their Profile Page
Sign a Declaration of
Authenticity
At least 1 Practical must be
videoed showing the learners
face
The Assessor and Moderator
will view the learner picture
and sign that the learner
meets the authentication
process
Assessment matrix and design
methodology (Alignment
Matrix) document will be
designed to ensure that it is
shown how the formative and
summative assessment
activities are linked to each of
the specific outcomes and
assessment criteria for each
unit standard. This will also
indicate how critical cross-field
outcomes as well as essential
embedded knowledge are
assessed. The matrix will
indicate what kind of
The moderator will audit the
assessment matrix to ensure
that the programme meets the
SAQA 8 core criteria.
Name
Marina Michael
The moderator will premoderate the learning
programme to ensure this is
audited and correct
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 144 of 216
assessment methods are used
as well as the instrument to be
used to collect evidence is.
The assessment design will use
a variety of assessment
methods which must include
knowledge questionnaires,
assignments, naturally
occurring evidence as well as
videos of learners to prove
authenticity. Assessment
methods such as knowledge
recall questions like true-false,
multiple choice, fill in the gap
will only be used for a
maximum of 15% of any
formative or summative
assessment.
Approved By
Director
Question Banks where
learners receive different
questions will be acceptable
for formative assessments but
not for summative
assessments. Mixing up
questions from the same
knowledge bank is acceptable
as long as no sequential or
questions that follow logically
are placed into a different
order.
The moderator will ensure that
question banks have only been
used for formative assessment
and that the outcomes and
criteria have been met across
a range of learners’
achievements. The moderator
will validate that question
banks have not been used for
summative assessments and
that random order questions
from the same bank do not
cause confusion if sequential
learning has been the base of
the question technique.
The moderator will check for
the completed Request for
Assessment from the learner.
Formative Assessments will
include a variety of assessment
methods and a Request for
Assessment Form will be
completed to indicate learner
readiness for summative
assessment. This form will
form part of the learner POE.
The moderator will audit that
multiple assessments methods
have been used and will
validate that all learners
completed a standardized
assessment. The moderator
would have moderated the
summative assessment
instrument prior to use.
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Human Resource
Requirements
Approved By
Director
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 145 of 216
Summative Assessments will
include multiple assessment
methods and will include a
standardized assessment that
all learners will attempt.
The moderator will ensure that
there is evidence that the
assessor has interacted with
the evidence and that the
assessors feedback is valid and
address any remediation with
clear guidelines. The assessor
is required to address the topic
of the practical’s and the video
and comment on these.
Assessment reporting and
recording – we will ensure that
a computer alone does not do
all the assessments recording
and reporting. Assessors will
assess all evidence and
indicate how learners are
comp tent. The platform will
ensure that all learner results
are on the learners profile and
assessors will be required to
personally comment on the
results.
The moderator will audit the
Declaration of Authenticity
which will include adherence
to not sharing the username
and password with anyone and
that the learners work is their
own
Workplace assignments will
include a declaration of
authenticity and will be
uploaded with a secure
username and password by
the learner
The moderator will audit that
multiple assessment methods
have been used and this
instruments would have been
moderated prior to use or
issue by the moderator
Final Summative Assessments
will include multiple
assessment methods and will
include a standardized
assessment that all learners
attempt
The company will only employ
or contract people who are
sufficiently qualified in this
field to roll out their ELearning platform
Staff will be upskilled in all
avenues of the E-Learning
Policy to ensure succession
Name
Marina Michael
The Academic Manager will
ensure that this policy is fully
enforced at the time ELearning is implemented into
the Company
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 146 of 216
The company will ensure that
the E-Learning Instructional
Designer signs a SLA which
commits to providing a level of
service and provides a
minimum of 3 references of
successfully completed
projects
In the event staff are
employed a minimum of 2
must be employed to ensure
continuity of service or in the
event of someone leaving
learners are not
disadvantaged. These
personnel will share the roles
of Instructional Designer and
Systems Architect to ensure
knowledge is constantly
available on both these roles.
The Company has a procedure
for upskilling employees in
technology
Learner Entry Guidance and
Support
The Learner Support Policy is
available on the E-Learning
Platform
Learner entry requirements
are stipulated on the Course
Curriculum and learners are
invited to complete a preassessment to indicate the
technology literacy of the
learner. Learners who do not
meet the pre-assessment
technology literacy
requirement are invited to
complete a Computer Literacy
programme before they enter
the mainstream course.
The system will trigger a report
to the E-Learning Manager
should the learner not have
submitted any assignments by
a specific time period.
Approved By
Director
Name
Marina Michael
The E-Learning Manager will
review the Learner Progress
Reports on a monthly basis
and contact any learner
telephonically that has not
submitted assignments to find
out what the challenge is
Signature
Marina Michael
Version
1
QMS
Section
Subject
Finance and Administration
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 147 of 216
Learners will be able to make
payments through the ELearning platforms and we will
follow the necessary steps to
action this with our Bank
The Financial Manager will be
responsible for managing this
process
The Company will ensure that
the server has adequate
capabilities and security to roll
out any E-Learning that may
take place.
The E-Learning Manager will
be responsible for the
implementation of this policy
We will ensure that strict
access and security measures
will be in place where the
server is held. For servers
hosted off site, we will ensure
the provider follows
international security
protocols if required. All staff
and learners are issued with a
personal email address which
is linked to a unique username
and password
The server will be housed in a
separate room with an access
control system so that only the
E-Learning Manager and staff
are authorised to enter.
The company will have a welldocumented system
architecture which will
indicate ow the system works,
stability and test functions to
ensure live delivery is
manageable, system flow and
traffic through the site and
speed functionality will be
demonstrated through closed
test cases but also take into
consideration the number of
learners who may enrol on the
system.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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The company will ensure that
all licensing agreements for
software of systems are kept
by the Accountant/
Bookkeeper.
The company will ensure that
only a qualified, experienced
E-Learning Instructional
Designer designs all E-Learning
programmes with a design
methodology that is supported
by the system. We will refer
to the Instructional Design
Methodology Checklist found
in this QMS.
We will ensure that that
system is supported by
suitably qualified technical
support staff to the company
as well as to learners.
The Company will ensure that
a prominent level of system
backups is frequently actioned
and that security systems to
ensure currency of backups is
monitored and reported to the
E-Learning Manager.
Integrity of data is captured,
handled and managed by
suitably qualified staff and
checked by the E-Learning
Manager for discrepancies.
Systems security and access is
controlled by firewalls and
virus protection software to
ensure learner access,
organisational access and
technical support access is
controlled and limited to
ensure that the rights of
learners are not compromised,
personal information remains
secure, and security of identity
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
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is traceable and can be
validated at any time.
8.4 Control of Externally Provided Processes, Products and Services
8.4.1 CAT (Credit Accumulation Transfer) Policy
The Company is aware that when offering full qualifications that the Company can exempt the
learners from completing POE’s for the Fundamentals as the learners may have achieved these
credits during their Grade 12 year.
CAT is the acronym for “Credit Accumulation Transfer”, and is based in a model developed by SAQA
that will be used to determine whether CAT will be implemented to recognise school / FET
qualifications and sector qualifications.
The rationale for the above separation of the fundamentals standards from the core and elective
standards is to accommodate the credit recognition policy that SAQA has presented to SETA ETQAs,
and to allow for entry level options for candidates in terms of an option of CAT, RPL or training and
assessment option. It also allows providers to outsource the fundamental training option to
providers specializing in fundamental provision.
TAKEN FROM SAQA WEBSITE
Self-Reflection:
All qualifications require that every learner will do at least 56 credits in fundamental standards, of which 20
credits will be in a 2nd language if the qualification is at a level 4 or above.
It is acknowledged that many of the learners will have come from different backgrounds and with different
scholastic achievements already in place – it is therefore appropriate that prior scholastic qualifications be
recognised. SAQA recognises that candidates may have prior learning in literacy and numeracy that may be
recognized through a process of Credit Accumulation Transfer (CAT).
Check the table below – do you qualify for CAT?
If so, you may apply for credit recognition for the fundamental unit standards – that means you do not have to
re-do the training or assessment for the above standards!
The following is the model proposed by SAQA:
National Qualification
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Literacy
/ Numeracy
Communication
Mathematics
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Marina Michael
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Marina Michael
/ 2nd Language
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Grade 12 with Mathematics
Grade
12
without
Mathematics
Grade 11 with Mathematics
Grade
11
without
Mathematics
Grade 10 with Mathematics
Grade
10
without
Mathematics
Grade 9
Tip:
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Level 3
Yes
Yes
Level 4
Yes
Yes
Level 3
Yes
No
Level 4
Yes
No
Yes
Yes
Yes
Yes
No
No
Yes
No
No
No
Yes
Yes
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
Learners will therefore be able to receive credits towards all or portions of the
fundamental unit standards, depending on the scholastic match they have to the
proposed model above.
Learner Note: CAT
Will a learner qualify for CAT (Credit Award Transfer) for one or both of the
fundamental Learning Units, the notional hours and roll out plan for structured
learning on the qualification may be shortened proportionately by up to 12 days:
FETC in Generic Management: General Management – SAQA ID: 57712 LP
74630 – Level 4
Learning Unit
1st language
2nd
language
Math
literacy
TOTAL
Credits
Notional
Hours
Days
Contact Session
30%
Experiential
Learning
70%
FSA
Theory
Practical
WPE
Ass Prep
201
202
200
200
4 18
4 18
6 168
6 168
6
6
2
2
200
200
16
160
4 18
6 128
6
2
56
560
1 54
2
1 464
8
18
6
16
0
560
TOTAL
FETC in New Venture Creation – SAQA ID: 66249 – Level 4
Learning Unit
1
2
Credits
Notional
Hours
Days
Contact Session
30%
Experiential
Learning
70%
20 credits in English, 20 credits in Afrikaans
20 credits Afrikaans
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Marina Michael
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Marina Michael
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TOTA
L
QMS
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Subject
203
204
16
56
1st language
2nd language
Math literacy
TOTAL
200
200
160
560
4
4
4
12
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Theory
Practical
WPE
18
18
18
54
6
6
6
18
168
168
128
464
Ass
Prep
6
6
6
18
8.4.2 CAT (Credit Accumulation Transfer) Procedure
Step 1
Step 2
Step 3
•Ascertain that learner qualifies;
•Get copies of relevant qualifications – Matric certificate;
•Complete Recognition of CAT RPL form.
•Identify dates in training schedule that the learner now no longer is required
to attend due to CAT issue;
•Provide learner and employer with new training and assessment schedule;
•Notify facilitator and assessor
•Ensure CAT form is placed on Learners file.
8.4.3 Candidate CAT Application Template
Name of learner
Surname of learner
3
4
20 credits in English, 20 credits in Afrikaans
20 credits Afrikaans
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Marina Michael
Signature
Marina Michael
Version
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2
2
6
200
200
160
560
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Learner ID
Learner Equity (Black African, Black Coloured,
Black Asian, White, Other – specify)
Learner Language/s
Postal Address
Area Code:
Telephone Number
Cell Number
Email Address
Employer
Employer Contact Details
Assessor Name
Assessor ID Number
Contact Number
Name of FETC
Qualification:
Literacy / Communication
Level 4
Numeracy / Mathematics 2nd
Language
Level 3
Level 4
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
Yes
No
Yes
No
Yes
Yes
No
No
No
Yes
No
No
No
No
No
No
No
No
No
No
No
No
No
Level
3
with Yes
Grade 12
Mathematics
Grade 12 without
Mathematics
Grade 11 with
Mathematics
Grade 11 without
Mathematics
Grade 10 with
Mathematics
Grade 10 without
Mathematics
Grade 9
Relevant
qualifications
attached
Date
of
Assessment
No
No
Yes / No
Description:
Learner
compliance –
tick only 1 box
CAT
Assessor Signature
Learner Signature
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Marina Michael
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Marina Michael
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8.4.4 RPL (Recognition of Prior Learning) Policy
It is noted that the Company is not a registered RPL Centre at present and that learners will be
referred to the SAQA Website for registered RPL Centres in their areas. This Policy has been included
as a reference document for our Company to understand that RPL exists in the training world and
how to implement procedures in the future.
Recognition of Prior learning refers to the comparison of the previous learning and experience of a
learner howsoever obtained against the learning outcomes required for a specified qualification, and
the acceptance for purposes of qualification of that which meets the requirements;
8.4.5 RPL (Recognition of Prior Learning) Procedure
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RPL assessments are done per the assessment unit standard.
Prior learning will be done by:
o The learner applies for RPL
o The Assessor will check existing qualifications and experience and will evaluate this
against the national standards of the qualification
o Compare the given qualification and experience of the requirements of the national
unit standard and qualification
o Make a judgement on the learner’s competence
o Feedback will be given to the learner
o The learner will give feedback in return
o Determining which credits for a certain level of education and training has been
achieved;
o Transferring of credits from one place of learning to another without learning being
repeated;
o Obtaining a statement that the person can competently perform job functions and
roles;
o The ETQA will annually be informed about RPL accreditation for each learning
programme.
o When a learner proves to have prior learning, exemption will be given and the
information be recorded in the document: “Exemption provided to learners”.
8.4.6 WIL (Work Integrated Learning / Off-On Site) Policy
Work integrated learning is defined as the knowledge and skills acquired through life and work
experience and study which are not formally demonstrated through any educational or professional
certification.
The learner needs to achieve the following with regards to work integrated learning:
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Communication;
Application of theory;
Integration of information technology;
Working with others;
Improving own learning and Performance;
Problem Solving;
Career Development;
Information Skills.
Work integrated Learning is a mode of learning delivered under Minister of Education guidelines
that integrates the theoretical concepts of classroom activities with a community experience. Cooperative Education, as well as other work Experience Programs, fall under the definition of Work
integrated Learning.
The purpose of WIL is to:
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develop real on the job training experiences, prior to graduation, to ensure that each learner
is aware of the actual work environment and activities involved in their chosen discipline;
enhance graduate outcomes;
facilitate learners’ acquisition of a deeper knowledge and understanding of their discipline;
enhance links with professionals, business and public sector companies’ in their area of
study and enhance the attractiveness of studying at The Company;
allow the Company to gain a better profile among learners.
Benefits to The Employer:
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This could contribute as a component in the company’s recruitment strategy;
Employers and learners are provided with a non-threatening opportunity to ascertain a
suitable “match” for longer-term employment;
Provides opportunities to select train and develop the educationally disadvantaged,
contributing to South Africa’s development strategies;
Employers have access to current skills/ theory being taught;
Labour cost’s showing savings as no remuneration is expected;
Improve staff efficiency as learners can be used to relieve permanent staff;
The learner can increase general staff motivation;
Creates and develops relations between employers and The Company
Workplace Expectations:
A workplace mentor is selected and briefed before receiving learner. This is the liaison person the
Company would communicate with;
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Marina Michael
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Obtain commitment on the programme development; arrange presentations for the
learners to get them more familiar with all areas of the workplace;
Learners will receive an orientation to:
o Job expectations (tasks to be done, schedules, quality standards);
o Basis for performance evaluations;
o Policy and Procedures when handling problems;
o Administrative responsibilities;
o Planned training (especially if safety is an issue)
Learner Code of Conduct at Workplace:
The learner is expected to abide by the required code of conduct stipulated by the Company at any
work integrated workplace environment.
Assessment Requirements:
The requirements for work integrated learning for the specific faculty is outlined in their respective
assessment document.
8.4.7 WIL (Work Integrated Learning / Off-On Site) Procedure
Procedures to Identify Suitable Worksites guidelines:
 Criteria are established to determine suitability of worksite for learning purposes.
 Learners can identify a worksite.
 The worksite working activities are compatible with the learning outcomes.
The Project Managers / Assessors / Facilitators need to follow the following guidelines:
WIL embraces many different forms of learning that involves performing real tasks, for actual clients
and customers;
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WIL will enable learners to:
o practice the skills they seek to acquire;
o receive feedback on their performance; and then
o integrate the new skills they have acquired into their thinking and behaviour;
the WIL programme is available to all learners;
make the sustainability of the programme within current levels of funding;
the compatibility of the WIL programme with existing theory programme structures;
allow sustainable monitoring processes;
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allow the preparation of learners for undertaking the program through prerequisite study or
special workshops;
incorporate safeguards to protect the Institution’s reputation which will involve not only
consideration of the suitability of learners’ placements and monitoring learner behaviour,
but also ensuring that there is a coordinated approach to employers so that approaches are
not duplicated or inappropriate;
to provide for information and reporting and support packages for learners.
The Company will ensure the following off-site procedures and practices for practical or
experiential elements of all learning programmes are followed to ensure the learners
experience a valid learning experience:
o Safety of learners: The Health and Safety Training Venue Check list will be used on
the premises that the learners will be in when conducting their practical /
experiential learning. This covers all the physical resources, environment and safety
and health aspects for the learners.
o Rights of learners: Learners rights are protected by ensuring the above actions are
implemented as well as ensuring that all parties concerned have been sufficiently
briefed as to the roles, responsibilities / expectations of mentors / coaches /
learners / assessors / moderators / facilitators. Learners are given this information in
the Curriculum Strategy Document before they start the learning experience
Workplace Supervisor
The facilitator will acknowledge each work situation, in co-operation with the workplace
supervisor in the planning, organising and controlling system.
The learner will be engaged in productive work rather than merely observing;
The learner may or may not receive any remuneration for any work performed. This is at the
sole discretion of the company;
The lecturer monitors learner’s progress during work integrated learning;
Learners performance during this period is supervised and evaluated by learner mentor /
supervisor /assessor;
Success of completion is determined by the attainment of the initial skills and competences
required by the workplace relevant to the field.
Regarding the assessment for work integrated learning a provided logbook which contains
specific outcomes and criteria’s needs to be completed by the workplace supervisor.
Procedures to verify work-site assessments
All worksite assessments will be supported by a worksite assessment form signed by both
the assessor and the candidate.
A logbook inscription will support worksite assessments.
When available, the worksite assessment will be authenticated by an experiential training or
advisory committee.
There are no expectations of financial remuneration. However, will the workplace company wish to
remunerate the learner, this agreement is between the workplace company and the learner. On
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Marina Michael
Signature
Marina Michael
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completion of the work integrated learning, the workplace is required to provide the learner with a
certificate of service for work integrated learning.
8.4.8 Employer Code of Conduct in The Work Place with Respect to
Workplace Learning Template
The Company undertakes to:
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Provide learners with planned, supervised and evaluated off-Satellite Site of Delivery (SSOD)
work experience which compliments academic study and career goals;
Facilitate opportunities to practice skills under guidance of a mentor/work-place supervisor
and exposes learners to experiences role models;
Give learners a chance to acquire knowledge and gain valuable experience, and earn money
(if available but not compulsory);
Improve job prospects after graduation, as learners are able to offer both experience and a
qualification to the prospective employer;
Afford employers the opportunity to recruit entry-level employee strained for their specific
requirements.
Inspections
The Company undertakes to:


Permit the Company to visit and inspect any of the sites where the activities and/or project
or parts thereof are carried out in pursuance of the objectives of this agreement;
The Company confirms that they comply with all the statutory prerequisites.
Benefits to the Organisation
 This contributes as a component in the employer’s recruitment strategy;
 Employers and learners are provided with a non-threatening opportunity to ascertain a
suitable match for longer-term employment;
 Provide opportunities to select train and develop the educationally disadvantaged,
contributing to South Africa’s development strategies;
 Employers have access to current skills/theory being taught;
 Labour costs showing savings as no remuneration is expected;
 Improve staff efficiency as learners can be used to relieve permanent staff;
 The learner can increase general staff motivation;
 Creates and develops relations between the employers and the Company as an educational
institution.
 Work with the Company in a cooperative and consultative manner; and provide advice to
the Company on request;
 Select a Workplace Mentor and brief said mentor before receiving the learner;
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Marina Michael
Signature
Marina Michael
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Obtain commitment on the programme development; arrange presentations for the
learners to prepare them for all areas of workplace.
Orientation of Learners
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Job expectations (tasks to be done, schedules quality standards);
Basis for performance evaluations;
Policy and Procedures when handling problems or issues arising;
Administrative responsibilities;
Planned training (especially if safety is an issue);
Ensure learners receive up-dated and appropriate skills training for the relevant industry
that they will receive work based practice in;
General code of conduct and workplace ethics.
8.4.9 Pre-Assessment Policy
It is the Company’s purpose to ensure that all learners entering a course, do so with the aim of
graduating successfully. Further to this, the Company’s will ensure that all learners are adequately
prepared for the assessment to take place.
8.4.10 Pre-Assessment Procedure
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Learners are required to complete a registration form before attending each course.
Every course has a Curriculum Outline/Assessment Strategy which states what the SAQA
prescribed learner entry requirements are.
This registration form will be reviewed by the Director in conjunction with the Curriculum
Outline and the Director will check to see whether the learner meets these requirements
If the learner does not meet the stipulated learner entry requirements, the learner will be
notified.
The learner may motivate by means of a return email as to why they believe they will have
entry to the course.
The Director may discuss this with the Moderator and the final decision will be awarded by
the Moderator.
8.4.11 Assessment Policy
It is the Company’s Policy to strive to ensure that Learners achieve the outcomes of and gain credits
by giving evidence of their competence for Unit Standards or Qualifications registered on the NQF,
and to this end will ensure that fair and equitable assessment procedures are implemented.
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Marina Michael
Signature
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The Design, Implementation and Maintenance of the Assessment System will take into consideration
the following guiding principles: 
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Assessment strategies will be in keeping with the aims and outcomes of Learning
Programmes and Standards;
Certificates will be issued in accordance with NQF requirements;
Assessment of Learners will include all parties appropriate to context and outcome, e.g. self,
peers, assessors and moderators;
There will be a structured assessment appeals procedures implemented;
There will be an internal moderation procedure implemented to ensure consistent
assessment across all assessors for a unit standard or qualification;
Learners and Assessors will be provided with all relevant information regarding assessments,
e.g. required learning outcomes, assessment methods, assessment criteria, appeals
procedures, dates, times and venues;
Learners will receive comprehensive, detailed and accurate feedback on Learning progress,
performance and results;
Learner’s records, including a database, will be maintained, compatible with the relevant
ETQA and SAQA requirements.
8.4.12 Assessment Procedure
Assessments are done per the Assessment unit standard.
Assessment procedures are aimed at determining current learning achievements and learning
achievement gaps from the onset of learning and in an on-going fashion to provide meaningful
feedback to learners.
Assessments are done by the learners (self-assessment), facilitators (formative assessment) and
assessors (summative assessment).
Formative assessment is on-going and
continuous and entails the following:
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Approved By
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Marina Michael
written tests;
oral tests;
oral questioning;
interviews;
case studies;
projects;
competency assessment;
demonstration of activities;
role-play/simulation activities;
assignments;
direct observation of behavioural
activities;
adherence to knowledge criteria;
adherence to skills criteria;
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Summative assessment is when Candidates
demonstrate applied competence:
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observation of insight and creative
thinking; and
final outcomes.
Candidates provide sufficient evidence
captured in a portfolio to demonstrate
past achievements of:
o Critical outcomes;
o
Specific outcomes;
o
End-product outcomes.
The above will be demonstrated within
a relevant context.
The assessment will therefore focus on the extent to which a learner can demonstrate applied
knowledge or competence. Applied competence, in terms of the National Qualifications Framework
(NQF) is evidenced through the learners’ ability to integrate concepts, ideas and actions in authentic,
real life contexts and is expressed as practical, foundational and reflexive competence, namely:
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Practical competence - the demonstrated ability to perform a set of tasks and actions in
authentic contexts;
Foundational competence - the demonstrated understanding of what we are doing and why
we are doing it;
Reflexive competence - the demonstrated ability to integrate our performances with our
understanding so that we can adapt to changed circumstances and explain the reason
behind these adaptations (SAQA, 2001: 11).
Assessment Forms may differ as the Company may at times purchase aligned material which comes
with its own Assessment Instruments. If the external forms cover all the content criteria of the
various forms listed underneath they will be accepted by the Company.
The Principles of the Assessment Practice requires one to ask one’s-self, when conducting an
assessment, whether the assessment was:
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Appropriate
Fair
Manageable
Integrated into work or learning
Valid
Direct
Authentic
Sufficient
Systematic
Open
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Consistent
Assessor Contracting Procedure
 Name of accredited assessors are obtained from the ETQA.
 Once identified they will sign the under-mentioned Service Level Agreement form where
they undertake to do the assessment per the Assessor unit standard as registered on the
NQF.
 The unit standards or qualification title, duration and cost for the assessment will be
contracted.
Assessment Procedures
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It is the responsibility of learners to provide assessment evidence. Assessments are not
forced upon learners.
Assessment takes place per the assessment guidelines, which are provided, to learners.
Learner Communication:
o Confirm with Learner that they want to be assessed;
o Explain the NQF and that they may obtain credits towards HET;
o Explain Competent/Not yet Competent;
o Explain Unit standard that Learner will be assessed against;
o Explain Appeals Procedure if found not yet competent;
o Give Learner any additional resources necessary;
o Get Learner to complete Application for Assessment Form;
o Look at CCF outcomes to see what assessment methods are going to be used (get list
of questions organised and typed);
o Find out from Learner and Company when best time would be that does not disturb
them;
o Ensure I have all necessary stationery;
o Ensure I have Learners Company information and whereabouts and that everyone
knows I am coming;
o Make Learner as comfortable as possible.
Formative assessment is a continuous process to support learners and to provide feedback.
Learners fill in an assessment application form to apply for assessment by an assessor.
Assessment Procedures for E-Learning
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To ensure the Assessments for E-Learning meets the above Assessment criteria learners are
issued with a unique username and password which validates the above criteria
Learners are also required to upload a current photo (taken on the day of them registering
their username and password – this will have a date stamp on)
Learners are required to video themselves performing a practical activity which the Assessor
and Moderator will validate their profile picture against the video to ensure the learner is
actually the learner
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Assessment Management Procedure
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Assessment starts by learners filling in an assessment request application. An assessor is
appointed.
Assessment is arranged.
Learner is informed by the assessor about the outcome of the assessment.
Learner is awarded a certificate.
If learner is not comfortable with the outcome, he/she can request to be:
o Re-assessed;
o Moderated by an external assessor.
Procedures to Store and Record Assessment Information
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All information will be stored on hard copies and electronically.
Internal assessment record information will be stored alphabetically per course or per unit
standard in an internal assessment record.
External assessment record information will be stored alphabetically per course or per unit
standard in an external assessment record.
A record of moderations will be kept of learners applying for moderation, stating the
reasons for the request as well as the outcome of the moderation.
Post Assessment Management Procedure
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The Assessor will record the findings of the assessments
Learners will be issued with a Feedback Report regarding the assessment procedure
The Learner will give feedback to the Assessor of their experience of the Assessment process
The Assessor will complete an Assessor Review and this will be handed to the training
manager for analysis.
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8.4.14 Request for Assessment Template
Organizational Details
Name of Organization
Contact Person & Details
Contact No:
Email:
Physical Address
Code
Province
Date Sent
Sent to
Dates suggested by Provider
Dates chosen by Assessor
Confirmed by
SAQA ID
Learning programmes to be sampled for Moderation
Unit Standard title
NQF
Credits
No: of learners to be assessed
Level
Names of Learners to be Assessed
ID Number
Assessment Results
Name
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8.4.15 Assessment Plan Template
LEARNER DETAILS
First Name and Surname:
Registration Number:
Identification Number:
Contact details:
Home Number
Work Number
Cell Phone Number
Learnership/Short Course:
Any special requirements
ASSESSMENT DETAILS
Date:
Time:
Place:
Assessor’s Name and Surname:
Assessor’s Registration Number:
EMPLOYER DETAILS
THE EDUPOWER ACADEMY (PTY)
LTD :
Company Physical Address:
Company Telephone Number:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 165 of 216
Planning the Assessment
The following unit standard will be assessed in this assessment occasion:
UNIT CODE
UNIT STANDARD TITLES
NQF LEVEL
CREDITS
Activity
Evidence of activity will be found where
Place and planned date
of activity
Training
Classroom training registers and Induction
register
Training Provider
Date
Completed
Date:
Assessment
contract
Assessment contract and / or Learnership
agreement - signed and dated
Learner file
Date:
Learner
Preparation
Assessment
Planning
Assessment
Learner Preparation Checklist
Learner file
for
Date:
the
Assessment plan
Learner file
Date:
Conducting
Assessment
the
Knowledge Questionnaire
Learner file
Date:
Feedback
Feedback Reports
Learner file
Date:
Evaluation
Assessment
of
Assessors review of assessment form
Learner file
Date:
Moderation
Internal Moderators report
Learner file
Date:
Judgement
Assessor Summary Report / Internal Moderator
report
Learner file
Date:
1st Reassessment
Assessors summary report / instruments
Learner file
Date:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
2nd Reassessment
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Assessors summary report / instruments
Page 166 of 216
Learner file
Date:
The Assessor is to please complete the dates of the above evidence presented
Special arrangements for assessment
Place –
Language –
Resources Barriers –
People to be involved with assessment:
Learner:
Manager:
Trainer:
Mentor / Coach:
Assessor:
Moderator:
Next steps for learning:
Resources required for this assessment:
Black pen for written assessment
Guidelines to the Learner:
Declaration:
Learner Name
Learner Signature
Date
Assessor Name
Assessor Signature
Date
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.16 Assessor Checklist Template
Have I received an application to assess the candidate?
What is the date of assessment?
Who recommended the assessment?
What is the title of the unit standard that the candidate will be
assessed against?
Which specific outcomes will be assessed against?
What type of evidence would the candidate have to present? (direct,
indirect or historical)?
What assessment methods, activities and instruments am I planning
to consider using? (observation, oral questioning, multiple choice, role
playing, simulation)
When would be the best time for the assessment? (Must be cost
effective to candidate’s company)
What resources and assessment documentation would I require to
conduct the assessment?
Is there anyone else involved and what are they responsible for?
Does the candidate have any special needs?
Are there any unfair barriers that the candidate could encounter
during the assessment?
Are the assessment conditions safe?
Checklist for evidence required for the unit standard:
Question relating to Evidence
Did the assessment address
the purpose of the unit
standard?
Was each specific outcome
covered?
Were assessment criteria used
for each specific outcome?
Did the instrument cover the
underpinning knowledge?
Did the candidate show the
ability to understand and
apply knowledge?
Approved By
Director
Methods that can be used
Instruments that can be used
Integrative
summative An assignment or project,
assessment or logbook
observation in the work place
Formative assessments during
training
Observation or assessment of
portfolio of evidence
Ask probing questions during
observation
Questioning and observation
Name
Marina Michael
or
Portfolio of evidence gathered during
training
Check list of criteria on how to deliver
the specific outcomes
List of possible questions with model
answers
Checklists and observation sheets
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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Item
Points to be covered
1
Welcome the candidate and put them at ease
2
Explain the purpose of the meeting (why you are there and how long the meeting will take)
3
Explain the
4
Tick

NQF

Credits

Certification process

Learning pathways
Explain

Who is involved in the assessment and their role (Learners, Coach, Assessors,
Managers, Moderators)

5
6
Explain the assessment process?

Check Learner readiness for assessment (logbook / self-assessment)

Assessment contract to be completed

Preparation of Learner (this meeting)

The assessment (observation and knowledge questionnaire)

Judgement of the evidence

Outcome of assessment (competent, not yet competent, need further evidence)
Give Learner copies of the following documentation and explain each document

7
Principles of assessment (fairness, confidentiality, validity, sufficiency)
The Assessment Guide which includes

Relevant unit standard (s)

Assessment contract

Assessment plan

Observation checklist

Knowledge checklist
Discuss the assessment plan (complete the assessment plan document)

Allow the Learner to participate in the decisions made

Agree on dates, time and venue for the assessment and feedback
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
8
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01

Agree on evidence the Learner can submit

Agree and explain the assessment methods

Identify and discuss special assessment needs of the candidate

Identify and eliminate unfair barriers (language, disability etc)

Discuss and agree on witness requirements
Tell the
policies



Page 169 of 216
candidate his/her rights and responsibilities, the assessment procedures and
How many times they may be assessed
Appeals process / procedure
Reassessment policy
9
Ensure the assessment environment is appropriate or make special arrangements
10
Discuss moderation
11
Allow the Learner opportunity to clarify any items discussed
* Acknowledgements: Services Seta
Learner declaration of acceptance of assessment instruments and relevant documentation:
Learners Name:
Signature
Assessors Name:
Signature:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.17 Assessor Feedback Report on the Assessment Template
Feedback to Learner after Assessment
FEEDBACK SECTION – 1st Feedback
Comments from Learner:
JUDGEMENT
Meets the requirements:

Do not meet the requirements:

Requires additional evidence:

Requires another assessment:

Can continue to the next assessment:

Requires another assessment by another

assessment:
Action required:
By when:
Assessor’s feedback remarks
Declaration by Learner
I, __________________________________ declare that I am satisfied that the feedback given to
me by the Assessor was relevant, sufficient and done in a constructive manner. I accept the
assessment judgment and have no further questions relating to this assessment instrument.
Learner Name and Signature Assessor Name and Signature Moderator
Date
Date
Signature
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Name
and
Date
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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FEEDBACK SECTION – 2nd Feedback
Comments from Learner:
JUDGEMENT
Meets the requirements:

Do not meet the requirements:

Requires additional evidence:

Requires another assessment:

Can continue to the next assessment:

Requires another assessment
another assessment:
By when:
Action required:
by

Assessor’s feedback remarks
Declaration by Learner
I, __________________________________ declare that I am satisfied that the feedback given to
me by the Assessor was relevant, sufficient and done in a constructive manner. I accept the
assessment judgment and have no further questions relating to this assessment instrument.
Learner Name and Signature Assessor Name and Signature Moderator Name and Signature
Date
Date
Date
FEEDBACK SECTION – 3rd and Final Feedback
Comments from Learner:
JUDGEMENT
Meets the requirements:

Do not meet the requirements:

Requires additional evidence:

Requires another assessment:

Can continue to the next assessment:

Requires another assessment
another assessment:
By when:
Action required:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
by
Version
1

QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 172 of 216
Assessor’s feedback remarks
Declaration by Learner
I, __________________________________ declare that I am satisfied that the feedback given to me
by the Assessor was relevant, sufficient and done in a constructive manner. I accept the assessment
judgment and have no further questions relating to this assessment instrument.
Learner Name and Signature Assessor Name and Signature Moderator Name and Signature
Date
Date
Date
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 173 of 216
8.4.18 Consolidated Assessment Feedback Report Template
Final Summative Assessment Decision
UNIT
STANDARD
CODE
UNIT STANDARD TITLES
NQF LEVEL CREDITS
C/NYC
Reasons for being found “Competent”:
The Learner has submitted evidence that is valid, relevant, current, sufficient and
authentic against all the listed specific outcomes and covered all range statements and
CCFO’s, Namely: Written questionnaire documents and Assignments
The Learner can be issued with a unit certificate for the following unit standard:
 xxxxxxxx
Reasons for being found “Not yet competent”- Indicate with a tick in the relevant sections:
The Learner has still not submitted sufficient evidence after 3 assessment occasions and
has therefore been found not yet competent
Declaration by Learner
I, ______________________________ declare that I am satisfied that the final assessment conducted by the
Assessor was relevant, sufficient, and constructive. I accept the assessment decisions and have no further
questions relating to this particular assessment process.
Learner
Date
Name
Approved By
Director
and
Signature Assessor Name and Signature Moderator Name and Signature
Date
Date
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 174 of 216
8.4.19 Assessment Feedback, Review and Evaluation of Assessment
to be completed by Learner and Assessor Template
Learner and Assessor to Complete after the Assessment Process
Assessment Feedback, Review and Evaluation of Assessment
Learner Name
Unit Standard
Assessor Name
Date
xxxxx
Review dimension
Learner
Yes
Assessor
No
Yes
Action
No
Were the principles / criteria for good
assessment achieved?
Did the assessment relate to the registered
standard?
Was the assessment practical?
Was it time efficient and cost-effective?
The assessment did not interfere with my
normal responsibilities?
Was the assessment instrument fair, clear,
and understandable?
The assessment judgment was made against
set requirements?
Was the venue and equipment functional?
Were special needs identified and the
assessment plan adjusted?
Was
feedback
constructive?
and
communication
Was an opportunity to appeal given?
Was all evidence recorded?
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 175 of 216
Was the review / evaluation process apparent
and user friendly?
Learner Comments
Assessor Comments
Learner Declaration of Understanding
I am aware of the moderation process and understand that the Moderator could declare the assessment
decision invalid.
Learner Name and Signature Assessor Name and Signature Moderator Name and Signature
Date
Date
Date
8.4.20 Re-Assessment Policy
It is the goal of the Company to ensure that all learners are awarded sufficient opportunity to gain
credits towards SAQA Qualifications as list on the National Qualifications Framework.
The Company is aware that on first attempt, the learner may not necessarily provide sufficient
evidence to be deemed competent.
Therefor it is the Company’s policy to award the learner 3 (three) attempts at providing sufficient
evidence to the Assessor.
8.4.21 Re-Assessment Procedure


On completion of assessing a learners POE, the Assessor will complete the necessary
feedback form to the learner and will refer to any assignments that need to be done
The Company will then contact the learner and advise them of the Assessors feedback and
request for additional evidence
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject







Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 176 of 216
The learner will then arrange a suitable time with the Company to collect their POE and will
then re-do the necessary assignment
The learner will then hand in the completed POE to the Company
The Company will contact the Assessor and arrange with the Assessor to re-assess the POE
using the Assessor Feedback Form for 2nd Assessment
If the learner still has not completed the assignment, the assessor will give the learner a
third opportunity to redo the assignment
The assessor will then assess the learner’s POE using the Assessor Feedback Form for 3rd
Assessment
If the learner is still not deemed competent, the Director will then offer the learner an
opportunity to attend another training session. This will be for the learner’s expense.
Irregularities during assessment:
o The learner is informed about the alleged irregularity.
o The learner is provided with the opportunity to respond.
o Will the learner confess, suitable measures are agreed with the learner?
o If applicable, the employer is informed.
o Measures are agreed on with the employer to address the matter, considering the
in-house policies of the employer.
8.4.22 Moderation Policy
Our Company policy is to ensure that moderation is carried out to ensure that all principles of
assessment are followed. Moderation activities are as follows:




To verify that assessment is fair, valid, consistent and reliable, and to identify where there is
any need for redesigning assessment activities, or for re-assessing learners;
To adjust interpretations of standards for the future;
To provide a mechanism for handling appealed assessments;
To provide feedback on the quality of unit standards.
8.4.23 Moderation Procedure



Moderation will happen immediately after learners have been deemed Competent by
Assessors. This type of moderation looks at the learner’s work and may also look at
assessment decisions that have been made on this work. This form of moderation would
ensure that assessment decisions were accurate and consistent.
A time for the completion of moderation of learners POE’s will be discussed with the
company and a formal agreement stating this time will be entered by the moderator and
company and strictly followed. The maximum lapse between assessed POE’s and the
moderation process is 1 Month.
Moderators will be carefully selected. They will have standing and unquestionable skill in
assessment practices and a close understanding of the expectations of users. Moderators will
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject





Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 177 of 216
need to have a clear understanding of the objectives to be achieved and the procedures to
follow. Moderators will never step outside their role. The main functions of the internal
moderator:
o To verify that assessments are fair, valid, reliable and practicable;
o To identify the need to redesign assessments if required;
o To provide an appeals procedure for dissatisfied learners;
o To evaluate the performance of assessors;
o To provide report if required, for the de-registration of unsatisfactory assessors;
o To provide feedback to the SETQAA on unit standard and qualifications;
o To moderate a sample percentage of 25%.
The internal moderator needs to know the specific learning field and the area of assessment.
The internal moderator will also have an in-depth understanding of assessment practices,
and will be able to ensure smooth and efficient running of the internal assessment and
moderation system.
Where training against a single unit standard or a cluster of unit standards, the Moderator is
required to conduct Internal Moderation activities, in line with SETQAA’s Policy and the
Company’s QMS. A report will be submitted to the Training Provider regarding the
moderation outcome and to the relevant SETQAA.
To be registered as a moderator the moderator must demonstrate competency in the
following registered outcomes:
o Plan and prepare for moderation;
o Conduct moderation;
o Advice and support assessors and assessment agencies;
o Report, record and administer moderation;
o Review moderation systems and processes.
Our Company, in accordance with SETQA policy for SETA Accredited Providers internal will
ensure moderators will meet the following criteria:
o Be a registered constituent assessor;
o Have assessment experience;
o Be qualified as a moderator as per the outcomes defined within the Registered Unit
Standard for Moderation of assessment;
o Be familiar with the principles for assessment and moderation;
o Have knowledge and/or experience of the Learning Area.
To assess whether the assessor is making the correct assessment decision, it is necessary to
follow every detail of the assessment process. Therefore, it is necessary for the moderator to
have the same assessment documents as the assessor. The internal moderator will check on
the process of assessment, including:
o Assessor preparation
o Learner briefing/introduction
o Assessments
o Judgements
o Learner feedback
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject

Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 178 of 216
Internal moderation is a means of ensuring that all providers delivering programmes related
to the same unit standards and qualifications are assessing and moderating consistently to
the same standard and in a well-designed manner. The internal moderation will involve:
o Checking that the systems required to support the provision of related learning
programmes across the institution are appropriate and working effectively;
o Providing advice and guidance to providers, assessors and internal moderators
within their field;
o Maintaining an overview of the provision across providers within their related field;
o Checking that all the staff involved in assessment and moderation within the
institution are appropriately qualified and experienced;
o Checking the credibility of assessment and moderation methods and instruments
used within the institution;
o Checking on the internal moderation systems within the institutions;
o Through sampling, monitoring and observing assessment processes and learners’
evidence ensure consistency about other providers related to the same field of
learning;
o Checking on assessors’ and moderators’ decisions within the institution;
o Providing feedback to the SETQAA on moderation practices and advising SETQAA as
well as the Outsourced Partners on necessary changes to assessment, moderation
and qualification policies and procedures.
8.4.24 Moderation Procedure for E-Learning
The Moderator will check that the profile picture of the learner is the same as per the video
presentation to check authenticity of the learner. This will be acknowledged on the Moderation
Report
The Moderator will ensure that the assessor has commented on the practicals that the learner has
submitted and made relevant comments pertaining to the topic
The Moderator will ensure that there has been sufficient interaction between the assessor and the
learners evidence as the E-Learning policy supports that no computer can be solely responsible for
the assessment of a learner.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 179 of 216
8.4.25 Stages of Internal Moderation Cycle
1. Training Provider
Appoints Contracted
Internal Moderator
2. Training Provider
meets with Moderators
and hands over
completed Assessments
7. Training Provider
uploads Learners details
onto NLRD
3. Moderator liaises
with Training Provider
on Moderation
Outcomes
6. Moderator reports to
SETQAA and Training
Provider as specified
5. Moderator signs off
on the assessment
Approved By
Director
Name
Marina Michael
4. Training Provider
attends to any
moderation queries
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.26 Request for Internal Moderation Template
Organizational Details
Name of Organization
Contact Person & Details
Contact No:
Email:
Physical Address
Code
Province
Date Sent
Dates suggested by Provider
Sent to
Dates chosen by Moderator
Confirmed by
SAQA ID
Learning programmes to be sampled for Moderation
Unit Standard title
NQF
Credits
No: of learners to be
Level
assessed
Names of Learners to be Assessed
ID Number
Assessment Results
Name
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.27 Providers Internal Moderation Check List of Responsibilities
Template
DONE
Y
N
1.
2.
3.
4.
5.
6.
7.
8.
9.
NOTES
Training Provider to implement assessment, RPL,
Moderation and appeal policies and procedures
Training Provider to implement these procedures by
ensuring this check list is completed when following the
Moderation process
Training Provider to evaluate policies and implement
Training Provider to co-ordinate moderation and
assessment activities as per policies and procedures in
place
RESOURCES
The moderation system will require professional
outsourced moderators. This mutually agreed payment
will be paid by Training Provider of which the cost will have
been included in the quote to the client for assessment
and moderation
TIMING
The moderation process will occur periodically throughout
the year
EXTENT
25% of all Assessments of each Unit Standard will be
moderated
The Assessment instruments and guides will be approved
by the ETQA of each unit standard
Only accredited Moderators will be used to ensure
moderation activities are sufficient to protect the integrity
of standards and qualification
MATERIALS
Assessment guides and tools will be supplied to
Moderators for each unit standard being moderated
Assessment tools will include model answers
PERSONNEL
Either constituent personnel within the Company or
outsourced moderators will be sourced
It is the Training Providers aim to up skill its staff
members to become internal moderators in the future
Outsourced moderators will be Seta Accredited, with
proof of Certificate and CV filed in Master Accreditation
File
Moderators will be knowledgeable in the field of
moderating
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.28 Moderation Plan Template
MODERATION PLAN
UNIT CODE
UNIT STANDARD TITLES
LEVEL
CREDITS
Moderator Name
ID Number
Assessor Name
ID Number
Date of Schedule Moderation
No. of Learners on the programme
Percentage to be moderated
Details of Learners to be moderated
Name of Learner
Approved By
Director
ID Number
Name
Marina Michael
Assessors Decision
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 183 of 216
8.4.29 Pre-Moderation Preparation Checklist Template
PRE-MODERATION PREPARATION CHECKLIST
YES
Are the reasons for the moderation process understood by all role players?
Are the moderation arrangements suitably organized?
Is the scope of the moderation confirmed with relevant parties and role players?
Does everyone understand their roles?
Does everyone feel confident about carrying out their duties?
Are physical resources ready and available for use?
Does the sampling procedure enable an adequate check?
Is the timing of the moderation acceptable to all role players?
Are the selected moderation methods the best and most suited to the circumstances?
Are arrangements efficient and accessible?
Are moderation processes sufficient to deal with all common forms of evidence, including
evidence gathered for recognition of prior learning
Will there be evaluation of the process to ensure the system is working?
Would less moderation provide the same results?
Moderator
Name
and Signature
Approved By
Director
Date
Name
Marina Michael
Signature
Marina Michael
Version
1
NO
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.30 Conducting Moderation Checklist Template
CONDUCTING MODERATION CHECKLIST
YES
The moderation is conducted in accordance with the moderation plan.
Unforeseen events are handled without compromising the validity of the moderation
Check the assessment instruments and judge them in terms of the principles of
assessment
Check the assessment process and judge in terms of the principles of assessment
Check the Assessor’s interpretation of the assessment criteria
Check that the special needs of the candidates have been provided for without
compromising the required standards
Confirm the assessment decision in terms of fairness, reliability and consistency
If necessary, indicate where the assessment failed to meet the requirements
Ensure that a sufficient volume of moderation has taken place, per the requirements and
the circumstances
Check that the Appeals Procedure is in place and that appeals are handled in the correct
manner
Moderator
Name
and Signature
Approved By
Director
Date
Name
Marina Michael
Signature
Marina Michael
Version
1
NO
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.31 Overall Moderation Checklist Template
OVERALL MODERATION CHECKLIST
ACTIVITIES
YES
NO
COMMENTS
Is an assessment system in place?
Was the scope of assessment confirmed?
Was the assessment documentation prepared?
Was an assessment plan compiled?
Was the context of the assessment clarified with the
candidate?
Were any potential unfair barriers identified and
discussed with the candidate?
Were any special needs of the candidate identified
and taken into consideration?
Is all the evidence available?
Were all required resources available?
Were the principles of health and safety upheld
during the assessment process?
Did the Assessor make provision in the assessment
tool for the CCFO’s?
Were all logistical arrangements confirmed with the
role players?
Was the assessment carried out according to the
assessment plan?
Was the assessment process and design evaluated by
the Assessor?
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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Were the strengths of the assessment identified?
Were the weaknesses of the assessment identified?
Was the application to other areas identified?
Did the assessment instruments suit the performance
being evaluated?
Was all the work proven to be that of a candidate?
Were all assessment decisions consistently made?
Was sufficient evidence collected through the
assessment instruments?
Did the assessment focus on the SO as set out in the
Unit Standard?
Were the activities utilized similar to those found in
the relevant workplace?
Were any barriers to assessment identified and dealt
with effectively?
Was provision made to the candidate to become
involved in the planning of the assessment?
Was the candidate involved in the feedback process?
Was constructive feedback given to all the role
players?
Did formative assessment take place?
Was the collection of evidence integrated into the
learning programme?
Were assessment methods cost- effective and timeeffective?
Were the assessment criteria correctly interpreted?
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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Were the assessment criteria correctly applied?
Was a variety of assessment methods used?
Were all confidentiality requirements met?
Were the assessments findings reported to the
candidate within the required time frame?
Were the assessments findings reported to the
candidate in accordance with the ETQA standards?
Were recommendations made to the candidate?
Was the recording of the assessment completed
sufficiently?
Have all the records been suitably filed?
Was the fair judgment therefore made?
Moderator
Signature
Assessor
Signature
Name
Name
Approved By
Director
and
Date
and
Date
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.32 Internal Moderation Report Per Learner Template
INTERNAL MODERATION REPORT PER LEARNER
LEARNER # 1
LEARNER NAME:
Moderator to ensure completed internal moderation report done for each Learner scheduled to be
moderated.
1st REPORT
INDIVIDUAL LEARNER ASSESSMENT REPORT
Assessor Name
Registration No.
Provider Name
Employer Name
Qualification/US
Unit Standard Title:

Unit Standard
Evidence (Reference)
Specific Outcomes
Refer to Alignment Matrix
Assessment Criteria
Refer to Alignment Matrix
Comments
Essential Embedded Knowledge Refer to Alignment Matrix
Critical Cross Field Outcomes
Refer to Alignment Matrix
OVERALL COMMENTS
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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ACTION PLAN
Unit Standard
What will be By Who
corrected
By When
I, _______________________________________________________, the Assessor do hereby confirm that I will
undertake to complete all outstanding corrective actions by the agreed dates and I commit to completing this
process.
Assessor
Signature
Name
and
Date
Internal Moderator Name
and Signature
Date
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.33 Checklist for Advising and Supporting Assessors Template
CHECKLIST FOR ADVISING AND SUPPORTING ASSESSORS
DIMENSIONS
INTERNAL MODERATOR COMMENTS
The nature and quality of advice facilitates common
understanding of the relevant standards and issues
related to their assessments by Assessors.
The nature and quality of advice promotes
assessments in accordance with good assessment
principles
and
enhances
development
and
maintenance of quality management systems in line
with ETQA requirements.
All communications are conducted in accordance with
relevant confidentiality requirements.
Internal Moderator Name
and Signature
Date
Senior Assessor/Provider
Name and Signature
Date
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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8.4.34 Checklist for Administration and Recording Purposes Template
CHECKLIST FOR ADMINISTRATION AND RECORDING PURPOSES
INTERNAL MODERATOR COMMENTS
Report moderation findings within the agreed time
frames
Report moderation findings to all role players
Report moderation findings in accordance with the
ETQA regulations and format
Maintain records per the organization’s policies and
procedures
Preserve the confidentiality of the information that
has been recorded
Ensure that an efficient and effective filling system is
in place
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Internal Moderator Name
and Signature
Page 192 of 216
Date
8.4.35 Review Moderation Systems and Processes Template
REVIEW MODERATION SYSTEMS AND PROCESSES
PROCESS DIMENSION
INTERNAL MODERATOR COMMENTS
Strengths and weaknesses of moderation system and
processes
are
identified
in
terms
of
their
manageability to make judgments on the quality and
validity of assessment decisions.
Recommendations
to
moderation
system
and
processes have the potential to facilitate their
improvements in line with ETQA requirements and
overall manageability.
The review enhances credibility and integrity of the
recognition system.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Internal Moderator Name
and Signature
Page 193 of 216
Date
8.4.36 Certification Policy
The Company will ensure that all learners are issued with a Certificate of Completion when they
have completed a programme. For learners who complete a Portfolio of Evidence these learners will
be assessed and moderated and on receipt of the Statement of Results from the SETA, will then be
issued with a Competence Certificate.
8.4.37 Certification Procedure



A computerised record keeping system will be kept
The record keeping system will include the following learner information:
o Full name(s) and surname of learner
o ID number of learner
o Contact details
o Demographic information (age, race, gender, geographical location, occupation
where applicable, disability status where applicable)
o Education and training background and experience (prior qualifications, prior and
previous learning experiences, learning skills, language skills and preference)
o Special learning needs (relevant disabilities or learning difficulties)
o Additional learning needs (necessary experience and knowledge of relevant
technology)
o Resource factors (place and time of learning, access to resources including electricity
and technology, financial resources for additional learning or support materials)
o Motivation for entering a programme of learning
o Programme/s for which the learner is registered
o Performance during the programme (internal and continuous assessment)
o Achievement during and at the end of the programme (internal and external
assessment, final assessment, award achieved)
Once a learner has completed a short skills course, they will be issued with an Attendance
Certificate. There is a master copy for each Unit Standard with all the necessary unit
standard information which has already been captured. The certificate number is the next
number available. Once the learners’ details are captured on the certificate the learner
details will then be updated in the Learner Certificate Register. The same procedures are
followed for learners who have been formally declared competent, whereby learners are
issued a competency certificate.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject










Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 194 of 216
When capturing on the PC/Laptop, the password option is always set. This stops people from
creating their own Certificates.
One person is responsible for the issuing and printing of Certificates
One person is responsible for the signing of Certificates
Duplicate certificates will be produced if requested and the learner will supply proof of ID
to obtain this, this will be our strategy to prevent the issue of fraudulent certificates;
When a learner phones in for a duplicate certificate, they will need to provide their surname
to locate their folder. Take this folder out; ensure there is a copy of the certificate. Re-type
the certificate, and go into the Learner Register File and make a note that you have given a
copy of the Certificate to the Learner. Ensure the Learner brings a copy of their ID and check
the original id against the one presented. The Learner will be responsible for any additional
costs that occur because of the re-printing of a duplicate Certificate.
Once a month, our Company print the Learner Certificate Register. Information that will
appear on certificates:
o Registered name of the Company;
o SETA logo;
o Name of learner
o ID number of learner
o Name of qualification/unit standards
o NLRD registration number
o NQF Level
o NQF credits
o Date Issued
o Directors Signature
o Certificate Number
All certificates are electronically generated with a watermark. Any certificates issued without
the watermark are deemed null and void by the Company. Certificates will be printed and
signed by the Director of THE EDUPOWER ACADEMY (PTY) LTD .
Once the certificate is signed, contact the learner and arrange to post/deliver or the learner
to collect. The learner will sign the Learner Pack form which is found on each learner folder.
ETQA requirements will be followed by a sample of the Company Certificate will be
submitted to the Seta for approval. This approval will be filed in the file labelled
“Accreditation File” as proof for any external visits by the necessary Seta. Learner
assessment results are only provided to Assessors/Moderators and Seta personnel. In the
instances that the learner’s company has paid for their training, Training Reports are issued
to the client with results of Competent or Not Yet Competent.
Once Statement of Results are received from the SETA, the administrator will take a copy of
this and place the copy in the learner file. The administrator will then contact the learner
either telephonically, SMS or email to collect their Statement of Result and Competency
Certificate from the Company. Learners are required to bring their ID Books and sign the
Register of Certificates.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 195 of 216
8.4.38 Certificate Register Template
CERT
NO.
US
ID
NQF
LEVEL
CREDITS
PROGRAME
DATE
DATE
ISSUED
LEARNER NAME
ID
NUMBER
THE EDUPOWER ACADEMY (PTY) LTD
CONTACT
DETAILS
8.4.39 Non-Conformance and Conformance Policy
THE EDUPOWER ACADEMY (PTY) LTD is committed to the development of a systematic approach to
the management of Safety, Health and the Environment.
This procedure provides the detail for identifying non-conformances and the associated reporting
requirements, including necessary corrective and/or preventative actions if applicable.
All staff and students, and other relevant personnel including contractors engaged in activities,
projects, products and services that have or may have an impact on the environment must comply
with this procedure.
A non-conformance in relation to a Classroom component of the management system is an action or
omission that does not conform with:
• THE EDUPOWER ACADEMY (PTY) LTD Environment Policy;
• Legal and other requirements as outlined in the Legal Register;
• THE EDUPOWER ACADEMY (PTY) LTD management system registers and management plans Note:
Non-achievement of THE EDUPOWER ACADEMY (PTY) LTD Policy or the Objectives and Targets is
not considered to be a non-conformance as these are aspiration goals over which no single person
has full control or responsibility.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
COMPETENT
LEA
SIGN
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 196 of 216
8.4.40 Non-Conformance and Conformance Procedure





Non-conformances may be identified in one of the following ways:
o Incidents and/or accidents
o Through monitoring and/or reporting
o Management System audits
o Management System Biannual Review
o Staff communications / feedback
Non-conformances must be investigated and reported to the HSE Advisor. The following
details must be included as a minimum:
o Details of the person reporting the non-conformance
o Description of the non-conformance including time, date and location
o Summary of the non-conformance including personnel involved, cause and impact
o Summary of actions taken to remediate the situation and mitigate further impact.
o Further action required and personnel involved correcting or preventing future nonconformances.
Following the investigation and reporting (as described above), a summary of the nonconformance must be recorded in the Non-Conformance Register.
The Non-Conformance Register will be formally reviewed annually in line with this
procedure.
All records relevant to these procedures are to be maintained in a recognised University
recordkeeping system.
8.4.41 Non-Conformance Register
Approved Authority
Administrator
Original Approval Date
Effective Date
Date of Next review
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
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9 Performance Evaluation (Monitoring, Measurement, Analysis and
Evaluation)
9.1 Internal Audit to Monitor, Measure and Analyse
Quarterly internal communication will:





Monitor the implementation of Policies and Procedures
Measure the outcome to ensure implementation
Analyse performance evaluation
Evaluate the outcome to ensure compliance
Communicate the results of the scheduled QMS review
Communicate any internal changes or adjustments
It is a goal of the Company to ensure all learning and assessments are monitored and evaluated after
each learning intervention.
Our Company has as its objectives:


to ensure the facilitator completes a Facilitators Report which will be viewed at monthly
meetings and supplied to the Assessor as well;
to ensure that all learners complete a Feedback Form on the assessment process.
9.2 Management Review
9.2.1 Management System Evaluation and Review Policy
Our Company will establish and maintain a programme of internal Quality Management System
reviews to ensure the continued effective operation of the Quality Management System, and to
promote continual improvement.
All policies and procedures are annually evaluated and reviewed per:




Changing legislation
Changing regulations
Changing ETQA requirements
Their overall relevancy
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 198 of 216
9.2.2 Management System Evaluation and Review Procedure








The internal Quality Management System review programme will include: o Annual Management reviews
o Annual Quality Committee reviews
o Quarterly Review Meetings
o Monthly Internal communication and update meetings
o Every learning event review
Reviews will happen on a quarterly basis
All the Policy and Procedures will be discussed at this meeting and the purpose of this
Review Meeting is to ensure that the Company is adhering to the Policies and Procedures
Acceptance of the reviews and changes will be signed off by the Director
Please see Management System Policy Review Process Template to be used
All new staff are also required to read the latest QMS as part of their induction process –
Please see Management System Staff Policy Review Process Template
Annual Managerial reviews will include the following: o The continuing suitability of Policy and Procedures of the Company’s goals and
objectives
o The results of annual quality reviews
o Actions necessary to promote continual improvement.
Annual quality reviews of the system will: o Be conducted by the Director and Jeanine Topping
o Cover all Policies and Procedures of the management system annually
o Be documented and corrective action taken to correct any deficiencies recorded
o Be followed-up to verify corrective actions are successful.
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 199 of 216
9.2.3 Management System Evaluation and Review Template
Management System Evaluation and Review
Date and Time:
Meeting Organiser:
Meeting Location:
Meeting Objectives:
Attendees:
Apologies:
Agenda:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Section:
1.
2.
3.
4.
Sub-Section:
Minutes:
WHO:
WHAT:
DUE
DATE:
ACTION:
Scope
Normative References
Terms and Definitions
Context of the
Organisation
Learner Entry Policy
Learner Entry
Procedure
Learner Guidance
Policy
Learner Guidance
Procedure
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
5.
6.
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 200 of 216
Learner Support
Policy
Learner Support
Procedure
E-Learning Support
Policy
E-Learning Support
Procedures
Learnership Policy
Learnership
Procedure
Language Policy
Language Procedure
Second Language
Policy
Second Language
Procedure
Quality Policy
Quality Procedure
Context of the
Organisation
Leadership and
Commitment
Policy
Organisation Roles,
Responsibilities and
Authorities
Planning
Risk Management
Policy
Risk Management
Procedure
Health and Safety
Management Policy
Health and Safety
Management
Procedure
Preventative and
Corrective Policy
Preventative and
Corrective Procedure
Quality Objectives
Strategic
Management Policy
Strategic
Management
Procedure
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
7.
8.
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 201 of 216
Support
Human Resource
Policy
Human Resource
Procedure
Physical Resource
Policy
Physical Resource
Procedure
Financial
Management Policy
Financial
Management
Procedure
Outsourced
Contractors Policy
Outsourced
Contractors
Procedure
Staff Selection Policy
Staff Selection
Procedure
Marketing
Management and
Competitor Research
Policy
Marketing
Management and
Competitor Research
Procedure
Communication Policy
Communication
Procedure
Reporting Policy
Reporting Procedure
Document and Record
Management Policy
Document and Record
Management
Procedure
Operation
Registration and
Accreditation
Management Policy
Registration and
Accreditation
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 202 of 216
Management
Procedure
Administration Policy
Administration
Procedure
Customer Service
Policy
Customer Service
Procedure
Learning Programme
Development Policy
Learning Programme
Development
Procedure
Learning Programme
Delivery Policy
Learning Programme
Delivery Procedure
CAT Policy
E-Learning Policy
E-Learning Procedures
CAT Procedure
RPL Policy
RPL Procedure
WIL Policy
WIL Procedure
Pre-Assessment Policy
Pre-Assessment
Procedure
Assessment Policy
Assessment
Procedure
Re-Assessment Policy
Re-Assessment
Procedure
Moderation Policy
Moderation
Procedure
Certification Policy
Certification
Procedure
Non-Conformance
and Conformance
Policy
Non-Conformance
and Conformance
Procedure
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
9.
10.
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 203 of 216
Performance
Management System
and Evaluation Policy
Management System
and Evaluation
Procedure
Improvement
Learning Programme
Evaluation Policy
Learning Programme
Evaluation Procedure
Appeals and Disputes
Policy
Appeals and Disputes
Procedure
Learner Grievance
and Disciplinary Policy
Learner Grievance
and Disciplinary
Procedure
Employee Appraisal
Policy
Employee Appraisal
Procedure
Open Issues:
Meeting Conclusion:
Plans for Next Meeting:
Attendees:
Date:
Time:
Location:
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 204 of 216
9.2.4 Declaration of QMS Induction by Staff Members
Template
By signing my name, I verify that I (as an employee of THE EDUPOWER ACADEMY (PTY) LTD ) have
read the Quality Management System thoroughly and have familiarised myself with the policies,
procedures and job descriptions at THE EDUPOWER ACADEMY (PTY) LTD .
Surname, Name
Employee Number
Position in company
Signature
Date
Surname, Name
Employee Number
Position in company
Signature
Date
Surname, Name
Employee Number
Position in company
Signature
Date
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Policies and
Procedures
QMS Policy
Subject
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 205 of 216
10 Improvement
10.1
General
10.1.1 Learning Programme Evaluation Policy
Our Company will ensure that Learning programmes are regularly updated and address the expected
outcomes.
Learning Programmes are evaluated for the:



Training provider
o The Company will ensure that they are delivering the learning programme as agreed.
Learners
o The Company will ensure that the learners are making progress on the learning
Programme
Learning material and equipment
o The Company will ensure that the learning material and equipment is updated and
the quality is kept at a high level
10.1.2 Learning Programme Evaluation Procedure



Learning programmes are regularly updated to provide the following information:
o Name of learning programme or course
o Duration
o Name of the facilitator(s)
o Name of assessor(s)
o Alignment with NQF updating
o The latest and most up-to-date information.
The Company is committed to ensuring that learning programme evaluation ensures, to the
greatest extent possible, that learners achieve the outcomes of their selected standards and
qualifications.
Training material will be assessed per the following:
o Monthly reports submitted to the Company regarding each learner
o Registers for every classroom interaction submitted to the Company
o Feedback from learners sent to the Company every month and perused by the
Director to identify any problems
o Assessors and mentors will also be expected to report any problems that they
perceive
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
Version
1
QMS
Section
Subject
Policies and
Procedures
QMS Policy
Reference
Page
TEA-QMS-POL-001
Effective Date
2017-03-01
Revision Date
2018-03-01
Page 206 of 216
o




The Director will spend time in the classrooms to ensure that the standard of
delivery is acceptable.
The following reports will be analysed regarding the learning material and equipment:
o Learner feedback report
o Facilitator feedback report
o Problem areas will be addressed by the developer who keeps abreast of any changes
to unit standards to ensure that the material is in line with these standards.
The materials developer also meets with course facilitators monthly to establish whether
they feel that the material is suitable and if it is being conveyed successfully in the classroom
situation. Any feedback is then used to adjust the programme material for the future
The registered internal Moderator will do the evaluation.
The learning programme evaluation will be done:
o Before the program is implemented the learning,
o The evaluation will also be done at the end of the learning program. The Company
will advise Jeanine Topping and Associates once they have completed training for
each learning programme and Jeanine Topping and Associates will attend to any
updates/suggestions or queries.
o In accordance with the End Date of the Unit Standard/Qualification as per SAQA.
10.1.3 Appeals and Disputes Policy
Our Company will ensure when a Learner feels unfairly judged “Not Yet Competent”, they will have
the opportunity to approach the assessor or moderator to state their case for a re-assessment or remoderation.
10.1.4 Appeals and Disputes Procedure








The Learner may approach another moderator for mediation and possible re-assessment or
re-moderation
An Appeals Form (Refer to Section 10.1.5) will be made available for this purpose.
Candidate informs facilitator of intent to request a re-assessment.
Candidate fills in re-assessment request form to inform facilitator about the reasons for the
appeal.
Facilitator provides request form to assessor and a copy to the ETQA.
After re-assessment, the candidate signs to prove receipt of the outcome of the reassessment.
The Appeal Procedure is conducted by the Moderator.
In the event that the internal appeal process has been fully utilized and that the learner is
still dissatisfied, the learner and moderator may appeal to the SETA by contacting the ETQA
Approved By
Director
Name
Marina Michael
Signature
Marina Michael
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Policies and
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QMS Policy
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TEA-QMS-POL-001
Effective Date
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Revision Date
2018-03-01
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Manager and asking for a Learner Appeal form from the SETA and for the SETA Policy and
Procedure to Appeal
10.1.5 Appeals and Disputes Process Flow
Learner advises
Provider they want to
Appeal the Non Yet
Competent Results
Provider issues an
Appeals Form and a
Request for ReAssessment Form to
learner
Is the learner
now
Competent
Yes
Learner hands the
above back to the
Provider who sends to
the Moderator and
waits the outcome
No
Moderator completes
Re-Assessment Results
and informs the learner
of the outcome
Moderator contacts
the learner and
councils and advises to
attend re-training
Is the learner
satisfied with
the results
Learner signs off
acceptance of decision
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Moderator contacts
the SETA to intervene
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10.1.6 Learners Notice of Appeal Form Template
Learner’s Notice of Appeal Form
TO: THE INTERNAL MODERATOR
A meeting with the Internal Moderator is requested to discuss the outcome of my assessment.
Internal Moderator Name:
Date of Submission:
Name
of
Employee
Assessed:
Name of Assessor:
Date of Feedback Session:
Grounds for Appeal
No Tick the applicable ground (s) for appeal
Tick
1
The assessment did not follow the laid down procedure.
2
Not all evidence available was considered during the assessment.
3
The Assessor was not a Subject Matter Expert nor was a Subject Matter Expert
present during the assessment process.
The assessment was not per the performance criteria and the range statement
stipulated in the unit standard.
Not all the range items were available for the assessment.
4
5
Reasons for Appeal
No
Please give detailed reasons for the choice(s) above
LEARNER’S
SIGNATURE:
EMPLOYEE WITNESS:
Approved By
Director
DATE:
DATE:
Name
Marina Michael
Signature
Marina Michael
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10.1.7 Learner Grievance and Disciplinary Policy
Our Company will ensure that all learners have a voice.
A Learner has the right to complain in any of the following decisions:



The staff member’s decision that the learner committed an act of misconduct
The staff member’s decision to impose an academic sanction
Supposed unjust practices by a member of staff including bias, discrimination or any
contrivance of any code of good practice concerning members of staff.
10.1.8 Learner Grievance and Disciplinary Procedures




If the learner desires, he/she will initiate a complaint concerning a staff member’s decision
by submitting a written request to the Director within seven (7) calendar days after receiving
a written report from the staff member concerning the decision or after the alleged offense
occurred.
Within seven (7) days after receiving such a complaint, the Director will have an informal
meeting with the Learner and the Staff Member To resolve the matter informally without
written documentation and transcripts.
Will the Director elect not to meet with the Facilitator and the Learner or if the matter
cannot be resolved at this point, they will convene a conference comprising of the Director
one senior Staff Member, the Learner concerned, Representatives of the Learner and one
other Staff Member (not from the Staff concerned) from the Company. Transcripts of the
Complaint will be made available to all parties concerned and be filed for review.
If the matter is not resolved at this conference, the Learner may, within four (4) calendar
days of the meeting deliver a written request to the Director outlining the case thus far
asking for a meeting with the Training Committee.
Composition of the Training Committee
The Director, in consultation with the other Members of the Training Committee, is responsible for
selecting a date and time for the complaint to be heard, conducting the complaints board meeting,
maintaining the necessary order, making all rulings that are necessary for the fair, orderly, and
expeditious consideration of the complaint, and making every reasonable effort to provide the
Learner/ Facilitator with due process.
Within seven (7) days of receiving the complaint the Director shall consult with other Members of
the Committee, and inform the Learner via both a letter to the Learner’s permanent address on
record as well as informing the member of staff in writing:
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Marina Michael
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Policies and
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Of the date, time, and place the complaint will be heard, and of the Members who will be
present.
That the complaint will be held as a closed meeting, unless the Learner notifies the Director
within three (3) calendar days of receiving notification of the appeal committee meeting that
he/she desires the appeal to be open to the public. If the learner requests an open hearing
the Director is authorized to make a final decision concerning the place where the complaint
meeting is to be held and the number of observers to be accommodated.
Of any witnesses who may appear at the meeting of the Training Committee, and/or whose
statements may be offered as evidence, and a summary of the information upon which the
allegation is based.
That they are expected to be present at the complaint; that they may provide witnesses at
the complaint; that statements or evidence that the Learner may present will be provided to
the Director and the Staff Member no later than four (4) calendar days before the appeal
and training committee meeting, excluding recognized holidays and breaks; that the Learner
may be precluded from presenting witnesses or evidence at the complaint meeting if the
information has not been provided prior to the meeting.
That they may be accompanied by an advisor, or, at the Learner’s own expense, an attorney,
but that the advisor or attorney will not be allowed to address any other participants
involved in the complaint process.
That failure to appear before the complaint board shall be sufficient to justify the dismissal
of the complaint if the training committee determines that the failure to attend was without
good cause.
Shall consult with other members of the Training Committee and inform the Staff Member
concerned via e-mail, in writing or verbally:
o Of the date, time, and place the complaint will be heard and that they will be
required to attend the hearing or the accusation of academic misconduct against the
Learner will be nullified or the complaint against him/her will be upheld.
o That they will prepare a list of any witnesses that they may present at the hearing
and/or whose statements may be offered as evidence at the hearing; that the list
will be submitted to the Director and the Learner involved by no later than four (4)
calendar days before the hearing, excluding recognized holidays and breaks; and
that the staff Member may be precluded from presenting witnesses or evidence at
the appeal if the information has not been provided prior to the meeting.
During the Training Committee Meeting the Director shall also:
o Make an official recorded transcript of the complaints meeting
o Provide the Learner an opportunity to make a concluding statement in support of
the complaint
o Provide the Staff Member with an opportunity to respond to the Learner’s final
statement concerning the complaint.
Role of the Training Committee
The role of the Training Committee is two-fold:
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Learning Programme Evaluation - The first is to ensure that the committee is kept up to date
with the entire learning process and all the changes that may result of any ETQA changes,
learning material updates, learner feedback, facilitator feedback, assessor feedback and
moderator feedback. This committee will consist of the following key people:
o The Director – in their capacity as the Training Provider Representative
o Administrator
o Facilitator
o Assessor
o Moderator
o External Accreditation Consultants
Minutes will be recorded and filed accordingly. In some instances, the members of this Training
Committee may also be part of the Quarterly Review Meetings which will be held.

Complaints - The Training Committee will listen to all aspects of the case to determine if the
evidence and statements provided during the Complaints Meeting supports the allegation
that the Learner/Member of staff committed the alleged violation. It is ultimately the
responsibility of the company (Staff Member) to provide sufficient information and/or
documentation to support their case. The Committee may conclude that the evidence and
statements provided by the company:
o For the Complainant;
o Against the Complainant;
o For a reduced sanction for misconduct against the Learner;
o To ratify sanction for misconduct against the Learner;
o To relieve the sanction of the Learner.
Report of the Committee
 Within ten (10) calendar days (excluding recognized holidays or breaks) after the hearing,
the Director will prepare a written decision which includes an explanation of the
committee’s action and the findings of fact upon which the action is based. The decision will
be sent via both regular mail and e-mail to:
o The Learner;
o The Staff Member;
o Director
 Unless a document can prove procedural error has occurred, all decisions and/or
recommendations made by the committee are final and the complaints process is
terminated with the filing of their report.
 The company recognizes that in some situations it may be difficult for a Learner to clearly
articulate their case or to quickly process and interpret the proceedings; for example:
o Learners for whom English is a second language;
o Learners with a disability
 If the Learner wishes in these unique circumstances the Director may make provision which
allows an Advocate or Advisor to:
o Address the Committee, in cases of academic or personal misconduct;
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Address the Director, in cases of complaint.
10.1.9 Employee Appraisal Policy
Our Company recognises that performance evaluation is a key element in the development of our
organization’s most vital resource – our employees.
The Company has identified the following objectives for our performance appraisal:


Evaluative: used for compensation decisions, staffing decisions and to evaluate our selection
system.
Developmental: to give feedback on performance, to give direction for future performance,
and to identify training and developmental needs.
The Director accept and understand the need to measure performance at all levels consistently.
10.1.10










Employee Appraisal Procedure
The Director has the relevant knowledge and skills to perform the process and are
committed to manage subordinates in this way.
The outcome of the performance evaluation is managed in such a way that employees are
aware of the link between their performance and the subsequent rewards/training.
The whole process is transparent and can be openly challenged and defended.
Both the Director and subordinate sign the performance evaluation as valid, balanced and
fair.
Administrative staff will be exposed to induction, on-the-job training as well as training by
external providers per the workplace skills plan.
Training staff when appointed will be exposed to induction, on-the-job training as well as
training by external providers. (See procedures for appointment of facilitators.)
Facilitator’s performances regarding outcomes-based learning facilitation, outcomes-based
assessment and quality assurance will continuously be assessed, reinforced and rectified per
the outcome.
Assessor’s performances regarding outcomes-based learning assessment and quality
assurance will continuously be assessed reinforced and rectified per the outcome.
Facilitators, assessors and learners will be interviewed on a regular basis to determine
strengths, weaknesses, opportunities and threats.
Employees Appraisals will be done annually.
10.1.11
Employee Performance Appraisal and Development
Plan
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Marina Michael
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Name:
Position:
Reports to:
Date:
NAME:
POSITION:
REPORTS TO:
DATE:
RATE EACH OF THE FOLLOWING FACTORS IN TERMS OF ACTUAL PERFORMANCE IN JOB AGAINST NORMAL
STANDARDS EXPECTED:
1.
2.
3.
4.
5.
Employee has failed to meet agreed expectations;
Employee met most of all the agreed expectations;
Employee met all expectations and performed well;
Employee has consistently met agreed expectations and in many cases exceeded expectations;
Employee has consistently and significantly exceeded expectations.
1
1.
2.
3.
4.
2
3
4
5
EMPLOYER
QUALITY OF WORK
Maintains agreed standard of work quality. Pay attention to accuracy
and detail. Plans own work effectively. Adheres to
systems/procedures/policies
QUANTITY OF WORK
Meets deadlines and works well under pressure. Completes all
necessary tasks required on the job at all times
JOB KNOWLEDGE
Has sound knowledge of systems and procedures relevant to the job.
Has the ability to master new technical/procedural skills required for
the job. Understands how own function relates to others in the
branch
COMMUNICATION ABILITY
Demonstrates sound written and/or oral communications skills when
dealing with management, customers, colleagues
5.
FLEXIBILITY
Adapts readily to changes. Is able to switch from one task to another.
Is receptive to ideas and suggestions
6.
INTERPERSONAL SKILLS/TEAMWORK
Shares knowledge/experience with others willingly, co-operates with
colleagues. Works well in teams. Participates in finding solutions to
problems
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7.
8.
9.
10.
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Effective Date
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Revision Date
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JUDGEMENT/DECISION MAKING
Identifies problems and collects information before making decisions.
Knows when to refer matters up the line. Accepts responsibility for
own decisions
RELIABILITY
Can be depended on to complete tasks allocated. Shows pride and
punctuality. Requests more work when up to date. Reports reliably
on work progress
CUSTOMER CARE
Handles complaints effectively, is polite and helpful. Refers queries
he/she cannot handle to the right channel. Follows up on
commitment to customers. Ensures that effective/efficient service is
provided. Takes pride in how (personally) the job is done. Ensures high
quality outputs
ACHIEVEMENT ORIENTATION
Desires results and likes to know how he/she is doing. Refuses to give
in. Enjoys his/her work, is loyal and co-operative. Is very eager and
inspires others
TOTAL
EMPLOYEES COMMENTS:
ADDITIONAL TRAINING REQUIRED:
EMPLOYERS COMMENTS:
PERFORMANCE DEVELOPMENT PLAN
AREAS OF CONCERN
ACTION
BY WHEN
DATE ACHIEVED
1. QUALITY OF WORK
2. QUANTITY OF WORK
3. JOB KNOWLEDGE
4. COMMUNICATION ABILITY
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5. FLEXIBILITY
6. INTERPERSONAL
SKILLS/TEAMWORK
7. JUDGEMENT/DECISION
MAKING
8. RELIABILITY
9. CUSTOMER CARE
10. ACHIEVEMENT
ORIENTATION
EMPLOYEES COMMENTS:
EMPLOYERS COMMENTS:
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SIGNATURES
We the undersigned declare that we have discussed and agreed on the contents of this work-plan.
Signature of employee: .....................................
Date: .........................
Signature of employer: ......................................
Date: .........................
*****END OF QUALITY MANAGEMENT SYSTEM *****
Approved By
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Name
Marina Michael
Signature
Marina Michael
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