PROGRAMME APPROVAL CRITERIA FOR PROVIDERS
FALLING WITHIN AND OUTSIDE THE PRIMARY FOCUS
OF THE LGSETA
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PREAMBLE
This criteria document has been developed in line with the SAQA policy for the
Accreditation of Providers by ETQAs. It should be read in conjunction with the
SAQA publication: “Criteria and Guidelines for Providers” as it attempts to
outline the requirements in respect to the extension of scope of accreditation
by a primary provider (accredited by the LGSETA) or secondary provider
(accredited by another ETQA).
The criteria document attempts to provide a common understanding and
application of the Criteria for the Programme Approval of Providers by the
LGSETA. It includes evidence requirements that would ensure compliance to
policy requirements for the programme approval process.
ETD providers who comply with the policy requirements and meet the criteria
requirements as stipulated will be accorded a status of
 Full Programme Approval for a period not exceeding 3 years. This
status will be awarded to an ETD provider who meets all the
requirements as stipulated in this document.
 Provisional Programme Approval for a period not exceeding 1 year.
This status will be awarded to an ETD provider who meets the
minimum requirements as stipulated in this document.
The LGSETA assumes a developmental approach in its programme evaluation
process to assist providers to address non-compliances to the requirements and
work towards the attainment of a status.
It is important to highlight that a secondary provider intending to deliver
qualifications and/or unit standards falling within the primary focus of the
LGSETA should firstly apply to its primary focus ETQA to extend the scope of
accreditation for programme approval with the LGSETA. This is based on the
Memorandum of Understanding (MoU) that has been signed between various
ETQAs. The LGSETA will only consider an application from a secondary
provider once it has received communication from the primary ETQA granting
such permission.
It is therefore envisaged that this document would assist in ensuring effective,
efficient and economic maintenance of ETD quality standards within local
government.
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1. PROVIDER DETAILS
 Name of Provider
 Type of Provider e.g. Private, Public (DoE registration/centre no. required if FET,
HET, etc.), Workplace, etc. Where applicable, registration with a recognized
professional Body will be required (e.g. RTMC, CPE, etc.)
 LGSETA Reference Number
 Type of Application (e.g. accreditation, extension of scope, etc.)
 Primary Focus SETA ETQA
 Provider Accreditation Status (if applicable)
 Provider Accreditation Number (if applicable)
 Provider Accreditation Period (if applicable)
 Province, City, Town, Suburb, Municipality
 Business Premises e.g. Owned, Leased, other
 Training Premises e.g. Owned, Leased, other
 Location of Business/Training Premises e.g. Residential Area, Business
Complex, Industrial or Other
 Contact Details e.g. Physical Address, Postal Address, Telephone No. ,
Fax Number, E-mail
 Contact Person(s)
o Position in Organisation
o Telephone Number
o Fax Number
o Cell Number
o E-mail
2. LEGAL AND FINANCIAL STATUS
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Registration Name of Provider
Trading Name of Provider
Registration Number of Provider
Nature of Provider (Proof to be attached), e.g.
o Private Company (Pty Ltd)
o Government/Public Entity
o Closed Corporation (cc)
o Sole Proprietor
o Other
SARS Income Registration Number (Proof to be attached)
Tax clearance certificate (Proof to be attached)
Tax Exemption Certificate (Proof to be attached)
If an Established Provider (Proof to be attached)
o Audited Financial Statements
o Cash Flow
o Balance Sheet
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 Emerging Providers (Proof to be attached)
o Financial Statements
o Projected Cash Flow
o Balance Sheet
 Occupational Health and Safety (OHS) Compliance (Proof to be attached)
e.g. Certificate, Letter, etc.
 Company Profile with Organogram reflecting all positions and the names
of employees (temporary/permanent)
3.
LEARNING DEVELOPMENT AND DELIVERY POLICES AND
PROCEDURES
(Emerging Providers should at least provide policy and procedure statements,
and process flows)
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Learning Programme Design and Development Policy and Procedures
Assessment Policy and Procedures
Moderation Policy and Procedures
Learner Appeals Policy and Procedures
Learner Support Policy and Procedures
4. LEARNING PROGRAMME EVALUATION
4.1 LEARNING PROGRAMME ALIGNMENT TO QUALIFICATION(S) AND/OR
UNIT STANDARD(S)
 Title of Learning Programme(s) Evaluated
 Overall Outline of the Outcomes of Training
 Purpose and Focus Area of the Learning Programme against the Purpose
of the Qualification and/or Unit Standards
 Alignment of the Learning Programme to Critical Cross Field Outcomes
and Exit Level Outcomes
 Alignment of the Learning Programme Outcomes to the Unit Standard(s)
Specific Outcomes, Assessment Criteria
4.2 LEARNER ENTRY, GUIDANCE AND SUPPORT
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Identified Target Group for the Programme
Learner Admission and Entry Requirements
Learner Registration Process
Fee Structure for the programme
Programme Orientation/Induction Process
Pre-assessment of Learners
Identification and Provision of Support to Learners with Special Needs
(e.g. learning and physical disabilities, etc.)
 Remedial Intervention (e.g. re-assessments, re-training, etc.)
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 Learner Satisfaction/Feedback Survey
4.3 MANAGEMENT OF EXPERIENTIAL LEARNING
(Compulsory for workplace providers)
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Induction of learners towards on the job learning
Support of Learners during Practical Learning
Structure of on the job Experiential learning
Liaison between Theoretical and Practical learning sites
Provision and management of logbook/PoE system
Provision and process of Coaching and Mentoring on the job
Structure and process of Work place assessments and moderations
Management of Work place assessments and moderations
Availability of trained work place Coaches and Mentors
4.4 LEARNING PROGRAMME DESIGN AND DEVELOPMENT
 Needs Analysis for the Learning programme
 Learning Programme developed in-house or outsourced (Proof of
agreement if outsourced)
 Methodology for the Design and Development of Learning Programme
 Learning programme implementation strategy and plan
 Learning Programme design approach (e.g. Modules, Units, Sections,
Chapters, etc.)
 Learning Programme Outcomes achieved through Modules, Units,
Sections, Chapters
 Sequence of learning delivery and duration
 Integration of theory and practice in the Learning Programme
 Methodology and approach in the Design and Development of Learning
Material
 Process in the Design and Development of Learning materials
 Link of Learning Outcomes in the Learning Material to the Learning
Programme Outcomes
 Learning delivery methods used to achieve the outcomes (esp. should link
to the facilitator and learner guides)
 Relevance and Validity of Content in the Learning Material (e.g. activities,
exercises, etc)
 Demonstration of integration of theory and practice in the Learning
Material (e.g. use of case studies, practical assignments)
 Learning material developed in-house or outsourced (Proof of agreement
if outsourced)
 Use of language and value diversity in the learning material promotes
learning
 Resources to be used in the delivery of the Learning Programme
 Review mechanisms for the learning programme and material
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 Availability and link of Facilitator and Learner Guides to the learning
programme and material outcomes
 Provision and process to develop and manage the logbook/PoE system
available
5 ASSESSMENT AND MODERATION
 Learning Programme captures the principles of assessment and
moderation
 Assessment and moderation methodology and strategy clearly outlined
 Assessment and moderation instruments, tools and methods developed to
relate to unit standards’ assessment criteria and linked to the learning
programme
 Assessment and moderation implementation process and plan clearly
outlined
 Process of conducting and monitoring assessments and moderations
clearly outlined
 Process for Learner Preparation and Support for assessments (incl.
Learner readiness, planning, preparation, etc.) clearly outlined
 Assessment and Moderation reports compiled
 Planning, Preparation and Support for moderations (incl. Learner
readiness, planning, preparation) specified
 Assessment records and scoring procedures outlined and kept
 Liaison with External Moderator on the verification of moderated
assessments specified
 Assessment guides available and linked to the assessment criteria of the
unit standards, learning programme and material
 Feedback provided to learners on assessments
 Appeals process for assessments clearly outlined
6 ETDP PRACTITIONERS
 Facilitators, Assessors and Moderators demonstrate the ability to train,
assess and moderate against qualification/unit standards
 CVs, qualifications and employment contracts of administrative personnel
relevant to the programme available
 CVs, qualifications and employment contracts of Facilitators relevant to
the programme available
 Facilitator Code of Conduct developed
 Facilitator/Learner ratio(s) specified
 ETDPSETA Endorsement, LGSETA Registration, CVs, qualifications and
employment contracts of Assessors relevant to the programme available
 Assessor Code of Conduct developed
 Assessor/Learner ratio(s) clearly specified
 ETDPSETA Endorsement, LGSETA Registration, CVs, qualifications and
employment contracts of Moderators relevant to the programme available
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 Moderator Code of Conduct developed
 Moderator/Assessment quota clearly specified
7 PHYSICAL RESOURCES AND OCCUPATIONAL HEALTH AND SAFETY
 Availability of appropriate facilities, equipment and tools for delivery of the
Learning Programme(s)
 Compatibility of Learning tools/equipment to Industry
 Signed contractual agreements available (where facilities and equipment
are leased/rented)
 OHS Procedures and appropriate emergency signs & evacuation plans
specified
 Reports on OHS Compliance available
 Trained safety representative identified and appointed (Proof of training
attached)
8 ADMINISTRATION AND MANAGEMENT OF DOCUMENTS AND
SYSTEMS
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Capturing of learner information and data
Maintenance of document and learner information system
Updating of Management information system
Access control (security) to learner information and records
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