Provider Design Guide
Table of Contents
TABLE OF CONTENTS ..................................................................................................................... 1
INTRODUCTION................................................................................................................................ 6
1.
Purpose of the Provider Design Guide ..................................................................................................... 6
2.
Overview of the Provider Design Guide ................................................................................................... 6
3.
Blue print adherence ............................................................................................................................... 6
4.
Self Evaluation of Learning Programmes ................................................................................................. 7
5.
Use of this Provider Design Guide ........................................................................................................... 7
6.
Use of the Blueprints ............................................................................................................................... 7
6.1
Instructions on the Use of the Templates ............................................................................................. 7
6.2
The Blue Print Pack ............................................................................................................................... 9
7.
Conclusion ............................................................................................................................................. 10
DESIGN MODEL & PRINCIPLES .................................................................................................. 11
1.
Introduction .......................................................................................................................................... 11
2.
Outcomes based Assessment ................................................................................................................ 12
3.
Level of Design ...................................................................................................................................... 14
3.1
Level Descriptors ................................................................................................................................. 14
3.2
Blooms Taxonomy ............................................................................................................................... 15
4.
Assessment ........................................................................................................................................... 16
4.1
Elements of the Assessment Strategy ................................................................................................. 17
4.2
Capturing the Assessment Strategy .................................................................................................... 17
4.2.1 ACTIVITY BASED STRATEGY ............................................................................................................. 18
4.2.2
UNIT STANDARD BASED STRATEGY ............................................................................................... 19
4.2.3 INTEGRATED ASSESSMENT STRATEGY ............................................................................................ 20
4.3
Assessment Principles ......................................................................................................................... 22
4.3.1 Principles......................................................................................................................................... 22
4.3.2 Approach......................................................................................................................................... 22
4.3.3 Evidence .......................................................................................................................................... 23
4.4
The Assessment Process ..................................................................................................................... 24
4.5
Formative Activities............................................................................................................................. 24
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5.
Outcomes Based Design ........................................................................................................................ 28
5.1
An Outcomes Based Design Model ..................................................................................................... 28
5.2
An Outcomes Based Design Process ................................................................................................... 29
5.3
Design Principles ................................................................................................................................. 30
5.4
Qualification / Unit Standard Analysis ................................................................................................ 32
5.4.1 Qualification Analysis ...................................................................................................................... 32
5.4.2 Unit Standard Analysis .................................................................................................................... 37
6.
The Curriculum ...................................................................................................................................... 38
6.1
Alignment Matrix ................................................................................................................................ 38
6.2
The Programme Pack .......................................................................................................................... 39
7.
Conclusion ............................................................................................................................................. 40
SAQA PROGRAMME GUIDELINES ............................................................................................. 41
1.
Introduction .......................................................................................................................................... 41
2.
Criterion 4 Programme Delivery ............................................................................................................ 41
THE ALIGNMENT MATRIX .......................................................................................................... 44
1.
Introduction .......................................................................................................................................... 44
2.
Starting the Alignment Matrix ............................................................................................................... 44
3.
A.
B.
C.
D.
E.
F.
Completing the Alignment Matrix ......................................................................................................... 44
Provider Details ....................................................................................................................................... 44
Key Elements and Outline ....................................................................................................................... 45
Notional Hours Matrix ............................................................................................................................. 47
Unit Standard to Programme Document Alignment ............................................................................... 50
Alignment Strategy - Assessment ............................................................................................................ 52
Curriculum Outline .................................................................................................................................. 53
MASTER PROGRAMME DOCUMENTS ...................................................................................... 55
1.
Introduction .......................................................................................................................................... 55
2.
Moderator ............................................................................................................................................. 55
2.1
Alignment Matrix ................................................................................................................................ 55
2.2
Moderator Guide ................................................................................................................................ 55
3.
Administrator ........................................................................................................................................ 56
3.1
Registration Document ....................................................................................................................... 56
3.2
Evaluation Forms ................................................................................................................................. 56
3.3
Programme Pack Control Sheet .......................................................................................................... 56
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PROVISION & FACILITATION DOCUMENTS .......................................................................... 57
1.
Introduction .......................................................................................................................................... 57
2.
Learner .................................................................................................................................................. 57
2.1
Orientation Guide ............................................................................................................................... 57
2.1.1 Introduction .................................................................................................................................... 58
2.1.2 About The Qualification .................................................................................................................. 58
2.1.3 Provision and Assessment .............................................................................................................. 58
2.2
Learner Guide ...................................................................................................................................... 60
2.3
Resource Guide ................................................................................................................................... 60
2.4
Portfolio Guide .................................................................................................................................... 60
3.
Facilitator .............................................................................................................................................. 61
3.1
Facilitator Guide .................................................................................................................................. 61
3.2
Facilitation Aids ................................................................................................................................... 62
3.3
Course Administration ........................................................................................................................ 62
4.
Workplace Coach / Mentor ................................................................................................................... 63
4.1
Mentor Guide ...................................................................................................................................... 63
4.2
Coaching Sheets .................................................................................................................................. 64
4.3
Workplace Guide ................................................................................................................................. 64
ASSESSMENT DOCUMENTS......................................................................................................... 65
1.
Introduction .......................................................................................................................................... 65
2.
Assessor ................................................................................................................................................ 65
2.1
Assessment Guide ............................................................................................................................... 65
2.2
Assessment Toolkit ............................................................................................................................. 66
2.2.1
Results Summary and Judgement .................................................................................................. 66
2.2.2 Assessment Recording Tools .......................................................................................................... 67
2.2.3 Assessment Review......................................................................................................................... 70
3.
Final Summative Assessment ................................................................................................................ 70
3.1
FSA Questionnaire ............................................................................................................................... 71
3.2
FSA Model Answer Guide .................................................................................................................... 71
3.3
FSA Recording Tool ............................................................................................................................. 72
4.
Final Qualification Judgement Sheet ..................................................................................................... 72
RPL DOCUMENTS ........................................................................................................................... 73
1.
Introduction .......................................................................................................................................... 73
2.
RPL Guides ............................................................................................................................................ 74
2.1
RPL Assessment Guide ........................................................................................................................ 74
2.1.1 Alignment........................................................................................................................................ 74
2.1.2 Assessment Strategy ....................................................................................................................... 75
2.1.3 Portfolio Assessment Activities....................................................................................................... 76
2.2
RPL Orientation Guide ......................................................................................................................... 76
2.2.1 Why are we here? ........................................................................................................................... 76
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2.2.2 Legal Requirements for RPL ............................................................................................................ 77
2.2.3 RPL Assessment Strategy and Plan ................................................................................................. 77
2.2.4 Candidate Screening Interview Sheet ............................................................................................. 77
2.2.5 Candidate Selection Criteria ........................................................................................................... 77
2.3
RPL Portfolio Guide ............................................................................................................................. 78
2.3.1 Portfolio Checklist ........................................................................................................................... 78
2.3.2 Index ............................................................................................................................................... 78
2.3.3 Candidate Request for RPL ............................................................................................................. 79
2.3.4 Learner Registration and SAQA Coding Form ................................................................................. 79
2.3.5 Evidence Requirements .................................................................................................................. 80
2.4
RPL Assessment Toolkit ....................................................................................................................... 81
2.4.1 Assessment Recording Tools – ELO Evidence Unit ......................................................................... 81
2.4.2 Assessment Review Documents ..................................................................................................... 82
SELF EVALUATION GUIDE........................................................................................................... 84
Introduction................................................................................................................................................... 84
Self Evaluation ............................................................................................................................................... 84
1. Alignment Matrix .................................................................................................................................... 84
2. Programme Clustering ............................................................................................................................ 85
3. Facilitation and Assessment .................................................................................................................... 85
4. ETD Staff Resources................................................................................................................................. 86
5. Evaluation Strategy ................................................................................................................................. 87
6. Programme Guides .................................................................................................................................. 87
7. Programme Quality Assurance ................................................................................................................ 88
Programme Self Assessment .......................................................................................................................... 88
ANNEXURE: TEMPLATES CONTROL LIST .............................................................................. 90
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Copy Right
This document was created for Services SETA on behalf of the Services SETA ETQA
Department, and applies to all Chamber appointed services providers developing curriculum
and learning materials.
Services SETA holds copyright on this document and it may not be reproduced in any form
without permission, except for the purposes of Services SETA curriculum development.
Please contact Services SETA ETQA Department if you are in any doubt about what may or
may not be copied and/or reproduced.
This tool is only for use by contracted Learning Programme Designers and Material
Developers across all Services SETA chambers and qualifications.
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Introduction
1.
Purpose of the Provider Design Guide
The purpose of this Design Guide is to provide service providers and Learning Programme Designers
with guidance and assistance in preparing their learning programmes in accordance with Services
SETA requirements.
2.
Overview of the Provider Design Guide
This Provider Design Guide covers the following areas:
1.
2.
3.
4.
5.
6.
7.
8.
Design Model & Principles
SAAQA Criteria & Guidelines for Learning Programme Development
The Alignment Matrix
Master Programme Documents
Provision & Facilitation Documents
Assessment documents
RPL Design
Programme Self Evaluation
Designers Note:
This Design Guide should be read in conjunction with the Services SETA’s standard
learning programme blueprints / templates.
3.
Blue print adherence
Service SETA has developed a set of standard blueprints / templates for learning programme design
and development. The standard set of blueprints should be used by programme design service
providers contracted by Services SETA for the development of standard curriculum and learning
programme guides.
Providing service providers with a standard set of blueprints and related design guide serves to
standardize the format, corporate image and quality of learning programmes designed and
developed for Services SETA stakeholders.
It also provides a standardized example to Services SETA accredited providers on the quality and
format expected in learning programme evaluation conducted by the Services SETA ETQA.
It is therefore advisable to stick to the format and outline of the blueprints as close as is reasonably
possible, and to maintain the corporate identity in the learning programme guides as closely as is
possible.
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4.
Self Evaluation of Learning Programmes
Providers conducting design and development for Services SETA evaluation purposes must complete
and submit a self evaluation of their learning programmes with the programme pack. This will assist
Services SETA ETQA in determining the areas of agreement and dispute between the provider and
SSETQA during programme evaluation.
5.
Use of this Provider Design Guide
This Provider design Guide should be used in conjunction with the Services SETA standard blueprint
pack. Section 1 of this Provider Design Guide addresses general design principles, the rest of the
Design Guide speaks to specific Services SETA alignment and design requirements.
6.
Use of the Blueprints
6.1
Instructions on the Use of the Templates
You have 2 sets of templates:
 Cover page templates
 Blueprint guides
You are provided with 4 Cover page templates to select from. Before starting your programme, you
need to select the Cover page design you will be using throughout the design.
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Blueprint Reference:
1. Click on the selected cover page to open.
2. Minimize the cover page by pressing the – symbol on the top right of your
screen
3. Click on the required blueprint guide (for example Learner Guide) to open
4. Press Ctl A to copy all content in the Blueprint template
5. Minimize the Blueprint Guide, maximize the cover page opened in step 1.
6. On the 2nd page of the cover page document, position your cursor at the top
of the page.
7. Press Ctl V to paste the copied content into the Cover page template.
8. Delete the instruction block at the top of page 2 of cover page, and move
the Table of Content up to start at the top of the 2nd page.
9. Click “File - Save as” and rename your Guide. DO NOT PRESS SAVE ONLY, OR
EXCEPT CHANGES TO TEMPLATE BLOCK!
10. Close the blue print guide template that you copied from in point 4. DO NOT
SAVE CHANGES ON THIS TEMPLATE, OR EXCEPT CHANGES TO TEMPLATE
BLOCK!
11. Continue developing your Guide by inserting your programme information
in the relevant spaces and highlighted areas.
Designer Note:
Remember to update your Table of Content regularly. To update the Table of
Content:
a.
b.
c.
Right click on the Table of Content,
Select “Update Field”,
Select “update entire table”
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6.2
The Blue Print Pack
The Blue print Pack consists out of the following documents:
Learner
Facilitator
Assessor
Workplace Coach / Mentor
Moderator
Administrator
RPL Advisor
Orientation Guide
Learner Guide
Resource Guide
Portfolio Guide
Facilitator Guide
Facilitation Aids
Course Administration
Assessment Guide
Assessment Toolkit
FSA Questionnaire (Final Summative Assessment)
FSA Model Answer Guide (Final Summative Assessment)
FSA Recording Tool (Final Summative Assessment )
Final Qualification Judgement Sheet
Mentor Guide
Coaching Sheets
Workplace Guide
Alignment Matrix
Moderator Guide
Registration Documents
Evaluation Forms
Programme Pack Control Sheet
RPL Orientation Guide
RPL Portfolio Guide
RPL Assessment Guide
RPL Assessment Toolkit
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7.
Conclusion
Please refer to the Annexure at the end of this Provider Design Guide for
Template Numbers and Names that correspond to the blue print CD you
received.
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Design Model & Principles
1.
Introduction
There different types of learning programmes that can be designed and developed – it is important
that the Designer identifies the type of programme that he/she is busy working with, as it will have
an impact on the alignment, provision, assessment and workplace component.
Designers Note:
The most commonly distinguished programmes that are assessed are as follows:
 Qualification
 Learnership
 Skills programme
 Learning programme
 Short course
CRITERIA
Qualification
Learnership
DESCRIPTION
Planned
combination
of learning
outcomes
which has a
defined
purpose and
which is
intended to
provide
qualifying
learners with
applied
competence
and a basis for
further
learning
Same as
qualification,
but is
registered
with
Department
of Labour as a
vocationally
based
programme
that is offered
within a
contract, and
has a strong,
structured
workplace
component
ALIGNMENT
Equal balance
between
theory and
practical
application
Shows at least
70%
structured
workplace
component
Skills
Programme
Planned
selection of
unit standards
from 1 / more
qualifications,
not exceeding
60 credits and
leading to job
competence.
Skills
programme
titles are
vocationally
based, i.e.
“Marketing
Assistant” or
“Assessor”
Learning
Programme
Planned
selection of
unit standards
from 1 / more
qualifications,
not exceeding
60 credits and
aimed at
general skills
development.
Titles are skills
based, i.e.
“Customer
Service” or
“Time
Management”.
Practical
component
and
assessment
preparation
takes place in
the actual
workplace
Equal balance
between
theory and
practical
application
Short Course
Skills
development
that is not
aligned to unit
standards and
normally have
no formal
assessment –
most
commonly
used by
previously
recorded
providers.
Carries no
SETA
certification
status.
No specific
alignment
rules
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CRITERIA
Qualification
Learnership
ASSESSMENT
Final
Summative
Assessment
(FSA) as part
of the
summative
competence
declaration
Relies on
workplace
assessment as
part of final
summative
competence
declaration.
Skills
Programme
Combination
between
theory,
practical,
simulation
and workplace
assessment in
a portfolio of
evidence
Learning
Programme
Assessment
may be theory
or practical
oriented, or
combination
thereof.
Short Course
No specific
assessment
rules.
Qualifications are made up of a total number of credits and are categorized as follows:



Further Education Training Certificate / National Certificate – Minimum of 120 credits
National First Diploma- Minimum of 240 credits
National First Degree – Minimum of 360 credits
2.
Outcomes based Assessment
What does outcomes based assessment mean? 1
1
SAQA Criteria & Guidelines – Integrated Assessment
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Emphasis on
Assessment in OBET
Outputs / end products
Measured by means of
assessment criteria
which measures
“applied competence”
Together these are a statement
of the standards the learners
are expected to achieve
In the form of outcomes
and competence
Consisting of …
Foundational
Competence
Practical Competence
What does Applied Competence mean?2
Foundational
Practical
The demonstrated
understanding of what the
learner is doing and why. This
underpins the practical
competence and therefore the
actions taken.
The demonstrated ability to
perform a set of tasks in an
authentic context.
A range of actions or
possibilities is considered, and
decisions are made
about which actions to follow.
Reflexive Competence
Reflexive
The demonstrated ability to
integrate performance with
understanding, so as to show
that the learner is able to adapt
to changed circumstances
appropriately and responsibly,
and to explain the reason
behind an action.
Designers Note:
As a Designer, you can therefore never design a programme with theory
assessment only, or practical assessment only. Assessment must gather evidence
on all three forms of competence and must therefore incorporate a variety of
assessment activities, methods and tools.
2
ETD Practices Project
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3.
Level of Design
3.1
Level Descriptors
Level Descriptors are statements about intellectual demand, complexity of learning and learner
autonomy. 3
A Level Descriptor is a description of the competence required on each of the defined learning levels
of the NQF, and demonstrates the knowledge, skills and attributes required of the learner in terms
of entry potential or capacity, and exit competence.
NQF level descriptors are used as an indication of the level of difficulty of the processes that are
applied according to the level of learning on the NQF structures.
Although the NQF level descriptors are only guidelines, programme developers will find the
structure most helpful in determining the level of competence required in both product evidence
and reflective competence.
3
SAQA Criteria & Guidelines – the NQF
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3.2
Blooms Taxonomy
The Taxonomy of Educational Objectives4, often called Bloom's Taxonomy, is a classification of the
different objectives and skills that educators set for students (learning objectives).
Designers Note:
Taxonomy means 'a set of classification principles', or 'structure', and Domain
simply means 'category'.
Bloom's Taxonomy underpins the classical 'Knowledge, Attitude, Skills' structure
of learning method and evaluation, and remains one of the most widely used
system of its kind in education particularly, and also industry and corporate
training.
Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating
training and learning effectiveness. The model also serves as a sort of checklist, by which you can
ensure that training is planned to deliver all the necessary development for students, trainees or
learners, and a template by which you can assess the validity and coverage of any existing training,
be it a course, a curriculum, or an entire training and development programme for a large
organization.
The levels can be thought of as a hierarchy, or degrees of difficulties. That is, the first one must be
mastered before the next one can take place.
No
Level
Description

1
2
Knowledge


At comprehension level, the learner
demonstrates that he/she understood
the material. The learner can therefore
translate and interpret information.

Application is closely related to
comprehension, but goes one step
further. It is the behaviour associated
with using what has been learned.
Comprehension
3
Application
4
From Wikipedia
Involves bringing to mind the appropriate
facts & combination of facts.
At this level the learner demonstrates the
ability to memorize and recall
information.
Learning Outcome Verbs
illustrate
list
name
state
indicate
show
manipulate
define
explain
evaluate
estimate
summaries
apply
determine
evaluate
construe
classify
recognize
sketch
give
choose
identify
describe
illustrate
interpret
extrapolate
demonstrate
produce
find
experiment
demonstrate
produce
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No
Level
Description

Analysis requires the learner to reduce
the problem into its component parts
and to understand how they fit together
to develop different conclusions.

Synthesis means that the learner can
take component parts and combine
them to form a whole, which is entirely
new or was clearly not there before.

Evaluation requires that the learner
makes judgements & evaluates ideas,
information, etc, based on internal
evidence and external criteria.
Analysis
5
Synthesis
6
Evaluation
Learning Outcome Verbs
analyze
discriminate
differentiate
interpret
justify
compare
combine
depict
design
plan
advise
recommend
evaluate
determine
decide
defend
evaluate
investigate
examine
contrast
distinguish
arrange
develop
produce
compile
diagnose create
support
interpret
criticize select
Level Descriptors vs. Blooms Taxonomy
An important distinction must be made between the NQF level descriptors and Bloom levels.
A person working towards an NQF level 1 unit standard can still be required to operate at Bloom
level 4.
EXAMPLE:
Unit Standard 14658 – Clean Floors in a Domestic Environment, is an NQF level 1 unit standard.
The candidate, however, has to demonstrate problem solving abilities – e.g. solving problems
regarding waste disposal – and must be able to reflect on the completed task – e.g. reflecting on
the consequences of not disposing of hazardous waste correctly. Both problem solving in this
context and reflecting on actions lies at Bloom level 4 where the candidate is expected to
analyze the situation.
Bloom proposed a model of evaluation that allows designers, developers, facilitators and assessors
to use a structured system of evaluating learning at all levels. This is critical for the developer, as the
relevance of the programme will be evaluated by the Services SETA in their evaluation of your
programme.
4.
Assessment
In designing assessments, the Designer must keep a few critical elements in mind:



Elements of the assessment strategy
Assessment principles
Assessment Process
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4.1
Elements of the Assessment Strategy
The assessment strategy is the Designer’s interpretation of the activities, methods and tools that will
be used to produce evidence of competence for assessment against the requirements of the
qualification.
RELATIONSHIP:
 The Designer starts at the point of Evidence – ask yourself: What do you want to see? You
must have a clear picture of the competence required, and therefore the evidence to be
produced.
 When you are sure that you know what is required, develop the learner activity in response
to the evidence identified
 When you know what the learner will do and produce, design the assessment method – will
he do a desk top review, observation, Q&A session?
 The tools are the actual documents developed that captures what the learner must do, what
the assessor must do, the types of evidence it will produce.
4.2
Capturing the Assessment Strategy
An assessment strategy can take different documented formats – the 2 most popular formats are:
 Activity based
 Unit Standard based
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4.2.1
ACTIVITY BASED STRATEGY
In an activity based strategy, the focus is on keeping related learner and assessor activities together
across unit standards. In such an assessment strategy the Designer would identify a set of activities
that must be completed across unit standards, for example:
NLRD
120372
120373
120384
120374
Unit Standard
Explain fundamentals of project
management
Contribute to project initiation,
scope definition and scope
change control
Develop a simple schedule to
facilitate effective project
execution
Contribute to the management
of project risk within own field
of expertise
Knowledge
Assignment
Practical
Assignment
Q1,2
Q2,3,4
Q1,2
Q2,3
Structured
Interview
Q1,2,3
Q4,5,6,7
Q5,6,7
Logbook /
Reflective
Journal
Q1,2,3,4
Q4,5
Q5,6,7,8
In the strategy above, the individual unit standards are fragmented across a number of activities, but
integrated across unit standards, and still provide sufficient evidence of applied competence against
all the unit standards.
Design Implications:
The Designer would have 4 tools developed: A knowledge assignment, a practical assignment, a
structured interview and a logbook / reflective journal. Each tool would stretch across unit
standards, and would be approached by the learner as a progressive short to medium/long term
focus on activity: “First I complete my knowledge assignment, then the practical, in the meantime I
keep a logbook, and lastly I will have a structured interview. “
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4.2.2
UNIT STANDARD BASED STRATEGY
In a unit standard based strategy, the focus is on keeping the unit standard or set of unit standards
together, but still making use of a variety of activities / methods per standard or cluster.
In such as assessment strategy the Designer would identify a set of activities that must be
completed within the unit standard or cluster, for example:
NLRD
120372
120373
120384
120374
Unit Standard
Task
Explain fundamentals of project
management
Contribute to project initiation, scope
definition and scope change control
Develop a simple schedule to facilitate
effective project execution
Contribute to the management of
project risk within own field of
expertise
1
1
Know
Ass
Pract
Ass
Q1,2
Q2,3,4
Q1,2
2
3
Q2,3
Struct Int
Q1,2,3
Q4,5,6,7
Q5,6,7
Log /
Journal
Q1,2,3,4
Q4,5
Q5,6,7,8
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Design Implications:
In the strategy example provided above, the Designer would have 3 Tasks:
 Task 1 for 2 unit standard which include 2 sets of activities (Knowledge and Practical
Assignment)
 Task 2 for 1 unit standard which includes 3 sets of activities (Knowledge, Practical
Assignment and Structured Interview)
 Task 3 for 1 unit standard which includes 3 sets of activities (Knowledge, Structured
Interview and Logbook / Reflective Journal)
Each Task would stretch across 1 or (preferably) more unit standards, and would be approached by
the learner as a progression through unit standard rather than activities.
4.2.3
INTEGRATED ASSESSMENT STRATEGY
For whole qualification, the Designer may need to integrate his qualification design and assessment
strategy to reflect both alignment to unit standards and tasks / activities, and could record the
design in the following manner:
LU 1:
The Real Estate
Platform.
LU 2:
Real Estate
Legislation
LU 3:
Real Estate –
Generics
LU 3.1:
Real Estate
Practice
LU 3.2:
Real Estate
Valuation
Module
Unit Std
Task
Modul
e
Unit Std
Task
Mod
ule
Unit Std
Task
Module
Unit
Std
Task
Module
Unit
Std
Task
1
246735
1
1
246733
1
1
114583
246738
1
1
13418
1
1
15059
1
2
246737
2
2
242584
2
2
246736
2
2
13420
2
2
15089
2
3
242593
3
3
246738
3
4
246734
4
5
110009
5
6
246739
6
Design Implications:
In the above assessment strategy design, the Designer showed the curriculum clustering and related
assessment tasks across the unit standards, and each Task contains several assessment activities as
per example 2 above. In the above documented strategy the Evaluator would not be able to see
which activities are contained within each assessment task, and you may therefore take the
assessment strategy one level deeper, as is illustrated in the next table.
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The matrix below provides a detailed overview of the activities contained in each Task in the
assessment strategy:
1.2
246735
246737
1
119457
119466
2
119459
12153
119469
119465
SO 1,3
SO 1,3
4
119472
119462
SO 1,3
SO 1,3
1
2
3
246733
242584
242593
1
2
3
9016
7468
9015
1
114583
246738
246736
246738
246734
110009
246739
13418
13420
15059
15089
3
2.1
2.2
3
3.1
3.2
2
3
4
5
6
1
2
1
2
1
2
1
2
3
SO 1,2,3,4
SO 1,2
SO1,2,3
SO1,2
SO1,2
SO1
SO2
1
1
2
3
4
5
6
SO1,2
SO4
SO1,2,3,4,5
SO1,2,3,4
SO1,2
SO1,2,3
SO1,2,3,4
SO1,3,4
SO1,2,3,4
SO1,2
SO1,2
Workplace
Evidence
SO 1,2,3
SO 4
SO 1,2,3
SO 1,3
SO 1,4
SO 1,2,3
SO 1,2,3
SO 1,3
SO 1,2,3
SO 1,2,3
Log Book /
Reflective
Journal
1
2
Simulation
– Case
Study
1.1
Practical
Assignment
Assessment Activities
Knowledge
Assignment
Alignment
Module
U Std
Task
Unit
SO 1,2,3
ELO 1
SO 2,3,4
SO 1,2,3
SO 2
SO 1,2,3
SO 1,2,3
SO 1,2,3
SO 2
SO 1,2,3
SO 1,2,3
SO4
SO2,3,4
SO1,2,3,4
ELO 2
SO1,2
SO2,4
SO1,2,3
SO1,2,3
SO1,2,3,4
SO4
SO1,2,3,4
SO1,2,3
SO1,2,3
SO1,2,3
SO1,2,3,4
SO1,3
SO1,2,3,4,5
SO2,3
SO1,2
SO2,3
SO4
SO2,3,5,4
SO1,2,3
SO1,2,3
SO1,3
SO1,2,3,4
SO2,3,4
SO1,2,3,4,5
SO1,2,3
SO1,2
SO1,3
SO1,3
x
x
ELO 3
ELO 3
x
x
x
x
x
x
x
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4.3
Assessment Principles
4.3.1
Principles
Tip:
As per SAQA5:
“As assessment is central to the recognition of achievement, the quality of
the assessment is therefore important to provide credible certification.
Credibility in assessment is assured through assessment procedures and
practices being governed by certain principles.”
Principles governing credibility of assessments include:
FAIRNESS + VALIDITY + RELIABILITY + PRACTICABILITY = CREDIBILITY
4.3.2 Approach
The assessment approach states at which stage assessment takes place:
Formative assessment refers to the assessment that takes place during the process of learning and
teaching. It is designed to support the teaching and learning process, assists in the planning of future
learning and provides feedback to the learner on his/her progress. It helps to make decisions on the
readiness of learners to do a summative assessment, and is therefore developmental in nature.
Summative assessment is assessment for making a judgement about achievement. This is carried
out when a learner is ready to be assessed at the end of a programme of learning. It normally occurs
at the end of a learning programme, and makes a judgement of the learners’ competence.
Designer Note:
Integrated assessment refers to:

Assessing a number of outcomes together

Assessing a number of assessment criteria together

Assessing a number of unit standards together

Using a combination of assessment methods and instruments for an outcome

Collecting naturally occurring evidence

Acquiring evidence from other sources such as supervisor’s reports, testimonials,
portfolios of work previously done, logbooks, journals, etc
5
SAQA Criteria and Guidelines – Assessment
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4.3.3
Evidence
Tip:
Evidence can be defined as6:
The proof produced by a learner that shows that he/she complies with the
requirements of the criteria of the standard they wish to gain credits for.
There are three main types of evidence:



Direct Evidence
Indirect Evidence
Historical Evidence
Everything the candidate says, writes, demonstrates, or gathers is considered or assessed against
4 main principles – only if the “stuff” matches the criteria, will it become evidence.
The 4 principles of evidence (VACS) are as follows:




Validity
Authenticity
Currency
Sufficiency
Design Implications:
The Designer must make sure that the assessments designed uphold the above evidence principles –
ask yourself the following questions:
Validity:
 Is the activity assessing what it is supposed to assess?
 Are the evidence requirements clear?
 Have I provided sufficient instructions and “anchors” to get to the intended evidence?
Authenticity:
 Will the activities designed produce evidence that really belongs to the candidate?
 Can I see the integration of candidate understating in the evidence?
Currency:


6
Is the evidence submitted produced in response to training?
Is the evidence “new enough” (especially in RPL) to still have value?
SAQA Criteria & Guidelines – Integrated Assessment
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Sufficiency:


Is there enough evidence to cover knowledge, practical and reflexive competence?
Is there evidence of workplace integration?
Tip:
The Designer must ensure that a variety of evidence sources is built into the
strategy – you cannot rely only on assignments, or only knowledge
questionnaires.
Especially in RPL assessment design, the focus must be on historical and natural
occurring evidence, not on completing questions”.
4.4
The Assessment Process
The Assessment Guide / Assessment Toolkit must clearly reflect the assessment process followed in
the organization. Many organizations do standard assessment planning, “massification” in
assessment preparation, remote portfolio assessment, judgement and feedback.
The design of the assessment guide should reflect the organizational practices, and not invite a
document trail that is alien to what actually happens. Your organizational practices will follow a
format that works – and your design documents should reflect that process.
4.5
Formative Activities
Activities that need to be developed by the Designer are for formative (developmental) purposes,
and are an essential part of outcomes based training.
Designers Note:
Activities speak to the OBET methodology and adult learning principles in the
following way:



It allows for maximum participation of the learner in his own learning
experience
It allows for measurement of progress and assessment preparation
It combines the concept of integrated competence development –
theory, skills and attitudes.
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Activities can be categorized into the following areas:
Ice Breakers
Knowledge Activities
Skills Activities
Attitude Activities
Activities that signal the start of a new concept, such as games, quizzes,
role plays, video clips, cartoons
Activities that reinforce critical underpinning knowledge such as
individual or group activities, case studies and critical incident (“what if”
scenarios)
Activities that reinforce certain skills such as demonstrations /
simulations, case studies, group discussions, research and workplace
based exposure.
Activities used to form or strengthen opinions and attitudes towards
concepts, such as case studies, self reflection, mentored discussions,
group discussions, research activities that calls for analysis and
evaluation
In the development of activities, it is important that the following principles are kept in mind.
Activities must be:





Aimed at the appropriate level descriptor and learning level
KISS – Keep it Straight and Simple
Efficient – in time and resource
Effective - Relevant to the content / concepts, and impact driven
Target Group sensitive – in terms of religion, culture, gender / sexual orientation
Tip:
Activities that do not clearly indicate what must be done, how long it should take
and what the purpose is, will alienate the adult learner.
Adult learners like “boxes” or parameters, and constantly fit learning experiences
into these boxes, like pieces of a puzzle. If the puzzle piece does not fit, they
experience a sense of disorganized chaos, irrelevant time wasting.
Make sure the formative class activity you ask for is POSSIBLE – if your activity
requires articles from a newspaper/ magazine, make sure your learners will have
access to it!
Frustration and learning resistance will set in – and your facilitator will have a hard
time maintaining the credibility of the material you developed.
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In the development of activities, the GAME Principle is a sound guideline to follow, and works as
follows:
G
A
M
E
Given a certain measure
What Action will you take
Using the Measures provided
For Evaluation against set criteria
Example 1:
As a developer, you must accommodate different methods of training that can be used, such
as On-the-Job, Workshops, Role-plays, Case Scenarios, Seminars, Tailor-made, lectures,
correspondence, computer or video training etc.
Imagine you have to develop a formative activity for your company’s Trainers on Coaching
Skills. Your formative activity may then be developed along the following lines:
GAME Principle
GIVEN
ACTION
MEASURE
EVALUATION
Assessment
Your company has implemented MSOffice 2007 throughout the
Company. You have been asked to get a coaching session going for all
the secretaries and accounts staff.
What will you recommend to your company, and why?
Your answer is based on the theory that you have learnt, or on previous
experience.
A standard or competency level must be attached to evaluate your
application of the theory knowledge in a real life situation, like a mark
allocation or credits.
Note:
Should the Trainer select a sound coaching process that can work well and motivate his choice
well, he has met requirements. If not, his competence in that section is not of the required
standard, and may require additional facilitation and coaching.
Example 2:
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You have been taught all the principles and rules of how a presentation should be done.
GIVEN a topic (for ex. “Conflict Handling”), you will be required to do a presentation (ACTION)
following the principles (MEASURES) you have been taught, will receive a percentage
(EVALUATION) for it.
GAME Principle
Assessment
GIVEN
Topic: “Conflict Handling”
ACTION
Do a presentation
MEASURE
Follow principles of presentation structure and format
EVALUATION
Measured against principles for competence
5.
Outcomes Based Design
5.1
An Outcomes Based Design Model
Designers Note:
WHAT you want to achieve will determine WHY you want to develop a
programme and for WHO, HOW it will be assessed, WHERE training and
assessment will take place, WHEN facilitation, coaching or mentoring should
take place, WHERE the best learning experiences will be achieved, and finally –
WITH WHAT resources and material.
1.
Outcome
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The outcome of what must be achieved must be clearly defined. The outcome can be the purpose of
the programme, the exit level outcomes or individual unit standard competencies that must be
achieved.
During analysis of the qualification document and related unit standards, the designer must create
competence clusters – unit standard development should not be done on a “one by one by one”
basis, but should show integration against the exit level outcomes.
2.
Assessment
The purpose and outcomes of the programme will determine how, where and when assessment
should take place, and with which tools. The assessment criteria will provide guidance in this regard.
The designer must decide on the assessment strategy, which includes the approach, activities,
methods and tools to be used per competence cluster identified in the analysis.
3.
Method
The programme purpose, outcomes and intended assessment will determine the method of
provision and learning, and therefore influence the structure and design of the programme.
The provision method will determine how many Programme Guides you have, and the actual
content per programme guide.
4.
Implementation / Content
Once the outcome, assessment and method has been determined, the needs of the target group
and learning environment will determine the nature of the training aids – i.e. programme guides,
equipment, resources, role players and roll out plan.
5.2
An Outcomes Based Design Process
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Designers Note:
Planning and preparing for development involves the 1st 2 steps of the design
process:
 Programme brief
 Analysis
Actual development involves the next 3 steps of the
design process:
 Design
 Research
 Development
On completion of the development, the programme goes through a validation
phase:



5.3
Formatting & Editing
Pilot & Evaluation
Review Changes & Implementation
Design Principles
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Before starting the design process, there are certain critical principles that must be kept in mind –
below are some of the golden rules:
1.
Programme Specification
Stick to the brief – be clear what you want to achieve. This will allow you to separate information
into categories of “Critical, Need to Know, Nice to Know”. In most cases “less is more”, and killing
the adult learner with unnecessary information will not add to learning, or make the facilitator’s job
easier.
2.
Adult Learning Principles
Start with known generics, and progress towards abstract, technical concepts. Regularly allow the
adult learner to take stock of where he is, and make sure you involve the learner – he comes with a
bag of tricks and experience of his own.
3.
Target Group Analysis
Know your audience – write for the learner, at his level of understanding and language. Be culturally
sensitive in use of examples, and use applications from the learners’ frame of reference.
4.
Blooms Taxonomy
Understand the level of learning required – and tailor content and activities to facilitate learning on
the appropriate level. If the outcomes say “list the principles of…” – then the content and
assessment must reflect the required level of learning.
5.
Level Descriptors
Take note of the level descriptors – the application of critical cross field outcomes is different across
levels 2 – 5, and must be reflected in the complexity of content and tasks incorporated in the
programme.
6.
Outcomes based Methodology
Make sure the programme is outcomes based. This means clear learning outcomes, assessment and
provision, learner participation and flexibility in approach.
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5.4
Qualification / Unit Standard Analysis
There are a few golden rules in designing outcomes based learning programmes from qualifications
and unit standards.
5.4.1
Qualification Analysis
a)
REALLY read the qualification document / unit standard relationship
The qualification description document is a wealth of information on how the learning programme
should be structured – if you start the analysis there, the programme structure and clusters will
most likely be outlined in it through the exit level outcomes and related qualification assessment
criteria.
As an example, look at the exit level outcomes and related assessment criteria for the FETC Real
Estate (59097), and see the relationship between them:
Exit Level Outcomes
Assessment criteria
1. Analyze, evaluate and
apply the Real Estate Code of
Conduct and Ethics.
1.1 The factors that influence the development of a code of ethics are
described with examples.
1.2 The contents of the Real Estate Code of Conduct are explained with
reference to own work context.
1.3 The implications of the Real Estate Code of Conduct are explained in the
context of a Real Estate organization.
1.4 The Code of Conduct is related to ethical values and standards within own
organization and by referring to ethical best practices.
1.5 The Real Estate Code of Conduct and ethics is applied in own work context.
2.1 The various environments that impact on the Real Estate function are
explained in relation to how they impact the success of Real Estate
transactions.
2.2 The various laws, rules, regulations and Codes of Conduct that affect Real
Estate are explained with examples and in relation to matters of compliance.
2.3 The money laundering legislation and the implications in Real Estate
transactions are explained with examples.
2.4 A basic knowledge of FAIS (Financial Advisory and Intermediary Services
Act) is explained in relation to how it impacts on the Real Estate sector.
3.1 The concept of self-development is explained in the context of the Real
Estate environment and the necessary self-development goals defined and
implemented in own work context.
3.2 The principles of financial planning are applied to the Real Estate function.
3.3 Business principles are applied to Real Estate function.
3.4 Property is marketed, sold and/or leased to achieve personal business
targets.
2. Demonstrate knowledge
of the Real Estate
environment and the various
laws, rules and regulations
that impact on the Real
Estate function.
3. Perform the Real Estate
function.
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Designers Note:
The exit level outcomes and related assessment criteria tell you which unit
standards should be clustered together.
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In addition, the qualification description states:
“A learner will be able to complete the Qualification with a specialization in Real Estate or Valuation”
This statement clearly outlines the elective components or clusters that must be present in the
design.
b)
Go for integration, not fragmentation
Unit standards in a qualification “talk” to each other, and have areas of overlap / complimentary
skills.
To develop each unit standard separately not only defeats the purpose of the overall qualification,
but places additional burden on the learner in terms of duplicate assessments, not seeing the
“bigger picture” of the overall qualification competence, and having the skills required fragmented
to suit the designer, not integrated to suit the vocation.
c)
Put things where they belong – and for a purpose
Good design is not about lots of papers – it is about having the right documents in the right place. In
fact, the more duplicates, the more chance of Learners / Assessors / Moderators not using it, which
creates problems during your SETA external moderation. If documents are placed in guides where it
does not make sense, chances are it will once again not be used properly, creating non-compliance
to your own quality management system.
Remember ...
The provider’s quality management system includes policies on provision,
assessment, moderation and learner support.
The programme design becomes an extension of the QMS:
The programme alignment document is the policy extension for that
programme, and the documents designed in the programme are the process
and audit trail.
Bad design sets the ETD staff in the company up for failure – not only will they constantly be in noncompliance of their QMS, but will also be so busy trying to sort through illogical guides and papers,
that the learning experience is affected.
In deciding which documents go where, ask yourself the following questions:



What is the PURPOSE of the document (in terms of your QMS)?
WHO will be using the document?
At what stage of the provision process will the document become relevant?
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Example 1:
If a portfolio checklist is included – it must have a clear purpose of ensuring that all activities are
completed and evidence included, and it must be clear who should complete the checklist, and at
which intervals / stage of provision.
Example 2:
The learner needs some information on the level of learning required on his learning programme
(i.e. level descriptor interpretation) However, to include pages and pages “cut and paste” from a
SAQA document on level descriptors serves no purpose, and adds no value.
d)
See the puzzle pieces fit together
Your Programme Guides must talk to each other – what is stated in the alignment matrix must, for
example, be reflected in the assessment strategy, which must talk to the assessment activities.
The Designer must have a clear qualification picture, and the Programme Guides must reflect that
picture, not just be a bunch of documents.
The SETA Programme Evaluator does not read your content – she looks at your overall puzzle, by
asking questions such as the following:





Is alignment clear and sound?
Is the provision strategy sound?
Is the assessment strategy sound?
Is evaluation implemented?
Is the programme developed in such a way that learner support is guaranteed?
IN SHORT:
Is the overall programme picture clear, and do the puzzle pieces (Programme Guides) fit?
e)
Create / use a winning blueprint
Having a blueprint / set of programme templates that is the basis of all your programmes is an
essential part of maintaining a quality assurance system. It ensures consistency in design
interpretation, corporate identity, and ensures that tried and tested outcomes based principles are
included every time, in the right place.
This does not mean that you may not experiment with new ideas as you design – but it provides an
approved platform on which you can experiment.
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Remember ...
What goes into a blue print?







Standard set of programme guides
Standard set of icons
Standard corporate identity (logos, headers, footers, colours)
Standard set of formative activities used, such as individual / pair /
group activities, mentored discussions, self reflection, role play,
demonstration
Standard headings that create a detailed table of content
Standard assessment tool templates that allow for reliable, consistent
assessment and recording
Consistent modular structure – each learning unit / module is
consistent: learning outcomes, content, formative activities, self
assessment, portfolio reference)
An example of a Blueprint Format Specification is provided below:
Headings – Specification
Heading 1: Arial 16, Bold, Italic
Heading 2: Tahoma 14, Bold
Heading 3: Tahoma 13, Bold
Heading 4: Tahoma 12, Bold
Heading 5: Tahoma 11, Underlined
Table of Contents - Specifications
Table of Contents to display up to 4 headings.
Heading 1: Arial 14 Bold & Italic, 1 spacing top & bottom
Heading 2: Tahoma 12 Bold
Heading 3: Tahoma 11 Normal
Heading 4: Tahoma 11 Italic
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Designer Tip:
Refer to the Format Specification Master for more information on developing or
adhering to a blueprint / template format.
5.4.2
Unit Standard Analysis
Designer Tip:
The unit standard is the basis of the curriculum development for the designer. It
provides the designer with the tools to identify learning outcomes, provision and
assessment processes, and the correct combination of guides that support learner
entry, progression and exit.
As in qualification analysis, the following golden rules apply:



REALLY read the unit standard – all of it – to understand the intent and purpose, or exit
competences.
Look for integration, not fragmentation – developing and assessing outcomes separately
from each other does not create a “unit of competence”.
See the puzzle pieces – with which other standards does it overlap / compliment? In which
sequence should they be placed in the Learner Guide to make optimum sense for learning?
A UNIT STANDARD IS NOT:
According to the SAQA publication: “The National Qualifications Framework and the Standards
Setting”. July 2000…









A curriculum statement or syllabus topic to be addressed
A course/module
A process, e.g. reading an instrument or preparing equipment for a specific task
An input, e.g. teaching someone
An activity, e.g. demonstrating something
A learning process, e.g. understanding or applying knowledge
The mastering of a learning objective
A score, grade or percentage
A specific entity/unit of knowledge.
It is also not:





Learning material
An assessment instruments/strategy/process
A Job description
A Performance management tool
The “be all and end all” for programme content. (Only the minimum
national standard is stipulated).
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6.
The Curriculum
6.1
Alignment Matrix
Different SETAs have different terminology to describe the document that contains the overall
programme curriculum. Terminology may vary from Alignment Matrix, Programme Strategy,
Programme Plan ... no matter what it is called, the curriculum element remain the same. Services
SETA terminology refers to an Alignment Matrix, and like most SETAs, has a standard format that it
must be presented in.
Designer Tip:
A Curriculum is the programme strategy or roadmap to a programme, and includes
the following elements:





Learning outcomes
Delivery Strategy
Learning Strategy
Assessment Strategy
Evaluation Strategy
During his design, the Developer must determine the detail of the curriculum elements by asking the
following questions:
1.
Delivery Strategy
How will the programme be delivered? Over how many contact / practical / work place days? What
would the roll out plan be – all in one block, or over a period of time? How long do learners need
between theory, practical and workplace to gain sufficient experience for competence and
assessment? What is the role of the facilitator / coach / mentor roles and responsibilities?
2.
Learning Strategy
What must the learner do to ensure learning takes place? Self study / research / practical / work /
portfolio of evidence collection? Attend classes / mentoring / coaching sessions?
3.
Assessment Strategy
How will the programme be assessed? Which assessment methods and tools should be used? How
often does assessment take place – per module / learning unit?
How will assessment be integrated to assess foundational, practical and reflexive competence? How
will assessment design ensure integration between qualification elements / unit standards, and
include the Critical Cross Field Outcomes as s golden thread throughout?
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4.
Evaluation Strategy
How will the programme be evaluated? Will there be a Learner evaluation (“Happy Sheet”),
Facilitator Report, client feedback questionnaire, logbook, performance appraisal follow up? The
evaluation must be practicable and relevant, and will be dealt with in more detail in the last module
of this learning programme.
6.2
The Programme Pack
What are the documents commonly found in a Programme Pack?
There are a variety of stakeholders involved in the learning programme – it therefore makes sense
that Programme documents are developed for a variety of stakeholders:






Learner
Facilitator
Assessor
Workplace Coach / Mentor
Moderator
Administrator
Stakeholder
Learner
Programme Guide
Orientation Guide
Learner Guide
Resource Guide
Portfolio Guide
Facilitator
Facilitator Guide
Facilitation Aids
Course Administration
Assessor
Assessment Guide
Assessment Toolkit
Overall Qualification
Judgement Sheet
Description
Provides information on the qualification, alignment /
provision / assessment strategy, rules / rights and duties
and assessment time lines.
Content / learning material against the unit standard
curriculum / learning outcomes.
Additional resources for research purposes, standard
templates / articles / hand-outs.
Detailed overview of the assessment activities which
must be completed by the candidate for evidence
collection.
Provides information on the qualification, alignment /
provision / assessment strategy, facilitation block
programme, time lines and resources.
Slides, posters, physical equipment used in facilitation /
contact time
Learner registration form, Attendance Registers,
evaluation forms
Assessment Strategy and assessment planning /
preparation
Recording sheets per candidate, judgement, feedback /
remedial assessment and assessment review
The overall qualification judgement sheet provides a
summary of all assessment results across the Exit Level
Outcomes, Unit Standards and Final Summative
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Stakeholder
Programme Guide
Workplace
Coach /
Mentor
Mentor Guide
Coaching Sheets
Workplace Guide
Moderator
Alignment Matrix
Moderator Guide
Administrator
Registration
Documents
Evaluation Form s
Programme Pack
Control Sheet
7.
Description
Assessments
Duties of the mentor, details on how to approach
candidate mentoring in the workplace, topics and
recording sheets of mentoring
Recording sheet for documenting re-assessments and
workplace tasks
Logbook and / or reflective journal recording workplace
activities in accordance with qualification requirements
Provides programme map that acts as policy on
programme implementation – shows programme
alignment, provision and assessment strategy, evaluation
and programme pack requirements
Moderation plan, Pre- / concurrent and post moderation
tools, assessor feedback / support and remedial
requirements
Learner registration form, Attendance Registers,
evaluation forms – see facilitator Guide
Evaluations conducted by learner, facilitator, and
assessor for QMS improvement purposes.
This document allows the Administrator an overview of
what should be available to each of the role players for
printing and distribution purposes. It also allows the
Moderator to track the use of documents in provision
and assessment.
Conclusion
It is not possible to cover all important design elements in a manual of this nature – the assumption
is that Designers reading this Provider Design Guide are competent, qualified designers who need to
understand the Services SETA requirements.
Tip:
Please continue to the next chapters in this Design Guide, as it will outline the
Services SETA specific requirements.
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SAQA Programme Guidelines
1.
Introduction
Tip:
All SETA policies on provider accreditation are derived from SAQA Criteria &
Guidelines on Quality Management Systems for providers. We have therefore
included the source of policy – the table below is provided in the SAQA guideline
as a summary of requirements. Please refer to the www.saqa.org.za for a copy of
the source document.
CRITERION
1. Policy Statement
2. Quality management
systems
3. Review mechanisms
4. Programme delivery
5. Staff policies
6. Learner policies
7. Assessment policies
8. Management system
and policies
2.
ELABORATION
The organisation’s aims, objectives and purposes need to be
spelt out.
Identify processes and outline procedures that implement
quality management in the organisation.
Outline the ways in which the implementation of policies would
be monitored.
Outline how learning programmes would be developed,
delivered and evaluated.
Outline policies and procedures for staff selection, appraisal
and development.
Policies and procedures for the selection of learners are
outlined, and learners are given guidance and support.
Outline policies and procedures for forms of assessments that
are used and how they are managed.
Indicate the financial, administrative and physical structures
and resources of the organisation, as well as procedures of
accountability within the organisation.
Criterion 4 Programme Delivery
For purposes of design, we will only be discussing Criterion 4.
Learner Tip/Truths:
The extract provided below concentrates on Criterion 4 of the table provided
above.7
7
SAQA Criteria & Guideline: Provider Quality Management Systems
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Criterion 4: Programme delivery
Outline how learning programmes would be developed, delivered and evaluated.
At the heart of providers’ activities are the programmes that they deliver. This, more than anything
else, establishes the rationale for the existence of the provider in the first instance. A ‘provider’ is a
‘provider’ because it offers particular programmes to people for which they may gain qualifications.
It is therefore critical that providers give a clear and coherent description of the ways in which the
delivery of their programmes happen in practice.
Given that the establishment of the NQF is aimed at transforming the nature of education and
training, particularly at the level of programme delivery, it is also crucial for providers to be able to
relate their descriptions of their programme delivery to NQF principles.
The following questions may be helpful to providers to identify ways in which they can fulfil the
requirements of Criterion 4:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
What is the nature of the programmes the organisation delivers?
What is the NQF status of the programmes (e.g. NQF level 5)?
What are the components (for example, programme modules) that make up the programmes?
How often are the programmes delivered, and what is the duration in notional learning hours?
What are the modes used in the delivery of the programmes? (For example, the use of group
work, opportunities to learn in the workplace, or the role of distance learning would be
described at this point.)
To what extent is the delivery of the programmes flexible?
How is learner-centredness ensured in the delivery of the programmes?
How does programme delivery ensure that the programmes are relevant to learners?
How are learners assessed during the programme delivery? How often? By whom?
1How are learners given feedback on their performance during the delivery of programmes and
what forms does this take?
How are resources planned for the delivery of programmes?
An additional range of rather deeper questions is suggested in a recent research report
relating to teacher education programmes:
1. The programme practices must develop in learners an applied and integrated competence
2. A programme should ensure that learners are able to integrate (horizontally) the knowledge
and skills delivered through the different courses or modules that make up the programme.
3. A programme should also ensure that learners are able to integrate (vertically) the following
dimensions of competence:

The ability, in an authentic context, to consider a range of possibilities for action, make
considered decisions about which possibility to follow, and to perform the chosen
action (a practical competence);
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
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
The theoretical basis for and the knowledge which underpins and informs the action
taken (foundational competence); and

The ability to connect decision-making and performance (practical competence) with
understanding (foundational competence) and use this to adapt to change or
unforeseen circumstances, to innovate within one’s own practice, and to explain the
reasons behind these innovations and adaptations (reflexive competence).
The programme should be conceptualised and delivered in a manner that integrates theory
and practice, and strengthens provider-workplace linkages.
A programme should work closely with relevant workplaces in order to develop learner
skills.
Relevant work experience should be linked to the rest of the programme, and students
should be well prepared for it. Work experience should be integral to the programme and
not an ‘add-on’.
The programme – and the programme ethos – should support lifelong learning in concrete
ways.
Learners, for example, might be involved in programme design and implementation, either
formally (for example through decision-making structures) or informally (for example, by
making decisions regarding the nature of their assignments).
Relevant learner-initiated activity might be recognised towards the qualification.
Assignments should be designed to encourage problem solving within authentic contexts.
A programme should prioritise and teach critical engagement, reasoning and reflective
thinking.
A programme should ground teaching in a wider social, economic and political
understanding and awareness.
The provider should have a workable strategy for the recognition of prior learning (RPL).
The programme provider should adopt inductive rather than deductive approaches
to programme design, or at least motivate why deductive approaches to
programme design are justified:
1. A programme should be designed on the basis of research, and some or all of this research
should be conducted among target learners.
2. Conversely, a programme should not be designed through an exclusively deductive ‘desktop’
exercise.
3. Though this latter range of questions was developed through research into teacher
education programmes, they are clearly relevant to any learning programme. The emphasis
in this criterion is on the nature of the learning and teaching process itself, including the
assessment process. This criterion is central to ensuring that education and training
practices in the delivery of programmes by providers are in accordance with
4. NQF principles.
PLEASE NOTE: Accreditation will not be statutorily possible if these principles are not followed, or,
at the very least, if providers have not identified the need to locate their programme delivery in
NQF terms and developed a plan for implementation.
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The Alignment Matrix
1.
Introduction
Resources:
This section is based on the Services SETA blueprint / template titled “Alignment
Matrix”, and provides guidance on the completion of the curriculum document.
2.
Starting the Alignment Matrix
Blueprint Instructions:
Open your selected Cover page template.
Open the Blueprint template of the Guide you want to develop.
Follow the instructions on the 2nd page of the Cover page template, or refer to
page 5 of this Provider Design Guide
3.
Completing the Alignment Matrix
Completion of the Alignment Matrix is based on the assumption that you have already conducted a
detailed analysis of the qualification, and have planned all your curriculum items for the programme.
The Alignment Matrix cannot be completed without the analysis.
Designers Note:
The FETC Real Estate level 4 qualification will be used as an example in completing
this alignment document.
A.
Provider Details
Complete all provider details - make sure you enter the correct learning programme type. (Refer to
Page 7 of this Provider Design Guide for more information on learning programme types.)
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B.
Key Elements and Outline
Name of Programme
NLRD number and full name of the qualification.
Purpose of
Programme
 Example:
“59097 FETC Real Estate”
Refer to the Qualification document purpose statement for guidance.
 Example:
Duration of
Programme
NQF Level
Exit Level Outcomes
Related assessment
criteria
This Qualification is for any individual who is, or wishes to be involved in the
property and real estate industry. A learner will be able to complete the
Qualification with a specialization in Real Estate or Valuation.
Based on the notional hours of the qualification – 120 credits is a duration
of 1200 notional hours / 12 months
State NQF level
Refer to qualification document and extract exit level outcomes.
 Example:
1. Analyze, evaluate and apply the Real Estate Code of Conduct and Ethics.
2. Demonstrate knowledge of the Real Estate environment and the various
laws, rules and regulations that impact on the Real Estate function.
3. Perform the Real Estate function.
Refer to qualification document and extract related assessment criteria.
 Example:
Associated Assessment Criteria for Exit Level Outcome 1:
Critical Cross Field
Outcomes
1.1 The factors that influence the development of a code of ethics are
described with examples.
1.2 The contents of the Real Estate Code of Conduct are explained with
reference to own work context.
1.3 The implications of the Real Estate Code of Conduct are explained in the
context of a Real Estate organisation.
1.4 The Code of Conduct is related to ethical values and standards within
own organisation and by referring to ethical best practices.
1.5 The Real Estate Code of Conduct and ethics is applied in own work
context.
Refer to qualification document and extract related assessment criteria.
 Example:
Learners will:
1. Communicate effectively using visual, mathematical, and/or language
skills in the modes of oral, written, and/or presentation work;
2. Identify and solve problems by using creative and critical thinking.
3. Organise and manage themselves and their activities responsibly and
effectively.
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Target Group /
Occupational link
Learning assumed to
be in place
Essential Embedded
Knowledge
Range Statement
Recognition of Prior
Learning
4. Work effectively with others in a team, group, organization and
community.
5. Collect, analyse, organize, and critically evaluate information.
6. Use science and technology effectively and critically, showing
responsibility towards the environment and the health of others.
7. Understand that the world is a set of related systems. This means that
problem-solving contexts do not exist in isolation.
Describe the target group profile and occupations that would benefit from
this programme
Describe the minimum entry level requirements (literacy / numeracy) and
any other learning programmes / qualifications that should have been
completed before entry.
 Example:
Communication and Mathematical Literacy at the level of NQF Level 3 or
equivalent. It is preferable for the learner to be in possession of a Senior
Certificate.
Refer to the qualification description document for an outline of essential
embedded knowledge
Describe the context within which the programme would be applicable.
Example:
 Real Estate programme: is the programme for agents, principal
agents or both?
 Project Management: is the programme for project managers in a
small environment, large or construction environment?
Describe whether the programme contains an RPL component. If so, a
separate RPL Orientation Guide and Portfolio Guide should be part of the
programme pack.
Learning Materials
A standard set of programme documents have been entered. Delete what is
not applicable, add what is in your programme – the intention is to get a full
list of relevant programme documents.
Links of the
programme
to registered unit
standards, skills
programmes, or
qualifications
Credit Value
Refer to the qualification description document – it will provide information
on the vertical and horizontal articulation, as well as replacements /
currency.
Refer to the qualification document – the minimum credits for fundamental,
core and elective credits are provided in the rules of combination.
Should you have selected more credits in the electives, indicate it – but you
may not select less credits.
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Exit Level
Outcomes
Assessment
criteria
NOTE: Insert exit level outcomes and related assessment criterion in a table to show the relationship
between them. This forms the basis of your clustering and curriculum outline.
Provide a graphic illustration of your
learning programme that shows the
modular structure clearly. The modular
structure must reflect the ELO to
learning unit relationship provided in
the qualification.
Learning Unit X: Name
Insert a table for each ELO in the qualification, or for each clustering of ELOs. Insert the related unit
standards, and credit value per learning unit / module.
ELO
US Type
NLRD
US Title
Level
Credits
TOTAL CREDIT VALUE
C.
Notional Hours Matrix
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Learning
Unit
Credits
Notional
Hours
Days
Contact Session
30%
Theory
Practical
Experiential
Learning
70%
WPE
Ass
Prep
FSA
TOTAL
TOTALS
The notional hours matrix takes some calculations to be made, so get your calculator ready!
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NOTE:
You have clustered / modularized your learning programme, and have a credit value per cluster.
1. Column 1: Enter your learning unit names or clusters as per your graphic illustration.
2. Column 2: Enter the overall credit value for the unit standards per learning unit.
3. Column 3: Credit value x10 = notional hours. For example, if a learning unit has 24 credits in
total, the notional hours will be 240 hours.
4. Column 4: Notional hours ÷8 hours = learning days. For example, 250 hours ÷ 8 hours per
day = 30 days of learning.
Learning must include theory sessions, practical activities, work-place component and
assessment preparation time. The accepted ratio in levels 2 – 4 is a 30% contact / 70%
experiential split. On level 5 the ratio towards contact may become more or less depending
on the qualification scope.
5. Column 5 - 8: For 30 days of learning, 30% of contact time (theory and practical) is at least 9
days (30 ÷30% = 9). You may decide how many days will be theory, and how many practical.
21 days will be for workplace component and assessment preparation – you may decide the
ratio. Normally assessment preparation is between 10% - 20& of the workplace component,
i.e. 2 – 4 days assessment preparation, 17 – 19 days workplace.
6. Column 9: Days may be taken out of the remaining workplace days for FSA preparation and
assessment – normally 2 days preparation for every 1 day of assessment is acceptable.
Adjust your experiential learning days in relation to the days allocated for FSA.
7. Column 10 is a QA measure (quality assurance) for column 4 – make sure they are the same.
The above calculation provides the basis for your roll out strategy and Facilitator Guide, and must be
consistent with what you present to candidates. You have some freedom to “play around” with
notional hours as it is intended as a guide based on learning assumed to be in place. A 10% variance
(more or less) in each category would be deemed acceptable.
Overview – Provision
/ Facilitation
Describe your provision strategy - you now have the total hours of
facilitation / practical / workplace. Decide how you will present the
programme – include a variety of facilitation techniques such as facilitation,
coaching / simulation, mentoring, self study, computer based formative
assessment.
Overview – Learner
Support
Provider Support
Outline the provider support you will give – access to facilitators, contact
sessions, additional coaching etc.
Workplace Support
Outline employer support you expect – workplace coaching / mentoring /
performance review / exposure
Overview – Learner
Duties / Learning
Outline what the learner must do – attend class / contact sessions, engage
in workplace activities / interviews. set up mentor meetings
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D.
Unit Standard to Programme Document Alignment
Resources:
This format assumes that you have done a clustering of unit standards per exit
level outcome. This section of the alignment strategy will show how the unit
standards and related elements per exit level outcome is accommodated in your
learning material and provision strategy. See instructions below 4 column table ...
ENTER NAME OF THE LEARNING UNIT
Exit Level Outcome:
Unit Standard Title
Enter exit level outcome
Specific Outcomes
Where covered
(Provision
Documents)
Facilitation and
Activities
1.
Credits
Notional
Hours
Days
Contact
Session (T &
P) - 30%
Experiential
Learning
(WPE &
AssPrep) 70%
FSA
Formative Activities:
Individual, Pair &
Group, Mentored
Discussion, Self
Reflection &
Assessment.
Activities X – X:
see Leaner Guide for
details
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Instructions:
1.
2.
3.
4.
Column 1: Enter unit standard title. A row must be completed for every unit standard within
the ELO cluster.
Column 2: Enter the specific outcomes of the unit standard.
Column 3: Indicate in which Learner Guide / Hand-out / Resource Pack the learning material
for the unit standard is covered – for example: Learning Unit 1.1: Real Estate Platform Module 2
Column 4: Enter provision strategy for the standard – from notional hours matrix complete
individual provision block and indicate formative assessment activities per standard. For
example:
Credits
Notional Hours
Days
Contact Session (T & P) 30%
Experiential Learning (WPE
& AssPrep) 70%
14
140
17.5
5
FSA
2
9.5
Formative Activities:
Individual, Pair & Group, Mentored Discussion, Self Reflection & Assessment.
Activities 1 – 30: see Leaner Guide for details
Designers Note:
This table format must be repeated for all exit level outcomes, and all unit
standards in the qualification. The provision outline provided above must
correspond to the qualification clustering provided in Section B & C of the
Alignment Matrix!
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E.
Alignment Strategy - Assessment
Resources:
This section is based on the Services SETA blueprint / templates titled:
“Alignment Strategy – Assessment”
NOTE:
An assessment strategy provides information on the activities, methods and tools
used for assessment, and may take different documented formats – the 2 most
popular formats are:
 Activity based
 Unit Standard based
Although the template provided below is included in the alignment matrix
template, the designer may use an alternative format / template for the
assessments strategy – see P13 – 16 of this Design Guide for more information on
the drafting of different assessment strategies.
Log Book /
Reflective Journal
Simulation – Case
Study
Assessment Strategy
Workplace
Evidence
Where covered
(Assessment
Documents )
Practical
Assignment
Specific Outcomes
Knowledge
Assignment
Exit Level Outcome:
NLRD
Unit Standard
No
Title





Designers Note:
Note that the assessment strategy does not have to extend down each
assessment criteria – the assumption is that the assessment criteria will form
part of the model answers for the activities, and that the assessment will be
designed at specific outcome level to ensure all assessment criteria are met.
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F.
Curriculum Outline
Designers Note:
The curriculum outline is essentially a list of all the learning outcomes that will
be covered in the learning programme / qualification.
The learning outcomes are derived from the unit standard elements, and may be
the specific outcomes, assessment criteria, range statements, essential
embedded knowledge elements.
Learning unit name:
Module:
US No:
US Name:
US NO
US NAME
S/O
SPECIFIC OUTCOMES
LEARNING OUTCOMES
See example below on learning outcomes for unit standard 246735 “Demonstrate an understanding
of the Real Estate environment”
S/O No
1
Specific Outcome
Describe the demographic
environment affecting Real
Estate
Learning Outcomes
Explain the concept of cultural diversity and demographic
trends in relation to Real Estate developments and trends.
Identify the trends, developments and statistical
information that affect Real Estate planning in relation to
own Real Estate context".
2
Describe the overall
economic environment
affecting Real Estate
Identify sources of economic related information that can
be utilized to determine economic climate affecting Real
Estate
Discuss Real Estate economics in relation to interests rates
and inflation, the concepts of supply and demand in
relation to the Real Estate environment and the buyer
versus seller markets
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S/O No
Specific Outcome
Learning Outcomes
Explain the competitive environment and socio-economic
factors that impact Real Estate and the concepts of scarcity
and choice in relation to the Real Estate environment
3
Describe the legal/regulatory
environments that impact on
the Real Estate Function
4
Identify the various
stakeholders that operate
within the Real Estate
environment in relation to
the role they fulfil.
Describe how the political and technological environment
affects the success of the Real Estate function
Identify the various rules and laws that affect the Real
Estate function and how they influence the Real Estate
function
Describe how the Estate Agency Affairs Act affects the
trends and developments within Real Estate, by identifying
Regulations and pertaining land use controls, and
regulations pertaining to property ownership
Identify the various stakeholders that affect Real Estate
and discuss Referral networks in relation to the
opportunities they can create
Discuss the multi-listing systems and their functions that
are available in Real Estate
Identify and explain the Deeds office and its broad
functions with examples
Tip:
This brings you to the end of the alignment matrix – the next section deals with the
actual development of the learning material and programme guides.
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Master Programme Documents
1.
Introduction
Resources:
This section is based on the Services SETA blueprint / templates regarded as
Master Guides.
A Master Guide is a programme guide that is developed for the entire
qualification, and not per Learning Unit.
Please read this section for guidance on the completion of the master programme
documents.
In the Blue print Pack outlined on Page 7, the Master documents are regarded as being the
following:
Moderator
Alignment Matrix
Moderator Guide
Registration Documents
Evaluation Forms
Programme Pack Control Sheet
Administrator
2.
Moderator
2.1
Alignment Matrix
The completion of the Alignment Matrix has already been discussed - the alignment matrix will be
used by the Moderator for preparation, drafting his Moderation Plan, and verifying assessment
alignment.
2.2
Moderator Guide
Tip:
The Moderator Guide does not require and customization, as it is a standard
moderation pack across all programmes / qualifications developed.
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3.
Administrator
3.1
Registration Document
Tip:
See discussion on registration document under Learner Guide section.
3.2
Evaluation Forms
Tip:
Evaluation Forms are included in each of the following Guides:



Learner Guide
Facilitator Guide
Assessment Guide
The Designer is not required to make any changes, but may customize / add as per
the qualification requirements.
3.3
Programme Pack Control Sheet
Designers Note:
The Programme Pack Control Sheet is used to map the documents applicable to
the qualification design, as well as maintain Version Control after
implementation of the programme.
Open the Control Sheet. Add / delete the guides per Learning Unit that is
applicable to your design, and indicate which role players must receive a copy
thereof.
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Provision & Facilitation Documents
1.
Introduction
Resources:
This section is based on the Services SETA blueprint / templates regarded as
Provision and Facilitation Guides.
These programme guides are specifically aimed at the Learner and Facilitator, and
could apply to the whole qualification or be developed per Learning Unit.
Please read this section for guidance on the completion of the master programme
documents.
In the Blue print Pack outlined on Page 7, the Master documents are regarded as being the
following:
Learner
Orientation Guide
Learner Guide
Resource Guide
Portfolio Guide
Facilitator Guide
Facilitation Aids
Course Administration
Mentor Guide
Coaching Sheets
Workplace Guide
Facilitator
Workplace Coach / Mentor
2.
Learner
We will start with the most important role player in outcomes based training, and the learning
resources he will received.
2.1
Orientation Guide
Resources:
Please refer to the Learner Orientation Guide template.
The Orientation Guide is the overall information guide for the whole qualification,
and acts as the main resource for the learner during induction / programme
orientation.
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2.1.1
Introduction
The Introduction section of the Orientation Guide contains minor customization, as it is contains
generic information about the NQF, outcomes based learning and qualification structures.
Refer to the highlighted portions for guidance on customization.
2.1.2
About The Qualification
Specific information regarding the qualification you are designing is contained in this section –
please refer to your alignment strategy and replace / customize the sections as required.
Designers Note:
Please refer to the section on Fundamentals. Depending on where your analysis
placed the fundamentals, this section will be changed to reflect the integration /
separation appropriately.
If the qualification is not an NQF level 4 FETC, then the 2nd language policy would
not apply, and the fundamentals information must be adjusted accordingly.
In addition, the CAT policy (Credit Accumulation Transfer) would
need to be adjusted according to level of the qualification and type
of qualification being designed.
2.1.3
Provision and Assessment
This section is an interpretation in learner terms of the Notional hours Matrix provided in the
Alignment Strategy.
The Provider will ultimately customize the roll out plan to suit operational requirements, but the
Designer must provided a basis of the total days required in contact, practical, workplace and
assessment, and the intervals between the interventions.
This indication of the “ideal” roll out strategy will assist the provider in providing guidelines in their
operational planning of the qualification provision.
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Below is an example of such an interpretation – the real estate level 4 qualification serves as basis for
example.
Proposed
Roll Out
Strategy
Notional
Hours
Total Days
Learning Unit 1
Contact:
Self Study:
Days –
Practical
Workplace
Assessment
Preparation
Learning Unit 3
1.2 Literacy &
Communication
2.1 Real
Estate
Legislation
2.2 Numeracy
&
Mathematics
3.1 The
Real Estate
Function
3.3 Elective
Stream 1
(Real Estate)
or Stream 2
(Valuation)
14 credits
= 140
notional
hours
40 credits –
400 notional
hours
17 credits –
170
notional
hours
16 credits =
160 notional
hours
54 credits
= 540
notional
hours
5 days
15 days
6 days
6 days
20 days
Stream 1:
12 credits =
120
notional
hours (15
days)
Stream 2:
10 credits =
100
notional
hours (12.5
days)
4 – 5 days
3 days
2 days
5 days
10 days
4 days
2 days
4 days
2 days
10 days
10 days
2 – 3 days
2 – 3 days
12.5 days
35 days
15 days
14 days
47.5 days
12 – 15
days
10 days
2.5 days
25 days
10 days
13 days
2 days
10 days
4 days
40 days
7.5 days
50 days
17.5 days
Days Theory
Learning Unit 2
1.1 The
Real Estate
Platform
20 days
21 days
67.5 days
10 days
2 – 5 days
Designers Note:
The rest of the Orientation Guide contains extracts from your alignment strategy,
and standard / generic information. You are now ready to move on to the
Programme Guides that contains the actual qualification learning material and
assessment requirements.
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2.2
Learner Guide
Designers Note:
The Learner Guide contains all the learning material the learner has to master for
assessment.
The Learner Guide has a detailed set of icons, formative assessment activity blocks,
and detailed instructions for completion.
Open the Learner Guide. Add / delete the learning material content per Learning
Unit that that is applicable to your design, and develop all formative activities in
the Learner Guide. Follow the template instructions to merge with appropriate
Lead & Cover Master.
2.3
Resource Guide
Designers Note:
The Resource Guide is intended to be a collection of additional resources not
contained in the Learner Guide.
The Resource Guide also contains the bibliography for the programme – make sure
it is completed in detail, and that all sources of research have been recognised.
Open the Resource Guide.
Add / delete the required additional resources per Learning Unit that that is
applicable to your design. Follow the template instructions to merge with
appropriate Lead & Cover Master.
2.4
Portfolio Guide
Designers Note:
The Portfolio Guide contains all the assessment activities that the candidate is
required to complete for summative assessment.
The Portfolio Guide has a detailed set of templates for activities development, and
detailed instructions for completion. The areas of customization required have
been highlighted for ease of reference.
Open the Portfolio Guide. Add the qualification details and assessment strategy
from the alignment strategy. Develop the assessment activities on the tools and
templates provided as is applicable to your design.
Follow the template instructions to merge with appropriate Lead & Cover Master.
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3.
Facilitator
3.1
Facilitator Guide
Designers Note:
The Facilitator Guide contains all the information that the Facilitator requires to
facilitate learning, based on the Learner Guide and assessment activities in the
Portfolio Guide.
The Facilitator Guide has a detailed set of templates for lesson preparation - the
areas of customization required have been highlighted for ease of reference.
Open the Facilitator Guide. Add the qualification details from the alignment
strategy. Develop the block programme areas on the tools provided as is
applicable to your design.
Follow the template instructions to merge with appropriate Lead & Cover Master.
Below is an example of a completed block programme – the real estate level 4 qualification has been
used as a basis for the example.
Learning Unit
Days
1.1
1
Real Estate
Platform
2
7.5
2
2
Learning
Activity
Orientation
Resources
Theory /
Practical
Workplace
Experience
Learner Guide
Resource Guide
Portfolio Guide
Module 1: Introduction to
Real Estate
Theory /
Practical
Assessment
Preparation
Learner Guide
Resource Guide
Learner Guide
Resource Guide
Portfolio Guide
Workplace Documents
Internet
Learner Guide
Resource Guide
Portfolio Guide
Learner Guide
Resource Guide
Module 2: Real Estate Ethics
1
Theory /
Practical
2
FSA
Curriculum
Learner Orientation
Guide
Portfolio Mentoring and
Support
Revision & FSA Preparation
17.5
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1.1 Real Estate Platform
Day
Module
1
Orientation
2
Act 1 - 9
4
Module 1: Introduction to Real
Estate
Module 1: Introduction to Real
Estate
Module 2: Real Estate Ethics
5
Module 2: Real Estate Ethics
Act 25 - 30
3
3.2
Formative
Activities
None
Act 10 - 19
Act 20 - 24
Guide
Pages
Orientation Guide
Learner Guide
Learner Guide
Resource Guide
Learner Guide
Resource Guide
Learner Guide
Resource Guide
Learner Guide
Resource Guide
P2 - 37
P1 - 9
P10- 35
P4 - 16
P36 – 91
P4 - 16
P92 – 116
P17 - 24
P117 – 154
P17 - 24
Facilitation Aids
Designers Note:
The Facilitator Aid is a standard power point presentation format that must be
used to develop 2 sets of slides:
1. Learning Programme Guidance slides
2. RPL Workshop Evidence Preparation slides
The slide template has been set up with the corporate identity of the Services
SETA, and a basic slide structure provided.
Open the Slides template. Add the slides information as outlined in the template.
3.3
Course Administration
Designers Note:
A standard learner registration form and evaluation forms have been included in
the respective templates – the course administration (attendance registers etc)
will depend on the provider quality management system, and no further
customization or course administration development is required.
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4.
Workplace Coach / Mentor
When developing learning material for provision in a learnership, it is essential that the designer
includes documents that will assist workplace integration. Depending on the level, a designer would
b e required to include a Mentor Guide or Coaching Sheets.
Tip
A Mentor Guide is usually developed for levels 4 - 5 candidates, and Coaching
Sheets are normally included for levels 1 – 4.
There is no hard and fact rule in this regard – the more task skill oriented the
qualification scope, the more Coaching Sheets would be appropriate. The more
intellectual skill the qualification is, the more the designer would lean towards
coaching sheets.
In most cases, a Workplace Guide would be applicable, as this contains evidence of workplace
activities and assessment.
4.1
Mentor Guide
The Mentor Guide is used for qualifications where a mentor relationship is critical to the
competence development of the learners – and is especially applicable to learnerships at NQF levels
4 – 5.
Designers Note:
Open the Mentor Guide, and follow the template instructions to transfer to the
Lead & Cover Page of choice.
Section A of the mentor Guide requires little customization – follow the
highlighted prompts.
Go to Section B of the Mentor Guide for further customization requirements.
Mentor Log Sheet
Refer to the Mentor Log Sheet for customization of qualification details.
NOTE:
The rest of the Mentor tools do not require any customization, but must be copied
and pasted / deleted to suit the amount of learning units in the qualification
design.
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4.2
Coaching Sheets
Designers Note:
The Coaching Sheet has been developed to follow a standard Coaching Procedure
– the EDIIT Principle of coaching.





Explanation
Demonstration
Imitation
Interrogation
Test / follow up
The Designer does not need to make any further customization in the Coaching
Sheet.
4.3
Workplace Guide
The Workplace Guide contains the workplace assessment requirements that are applicable in a
learnership. Documents contained here will normally be a Logbook and Reflective Journal, which is
completed by the Learner and signed off by the Supervisor.
The Logbook sign off normally takes place during mentorship sessions, and the Reflective Journal is
completed based on mentoring sessions and general workplace duties undertaken by the learner.
This guide must therefore be read in conjunction with the Mentor Guide.
Designers Note:
What is the difference between the Mentor Guide and Workplace Guide?
The Mentor Guide is essentially a provision tool, and provides information to the
workplace on areas of workplace support that will assist the learner in preparing
for assessment.
The Workplace Guide is essentially a workplace assessment tool. And provides
documentary proof that workplace activities took place in relation to the unit
standard requirements.
The instructions provided in the Workplace Guide are self explanatory – the following customization
is required:


Insert information from the alignment strategy
Update Logbook tables with workplace related unit standard information.
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Assessment Documents
1.
Introduction
Resources:
This section is based on the Services SETA blueprint / templates regarded as
Assessment Guides.
These programme guides are specifically aimed at the Assessor and Evidence
Facilitator, and could apply to the whole qualification or be developed per
Learning Unit.
Please read this section for guidance on the completion of the master programme
documents.
In the Blue print Pack outlined on Page 7, the Master documents are regarded as being the
following:
Assessor
Assessment Guide
Assessment Toolkit
FSA Questionnaire (Final Summative Assessment)
FSA Model Answer Guide (Final Summative Assessment)
FSA Recording Tool (Final Summative Assessment )
2.
Assessor
2.1
Assessment Guide
Designers Note:
The Assessment Guide / Strategy contains extracts from your alignment strategy,
and acts as a Master Guide across all learners.
The Master Assessment Guide contains information for the assessor on the
qualification structure, unit standards per learning unit, assessment strategy,
planning and preparation required.
The Master Assessment Guide also provides information on the use of the
Assessment Toolkit applicable per learner.
Follow the highlighted sections for customization requirements, and add in the
areas required from the alignment strategy.
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2.2
Assessment Toolkit
Designers Note:
The Assessment Toolkit is the recording tools that the assessor must complete per
learner. Each Learning Unit has its own Portfolio Guide / Workbook, and must
therefore have a related set of recording tools – the design of the recording tools
are critical, as it will form the basis of moderation where the credibility of the
assessment decision is validated.
If it is not recorded, it cannot be validated, and the assessment decision cannot be
upheld. It is therefore up to the Designer to ensure that an “auditable” assessment
instrument is designed.
The assessment toolkit template has been structured to allow for the following:




2.2.1
Relationship between assessment activities and unit standard components
Final competence judgement
Recording of re-assessment
Assessor recording and remedial action required
Results Summary and Judgement
The Results Summary and Judgement section must be prepared by the designer, so that the assessor
may only be required to record his assessment results. An example of a completed Results Summary
and Judgement sheet is provided below – an example from the real estate level 4 qualification has
been used:
Source of
Evidence
Assessment Activity
Alignment
First Submission
Clearly meets all
the criteria
Task 1
Knowledge
Assignment
Practical Assignment
Workplace Evidence
Task 2
Knowledge
Assignment
Practical Assignment
Case Studies 1,2
Logbook / Reflective
Journal
Meets some but
not all criteria
Clearly does not
meet any of the
criteria
US 246735 SO
1,2,4
US 246735 SO
1,2
US 246735 SO
2, 4
US 246737 SO
1,2
US 246737 SO
4
US 246737 SO
1,2,3
ELO 1
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2.2.2
Assessment Recording Tools
Designers Note:
The assessor using the assessment toolkit must be a subject matter expert, and
therefore do not need overly detailed model answers. The purpose of model
answers is to ensure consistency of interpretation, and reliability (and therefore
fairness) of assessment focus. Model Answers may be developed as key words /
response maps / full sentences – as long as it is clear what the evidence
requirements for a competence judgement is.
The Designer must therefore provide the consistency described above by providing
model answers to ALL assessment activities developed.
The Designer has a choice on whether the model answers are developed in a separate guide, or as
part of the assessment recording tool.
8
1.2 b
SO
SO 2
UNIT STANDARD 246737
US
Portfolio
Question
Toolkit with Model Answers included
If model answers are included, the assessment tool development may look something like the
example provided below: 8
Assessment Item
Assessor Feedback
List and explain 5 circumstances where a
fidelity find certificate will not be issued?
Evidence must include:
 Dismissal
 Convicted offence
 Un-rehabilitated insolvency
 Unsound mind
 Prior offences against code of
ethics
 Prescribed training
 12 months service broken
Assessment columns removed for purposes of illustration only
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SO
1.2 c
US
Portfolio
Question
Provider Design Guide
Assessment Item
Assessor Feedback
List at least 5 circumstances where the
fidelity fund will consider payment?
Evidence must include:
 Theft / fraud evident
 Trust money unlawfully applied
 Any other reason – P106 Learner
Guide
Toolkit with model answers separately
If model answers are excluded, the assessment tool development may look something like the
example provided below – but it is imperative that a separate Model Answer Guide then be
provided: 9
9
1.2 b
SO
1.2 c
SO 2
UNIT STANDARD
246737
US
Portfolio
Question
Assessment Tool:
Assessment Item
Assessor Feedback
List and explain 5 circumstances where a
fidelity find certificate will not be issued?
List at least 5 circumstances where the
fidelity fund will consider payment?
Assessment columns removed for purposes of illustration only
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1.2 b
SO
Assessment Item
1.2 c
Model Answer
List and explain 5
circumstances where a
fidelity find certificate will
not be issued?
Evidence must include:
 Dismissal
 Convicted offence
 Un-rehabilitated insolvency
 Unsound mind
 Prior offences against code of ethics
 Prescribed training
 12 months service broken
List at least 5
circumstances where the
fidelity fund will consider
payment?
Evidence must include:
 Theft / fraud evident
 Trust money unlawfully applied
 Any other reason – P106 Learner Guide
SO 2
UNIT STANDARD 246737
US
Portfolio
Question
Model Answer Guide
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2.2.3
Assessment Review
Assessment review is an important part of quality assurance, as it allows the assessor to provide
feedback on the suitability of assessment tools and activities, and to comment on the learner entry
to the programme.
Designers Note:
Assessment review can be done per candidate, or per block of learners assessed. In
these templates we have taken the block review approach, as it allows for a more
focused and holistic approach, rather than a standard repetitive exercise per
learner.
No further customization is required on the assessment toolkit or review
documents.
3.
Final Summative Assessment
Resources:
This section is based on the Services SETA blueprint / templates concerned with
Final Summative Assessments:



FSA Questionnaire Guide
FSA Model Answer Guide
FSA Recording Tool
Please read this section for guidance on the completion of the FSA Design
documents.
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3.1
FSA Questionnaire
The purpose of this FSA Questionnaire Guide is to provide a battery of Assessment Questionnaires to
be used as Final Summative Assessment for each Learning Unit in a Qualification.
Designers Note:
The FSA (Final Summative Assessment) takes place after each Learning Unit based
on the unit standards of the respective Learning Units, as well as at the end of the
qualification, based on the exit level outcomes and related assessment criteria
stated in the qualification description.
The FSA Questionnaire Guide must be designed in conjunction with the Services
SETA Qualification programme material which is based on all of the exit level
outcomes and related unit standard cluster. The FSA Model Answer Guide is a
mirror document of the FSA Questionnaire Guide.
Blueprint Instructions:
Open the Blue Print FSA Questionnaire Guide.
Each Learning Unit / Exit Level Outcome cluster must have its own FSA
Questionnaire Guide.
Insert the information as required in the Blue Print FSA Questionnaire Guide.
3.2
FSA Model Answer Guide
The purpose of this FSA Model Answer Guide is to provide a battery of Assessment Questionnaires
to be used as Final Summative Assessment for each Learning Unit in a Qualification.
Designers Note:
The assessor that will be assessing the Final Summative Assessment Guide must be
a subject matter expert, and therefore do not need overly detailed model answers.
As in the assessment toolkit, the purpose of model answers is to ensure consistency
of interpretation, and reliability (and therefore fairness) of assessment focus.
Model Answers may be developed as key words / response maps / full sentences –
as long as it is clear what the evidence requirements for a competence judgement
is. The Designer must therefore provide the consistency described above by
providing model answers to ALL assessment activities developed.
Blueprint Instructions:
Open the Blue Print FSA Model Answer Guide.
Each Learning Unit / Exit Level Outcome must have its own FSA Model Answer Guide.
Insert the information as required in the Blue Print FSA Questionnaire Guide.
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3.3
FSA Recording Tool
Blueprint Instructions:
Open the Blue Print FSA Model Answer Guide. Each Learning Unit / Exit Level Outcome
must have its own FSA Model Answer Guide.
Insert the information as required in the Blue Print FSA Questionnaire Guide.
4.
Final Qualification Judgement Sheet
The Final Qualification Judgement Sheet is the final assessment control sheet, and provides the
summary between the Exit Level Outcomes and their related unit standards, and the Final
Summative Assessments completed.
Blueprint Instructions:
Open the Final Qualification Judgement Sheet.
Enter the exit level outcomes, their related assessment criteria, and unit standards as
per the alignment / assessment strategy.
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RPL Documents
1.
Introduction
Resources:
This section is based on the Services SETA blueprint / templates regarded as RPL
Guides.
These programme guides are specifically aimed at the RPL Advisor and candidate,
and is developed as an overarching qualification document.
Please read this section for guidance on the completion of the master programme
documents.
In the Blue print Pack outlined on Page 7, the Master documents are regarded as being the
following:
RPL Advisor
RPL Orientation Guide
RPL Portfolio Guide
RPL Assessment Guide
RPL Assessment Toolkit
RPL and Curriculum Development highlights the extent to which the education and training system is
changing from an inputs-based system to an outcomes-based system. It reflects how assessment
and assessment practices will increasingly inform the development of curricula and also represents
the holistic vision.10
Designers Note:
Designers are therefore required to carefully analyse the knowledge, skills and
values that will prove competence in a particular field or practice.
Designers have to enrich the curricula by additional knowledge of candidates that
was acquired outside of formal education and training, and the ways in which this
knowledge may make the qualification more relevant and responsive to the needs
in the workplace.
It is here where the critical “negotiation of two worlds” –
the world of experience and the world of the academic
becomes evident - (Osman et al, 2001)
10
SAQA RPL Policy document
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RPL Self Assessment Tool
Designers Note:
Included below is a self assessment tool11 that you can use to evaluate your RPL
Design.
(Key: Y – Yes; N – No; U – Underdeveloped)
Yes
No
Unsure
The learning programme takes into account the nature and form
of knowledge produced in previously excluded constituencies and
locations, e.g. indigenous knowledge, industry knowledge,
worker’s knowledge, women’s knowledge
The curriculum increasingly incorporates indigenous and other
knowledge forms to reflect the diversity of needs and goals of the
targeted learners.
The design of learning programmes indicates how candidates’
prior knowledge has been affirmed and taken into account.
The curriculum is sufficiently open-ended to allow for flexible
entry and exit points to enhance access and the achievement of
learning outcomes / goals.
Where candidates demonstrate knowledge that does not easily fit
existing unit standards or exit level outcomes, credit equivalencies
are established in consultation with subject experts and relevant
ETQAs.
2.
RPL Guides
The “Master Guide” in RPL is the document that outlines the overall assessment strategy,
qualification alignment, RPL process and evidence plan – this guide will be used as basis for RPL tools
approval, internal and external moderation of RPL portfolios. We therefore start discussion with the
RPL Assessment Guide.
2.1
RPL Assessment Guide
2.1.1
Alignment
The purpose of this RPL Assessment Strategy Guide is to provide the RPL Assessor with guidelines on
the assessment of the Portfolio of Evidence submitted by the candidate for Recognition of Prior
Learning (RPL) assessment purposes.
11
SAQA RPL Policy document
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Designers Note:
The Assessment Strategy must be read by candidates in conjunction with the RPL
Orientation Guide and Portfolio Guide and Candidate Assessment Guide.
Therefore, designers must ensure that these documents are in line with one
another.
Blueprint Instructions:
Open the RPL Assessment Strategy Blue Print Guide.
Follow the instructions in the RPL Assessment Strategy Blue Print guide and insert
the applicable information of the programme where required.
Go to page 5 of the RPL Assessment Strategy Blue Print Guide.
In the table insert the following information:






ELO
ELO No.: Write up the ELO as per the Qualification document.
US Type: List the type of unit standard; Core, Fundamental or Elective.
NLRD: Indicate the unit standard NLRD No.
US Title: Insert the unit standard title.
Level: Give the level of the unit standard
Credits: Give the credit value of the unit standard
US Type
NLRD
US Title
Level
Credits
1.
TOTAL CREDIT VALUE
Blueprint Instructions:
Repeat the Portfolio of Evidence section for every Evidence Unit / Exit Level
Outcome of the Qualification / Programme.
2.1.2
Assessment Strategy
Blueprint Instructions:
Go to Section C: Assessment Strategy and Plan.
Use the table format provided to design the RPL Assessment Strategy.
In the Table, tick the appropriate ELO No. Against the Unit standard; and for that
unit standard indicate the assessment activity.
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2.1.3
Portfolio Assessment Activities
Designers Note:
The Portfolio Assessment Activities method may become most useful to assist
candidates in developing a holistic and well-rounded picture of themselves, their
career and their lifelong learning achievements. This may include a reflection on
all the contexts and areas of experiential, community and workplace learning.
2.2
RPL Orientation Guide
The RPL Orientation Guide is the candidate version of the RPL Assessment Guide – it provides the
candidate with all the critical information on the qualification, assessment strategy, process and
contractual / administrative requirements.
Blueprint Instructions:
Open the RPL Orientation Guide.
Follow the instructions in the RPL Orientation Blue Print Guide and insert the
applicable information of the programme where required.
2.2.1
Why are we here?
In this section the rationale for a RPL approach is given, i.e. Professional Registration that is linked to
the registration of a new Qualification.
This information will derive from new legislation, a new qualification registration for a particular
profession, new professional registration legislated by a Professional Body / Association for a certain
Profession (E.g. Real Estate Agents).
Designers Note:
It is important to give the candidates a clear indication on what the benefits of
successful completion of the RPL will be. This could be the admission to register as
a professional practitioner. This information is obtained from the legislation,
regulations and qualification admission of a certain Professional Body /
Association.
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2.2.2
Legal Requirements for RPL
Blueprint Instructions:
Open your selected Cover page template.
Go to page 5 of the RPL Orientation Guide and insert the exact details from
legislation that specifically address the re-training, re-registration and Qualification
requirements of a certain Professional Industry.
Insert the details of the sections in the Regulations that address the entry,
remedial training and exemptions here.
2.2.3
RPL Assessment Strategy and Plan
Blueprint Instructions:
Go to Section C: Assessment Strategy and Plan.
Use the table format provided to design the RPL Assessment Strategy.
In the Table, tick the appropriate ELO No. Against the Unit standard; and for that
unit standard indicate the assessment activity.



2.2.4
Repeat Section D: Evidence Unit 1: for each Exit / Unit outcome. E.g.
Section E: Evidence Unit 2: Name
Section F: Evidence Unit 3: Name
Candidate Screening Interview Sheet
The purpose of this document is to provide guidelines to the provider in screening and selecting the
appropriate candidates for the RPL assessment against a certain Qualification / Learning Programme.
Blueprint Instructions:
Go to the Candidate Screening Interview Sheet Guide.
Insert the necessary information where required.
2.2.5
Candidate Selection Criteria
Designers Note:
This section contains the criteria that are specific required for a particular
profession.
Designers have to extract and include the information stipulated in the Registered
Qualification Document under Learning Assumed to be Place; and further
requirements that is forthcoming from that particular industry body, association,
or Services SETA that is required by legislation that governs that particular
industry.
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2.3
RPL Portfolio Guide
The RPL Portfolio Guide provides instructions to the candidate on the evidence requirements in
relation to the qualification requirements and assessment strategy.
Blueprint Instructions:
Open the RPL Portfolio Guide Blue Print Document.
Follow the instructions in the RPL Portfolio Blue Print guide and insert applicable
information where required.
2.3.1
Portfolio Checklist
The Portfolio Checklist assists candidates with the compilation of their Portfolios for assessments.
Designer Note:
The Checklist indicates the types of documentation that is required for the
completion of the candidates Portfolio. The checklist is also utilized as a tracking
tool of evidence submitted by candidates.
Update the Portfolio Checklist last – this will ensure that you have completed all
design, and then match the checklist to what is already there.
2.3.2
Index
The purpose of the Index page is to assist both the candidate and assessor to locate sections of the
portfolio.
The list of documents is a minimum requirement of what should be included and contains generally
the following documents:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Candidate Request for RPL
Candidate Registration and SAQA Coding Form
Assessment Contract
Candidate Declaration of Authenticity
Candidate Identification Document (ID) Copy
Candidate CV
Copy of Candidate’s Certificates
Candidate’s Organizational Organogram
Candidate Job Description(s) / Performance Contract(s)
Candidate Copies of Qualifications / Certificates
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Designer Note:
Designers have to be aware of any other legal requirements / documents /
certificates that are stipulated in Regulations for a particular industry / profession.
This information must be added to the above list.
2.3.3
Candidate Request for RPL
The candidate has to complete the request for RPL document that is included in the Guide.
In this section the Candidate submits the application that serves to confirm that he/she request to
participate in the process of Recognition of Prior Learning for a certain Qualification.
Designer Note:
Designers must provide space where the candidates can include a list of
achievements and any other relevant information the assessor may find useful
during the RPL process.
2.3.4
Learner Registration and SAQA Coding Form
The Learner Registration and SAQA Coding Form that is included in the Blue Print is a requirement of
SAQA and the Services SETA.
Designer Note:
Designers shall not use any other Learner Registration Form, as all NLRD fields
must be included for successful upload to the Services SETA.
Blueprint Instructions:
Open the RPL Portfolio Guide Blue Print Document.
Go to page 17; Section C: Evidence Unit; 1.1 Unit standard Alignment.
Insert the following information in the table that is given:






ELO No.: Write up the ELO as per the Qualification document.
US Type: List the type of unit standard; Core, Fundamental or Elective.
NLRD: Indicate the unit standard NLRD No.
US Title: Insert the unit standard title.
Level: Give the level of the unit standard
Credits: Give the credit value of the unit standard
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Example:
ELO
1. ELO
US Type
NLRD
US Title
Level
Credits
TOTAL CREDIT VALUE
2.3.5
Evidence Requirements
Blueprint Instructions:
Go to page 19; Section C: Evidence Unit; 2.1 Evidence Requirements.
Insert the following information in the tables that is given under Knowledge
Assignment, Practical Assignment, Natural Occurring Evidence and Reflection:
Insert the following information in the table provided under each heading:




No.: The number of the assignments is chronologically.
Alignment: Insert the Unit Standard ID no. Should there be an integrated
approach, list those unit standards together.
Evidence Requirements: Insert the evidence requirements for that particular
Unit Standard / or cluster of unit standards in the case of integration.
Rating: Rate each activity.
Example:
No
Alignment Evidence Requirements
Rating
Page
1
2
Total Rating
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Blueprint Instructions:
Repeat the Evidence Required section for every Evidence Unit / Exit Level Outcome
of the Qualification / Programme.
2.4
RPL Assessment Toolkit
2.4.1
Assessment Recording Tools – ELO Evidence Unit
Blueprint Instructions:
Go to page 9 of the RPL Candidate Assessment Guide; Assessment Recording Tools.
In your Blue Print document there is an example of one (1) Assessment Recording
Tool.
Use this template when you design a full programme and develop an Assessment
Recording tool for each ELO Evidence Unit (depending on the number of Exit Level
Outcomes).
Blueprint Instructions:
Go to page 9 of the RPL Candidate Assessment Guide; Document Review.
There are 4-types of Evidence to be reviewed. Knowledge Assignment, Practical
Assignment, Natural Occurring Evidence and Reflection.
Each of these has a table below the heading.
The following information must be inserted and repeated in each of the tables:
 POE No.: Chronological numbering required.
 Alignment: List the unit standard NLRD No.
 Assessment Item: List the “model answers” for that unit standard / or cluster
of unit standards in the case of integration
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2.4.2
Assessment Review Documents
Blueprint Instructions:
Go to page 14 of the RPL Candidate Assessment Guide; Assessment Review
Documents.
Designers will add Evidence Units in the table provided according to the number of
Exit Level Outcomes of the registered Qualification.
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Example:
Sufficient
Reliable
Consistent
Current
Authentic
Comments
Valid
Review Criteria
Please conduct an honest review of the Assessment Instruments used in this assessment:
1
Evidence Unit ELO 1
Knowledge
Assignment
Practical Assignment
Natural Occurring
Evidence
Reflection
2
Evidence Unit ELO 2
Knowledge
Assignment
Practical Assignment
Natural Occurring
Evidence
Reflection
3
Evidence Unit ELO 3
Knowledge
Assignment
Practical Assignment
Natural Occurring
Evidence
Reflection
4
Evidence Location
Grids
Historical Evidence
Location Grid
CCFO Location Grid
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Self Evaluation Guide
Introduction
Resources:
This section provides a Self Evaluation Checklist that will assist the provider in
evaluating his own programme design and development.
Providers must complete the Self Evaluation per programme developed, and
include the Self Assessment with each programme submitted to Services SETA for
evaluation and approval.
Self Evaluation
1.
1
Alignment Matrix
No Evidence
Criteria
1.1
Programme
Guides
included
2
Some evidence
3
Evidence but
requires more
work
Evidence Requirements
Alignment Matrix /
Programme Strategy
Learner Orientation /
Information Guide
Learner Guides
Facilitators Guide
Assessment Guides
Portfolio of Evidence Guides
(PoE)
Assessment Tool Kits
Final Summative Assessment
(FSA)
FSA Recording Tool & Model
Answers
RPL Orientation Guide &
Assessment Strategy
RPL Portfolio Guide and
Assessment Toolkit
Self Rating
4
Evidence meet the
requirements
5
Good practice
Evidence Location
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2.
1
Programme Clustering
No Evidence
Criteria
2.1
Qualification
Alignment
2
Some evidence
3
Evidence but
requires more
work
Evidence Requirements
Programme/qualification
name, level and purpose stated
Credit value indicated and
correct rules of combination
outlined
Occupation Details / Target
population stated
Notional Hours / programme
duration in line with credit
value
Essential embedded knowledge
/ CCFOs indicated
Rating
4
Evidence meet the
requirements
5
Good practice
5
Good practice
Evaluator Comments
Exit Level outcomes /
Qualification assessment
criteria / unit standard
relationship clear in clustering
Links with other programmes
clearly indicated
ELO – Unit Standard
relationship clearly outlined
3.
1
Facilitation and Assessment
No Evidence
2
Some evidence
3
Evidence but
requires more
work
Criteria
Evidence Requirements
3.1
Notional hours matrix / defined
in hours / days / weeks
Contact Session (30%) divided
into theory/practical
Notional
Hours Matrix
3.2
Provision /
Rating
4
Evidence meet the
requirements
Evaluator Comments
Experiential learning (70%)
divided into workplace
experience and assessment
preparation
Time allocate sufficient and
consistent throughout material
Description of provision /
facilitation outlined
Description of provider duties
and learner support outlined
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1
No Evidence
Criteria
Facilitation
3.3
Formative
Assessment
3.4
Summative
Assessment
Strategy
3.5
Curriculum
4.
1
2
Some evidence
3
Evidence but
requires more
work
Evidence Requirements
Rating
4
Evidence meet the
requirements
5
Good practice
5
Good practice
Evaluator Comments
Provision / facilitation in line
with qualification requirements
Formative activities per
learning unit / unit standard
cluster indicated
Formative activities offer
variety – individual / pair /
group, and prepares
foundational, practical,
reflexive competence
All unit standards indicated on
the assessment strategy
Candidate activities’ alignment
clearly indicated
Summative activities offer
variety i.e. theory, practical,
observation, interview,
logbook, and prepares
foundational, practical,
reflexive competence
Learning outcomes per unit
standards / learning unit /
cluster provided
Learning outcomes written in
clear “verb – noun – qualifier”
format
ETD Staff Resources
No Evidence
2
Some evidence
3
Criteria
Evidence Requirements
4.1
Facilitators
Facilitator personal details
provided
Facilitator expertise in line
with qualification
requirements
4.2
Assessors
4.3
Moderators
Evidence but
requires more
work
Rating
4
Evidence meet the
requirements
Evaluator Comments
Assessor personal details
provided
Assessor expertise in line with
qualification requirements
Assessors registered with
appropriate scope
Moderator personal details
provided
Moderator capacity
appropriate to assessment
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1
No Evidence
Criteria
2
Some evidence
3
Evidence but
requires more
work
Evidence Requirements
Rating
4
Evidence meet the
requirements
5
Good practice
5
Good practice
5
Good practice
Evaluator Comments
capacity
Moderators registered with
appropriate scope
5.
1
Evaluation Strategy
No Evidence
2
Some evidence
3
Evidence but
requires more
work
Criteria
Evidence Requirements
5.1
Learner Evaluation evident
ETD Staff (Facilitator /
Assessor) Evaluation evident
Evaluation of
Reaction
6.
1
Rating
4
Evidence meet the
requirements
Evaluator Comments
Assessment strategy &
process, Programme
Materials, Facilitation,
Assessment, Workplace
Impact
Programme Guides
No Evidence
Criteria
6.1
Learner
Guides
6.2
Facilitator
Guide
6.3
Assessment
Documents
2
Some evidence
3
Evidence but
requires more
work
Evidence Requirements
Rating
4
Evidence meet the
requirements
Evaluator Comments
Learner orientation qualification and provision,
assessment, appeals
Material / content –
outcomes based, integrated,
appropriate and aligned, use
of icons
Qualification details, duties
and learner support,
resources required
Provision requirements /
block programme
Facilitator guide in line with
alignment matrix
Assessment Guide – strategy,
instructions on activities /
methods / tools,
administration required
Assessment planning and
preparation
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1
No Evidence
Criteria
6.4
Portfolio
documents
7.
1
2
Some evidence
3
Evidence but
requires more
work
Evidence Requirements
Rating
4
Evidence meet the
requirements
5
Good practice
5
Good practice
Evaluator Comments
Assessment recording tools
and re-assessment, feedback
Assessment Judgement –
activity – evidence – unit
standard link
Judgement in terms of VACS
principle
Assessment plan /
preparation / contract clearly
outlined
Assessment activities clearly
formulated, appropriate
Logbooks / journals workplace
appropriate
Programme Quality Assurance
No Evidence
2
Some evidence
3
Evidence but
requires more
work
Criteria
Evidence Requirements
7.1
Programme Guides Formatting and editing,
grammar and spelling, use of
language, graphs and symbols
General
status of
material
Rating
4
Evidence meet the
requirements
Evaluator Comments
Branding – use of logo, icons,
standard template / blueprint,
Version Control, headers and
footers
Resource recognition /
acknowledgements, research
appropriateness
Programme Self Assessment
The Provider is required to provide an overall rating for each category of evaluation, and a final
rating for the overall programme.
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1
No Evidence
2
Some evidence
No
Criterion Area
1
2
3
4
Programme Details
Programme Clustering
Notional Hours Matrix
Programme Alignment
3
Evidence but
requires more
work
Overall
Rating
4
Evidence meet the
requirements
5
No
Criterion Area
5
6
7
8
ETD Staff Resources
Evaluation Strategy
Programme Guides
Programme Quality Assurance
Good practice
Overall
Rating
OVERALL PROGRAMME RATING:
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Annexure: Templates Control List
Template
Number
Master 0
Master 1
Master 2
Master 3
Master 4
Slides 0
Slides 1
Slides 2
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Template Name
Version
Blank Page
Blank Page Instructions
Cover & Lead Blue Gray
Cover & Lead Blue & White Circles
Cover & Lead Blue Stripes & Blocks
Cover & Lead Business Men Walking
Slide Master
Slide Skeleton – Qualification
Slide Skeleton - RPL
Provider Design Guide
Alignment Strategy
Programme Pack
Orientation Guide
Learner Guide
Resource Guide
Portfolio Guide
Mentor Guide
Facilitator Guide
Workplace Guide
Master Assessment Guide
Assessment Toolkit
Coaching Sheet
FSA Questionnaire
FSA Model Answer Guide
FSA Recording Tool
Overall Qualification Judgement Sheet
RPL Assessment Strategy
RPL Candidate Screening Interview Sheet
RPL Orientation Guide
RPL Portfolio Guide
RPL Assessment Toolkit
Moderator Guide
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