Transcript Assessment College of South Africa (Pty) Ltd

Training and skills development in the
South African audio visual industry
by
Natalie Delport
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Legislation: The 3 Acts
South African Qualifications
Authority Act No. 58 of 1995
Regulations under the SAQA Act
(R452 of 1998)
NSB Regulations 1998
Skills Development Act No. 97 of
1998
ETQA Bodies Regulations 1998
Regulations of Learnerships and
Skills Programmes 1999
Skills Development Levies
Act No. 9 of 1999
Regulations on the SDL Act, 1999
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Skills Development
Minister of Labour
NSF
NSA
SETA
SETA
ETQA
ETQA
CHAMBER
CHAMBER
Public & Private Providers
Employer Providers
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South African Qualifications Authority
(SAQA)
The body responsible for
overseeing the development and
implementation of the National
Qualifications Framework
(established in terms of the SAQA
Act no. 58 of 1995)
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SAQA
To oversee the development of the NQF, by
formulating and publishing policies and
criteria for the registration of bodies
responsible for establishing education and
training standards or qualifications and for
the accreditation of bodies responsible for
monitoring and auditing achievements in
terms of such standards and qualifications.
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Consultation Panels Appointed by SAQA
1. Agriculture and
Nature
Conservation
2. Culture and Arts
3. Business
Commerce and
Management
Studies
4. Communication
Studies and
Language
5. Education
Training and
Development
6. Manufacturing,
Engineering and
Technology
7. Human and
Social Studies
8. Law, Military
Science and
Security
9. Health Science
and Social
Services
10. Physical,
Mathematical,
Computer and
Life Sciences
11. Services
12. Physical
Planning and
Construction
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Standards Generation Function
Minister of Education
NQF
NLRD
SAQA
Panel
SGG
Panel
Panel
SGB
SGB
SGA
SGP
SGB
Qualifications
Unit Standards
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Outcomes Based Education (OBE)
According to the National
Department of Education’s
Policy Document (1997),
outcomes-based education
(OBE) should be driven by the
outcome displayed by the learner
at the end of the educational
experience
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Principles of OBE
Recognition
Self-paced learning
Equity
Flexibility
Learner centered
Facilitation
Learning in real-life
situations
Critical thinking,
reasoning, reflection,
action
Continuous integrated
assessments
Learner responsibility
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National Qualifications Framework
(NQF)
The NQF is a structure that
organises and classifies
qualifications and competencies
in South Africa.
It consists of registered
unit standards and qualifications
at eight levels of learning...
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NQF System
MINISTER OF EDUCATION
SAQA
Education and Training
Public and Private
MINISTER OF LABOUR
HET
NSA
HEQC
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Panel
Panel
SETA
SETA
SETA
FET
SGB
SGB
GET
Umalusi
SGA
SGG
ETQA
ETQA
CHAMBER
CHAMBER
SGP
Standards and
Standards
Qualifications
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NQF LEVELS
Education
band
Higher
Further
NQF
Level
Qualification
Institutions
8+
8
7
6
5
Doctors degrees, post-doctoral
research/
Masters
Honors and four-year degrees
First degrees/Higher certificates
Universities, Universities
of Technology
Colleges, Private
Providers,
In-house/workplace
training
4 - Gr. 12
3 - Gr. 11
2 - Gr. 10
Further Education and Training
Certificate
Schools, colleges, private
providers, training
centers, NGOs, in-house/
workplace training
General
Open-ended
1 - Gr. 9
General Education and Training
Certificate
ABET levels 1 to 4
Early Childhood Development
Schools, ABET providers,
independent schools,
NGOs, nursery schools,
private providers
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NQF Principles
1. Integration
To form part of a system of learning that provides for a unifying approach to education and training
2. Relevance
To be responsive to national development needs
3. Credibility
To have international and national value, recognition and acceptance
4. Coherence
To work within a consistent framework of principles and certification
5. Flexibility
To allow for multiple ways of achieving the same learning ends
6. Standards
To be expressed in terms of a nationally agreed framework and internationally acceptable outcomes
7. Legitimacy
To provide for the participation of national stakeholders in the planning and coordination of standards
and qualifications
8. Access
To provide access to appropriate levels of education and training for all prospective learners
9. Articulation
To enable learners, on successful completion of learning, to move between providers and qualifications
10. Progression
To ensure that the NQF permits individuals to move through the levels of national qualifications
11. Portability
To enable learners to transfer credits of qualification from one learning institution and/or employer to
another
12. RPL
To give credit, through assessment, to learning already acquired in different ways
13. Guidance of
To provide for counseling of learners by specially trained individuals who meet nationally recognised
standards for educators and trainers
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Skills Development Levy
(SDL)
Skills Development Levy. This is a levy
(of 1%) payable and collected by the
South African Revenue Services
(SARS) by employers who pay more
than a certain figure of salaries per
year.
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Skills Development Levy
(SDL)
Whether you pay R50 or R5 000 per
month for Skills Development Levy,
you are entitled to get back a portion of
the money you have paid in the form of
Levy Grants. A simplified form has
been developed to make grants more
accessible to all companies.
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Skills Development Levy
(SDL)
Mandatory Grants
= 50 %
(through WSP submission)
Discretionary Grant = TBC
(Special Calls via SETA’s)
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Workplace Skills Plan
(WSP)
The company training plan
approved by the relevant
SETA…
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Workplace Skills Plan
(WSP)
Companies with 50 or more employees
(temporary and permanent employees),
will complete the Workplace Skills Plan
and Annual Training Report annually SETA provides templates.
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Quality Assurance Systems
International System
National Systems
Moderation
DOL
SME Assessors
SETA
Management
DOE
SGB
SAQA and ETQAs
ISO & IIP
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The Assessment Process
Moderated and Verified
Delegate asks
to be assessed
Certification
by SETA
Assessment of POE
& Feedback
to/from Learner
Assessment
is planned
Practical (workplace)
&
Knowledge
(written/oral)
Assessment takes place - in the workplace
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What is an Assessment?
Assessment is a process of
identifying, gathering and
interpreting information
about a learner’s achievement,
as measured against nationally
agreed outcomes for a
particular phase of learning
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What is an Assessment?
FOUR STEPS IN ASSESSMENT
Generating and collecting evidence of
achievement
Evaluating this evidence against the
outcomes
Recording the findings of this evaluation
Using this information to assist the
learner’s development and improve the
process of learning
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Competence Model for Assessments
KNOWLEDGE
Cognitive
Foundational
Head
Read
Mind
SKILL
Psychomotor
Practical
Hand
Do
Body
ATTITUDE
Affective
Reflective
Heart
Think
Soul
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Quality Assurance Function
Minister of Education
SAQA
ETQA
ETQA
PROVIDER
Moderation
Assessment
Quality of Learning
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Assessment Support System
ETQA
Verifiers
Moderators
Assessors and
Assessment Designers
Evidence Collection Facilitators
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Appeals Procedure
Assessment
Dissatisfied candidate
Moderation
Appeal to provider
Dissatisfied candidate
Verification
Appeal to ETQA
Appeal to SAQA
Dissatisfied candidate
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Types of Assessment
FORMATIVE
SUMMATIVE
Active support during
learning process
At end of learning
programme
Identify learner strengths
and weaknesses
Determines overall
competence
Provide feedback on
progress
Assessment against unit
standards
Developmental
To obtain credits
Prepares for summative
assessment
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Types of Evidence
Direct
Indirect
Historical
Observation in the
workplace
Testimonials
Certificates
Affidavits
Logbooks
References
Testimonials
Written Tests and
Examinations
References
Simulations
Role Plays
Case Studies
Video and Audio
Tapes
Life Experience
Peer Reports
Products
Answers to
Questions
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Critical Cross-Field Outcomes
Identify a problem and know how to solve it.
Display interpersonal skills. How does the learner relate
with others?
Ability to plan his/her own activities. Is he/she organised
or disorganised?
Collect, analyse and evaluate information.
Communicate verbally or in writing. Does the learner write
down information like figures correctly?
Display responsibility and conscientiousness when
working with tools. Care for the environment and others.
Care for the safety of others.
Display awareness of the world as a set of interrelated
systems.
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Assessment Principles
Method
Evidence
Process
Fair
Valid
Systematic
Appropriate
Authentic
Open
Integrated
into world of
work
Current
Reliable
(Consistent)
Manageable
Sufficient
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Rules of Evidence
V
VALID
A
AUTHENTIC
C
CURRENT
S
SUFFICIENT
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Assessment Methods
Method
Strength
Weakness
Observation
Direct evidence, reliable,
authentic
Time consuming, stressful,
intimidating to learner.
Written Tests
Time saving, assess
knowledge, documented
evidence, authentic, easy to
mark
Does not assess skill on its
own. Fear of writing tests.
Language problems.
Learners lack exam technique
Verbal questioning
Can clarify questions, can
expand on questions, can
watch learner behaviour
Time consuming, stressful,
inclination of assessor to lead
learner.
Interviews
As above. More structured,
can use panel of assessors.
Stressful. Learners become
skilled interviewees.
Documents
Documented proof. Can
assess prior achievements.
Authenticity. Relevance.
Currency. Validity. Difficult to
determine these.
Portfolios
A collection of evidence.
Structured. Referenced.
Too much irrelevant
information. Unstructured.
Authenticity.
Simulations
Represents real-life
situations. Safe.
Not the real thing. Costly to
lay out.
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Format of a Unit Standard
U.S. title
SAQA logo
U.S. number
Field of
Learning
Issue and
Review dates
Purpose
NQF level
Learning
Assumed
Credit value
Specific
Outcomes
Assessment
Criteria
Accreditation
Process
Range
Statements
Essential
Embedded
Knowledge
Critical Crossfield
Outcomes
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Assessment Documentation
•Application for Assessment
(based on U/std or Qual ID)
•Moderator Report
•SETA Moderator
Report
Moderated and Verified
Delegate asks
to be assessed
•Assessment
Planning
•Confirm
Assessment (to
all parties)
Assessment
is planned
Certification
by SETA
•Statement of Results
(SOR) from SETA
•Add to NLRD
Assessment of POE
& Feedback
to/from Learner
•Assessment
Instruments
•Checklists
Practical (workplace)
&
Knowledge
(written/oral)
Assessment takes place - in the workplace
•Assessor judgement
(C or NYC)
•Assessor Feedback
•Learner Feedback
•Assessor Review
•Send to Moderator
•Submit to SETA
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Questions?
Facilitator: Natalie Delport / Jeniffer Maako
Cell:
082 906 0224 / 072 423 7999
Fax:
086 572 6224
E-mail:
[email protected]
[email protected]
www.portaltolearning.co.za
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SHORT COURSES:
What is a Short Course?
A short course is a type of short learning programme through which a
learner may or may not be awarded credits, depending on the purpose of
the programme.
A Credit-bearing short course is a type of short learning programme for
which credits, in relation to the course's contribution to a particular
programme, unit standard and/or (part) qualification, is are awarded.
(Paraphrased from CHE, 2001:44). A credit-bearing short course contains
less than 120 credits.
A Non-credit-bearing short course is a type of short learning programme
for which no credits are awarded in relation to unit standards or (part)
qualifications depending on the purpose and/or assessment of the
programme.
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REGISTRATION OF NEW STANDARDS AND QUALIFICATIONS:
What is the difference between a qualification and a learning programme,
and can a programme be registered on the National Qualifications
Framework?
The essential difference between a qualification and a learning
programme is that a qualification is a learning outcome, and a learning
programme the process one embarks upon in fulfilment of that outcome.
A qualification means the formal recognition of the achievement of
learning. A learning programme on the other hand is the process which
one embarks upon in order to fulfil that achievement.
A qualification is characterized by learning outcomes - critical cross-field
and specific outcomes - which provide the learner with opportunities for
further (lifelong) learning. Subject to SAQA approval, a qualification can
be registered on the National Qualifications Framework. Once thus
registered, the qualification becomes "public domain property". A learning
programme is a provider-specific course or programme offered to learners
against a particular qualification, and is subject to quality assurance by an
accredited ETQA. Learning programmes, then, cannot be registered on
the National Qualifications Framework.
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