fasset learnership induction template march 2005
Post on 26-Dec-2015
227 Views
Preview:
TRANSCRIPT
Skills Development Legislative Environment
National SkillsAuthority NSA
Sector Education &Training Authority(SETA)
StandardsGeneratingBodies(SGBs)
NationalStandardsBodies(NSBs)
Education &Training QualityAssurer (ETQA)
NationalSkillsFund
QualityAssurance
Accreditation
Providers/Moderators/Assessors
Employers
Department of Education
Department of Labour
NationalQualificationsFramework(NQF)
South African Qualification Authority Act (SAQA)
Skills Development Act (SDA)
The NQF
The NQF aims to:
Bring together the variety of qualifications already in existence
Provide a structure onto which new qualifications can be
added
Ensure that all existing and new national qualifications meet
quality requirements
Ensure international education and business networks and
opportunities can be developed now and in the future
Levels of the NQF
1
8
7
6
5
3
4
2
LEVEL
General Education and
Training
Higher Education and
Training
Further Education and
Training
BAND
Pre - school
Foundation Phase
Intermediate Phase
Senior Phase
Doctorates, further research degrees
Diplomas, occupational certificates
Higher degrees, professional qualifications
First degrees, higher diplomas
School, college, training certificates, mix of units from all NGOs
TYPES OF QUALIFICATIONS AND CERTIFICATES
ABET Level 1
ABET Level 2
ABET Level 3
ABET Level 4
StandardsStandards
Learning Assessment
• On the job experience• Coaching / Mentoring• e-Learning• Self study• Distance-education• Training courses
• RPL• On-the-job observation• Exams• Interviews• Projects• Evidence
QualificationQualification
Unit Standards
Qualification
Fundamental Core Electives
Training Programme / Curriculum
Unit Standards
Outcomes-based modules
Learnership
Design of Learnerships
What is a learnership?
A Learnership is defined as a work-based route for learning and gaining qualifications.
It includes both structured work experience (practical) and structured learning (theory).
Lead to a qualification
Include practical work experience
Consist of a structured learning component
Relate to an
occupation
A Learnership must:
Parties to the Agreement
Learnership
agreement
Learner
Training ProviderEmployer
NOTE: the employer may be the training provider
Duties of the Learner
The Learner must:
work for the employer as part of the learning process
be available for and participate in all learning and work experience
required by the learnership
comply with workplace policies and procedures
complete any timesheets or any written assessment tools supplied
by the employer to record relevant workplace experience
attend all study periods and theoretical learning sessions with the
training provider and undertake all learning
conscientiously
Duties of the Employer
The Employer must: Comply with its duties in terms of applicable legislation
Provide the learner with appropriate training in the work
environment and with the appropriate facilities to achieve
the relevant outcomes
Provide the learner with adequate supervision at work
Release the learner during normal working hours to attend
off-the-job education and training
Conduct on-the-job assessment
Keep up to date records of learning and discuss progress
with the learner
Period of the Agreement
The learning period is determined
at the time the learnership is established; and
according to the rate at which the unit standards are achieved.
Previous learning achievements may be recognised (RPL) –
this may reduce the learning period.
The Agreement will end if required learning outcomes are not
achieved within the agreed period, unless otherwise agreed
between the parties
Applied Competence & Assessment
SAQA defines Applied Competence as:
“…the union of foundational, practical and reflexive competence”
SAQA defines assessment as:
“A structured process for gathering evidence and making a judgement
about an individual’s performance in relation to registered national
standards”
Assessment in the Learnership context must be: Structured
Transparent
Negotiated
Objective
Structure of a Unit Standard
Title
Purpose Statement
Learning Assumptions
Specific Outcomes
Assessment Criteria
Range Statements
Critical Cross Field Outcomes
Embedded Knowledge
Unit standards (cont.)
Unit standards are:
Nationally registered standards on the National Qualifications
Framework (NQF) that represents an end point of learning
The benchmark that the assessor will use to evaluate the learner’s
performance i.e. his/her competence against the specific outcomes
The learner must be meet ALL the specific outcomes of the unit
standard to be declared competent against the whole unit
standard
The learner must be very familiar with the content of the unit
standards for the qualification
Assessment of unit standards on the NQF
i.e. No “degrees” of competence
Competent
Not Yet Competent
(NYC)
or
Who will my Assessors be?
Subject Matter Experts who have:
Completed Workplace Assessment Training
Been declared competent against the relevant Assessor Unit
standard/s
Are registered by Fasset as Assessors
The Role of the Assessor
Learning is no longer something that is ‘done to’ the learner, but
something that the learner is actively involved in.
As such the role of the assessor has changed: from being a
‘gate keeper’, who uses assessment to prevent learners from
developing further, to a supportive guide who has the success
of the learner at heart – so that the learner can gain access to
further learning.
(Criteria and Guidelines for the Registration of Assessors, p7.)
How will I be Assessed?
Assessment Guides developed against the unit standards
Assessment will occur in the workplace
Simulated work or actual work produced during the course of
the normal working day (e.g. client proposals, project plans)
Work that can be attributed to the individual learner
Provision for Recognition of Prior Learning (RPL)
Evaluation of Portfolio of evidence
Methods of Collecting Evidence
Observation
Written tests
Oral tests or questioning
Simulation/role – play/case study
Reports
Portfolio of evidence
6 Phases of Assessment with the Learner
1. Develop the Assessment Plan (Assessor and Learner)
2. Discuss the Assessment Plan (Assessor and Learner)
3. Conduct the Assessment (Assessor and Learner)
Gather Evidence
Evaluate Evidence
Make a judgement on competence
4. Provide feedback (Assessor and Learner)
5. Complete administration requirements - including ETQA
Reporting (Assessor)
6. Evaluate the Assessment Process
(Assessor and Learner)
Controls in the Assessment Process
The organisation’s Assessment Policy and Procedures
document
A Head Assessor (if applicable)
Moderators (who perform a quality control function)
The organisation’s grievance procedure
In addition - FassetQA have an external verification role
Role Players
Learners
Learnership sponsor/coordinator (could be the SDF)
Learnership Administrator/s
Mentors/Guides (May be one or a number of people per learner)
Assessors
Moderators
Responsibilities – Learnership sponsor/coordinator
Overall management
Overall monitoring
Overall reporting
Liaison with training providers, SETA’s, ETQA’s, SAQA, DoL
and learners
Selection of training providers
Selection and induction of learners
Responsibilities – Learnership Administrator/s
Administering Learnership agreements
Scheduling
Maintaining database
Reporting
General information sharing
Communication
Responsibilities – Mentors/Guides
Supporting learners
Coaching learners
Providing advice to learners
Counselling learners
Responsibilities – Assessors
Planning assessment
Conducting assessment
Reporting on assessment
Supporting learners
Learnership communications
Ongoing Monitoring and ReportingFassetQA and learnership project team
Learners
Learnership Administrator
Learnership coordinator
Mentors
Assessors
Fasset
top related