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Example of SASETA Learning Programme Review

SETAs provide thorough feedback and opportunity for service provider remediation.

In keeping with their developmental roles, SETAs provide thorough feedback for remediation. Reports are snag lists specifying exactly what must be corrected to meet quality assurance requirements.

SASETA Learning Programme Evaluation

SASETA provided these comments to a skills provider applying for approval on a skills programme comprised of 6 unit standards, use this information to prepare your own training training content:

Learner Guide:

There are 2 learner guides submitted for this unit standard – 1 printed in color and 1 printed in black.  The 1 printed in black starts at page 1 – 29, thereafter page 1 again with page 30 indicated in pencil.  The feedback below relates to both

1.      The learner guide indicates us id’s 244321, 244323, 244326, 244328, 254398 and 244336 to form part of this programme (refer to your learner guide page 1), only to find the learner guide page 3 only indicating US 254398.

  1. This learner guide only makes reference to 1 module (refer to you page 13:  Module 1  Maintain fire alarms and detection systems) with only the specific outcomes listed as outcomes for this module – will it cover all the assessment criteria, range statements and essential embedded knowledge?
  2. The actual learner guide information with reference to the subject starts at page 14 which make reference to US 254398.
  3. The learner guide does not have a table of contents which will guide the learner to the correct subject matter and page.

A separate file is submitted with Power Point Presentation (page numbers written in pen).  This file relates to the different specific outcomes with their assessment criteria – the training provider needs to ensure this information is contained within a proper learner guide as a power point presentation will not be allowed for a learner guide.

A learner guide must ensure every specific outcome, and assessment criteria, and the critical cross-field outcomes, the range statements, and essential embedded knowledge to be integrated into the learning material.

Learning material should be current.

There is also a requirement to ensure that the learning material is learner friendly, meets the level associated with the learning programme it is linked to (refer to SAQA’s level descriptors for further guidance) and considers outcomes based learning methodology as its core.

Alignment matrix:  

There is no alignment matrix document available for evaluation.

Portfolio of evidence:

  • The portfolio makes reference to US’s 244322 and 254398.  It only makes provision for results of US 254398.  It makes reference to formative questions and exercises – no formative assessment / workbook submitted.
  • The portfolio makes reference to a scenario with 3 questions which is assumed to be the summative assessment?
  • No assessment tools indicated how the assessor will evaluate this, for example a product evaluation sheet, memorandum etc.

Facilitator guide:

  • No Facilitator guide submitted.

Summary:

The material submitted for evaluation must adhere to the following requirements as set out by SASSETA:

  1. The Programme Alignment Matrix:  This document would ensure all the criteria (Specific Outcomes, Assessment Criteria, Range Statements, Essential Embedded Knowledge and Critical Cross Field Outcomes) are covered.

2.      Learner Guide / Manual:  This guide must contain all the information necessary for the learner to become competent in the applicable unit standard. Learner guide must incorporate the unit standards/qualification.  The learner guide must cover all the outcomes of the respective unit standard, including range statements and CCFO’s.

Developers are reminded to pay close attention to the knowledge assumed to be or entry requirements of the unit standards.

3.      Formative Assessment / Learner Workbook:  Learner participation is essential in outcomes–based education and training (OBET). Learners must learn the basics of a subject and the instruction must allow for learning experiences to go beyond content. The learner workbook must provide for creative solutions to problems, which are essential for all learners to be able to succeed at the end of their learning experience.

The approach of the workbook should be holistic in nature and it should help the learner build on his/her reflexive competence. This will also form part of the learners POE and should be considered as a supplementary evidence component.

 The learner workbook should contain as much as possible some of the following tools:

  • Exercises
  • Self –Tests (list, choose, discuss, explain, name, identify, match, tick)
  • Group Exercises/Discussions
  • Role Play
  • Projects
  • Case Studies
  • Journal
  • Practical Work Assignment
  • The above can be included in a Learner Guide/ Manual or be a separate document.
  • Declaration of authenticity.
Summative Assessment Guide / POE Guide:  The summative assessment guide should ensure that all the following are addressed:

  • All outcomes
  • Critical cross-field outcomes
  • Essential embedded knowledge
  • Range statements.
Facilitator Guide:  This is a guide for the facilitator that provides a full description on delivery, which can include:

  • Instructions to the facilitator
  • Introduction notes
  • Class rules
  • Program/timetables
  • Aids to be used
  • Logistical checklists
  • Learner support information
  • Worksheets and memorandum
  • Can include Quality assurance information
  • Description of learning activities, assessment and evaluation events
  • Portfolio of evidence guidelines.
General recommendations to SASSETA regarding:

The programme is not recommended for approval.  The training provider to ensure all the requirements are met and re-submit for evaluation.

 

Free Alignment Matrix for programme approval and SETA reports

Example of Services SETA Learning Programme Review

 

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