Accreditation Criteria 4: Learning Programme Delivery
Your Quality Management System for Training Delivery must include policies and procedures for the development, design and delivery of learning interventions.
This topic is expanded at the Programme Delivery and Market expectations seminar.
Programme Delivery and Accreditation
Programme management is a core criterion for Accreditation and should specify
how programmes would be developed – delivered – evaluated
Regulatory bodies that accredit training organisations, require evidence to prove that quality processes are followed.
Required policies and procedures
- Programme design & development
- Programme delivery
- Programme review & evaluation
- Procurement of content
- Customisation & Accommodation (special needs)
- Experiential learning explanation
- Log book guide
- Coaching and Mentoring
The following should be included in the learning program
- It’s purpose
- The target group, their needs and characteristics
- Outcomes to be achieved or other benchmarks
- Learning styles
Each individual has an individual style of learning. This style may contribute to the employee’s ability to understand the subject matter and apply it’s content to the workplace
Workplace facilitators need to be aware of the candidate’s learning styles so that the training programme will be effective
- Assessment methods
- Delivery modes
- Existing resources
- Learning resources to be developed
- Work-based tasks
Differences between Accredited and Not-for credit programmes
The features of Accredited training
- Competency standards
- Aligned to qualifications on the NQF
- Assessment plans
- External verification by SETA
- Learner results entered into NLRD
Unaccredited training features
- Learning needs
- Assessment tools
- Professional development materials endorsed elsewhere
Factors that impact on occupational training
We must understand the learning environment in which the learning will take place:
- NQF standards
- codes of practice
- legislation (industrial relations, OHS obligations)
- Organisational OHS policies and procedures
- Business or industry knowledge specific to the training
- Our own training packages, their competencies and the qualification rules on SAQA.co.za
Read about other 8-core criteria for accreditation
Creating NQF Aligned Activities
In South Africa, vocational training programmes are aligned to unit standards in order to be accredited by a Sector Education and Training Authority.
Below is a table illustrating a simple process that can be used to create aligned activities to a training organization.
Discussions, presentations, case studies, interviews, research, reports, relevant practical job related tasks etc
Can be individual, paired, group, class
(Establishing prior learning)
This activity unpacks what learners already know about a new section / topic / outcome.
It is placed at the beginning of a section / new concept / beginning of training.
|Specific Outcomes Activity
This is an activity specifically designed to reinforce competency.
One activity can fulfil a range of SO’s (specific outcomes).
You know that an activity is aligned when you can use the assessment criteria to evaluate the learners.
‘Stop and think.’
Links to RT as it allows learners to reflect on their competencies and evaluate themselves.
|Read the SO’s.
Question to learner:
You can break the SO down into more sections:
Contextualising Learning Programmes
Contextualisation is the process of taking a learning program and making it meaningful to individual learners.
A learning programme can be modified for:
- A particular workplace
- Individual learning styles
- Groups of learners who are unable to access the planned environment
- Learner with special language, literacy and numeracy requirements
- Learners with disabilities
- Particular age groups and levels of experience
When customising NQF aligned learning programs limitations will be imposed in order to avoid compromising the accreditation.
If the NQF aligned learning program being customised is not required for learner certification, fewer customisation rules will apply.
Programme Review and Evaluation
All programs must be reviewed for quality assurance and continuous improvement.
Include the following in the review process:
- Other program users
- Facilitators, assessors, moderators
- Any other key stakeholder
Use many and varied tools of evaluation to gain a complete understanding of whether the program and it’s content has been a success.
Learning Management Support System
This is an additional sampling of polcies and procedures to maintain an effective holistic learning management system:
- POLICY ON PROGRAMME DELIVERY
- LEARNING PROGRAMME EVALUATION
- LEARNING PROGRAMME DEVELOPMENT, DELIVERY AND EVALUATION POLICY
- LEARNING PROGRAMMEDESIGN AND DEVELOPMENT
- DEVELOPMENT OF TRAINING PROGRAMS PROCEDURE
- POLICY STATEMENT – Vision & Mission
- SPECIFIC OBJECTIVES FOR 2017 / 18
- NATIONAL QUALIFICATION FRAMEWORK OBJECTIVES
- NQF TRAINING OBJECTIVES FOR 2017/18
- TEAM STRUCTURE / Organogram