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How Learning Programmes are developed, delivered and evaluated for Accreditation

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.

Accreditation Criteria 4: Learning Programme Delivery

Programme Delivery and Accreditation

Programme management is a core criterion for Accreditation and should specify

how programmes would be developed – delivered – evaluated

Quality Assurance

Regulatory bodies that accredit training organisations, require evidence to prove that quality processes are followed.

Required policies and procedures

  1. Programme design & development
  2. Programme delivery
  3. Programme review & evaluation
  4. Procurement of content
  5. Customisation & Accommodation (special needs)
  6. Branding
  7. Experiential learning explanation
  8. Log book guide
  9. Coaching and Mentoring

The following should be included in the learning program

  1. It’s purpose
  2. The target group, their needs and characteristics
  3. Outcomes to be achieved or other benchmarks
  4. Activities
  5. 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

  6. Assessment methods
  7. Delivery modes
  8. Existing resources
  9. Learning resources to be developed
  10. Work-based tasks
  11. On-the-job-training

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Quality Council for Trade and Occupations accreditation and market analysisLearner Policies & Support systemsBuilding Blocks for AccreditationManagement PolicyQuality Management Systems FrameworkReview Mechanisms and market trendsProgramme Delivery & Market ExpectationsLearner Assessment PoliciesHR Policies and Training Team solutionsPolicy Strategy: Management System, Policies and Biz development

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Take an inside look at SETA reporting conventions for Programme approval


Differences between Accredited and Not-for credit programmes

The features of Accredited training

  1. Competency standards
  2. Aligned to qualifications on the NQF
  3. Assessment plans
  4. Moderation
  5. External verification by SETA
  6. Learner results entered into NLRD

Unaccredited training features

  1. Learning needs
  2. Assessment tools
  3. 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.

Activities

Discussions, presentations, case studies, interviews, research, reports, relevant practical job related tasks etc

Tips

Can be individual, paired, group, class

EPL activity

(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.

  • A set of discussion questions
  • Breaks concepts down into their simplest essence.
  • eg. EPL Group activity: Move into groups and complete the following questions

 

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.

 

  • Look at the SO’s in the unit standard.
  • Read the assessment criteria – add a question mark to each one.
  • Build an activity around the assessment criteria.
  • Turning the assessment criteria into questions should help you.
  • Create an assessment rubric or checklist for each activity (use the assessment criteria).
Reflection Task

 

‘Stop and think.’

  • It follows a section or an important concept.
  • Make it provocative.

 

  • Place RT’s throughout – during a section or at the end of a section.
  • Can be a 3-minute task or a homework 1 pager.
  • At least 1 RT styled question should always be in a test.
  • Easy way to reinforce values.
  • eg. Why do you think business value chains are important? Or What value do you believe you add to your job?
  • Note the use of words such as think and believe. Also try ‘imagine’ or ‘what if’…stimulate an internal response to the material.
Self-Assessment Activity

Links to RT as it allows learners to reflect on their competencies and evaluate themselves.

  • Create a rubric or checklist.
  • The learner will perform a self-assessment.
Read the SO’s.

  • Turn SO’s and AC’s into questions that a learner can ask themselves.
  • Eg. So: Learner will be able to conduct brain surgery blindfolded and without electricity.

Question to learner:

  • I can conduct brain surgery blindfolded and without electricity.

You can break the SO down into more sections:

  • I can conduct brain surgery.
  • I can conduct blindfolded brain surgery…etc

 

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:

  1. A particular workplace
  2. Individual learning styles
  3. Groups of learners who are unable to access the planned environment
  4. Learner with special language, literacy and numeracy requirements
  5. Learners with disabilities
  6. 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
  • Learners
  • Management
  • Employers
  • 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:

  1. POLICY ON PROGRAMME DELIVERY
  2. LEARNING PROGRAMME EVALUATION
  3. LEARNING PROGRAMME DEVELOPMENT, DELIVERY AND EVALUATION POLICY
  4. LEARNING PROGRAMMEDESIGN AND DEVELOPMENT
  5. DEVELOPMENT OF TRAINING PROGRAMS PROCEDURE
  6. POLICY STATEMENT – Vision & Mission
  7. SPECIFIC OBJECTIVES FOR 2017 / 18
  8. NATIONAL QUALIFICATION FRAMEWORK OBJECTIVES
  9. NQF TRAINING OBJECTIVES FOR 2017/18
  10. TEAM STRUCTURE / Organogram

Read More

Why SETAs Reject Training Content submitted for Programme Approval

The South African National Qualifications Framework

Collecting evidence for RPL

Systems for Education Quality Management and Review Mechanisms

CHE, QCTO and SETA Accreditation Coaching

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