Creativity

Innovation

Originality

Imagination

 

Salient

Salient is an excellent design with a fresh approach for the ever-changing Web. Integrated with Gantry 5, it is infinitely customizable, incredibly powerful, and remarkably simple.

Download
Three shoot-to-thrill video packages
7 Sundays finds innovative networks committed to contributing to robust learning communities throughout South Africa.
Make Videos

Make Videos

Is accreditation puzzling?
Sign up for SETA, QCTO and CHE accreditation seminars.

Best three hours of my life, this workshop will help my organisation reach the top (markets) and increase the quality of services because every single individual will understand their role through the QMS.

-Nokuphila Sibiya
Accreditation

COMPETE

A tailored session combining accreditation and competitive market strategy.


BOOK
Coaching

Let's Chat

Online coaching

START
Seminars For accredited providers

SIGN UP
image
Grow
Attract larger markets
image
QMS DIY
Seminar
image
Learner
Management

Free Alignment Matrix for programme approval and why SETAs reject content

This post includes two examples of SETA feedback reports addressing learning programme approval and a free alignment matrix tool. Skills providers can avoid common errors by referring to precedents and ensuring they are correctly prepared.

In South Africa, we train to increase employability, career progression, economic development and to foster a more inclusive society.
The incentivised nature of the learning sector means that it can be attractive to entrepreneurs looking for business opportunity but who have no background (and potentially backbone) in the field of learning.

Training and teaching with our development objectives requires conformity to standards and an understanding of learning conventions.

This article details two programme evaluation reports so that organisations can learn from others experience (or lack there-of).


Submitting Content for Programme Approval?

Whether you’re a new accreditation applicant or an organisation applying for an extension of scope, the respective SETA has to validate your training material and ensure that it meets regulatory standards.

Examples of reports from SASETA and SSETA, show what SETAs looks for and how they provide direction for successful remediation.

These reports detail why the two providers could not be recommended for accreditation and show how SETAs advise about resolving compliance issues. SETA reports typically provide step by step actions that can be taken by providers and can be viewed as constructive criticism for credible organisations.


SETA Role, Education Ethos and Conventions

SETAs play a developmental role – key to this role is to add value to providers and facilitate their effective entry into the capacitation of the respective SETA sector.

SETAs are often criticised for being extremely difficult and pedantic to deal with. At times this is true, particularly when dealing with conflicting instructions, delays and poorly trained SETA staff who fail to understand the legislation and industry challenges faced by providers.

However, SETAs should be able to assume that their prospective training providers possess an inherent knowledge of education and it’s conventions. Where vast gaps are evident, their role is to ensure that you learn how to fill these gaps. SETAs cannot show leniency of licensing (accreditation) and allow the market to mistrust the quality of training it reinforces.

SETAs must protect the market from unskilled providers whilst ensuring that those with the capabilities can self-direct and become accredited. For example, if your learning material was rejected because the content did not include a moderators guide -the SETAs role is to point that out and ensure that you are clear on it’s function and value.

As skills provider, your responsibility is to develop the guide. Although the SETA will explain why this guide is essential – their responsibility is not to provide you with step by step instructions on how to construct this guide. As a skills provider, you should understand that programme moderation is a logical learning value chain feature.

SETAs are inundated with requests from aspirant training entrepreneurs and tender-preneurs. The SETAs developmental role doesn’t extend to handholding potential market players but in servicing reputable providers who understand market constraints and at least the foundational principles of an education system. No unsuspecting member of the public should be allowed to attend training by a provider who was given easy entry but found to be ignorant of education ethos and conventions.

Not all organisations who want to become accredited – will be accredited. As more providers enter the skills market, so standards must be raised in order to keep the quality of delivery high and increasingly higher. This fosters positive market expectations – potential providers must remember that they are entering a market space where accountability to the people they service is high. Education systems will crumble like a faulty machine if no return on investment is evident over time. When this occurs, training organisations have to resort to expensive and time-consuming marketing strategies in order to constantly appeal to a new market as they have no satisfied returning clients.

As more providers enter the skills market, so standards must be raised in order to keep the quality of delivery high and inspire increasingly higher standards. This fosters positive market expectations – potential providers must remember that they are entering a market space where accountability to the people they service is high. Education systems will crumble like a faulty machine if no return on investment is evident over time. If this occurs, the training organisation will have to resort to expensive and time-consuming marketing strategies in order to constantly appeal to a new market as they have no satisfied returning markets.


If You’re Planning Your Accreditation Application

Read the  SETA reports below to avoid making the same mistakes.

What does a typical SETA Accreditation Report Cover?

A typical report lists the information in the infographic below in addition to detailed feedback.

 You can have this infographic emailed to you by completing the form below the article.



SETA Feedback and Remediation

In keeping with the nature of the SETA developmental role, they provide thorough feedback to assist you with remediation. Their feedback is a snag list specifying exactly what must be done to meet quality assurance requirements.

Seriously, reading SETA feedback can be like reading lecture notes for an education module. See for yourself…

Example One

SASETA provided these comments to a skills provider applying for approval on a skills programme comprised of 6 unit standards, note the level of detail the report includes:

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.


The Single Unit Standard Accreditation

It’s never been my professional advice that a provider applies for one unit standard only. I don’t like a focus that  limits market scope and business agility. 

Play it back

When addressing those who do want this, I ask them what skills should be in place before a candidate can complete this particular unit standard? Often we identify additional products that the organisation could offer.

Play it forward

The next logical question for a single unit standard provider is, what if a candidate loves your learning service and is inspired to take that unit standard at the next level? Is there a next level? If not, what other skill areas would benefit a candidate once completing your particular single unit standard?

Ultimately SETAs and all Quality Councils want to see you establish a viable service to the public and expect you to consider both organisational sustainability and how you maximise benefits to learners in your system.

Starting off in a niche isn’t a bad idea but your niche should expand as your service and product stabilises.

Example Two

XXX Training (not their real name) has applied for SSETA accreditation and learning programme approval for a single unit standard.

The report covers all 8 core criteria for accreditation, however for the purposes of this article, I’ve extracted generic sections and those dealing specifically with learning programme approval.

Introduction

This is a report of an institutional and learning programme evaluation of XXX Training undertaken by the Services Education and Training Quality Assurance Authority (SETQAA).

The principal purpose of this evaluation report is to provide feedback on the extent to which XXX Training is effectively providing quality education and training to learners within the context of the National Qualifications Framework and against the SETQAA accreditation criteria.

1. Method & Evaluation process followed:

The accreditation process has 3 phases:

Step 1: Application form by Provider

The provider completed the Online Application for Accreditation form as part of the accreditation process.  The application form served as a guide for SETQAA appointed evaluators as to what exists at the provider’s site at the time of its application for accreditation.

Step 2: Site Visit

Evaluators appointed by SETQAA conducted the evaluation through the Site Visit, which took place at the provider’s site, as per SETQAA criteria.

Step 3: Outcome of the evaluation

The outcome of evaluation of the application for accreditation is communicated to the provider only once the evaluator’s recommendations have been verified and ratified by SETQAA Accreditations division.

Glossary of abbreviations used in this report:

  1. SAQA- South African Qualifications Authority
  2. QCTO- Quality Council for Trades and Occupations
  3. SSETA- Services Sector Education Training Authority
  4. SETA- Sector Education Training Authority
  5. PA- Programme approval
  6. NYR- Not yet recommended
  7. MoU- Memorandum of Understanding
  8. US- Unit Standard
  9. SO- Specific outcome
  10. AC – Assessment criteria
  11. CCFO’s- Critical cross-field outcomes
  12. EEK’s- Essential embedded knowledge
  13. RPL- Recognition of Prior Learning
2. Type of Submission:
3. Outcome of Evaluation

Accreditation status awarded

Programme Provisional Accreditation Full Accreditation Accreditation Not Yet Recommended Programme Approval (MOU Providers)
X

This serves as a confirmation that of XXX Training has been evaluated and based on the recommendations of the SETQAA evaluator, XXX Training has been awarded Not Yet Recommended status.


Training Team Requirements

Ensure that when you apply for accreditation you have appointed a facilitator, assessor and moderator. The assessor and moderator must be certified for the specific unit standards or qualification that you are applying for. If you’re applying for a full qualification, check that they are certified for the same electives you are applying for.

I’ve included this section of the SSETA report so that you can see precisely what documents are required for your training team.

List of Facilitators

 

Learning Programmes  Delivered by Facilitator Qualifications and Experience
NO DETAILS PROVIDED- The provider must submit details of the Facilitator.

  • Name:
  • Surname:
  • ID Number:
No documents provided – The provider must submit the following documents for the appointed Facilitator:

  • Certified Copy of ID
  • Certified Copies of qualifications
  • SLA/ Contract
  • Curriculum Vitae
List Constituent Assessors Unit Standards/ Qualifications the Assessor is assessing Qualifications and Experience
NO DETAILS PROVIDED- The provider must submit details of the Assessor.

  • Name:
  • Surname:
  • ID Number:
NO DOCUMENTS PROVIDED- The provider must submit the following documents for the appointed Assessor:

  • Certified Copy of ID
  • Certified Copies of qualifications
  • SLA/ Contract
  • Curriculum Vitae
  • Valid SSETA Constituent Report
List Constituent Moderators  Unit Standards/ Qualifications the Moderator is moderating  Qualifications and Experience
NO DETAILS PROVIDED- The provider must submit details of the Moderator.

  • Name:
  • Surname:
  • ID Number:
NO DOCUMENTS PROVIDED- The provider must submit the following documents for the appointed Moderator:

  • Certified Copy of ID
  • Certified Copies of qualifications
  • SLA/ Contract
  • Curriculum Vitae
  • Valid SSETA Constituent Report

 


8 Core Criteria

This section of the SETA report usually references all 8 core criteria. For the purposes of this article, only core criteria 4 is extracted as it deals specifically with learning programme approval.

For more on the 8 Core criteria for accreditation, read Legislation’s 8-Core Criteria for minimum E&T Accreditation

As in the first report from SASETA, note the level of detail and structure the SETA provides to the provider in order to perform remediation.

Criteria Comments
4. Programme delivery: Outline how learning programmes would be developed, delivered and evaluated The Provider has applied to be accredited against the following registered unit standard:

  • US ID: 255514
  • US Title: Conduct a disciplinary hearing
  • NQF Level: 5 Credits: 15
  • Registration start date: 2015-07-01
  • Registration end date: 2018-06-30
  • Last date of enrolment: 2019-06-30
  • Last date of achievement: 2022-06-30

4.1 There is NO Curriculum Document in place for the unit standard in question, the provider needs to develop and submit the Curriculum document which details the following:

– Learner entry requirements are noted – Target group is clearly identified – Programme strategy is well developed – Assessment strategy is defined – There is an Assessment alignment strategy – There is a moderation strategy

4.2 The provider has an Alignment Matrix in place, included in the Facilitator Guide page 6-19. It details the following: –

– Links to SOs and ACs; – Shows where the outcomes are covered in the learner material; – How the content is facilitated and indicate the activities and page numbers of activities; – Assessment- Indicates formative assessments and page numbers, indicate summative assessments- where they are to be found, in which sections and including page numbers; – Includes essential embedded knowledge; – Includes critical cross-field outcomes.

4.3 There is NO Notional Hour Compliance Matrix is place, the provider needs to develop and submit the Notional Hour Compliance Matrix indicating the following:

– Outcomes to be covered – Credits – Notional Hours – Days – Contact session (time between contact and application) – Experiential Learning (time split between workplace experience and assessment preparation) – Roll-out plan

4.4 The provider has the Facilitator Guide in place detailing the following:

– How to use this module – The purpose of this module – Learning outcomes – Notional Hours – How to use the facilitator’s guide – The learner’s role – The facilitator’s role – The assessment strategy – Alignment Matrix – Topics (Understanding discipline; The role of the initiator; Disciplinary procedure in the case of dismissal/ A disciplinary hearing; The disciplinary hearing; Possible/ Appropriate sanctions; Appeal; and Pre-dismissal arbitration) – Summative Assessment

The Facilitator guide is NOT COMPREHENSIVE and the provider needs to add the following items:

Programme entry requirements – Programme outcomes – Learning pathway – Appeals and disputes Procedures – Facilitator guidelines/ delivery structure – Facilitator report – Attendance register

4.5  The provider has a Learner Guide indicating the following:

– The learning programme is appropriate to the target audience – Clearly documented learning activities

4.6  – The learning outcomes to be achieved by the learner is clearly defined and documented

– Formative and Summative assessments which are clearly defined – Integration between the learning programme and Unit Standard and/ or Qualification and the assessment thereof

4.7  The provider has in place the Assessment Guide for Assessors indicating the following:

– Planning of Assessment – Preparation of the learner before assessment – Procedures followed during assessment – Feedback to the learner and third parties after the assessment

4.8  The provider needs to add the following items to the Assessment Guide:

– Model answers to the assessments – Recording and Administration of assessment results – Evaluation and review of the assessment process

4.9  The provider has a Moderation Guide for Moderators indicating the following:  – The purpose of the moderator guide – Functions of the moderator – Roles and responsibilities of the internal moderator – The moderation process – Documentation to be completed by the moderator (templates for the moderator to use)

– The purpose of the moderator guide – Functions of the moderator – Roles and responsibilities of the internal moderator – The moderation process – Documentation to be completed by the moderator (templates for the moderator to use)

4.10                  The provider needs to add the following items to the Moderation Guide:

– SSETA QMD moderation at Provider level (internal moderation) – That 25% of all assessments is to be moderated

4.11                  The provider has to develop and submit a Learner Portfolio of Evidence Guide in place indicating the following:

– Background information and details such as how the PoE will be assessed, how to prepare your PoE, Appeals procedure, PoE requirements, Assessment requirements, record of additional questions and responses – Learner Biographical Information form – Learner preparation and assessment preparation declarations, declaration of authenticity, assessor declaration – Assessment plan – Learner CV, ID, Matric Certificate, other related certificates – Evidence to be provided (summative assessment tasks)- including Workplace Application – Learner review of the assessment process – Learner reassessment plan – Learner feedback report – Learner assessment appeal form – Provision for learner, assessor and moderator signatures and dates after each summative assessment task/ activity.

Areas addressed in Remediation

Short term requirements

Once again, only the section dealing with programme approval is included here:

Description of Remediation Evaluator Comments 
4. Programme delivery: Outline how learning programmes would be developed, delivered and evaluated 

 

4.1 There is NO Curriculum Document in place for the unit standard in question, the provider needs to develop and submit the Curriculum document which details the following:

– Learner entry requirements are noted – Target group is clearly identified – Programme strategy is well developed – Assessment strategy is defined – There is an Assessment alignment strategy – There is a moderation strategy

4.2 There is NO Notional Hour Compliance Matrix is place, the provider needs to develop and submit the Notional Hour Compliance Matrix indicating the following:

– Outcomes to be covered – Credits – Notional Hours – Days – Contact session (time between contact and application) – Experiential Learning (time split between workplace experience and assessment preparation) – Roll-out plan

4.3 The Facilitator guide is NOT COMPREHENSIVE and the provider needs to add the following items: –

Programme entry requirements – Programme outcomes – Learning pathway – Appeals and disputes Procedures – Facilitator guidelines/ delivery structure – Facilitator report – Attendance register

4.5 The provider needs to add the following items to the Assessment Guide:

– Model answers to the assessments – Recording and Administration of assessment results – Evaluation and review of the assessment process

4.6 The provider needs to add the following items to the Moderation Guide:

– SSETA QMD moderation at Provider level (internal moderation) – That 25% of all assessments is to be moderated

4.7 The provider has to develop and submit a Learner Portfolio of Evidence Guide in place indicating the following:

– Background information and details such as how the PoE will be assessed, how to prepare your PoE, Appeals procedure, PoE requirements, Assessment requirements, record of additional questions and responses – Learner Biographical Information form – Learner preparation and assessment preparation declarations, declaration of authenticity, assessor declaration – Assessment plan – Learner CV, ID, Matric Certificate, other related certificates – Evidence to be provided (summative assessment tasks)- including Workplace Application – Learner review of the assessment process – Learner reassessment plan – Learner feedback report – Learner assessment appeal form – Provision for learner, assessor and moderator signatures and dates after each summative assessment task/ activity.

SSETA Conclusion

  1. XXX Training is awarded Not Yet Recommended status, on condition that areas of remediation stipulated above are addressed and submitted to SETQAA by 21 April 2016.
  2. All gaps identified in the report above will need to be addressed by the timeframes established by the SETQAA.
  3. All conditions met in the report above will need to be maintained and improved in order to meet the requirements for accreditation.
  4. You would be required to comply with the reporting procedures of SETQAA.
  5. A Monitoring Site Visit will be conducted at least once during your period of accreditation, and you will be contacted prior to the visit.
  6. Finally, SETQAA would request XXX Training to comply with QMD guidelines in order to be awarded accreditation.

Dealing with Report Findings

Many emerging providers are overwhelmed by the level of detail and the remediation implications. However, after the initial freak out, it’s best to turn the report into a checklist and assemble your team to address each item.

If you don’t have an education background with experience of learning systems and andragogy or pedagogy, let’s hang out. Check out my seminar or coaching programme if you need support.

Drop in your details and fetch your alignment matrix and report infographic from your favourite mailbox

Designing a Competitive Education and Training Business Strategy

Market Analysis Strategy for QCTO Accreditation

Accredited but no new business?

Education, Training and Marketing Management

Accreditation Legislation, Systems and Markets

Comments (9)

  1. Chrystal Rosenberg

    This 7Sundays website may be the most useful tool in South Africa for finding one’s way around the NQF and its associated systems – because it pulls generic info onto one site; it’s attractive & user-friendly too.

    1. Leonie Hall

      Thanks so much for your comment Chrystal, I appreciate the support from someone I’ve had many conversations with about education! Great to know you visited!! 🙂

Leave a Reply

XHTML: You can use these tags: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Welcome to 7Sundays. The home of development campaigns

Sign up for Accreditation seminars

Join the Quality Community!

Leave your email below to share our obsession with strategic quality management.



%d bloggers like this: