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Creating and Customising Learning Content for Accreditation

31 Oct 2017
Categories: Marketing Education & Training, Quality Management
Tags: Create the Accreditation Portfolio, Learning programme approval, Learning Programme Development, SETA Accreditation solutions, SETA Learning programme approval

Learning content must meet NQF standards and conform to Quality Council conventions. Sign up for seminars to learn more about accreditation evidence requirements.

 Creating NQF Aligned Activities

Curriculum developers have to ensure that learning experiences based on NQF qualifications and part-qualifications quantify learners ability to demonstrate skills, knowledge, attitudes and values that can be effectively utilised in career and personal development.

Learning experiences are shaped in a way that allows learners to embrace greater autonomy in their decision making for life and work.

Below is a table illustrating a simple process that can be used to create aligned activities that follow an holistic approach to learning.

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

 

Customising Learning Programmes

Customisation is the process of adapting a learning program and making it meaningful to a particular individual or group of learners. Companies usually require that training content is relevant to specific sectors or work environments so that learners are able to easily relate to concepts being taught.

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. The structure of the material should not require changes, just the text.

If the NQF aligned learning program being customised is not required for learner certification, fewer customisation rules will apply.

Remember to brand your content appropriately.

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How Learning Programmes are developed, delivered and evaluated for Accreditation

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Why SETAs Reject Training Content submitted for Programme Approval

Submitting Content for Programme Approval?

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