Learning Program Review: Great SASETA Feedback

What is in a SASETA Learning Program Review? In keeping with their developmental roles, SETAs provide thorough feedback for remediation. Reports are therefore snag lists that specify the exact corrections for quality assurance requirements.

Example of a SASETA Learning Program Review

SASETA provided these comments to a skills provider applying for approval on a skills program comprised of 6 unit standards. Use this information to prepare your own training content.

Learning Program Review Findings

The SASETA Learning Program Review Feedback Report

1. Learner Guide:

Two learner guides are 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 learning program (refer to your learner guide page 1), only to find the learner guide page 3 only indicating US 254398.

• 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?
• The actual learner guide information with reference to the subject starts at page 14 which make reference to US 254398.
• The learner guide lacks a table of contents that will guide the learner to the correct subject matter and page. Additionally, a separate file was submitted, it contains a PowerPoint Presentation with page numbers written in pen. This file pertains to different specific outcomes along with their assessment criteria. It is emphasized that the training provider must ensure this information is incorporated into a proper learner guide because a PowerPoint presentation is not permissible for this purpose.
• Furthermore, a learner guide must ensure the integration of every specific outcome, assessment criteria, critical cross-field outcomes, range statements, and essential embedded knowledge 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 program it is linked to (refer to SAQA’s level descriptors for further guidance), and considers outcomes-based learning methodology as its core.

2. Alignment Matrix:  

There is no alignment matrix document available for evaluation.

3. 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 was 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.

4. Facilitator guide:

• No Facilitator guide was submitted.

Summary: Learning Program Review Findings

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

1. The Alignment Matrix for the Learning Program Review

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 for the Learning Program Review

1. This guide must contain all the information necessary for the learner to become competent in the applicable unit standard.

2. The learner guide must incorporate the unit standards/qualifications

3. The learner guide must cover all the outcomes of the respective unit standard, including range statements and CCFOs.

SASETA then reminds Developers to pay close attention to the knowledge assumed to be 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 also forms part of the learner’s POE as it is considered a supplementary evidence component.

Learner workbooks should contain examples 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 is included in a Learner Guide/ Manual or placed in a separate document.
• Declaration of authenticity.

4. Summative Assessment Guide / POE Guide: 

The summative assessment guide must address:

• All outcomes
• Critical cross-field outcomes
• Essential embedded knowledge
• Range statements.

5. Facilitator Guide: 

This is a guide for the facilitator, as a result, it provides a full description of 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.

6. General recommendations to SASSETA regarding:

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

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