The Best SSETA Learning Programme Review Example

An Example of a Services SETA Learning Programme Review. Each SETA provides thorough feedback for Learning Programme remediation. The SETA reports are the best snag lists. They specify the exact corrections required to meet quality assurance standards.

SSETA Learning Programme Review and Evaluation

This SSETA report is for a skills provider applying for approval on a single unit standard. So by the way, applying for a single unit standard accreditation is NOT business savvy! But that’s a whole other strategic topic, not for now!

Use the information below to prepare your training content and then easily satisfy learning programme reviews.

The report covers all 8 core criteria for accreditation. However, this post focuses on the overarching statements and the learning programme review findings.

A. SSETA LEARNING PROGRAMME REVIEW

This section shows exactly what the Services SETA covers in the learning programme evaluation. Now let’s look at how they drill down to the minutia.

1. The Learning Programme Review Introduction

2. The SETA Describes the Accreditation Process

1. Method and 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 the evaluation of the application for accreditation is communicated to the provider 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

Accreditation status awarded

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

B. Accreditation Not Yet Recommended

This is not the outcome that you want! Now let’s take a look at why their learning programme review went south and failed to meet the quality standards.

Learning Programme Review: Training Team Requirements

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

1. Facilitator Information

This section tables the documents required for a training team.

2. Assessor Information

3. Moderator Information

C. Learning Programme Review: 8 Core Criteria for Accreditation

This section of the full SETA report covers all the 8 core criteria. However, for the purposes of this article, only core criteria 4 is covered. Because this section deals specifically with learning programme quality criteria.

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

Criteria 4: Programme Delivery

Note the level of detail and structure the SETA provides to the provider in order to perform remediation. If you’re overwhelmed by your remediation, call us! We can resolve your learning programme issues within 10 days. It’s best to resolve the issues ASAP or perhaps reflect on your capabilities, is this really for you?

When you have a background in education, the quality criteria associated with learning programmes are nothing but benchmarked textbook standards. If you are overwhelmed by the learning programme review findings then it’s time to admit that you need to learn first before you can start training anyone else.

It’s such a great feeling when you can take the learning programme snag list and tick each item off as DONE! I love it, you love it too. ’nuff said.

Outline how learning programmes would be developed, delivered and evaluated

Comments

The Provider has applied to be accredited against the following registered unit standards:

1. The Curriculum Document

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
• The Target group is clearly identified
• Programme strategy is well-developed
• The assessment strategy is defined
• There is an Assessment alignment strategy
• There is a moderation strategy.

2. The Alignment Matrix

4.2 The provider has an Alignment Matrix in place, included in the Facilitator Guide on pages 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.

3. Notional Hour Compliance Matrix

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. The Facilitator Guide

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

4.5 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.

5. Formative and Summative Assessment

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 the assessment
• Procedures followed during the 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.

6. Moderator Guide

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 the Provider level (internal moderation)

• That 25% of all assessments is to be moderated

7. Learner POE Guide

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
• A learner review of the assessment process
• Learner reassessment plan
• The learner feedback report
• A learner assessment appeal form
• Provision for learner, assessor and moderator signatures and dates after each summative assessment task/ activity.

Areas addressed in Remediation: Services SETA Learning Programme Review

Short-term Requirements: Description of Remediation

4. Programme delivery: Outline how learning programmes would be developed, delivered and evaluated

This section deals with programme approval:

Evaluator Comments: The Snag List

1. Create the Curriculum Document for SETA Approval

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

• The Target group is clearly identified

• Programme strategy is well-developed

• The assessment strategy is defined

• There is an Assessment alignment strategy

• There is a moderation strategy

2. Create the Notional Hour Compliance Matrix

4.2 There is NO Notional Hour Compliance Matrix in 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

3. How to Fix the Facilitator Guide

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. Fix the Assessment Guide

4.4 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.

5. Fix The Moderation Guide

4.5 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.

6. Develop a Learner POE Guide

4.6 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, and other related certificates
• Evidence to be provided (summative assessment tasks)- including Workplace Application
• The learner review of the assessment process
• Learner reassessment plan
• A learner feedback report
• Learner assessment appeal form
• Provision for learner, assessor and moderator signatures and dates after each summative assessment task/ activity.

Learning Programme Review: SETA 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.

The Learning Programme Evaluation Done!

And there you have it! Now that you know precisely what to expect from the evaluation, you can prepare more detailed documents containing all the relevant information. Embrace the remediation process, don’t fight it. The more detailed your documents are, then the more resources you have for your operations.

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