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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.

SETA Role, Education Ethos and Conventions

SETAs play a developmental role

Adding value to the sector by ensuring competent providers is key to the SETA role.

SETAs are often criticised for being extremely difficult and pedantic to deal with. Often 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 organisations learn how to fill these gaps. SETAs try to avoid licensing leniency (accreditation) which would cause the market to mistrust the quality of training they should endorse.

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 it out and ensure you’re 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 skills provider, you should understand that programme moderation is a logical learning value chain feature.

The SETA developmental role doesn’t extend to hand holding potential market players but in servicing reputable providers who understand market constraints and principles of education. 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 crumble 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.

Read the full article which includes two examples of SETA reports outlining Why SETAs reject content

How Learning Programmes are developed, delivered and evaluated for Accreditation

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Market Analysis Strategy for QCTO Accreditation

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Education, Training and Marketing Management

Accreditation Legislation, Systems and Markets

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