Idea Transcript
INSETA PROGRAMME APPROVAL GUIDELINES
Workshop Objectives
This workshop is targeted at Inseta accredited providers and registered moderators. Objectives:
• Provide guidelines on the Inseta programme approval process • Moderation methods • Verification requirements • Obtaining suggestions to improve the INSETA Moderator Report.
Programme Approval
Guidelines:
• The purpose of programme approval is to ensure that a potential provider meets INSQA’S quality assurance criteria for training.
• All training providers providing learning and assessments within INSQA’s scope need to adhere to the ETQA’s assessment and moderation guidelines.
Applying for Programme Approval
1)
Potential provider to contact INSQA department.
2)
The programme approval application form and guidelines will be made available to the respective client. (New providers who are not familiar with the accreditation and programme approval process will be capacitated by INSQA before attempting to complete the application form.
3)
The provider to read over application form and guidelines in detail.
4)
Once the guidelines are understood, the provider will complete the application form and forward to INSQA it with all the necessary documentation for evaluation.
5)
Capacity Building from INSQA will be offered continuously throughout this process.
Programme Approval - Application Form Requirements The following sections in the application form need to be completed: Provider Contact Details Details of scope requested Assessor and Moderator Details ( Assessors and Moderators be Inseta registered constituent Assessors and Moderators)
Facilitator Details ( Facilitators must be Inseta registered assessors) Moderator Report Learning Programme Reassessments and Appeals Procedure/ Policy Resources, Market Penetration, Learning Assumed to be in place, Staff Changes, Application based learning IT Capacity and Infrastructure Provider Declaration NB: Annexure 3 ( Qualifications / Course Matrix)
Application Form Requirements cont…
Providers to also submit the following for evaluation:
• • • • • •
Learner Guide Facilitator Guide Assessor Guide Moderator Guide Assessment Tools ( Formative and Summative Assessments) Learning Material
NB: Assessments and learning material need to be checked for technical accuracy and signed off by:
• • •
Inseta-registered Assessor/s, Inseta-registered Moderator/s and a Subject-Matter Expert/s
Moderator Report
This report must be completed and signed off by an Inseta Registered Moderator The moderator must explain how the planned assessment methods and tools meet SAQA’S criteria of good and fair assessments ie. Appropriate
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suited to the outcome being assessed
Fair
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the assessment method does not present any barriers to achievement
Manageable
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the methods planned, make for easily-arranged and cost- effective assessments that do not unduly interfere with learning.
Integrated with work Or Learning
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evidence collection is integrated into the work or learning process where appropriate and feasible
Moderator Report cont..
• The assessment tools are appropriately aligned to cover theory, application and critical cross-field outcomes
• Technical content is accurate and current and signed-off by a subject-matter expert • Assessments are aligned to the principles of good and fair assessments as laid down by SAQA
• The assessor/s are qualified to assess the content covered
Assessments
I Inseta requires learners to undergo both Formative and Summative Assessments Formative Assessments: • Conducted during the learning programme . • Are developmental in nature and prepare the learner for the summative assessment. • Identify areas of learning where the learner may be experiencing difficulties. • A learner who has not been deemed competent during the formative assessment process may not proceed to take the summative assessment . Summative Assessments: • Undertaken at the end of a learning progamme • Must be Closed book ( ie. No use of learner notes) • Use of reference material such as a policy documents, formula tables etc. is permitted. • Must be supervised / invigilated NB: Both forms of assessment need to be assessed and moderated and form part of the learner’s POE which will be verified by the INSETA verifier at verification.
Assessment Weighting
Assessment Breakdown
• A rule of 60% formative assessment and 40% summative assessment has been applied.
• A minimum formative mark ( ie 50 %) should be achieved before the learner is allowed to undergo the summative assessment .
• Refer to INSQA’s assessment and moderation guidelines.
Assessment Weighting Example
Example: Total assessment marks for an entire skills programme equals to 300 marks Divide assessments as follows as per the Inseta Guidelines:
• Formative Assessment {( 60/100 x 300) = 180 marks} • Summative Assessment {(40/100 x 300 )= 120 marks}
Formative Assessment Mark Allocation Guide
Formative Assessment Mark Allocation ( Total is 180 marks) : Assessments 2:
Group Assignment , 10% of assessment weighting {( 10/60 x 180 ) = 30 marks}
Assessments 1 & 6 : On the job Evidence , 15% of assessment weighting {( 15/60 x 180 ) = 45 marks} Assessments 3 & 5: Written Short / Long Questions , 20% of assessment weighting {( 20/60 x 180 ) = 60marks} Assessment 4:
Individual Research Assignment , 15% of assessment weighting {( 15/60 x 180 ) = 45 marks
RPL Assessments
RPL ( Recognition of Prior Learning) can be defined as: “
The comparison of a learner’s previous learning and experience obtained, against the learning outcomes required for a specific qualification” (SAQA Act 58 of 1995).
• RPL Assessment is fundamentally the same as other assessments, the only difference being that the learner will not need to go through a learning programme
• A learner seeking credits through RPL, still has to comply with all the requirements as stated in the unit standard and will be assessed to determine competence.
• The learner will have to provide the necessary evidence as required by the learning outcomes and assessment criteria.
• An evidence facilitator should be available to assist learners in compiling their portfolios.
• Assessment of RPL evidence is acceptable for formative learning but learners would still be required to take summative assessment/s to achieve the qualification.
Qualifications, Skills Programmes & Learnerships
Definitions: Qualification Planned combination of learning outcomes which have a defined purpose. Skills Programme Short learning programme comprised of a cluster of unit standards. Allows for specific skills training. INSQA requires providers to submit a skills programme for approval . A Learnership A structured learning programme that consists of a theoretical and a practical component and leads to a qualification.
Qualifications - The Rules of Combination
Be aware of the following when designing material for a full qualification:
• •
National Certificates levels 1- 4 = a minimum of 120 credits can be more. Qualifications are made up of Fundamental, Core and Elective Unit Standards. Fundamental Unit standards – Unit standards that form the grounding for learning ie Maths literacy , Language and communication . Please note : For some qualifications at NQF level 5 , the fundamentals may not be maths literacy, language or communication. Core Unit Standards – Unit standards which ensure the general purposes of the qualification are met Elective Unit Standards – A selection of additional unit standards from which a choice can be made by a learner to ensure that they achieve specific or specialist purpose.
NB:
Refer to the particular qualification and ensure that all fundamentals and core and elective unit standards are covered as per the qualification rules.
NQF Levels
Present NQF Levels for Qualifications: ( * NQF may be subject to change to new 10 level NQF )
NQF Level (*Present NQF Levels)
Band
5–8
Higher Education and Training
2- 4
Further Education and Training ( FET)
1
General Education and Training ( GET) ( Equivalent to Grade 9 and ABET level 4 )
Notional Hours of Learning
When planning and designing a learning programme the notional hours of learning must be taken into account. Notional hours can be defined as the average time a leaner would take to achieve the unit standard.
• 1 credit = 10 notional hours of learning . • 4 credits would therefore = 40 notional hours of learning. • Suggestion : Also include a guide per formative assessment to guide learners on how much time should be spent on each formative assessment activity as well as on studying the learning material i.e. 3hrs study time per night. • This type of guide is very useful as some learners may not have been exposed to study methods or time management techniques • A study guide can be given and explained to learners at orientation.
Proper planning leads to the better delivery of training.
Registration with the DOE
It is mandatory for providers to register with the Department of Education if offering full qualifications . This legal requirement is in addition to getting accreditation from INSQA.
• Providers offering full qualifications from NQF levels 2- 4 need to register as private FET( Further Education and Training ) institutions .
• Providers offering qualifications from NQF level 5 and above need to register as private HET ( Higher Education and Training) institutions.
• Providers offering skills programmes ( unit standard clusters) do not need to register with the Department of Education.
• Providers compliance with this regulation will also be verified at verification.
CCFOs ( Critical Cross Field Outcomes)
Before a full qualification can be awarded all CCFOs must be covered in:
The delivery and assessment of the qualification, either in an integrated way, or separately.
For skills programmes, ensure that CCFOs per the unit standards making up the skills programme have been covered in the programmed.
Qualifications/ Course Matrix
• Can be found as Annexure 3 of the programme approval application form. • Completion and the Submission of this matrix is compulsory. • The matrix is essential so that course material is correctly aligned and ensures that all unit standard specific outcomes ,assessment criteria and CCFOs will be covered during the delivery of training.
Application Evaluation Process
• All received applications received will initially be assessed through a desk top evaluation process which will be conducted by INSQA.
• If the desk evaluation is satisfactory, a report will be compiled and the provider
will be informed in writing of this judgment .A site visit of will be scheduled by the INSQA department.
• If the desk review is unsatisfactory, a report will be compiled and the provider
will be informed in writing of this outcome. Applicants will be sent a report detailing areas of non conformance and improvement and the provider will be placed on a development plan towards closing out all findings and will be capacitated by INSQA through this process.
Provider Site Visit
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INSQA will conduct a site visit at the providers premises if the desktop evaluation is deemed satisfactory.
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The site inspection will involve the following:
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A physical inspection of all ( complete set) of learning material , assessment guides, facilitator and learner guides.
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The inspection of the facilities and personnel required as per accreditation requirements as well as for the implementation of the learning programme.
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A report on the outcome of the visit will be complied and forwarded to the applicant provider.
Application Evaluation Process cont…
• Should the site visit be favorable, a final report will be completed by INSQA. This report will detail recommendations as well the decision regarding the awarding of programme approval.
• Should the site visit be unsatisfactory, the provider will be forwarded a site visit report and placed on a development plan to close out any identified findings. The provider will be capacitated by INSQA through this process.
• Successful applicants will receive a programme approval letter that will detail the learning programme scope that they have been approved for.
• All programme approvals remain provisional until at least one assessment intervention is successfully delivered, verified and approved by INSQA.
Thank – you
Any Questions ?