Download - By Natalie Delport by Training and skills development in the South African audio visual industry
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byby
Natalie DelportNatalie Delportbyby
Natalie DelportNatalie Delport
Training and skills development in the South African audio visual industry
Training and skills development in the South African audio visual industry
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Legislation: The 3 Acts Legislation: The 3 Acts South African Qualifications Authority Act No. 58 of 1995
Regulations under the SAQA Act (R452 of 1998)
NSB Regulations 1998
Skills Development Act No. 97 of 1998
ETQA Bodies Regulations 1998
Regulations of Learnerships and Skills Programmes 1999
Skills Development Levies
Act No. 9 of 1999
Regulations on the SDL Act, 1999
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Skills Development Skills Development
ETQ A
SETA
ETQ A
CHAM BE R CHAM BE R
SETA
NSA
Min ister of Labour
NSF
Public & Private Providers Public & Private Providers
Employer ProvidersEmployer Providers
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The body responsible for overseeing the development and implementation of the National
Qualifications Framework
(established in terms of the SAQA Act no. 58 of 1995)
South African Qualifications Authority (SAQA)
South African Qualifications Authority (SAQA)
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To oversee the development of the NQF, by formulating and publishing policies and
criteria for the registration of bodies responsible for establishing education and training standards or qualifications and for the accreditation of bodies responsible for monitoring and auditing achievements in
terms of such standards and qualifications.
SAQASAQA
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Consultation Panels Appointed by SAQAConsultation Panels Appointed by SAQA1. Agriculture and
Nature Conservation
2. Culture and Arts 3. Business Commerce and Management Studies
4. Communication Studies and Language
5. Education Training and Development
6. Manufacturing, Engineering and Technology
7. Human and Social Studies
8. Law, Military Science and Security
9. Health Science and Social Services
10. Physical, Mathematical, Computer and Life Sciences
11. Services 12. Physical Planning and Construction
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Standards Generation Function Standards Generation Function
P a n e l P a n e l
S G G S G A S G P
S G B S G B S G B
P a n e l
SAQ A
M inister of Education
NLRDNQF
Qualifications
Unit Standards
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According to the National Department of Education’s
Policy Document (1997), outcomes-based education
(OBE) should be driven by the outcome displayed by the learner
at the end of the educational experience
Outcomes Based Education (OBE)Outcomes Based Education (OBE)
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Recognition
Equity
Learner centered
Learning in real-life situations
Continuous integrated assessments
Self-paced learning
Flexibility
Facilitation
Critical thinking, reasoning, reflection, action
Learner responsibility
Principles of OBEPrinciples of OBE
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The NQF is a structure that organises and classifies
qualifications and competencies in South Africa.
It consists of registered unit standards and
qualifications at eight levels of learning...
National Qualifications Framework (NQF)
National Qualifications Framework (NQF)
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NQF System NQF System
StandardsStandards and Qualifications
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ETQA
SETA SETA
ETQA
CHAM BE R CHAM BE R
SETA
N S A
M INISTER OF LABOUR
P a n e l
S G A S G G S G P
S G B S G B
P a n e l
S A Q A
MINISTER OF EDUCATION
HEQC
HET
FET
Um alusi
GET
Education and TrainingPublic and Private
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NQF LEVELSNQF LEVELSEducation
bandNQFLevel Qualification Institutions
Higher
8+8765
Doctors degrees, post-doctoral research/ MastersHonors and four-year degreesFirst degrees/Higher certificates
Universities, Universities of TechnologyColleges, Private Providers,In-house/workplace training
Further 4 - Gr. 123 - Gr. 112 - Gr. 10
Further Education and Training Certificate
Schools, colleges, private providers, training centers, NGOs, in-house/ workplace training
GeneralOpen-ended
1 - Gr. 9
General Education and Training Certificate
ABET levels 1 to 4Early Childhood Development
Schools, ABET providers, independent schools, NGOs, nursery schools, private providers
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NQF PrinciplesNQF Principles1. Integration To form part of a system of learning that provides for a unifying approach to education and training
2. Relevance To be responsive to national development needs
3. Credibility To have international and national value, recognition and acceptance
4. Coherence To work within a consistent framework of principles and certification
5. Flexibility To allow for multiple ways of achieving the same learning ends
6. Standards To be expressed in terms of a nationally agreed framework and internationally acceptable outcomes
7. Legitimacy To provide for the participation of national stakeholders in the planning and coordination of standards and qualifications
8. Access To provide access to appropriate levels of education and training for all prospective learners
9. Articulation To enable learners, on successful completion of learning, to move between providers and qualifications
10. Progression To ensure that the NQF permits individuals to move through the levels of national qualifications
11. Portability To enable learners to transfer credits of qualification from one learning institution and/or employer to another
12. RPL To give credit, through assessment, to learning already acquired in different ways
13. Guidance of
Learners
To provide for counseling of learners by specially trained individuals who meet nationally recognised standards for educators and trainers
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Skills Development Levy. This is a levy (of 1%) payable and collected by the
South African Revenue Services (SARS) by employers who pay more than a certain figure of salaries per
year.
Skills Development Levy (SDL)
Skills Development Levy (SDL)
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Whether you pay R50 or R5 000 per month for Skills Development Levy,
you are entitled to get back a portion of the money you have paid in the form of
Levy Grants. A simplified form has been developed to make grants more
accessible to all companies.
Skills Development Levy (SDL)
Skills Development Levy (SDL)
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Mandatory Grants = 50 %(through WSP submission)
Discretionary Grant = TBC (Special Calls via SETA’s)
Skills Development Levy (SDL)
Skills Development Levy (SDL)
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The company training plan approved by the relevant
SETA…
Workplace Skills Plan(WSP)
Workplace Skills Plan(WSP)
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Companies with 50 or more employees (temporary and permanent employees), will complete the Workplace Skills Plan and Annual Training Report annually -
SETA provides templates.
Workplace Skills Plan(WSP)
Workplace Skills Plan(WSP)
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Quality Assurance Systems Quality Assurance Systems
International System
ISO & IIP
National Systems
SAQA and ETQAs
DOL DOE
SETA SGB
Moderation
Management
SME Assessors
Quality Assurance Systems Quality Assurance Systems
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22Assessment takes place - in the workplace
Delegate asks to be assessed
Assessment is planned
Knowledge (written/oral)
Certification by SETA
Moderated and Verified
&
Assessment of POE & Feedback to/from Learner
The Assessment ProcessThe Assessment Process
Practical (workplace)
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What is an Assessment?What is an Assessment?
Assessment is a process of identifying, gathering and interpreting information
about a learner’s achievement, as measured against nationally
agreed outcomes for a particular phase of learning
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What is an Assessment?What is an Assessment?
FOUR STEPS IN ASSESSMENT
Generating and collecting evidence of achievement
Evaluating this evidence against the outcomes
Recording the findings of this evaluation
Using this information to assist the learner’s development and improve the process of learning
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Competence Model for Assessments Competence Model for Assessments
KNOWLEDGE
Cognitive
Foundational
Head
Read
Mind
SKILL
Psychomotor
Practical
Hand
Do
Body
ATTITUDE
Affective
Reflective
Heart
Think
Soul
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Quality Assurance Function Quality Assurance Function
ETQ A
Assessm ent
M oderation
PROVIDER
ETQ A
SAQA
Min ister of Education
Quality of Learning
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Assessment Support SystemAssessment Support System
Evidence Collection Facilitators
Assessors and Assessment Designers
Verifiers
ETQA
Moderators
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Assessment
Appeal to providerModeration
Dissatisfied candidate
Appeal to SAQA
Dissatisfied candidate
Verification Appeal to ETQA
Dissatisfied candidate
Appeals ProcedureAppeals Procedure
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Types of AssessmentTypes of Assessment
FORMATIVE
Active support during learning process
Identify learner strengths and weaknesses
Provide feedback on progress
Developmental
Prepares for summative assessment
SUMMATIVE
At end of learning programme
Determines overall competence
Assessment against unit standards
To obtain credits
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Direct Indirect Historical
Observation in the workplace
Simulations
Role Plays
Case Studies
Video and Audio Tapes
Answers to Questions
Testimonials
Affidavits
References
Written Tests and Examinations
Peer Reports
Products
Certificates
Logbooks
Testimonials
References
Life Experience
Types of EvidenceTypes of Evidence
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Identify a problem and know how to solve it.
Display interpersonal skills. How does the learner relate with others?
Ability to plan his/her own activities. Is he/she organised or disorganised?
Collect, analyse and evaluate information.
Communicate verbally or in writing. Does the learner write down information like figures correctly?
Display responsibility and conscientiousness when working with tools. Care for the environment and others. Care for the safety of others.
Display awareness of the world as a set of interrelated systems.
Critical Cross-Field OutcomesCritical Cross-Field Outcomes
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Method Evidence Process
Fair Valid Systematic
Appropriate Authentic Open
Integrated into world of
workCurrent
Reliable (Consistent)
Manageable Sufficient
Assessment PrinciplesAssessment Principles
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V VALID
A AUTHENTIC
C CURRENT
S SUFFICIENT
Rules of EvidenceRules of Evidence
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Assessment MethodsAssessment MethodsMethod Strength Weakness
Observation Direct evidence, reliable,
authentic
Time consuming, stressful, intimidating to learner.
Written Tests Time saving, assess knowledge, documented evidence, authentic, easy to mark
Does not assess skill on its own. Fear of writing tests. Language problems.
Learners lack exam technique
Verbal questioning Can clarify questions, can expand on questions, can watch learner behaviour
Time consuming, stressful, inclination of assessor to lead learner.
Interviews As above. More structured, can use panel of assessors.
Stressful. Learners become skilled interviewees.
Documents Documented proof. Can assess prior achievements.
Authenticity. Relevance. Currency. Validity. Difficult to determine these.
Portfolios A collection of evidence. Structured. Referenced.
Too much irrelevant information. Unstructured. Authenticity.
Simulations Represents real-life situations. Safe.
Not the real thing. Costly to lay out.
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Format of a Unit StandardFormat of a Unit StandardU.S. title Field of
LearningAssessment Criteria
SAQA logo Issue and Review dates
Accreditation Process
U.S. number Purpose Range Statements
NQF level Learning Assumed
Essential Embedded Knowledge
Credit value Specific Outcomes
Critical Cross-field Outcomes
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36Assessment takes place - in the workplace
Delegate asks to be assessed
Assessment is planned
Knowledge (written/oral)
Certification by SETA
Moderated and Verified
&
Assessment of POE & Feedback to/from Learner
•Application for Assessment (based on U/std or Qual ID)
•Assessment Planning•Confirm Assessment (to all parties)
•Statement of Results (SOR) from SETA•Add to NLRD
•Assessor judgement (C or NYC)•Assessor Feedback•Learner Feedback•Assessor Review•Send to Moderator•Submit to SETA
•Moderator Report •SETA Moderator Report
Practical (workplace)
•Assessment Instruments•Checklists
Assessment DocumentationAssessment Documentation
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Questions?Questions?
Facilitator: Natalie Delport / Jeniffer Maako
Cell: 082 906 0224 / 072 423 7999
Fax: 086 572 6224
E-mail: [email protected]
www.portaltolearning.co.zawww.portaltolearning.co.za
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SHORT COURSES:
What is a Short Course?
A short course is a type of short learning programme through which a learner may or may not be awarded credits, depending on the purpose of the programme.
A Credit-bearing short course is a type of short learning programme for which credits, in relation to the course's contribution to a particular programme, unit standard and/or (part) qualification, is are awarded. (Paraphrased from CHE, 2001:44). A credit-bearing short course contains less than 120 credits.
A Non-credit-bearing short course is a type of short learning programme for which no credits are awarded in relation to unit standards or (part) qualifications depending on the purpose and/or assessment of the programme.
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REGISTRATION OF NEW STANDARDS AND QUALIFICATIONS:
What is the difference between a qualification and a learning programme, and can a programme be registered on the National Qualifications Framework?The essential difference between a qualification and a learning programme is that a qualification is a learning outcome, and a learning programme the process one embarks upon in fulfilment of that outcome.A qualification means the formal recognition of the achievement of learning. A learning programme on the other hand is the process which one embarks upon in order to fulfil that achievement.A qualification is characterized by learning outcomes - critical cross-field and specific outcomes - which provide the learner with opportunities for further (lifelong) learning. Subject to SAQA approval, a qualification can be registered on the National Qualifications Framework. Once thus registered, the qualification becomes "public domain property". A learning programme is a provider-specific course or programme offered to learners against a particular qualification, and is subject to quality assurance by an accredited ETQA. Learning programmes, then, cannot be registered on the National Qualifications Framework.