National Higher Certificate: ABET Practice

ID:20838-Level 5-120 Credits

LEARNER INDUCTION GUIDE

Learner Information:
Details Please Complete this Section
Name & Surname:
Name of Manager:
Organisation:
Unit/Dept:
Facilitator:
Date Started:
Date of Completion:

Copyright
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thereto, is protected and expressly reserved. No part of this document may be reproduced,
stored in a retrievable system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the prior permission.

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 TABLE OF CONTENTS
INTRODUCTION............................................................................................................................. 6

1. about this guide.................................................................................................................. 6

2. Purpose –............................................................................................................................ 6

Objectives –................................................................................................................................6

2. Mission................................................................................................................................7

SAQA – South African Qualifications Authority..............................................................................8

1. What is SAQA?.................................................................................................................... 8

2. Legislation on Training and Skills Development..................................................................8

SAQA SYSTEM.............................................................................................................................. 10

1. National Standards Body – NSB........................................................................................10

2. Standards Generating Body – SGB....................................................................................11

3. Sectoral Education Training Authority – SETA...................................................................12

4. Roles of the SETA –........................................................................................................... 14

Quality Assurance through the ETQA’s.................................................................................14

NATIONAL QUALIFICATIONS FRAMEWORK – NQF.......................................................................15

1. What is NQF?.................................................................................................................... 15

2. NQF Levels........................................................................................................................ 16

3. Qualifications.................................................................................................................... 16

4. Unit Standards.................................................................................................................. 17

5. Credits...............................................................................................................................17
 6. NQF Benefits..................................................................................................................... 18

QUALIFICATION........................................................................................................................... 20

1. What is the qualification?.................................................................................................20

2. Outcomes –.......................................................................................................................20

3. Entry Level Requirements.................................................................................................20

It is assumed that the learner attempting this qualification is competent in:..........................20

 Communication at NQF Level 3.........................................................................................20

 Mathematical Literacy at NQF Level 3..............................................................................20

4. Unit Standards.................................................................................................................. 20

5. Qualification Duration.......................................................................................................20

FACILITATION...............................................................................................................................22

1. What is facilitation?.......................................................................................................... 22

2. Facilitation Methodologies............................................................................................... 22

ASSESSMENT................................................................................................................................23

1. Introduction –................................................................................................................... 23

2. Outcomes –.......................................................................................................................23

3. What will be assessed?.....................................................................................................23

4. By what method your performance will be assessed?......................................................24

5. By what criteria your performance will be judged?..........................................................24

6. Assessment Principles –....................................................................................................24

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 7. What is a Unit Standard?..................................................................................................25

8. What is the evidence collection sheet?............................................................................26

9. The Assessment Role Players –.........................................................................................27

10. The process of assessment that will be followed –.......................................................27

11. Assessment Planning and Preparation –.......................................................................28

13. Conducting the assessment...........................................................................................29

14. Feedback –.................................................................................................................... 30

15. Assessor’s Review Report –...........................................................................................30

16. Closure –........................................................................................................................31

APPEAL PROCESS......................................................................................................................... 32

1. Purpose –.......................................................................................................................... 32

2. Procedure –.......................................................................................................................32

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 INTRODUCTION

1. about this guide

This guide is the Learner Induction Guide.

The Learner Guide is conceptualised in Learning Units’ format and developed for this program.
The Learner Guide is designed to improve the skills and knowledge of a facilitator, thus enabling
them to effectively and efficiently complete specific tasks.
The complete Learner Guide consists of information, activities, scenarios which cover aspects
related to Facilitating Learning.
As a learner, you are required to attend training workshops as a group or as specified by your
organisation. These workshops are presented by a qualified facilitator.

2. Purpose –

The purpose of this guide is to provide you with the holistic information on outcomes-based
education and its systems, as well as the National Higher Certificate: ABET Practice
ID:20483-Level 5-120 Credits you as the learner will be trained on.

Objectives –

 To provide a background information of the training provider

 To understand SAQA and its systems
 To understand the Learning Programme
 To understand the facilitation approach of the learning programme
 To understand the assessment process of the learning programme
 To be prepared for assessment events

2. Mission

At .....................we aim to maintain the highest standard of training and development in order
the learners achieve optimum performance and are equipped with the necessary core skills to
increase their effectiveness in the workplace or starting their own business through SADAC
region

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CORE VALUES
1. Customer Enthusiasm - We will dedicate ourselves to services that create enthusiastic
customers.
2. Continuous Improvement - We believe that everything can be done better, faster and more
effectively in a learning environment.
3. Quality Driven – Pursue all tasks with excellence to provide a high standard of delivery
consistently and continuously looking for self-improvement.
4. Fairness – Consistent treatment of people yet managing firmly, so that there is no preserved
discrimination.
5. Flexibility – To able to meet the needs of an every changing industry
6. Integrity – We will stand for trust in everything we do.
7. Honesty – Doing all things above the board with no hidden agendas or for self-gain.
8. Teamwork – Our strengths are our highly skilled people and our diversity.

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 SAQA – South African Qualifications Authority

1. What is SAQA?

The South African Qualifications Authority is a body of 29 members appointed by the Ministers
of Education and Labour. Identified national stakeholders in education and training nominate
the members. The functions of the Authority are essentially twofold:
 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;
and
 To oversee the implementation of the NQF by ensuring the registration, accreditation
and assignment of functions to the bodies referred to above, as well as the registration
of national standards and qualifications on the framework. It must also take steps to
ensure that provisions for accreditation are complied with and where appropriate, that
registered standards and qualifications are internationally comparable.

2. Legislation on Training and Skills Development

The process of transforming the South Africa workplace to ensure equity and productivity
began with the new Labour Relations Act (LRA) of 1995, which promotes fair labour practices
and simplifies dispute resolution procedures for business and labour. It was followed by the
Basic Conditions of Employment (BCoE) Act of 1997, covering the day-to-day rights of people in
the workplace. From the mid-1990s, a range of Acts was passed which profoundly affected
education and training in South Africa.
 The South African Qualifications Authority Act, Number 58 of 1995;
 The Skills Development Act, Number 97 of 1998;
 The Skills Development Levies Act, Number 9 of 1999; and

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  The Employment Equity Act, Number 55 of 1998.
In simple terms, their functions are:
 to make training happen (Skills Development Act)
 to make training affordable (Skills Development Levies Act)
 to make training effective (SAQA Act)
 to make training equitable (equal) (Employment Equity Act)

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 SAQA SYSTEM

1. National Standards Body – NSB

National Standards Body is a body registered in terms of the SAQA Act, responsible for
establishing education and training standards and qualifications, and to which specific functions
relating to the registration of national standards and qualifications have been assigned.
The functions of NSBs include the following:
 Defining and recommending to SAQA the boundaries of the field of operation and,
within this, a framework of sub-fields;
 Recognising or establishing SGBs within the framework of sub-fields, and ensuring that
the work of the SGBs meets SAQA requirements;
 Recommending the registration of qualifications and standards to SAQA;
 Overseeing the update and review of qualifications and standards;
 Liaison with ETQAs
 Defining requirements and mechanisms for the moderation of standards and
qualifications; and
 NSBs do not generate standards or qualifications but rather oversee these activities at
the sub-field level.
There are 12 different NSB as follows:
1. 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; and
12. Physical Planning and Construction.

2. Standards Generating Body – SGB

Standards Generating Body (SGB) is a body registered in terms of the SAQA Act, Act 58 of 1995,
responsible for establishing education and training standards or qualifications, and to which
specific functions relating to the establishment of national standards and qualifications have
been assigned.
New qualifications are generated by and within Standards Generating Bodies (SGBs), which are
formed by key education and training stakeholder interest groups and experts in a particular
learning area. Alternatively, a National Standards Body (NSB) may establish an SGB within the
framework of sub-fields in its organizing field. Once recognized or established, the SGB is issued
with a certificate of registration by the NSB that defines its brief in terms of the standards and
qualifications, which it will generate.
New qualifications developed within or by an SGB according to SAQA-generated criteria are
forwarded to the relevant NSB for recommendation to SAQA for registration on the National
Qualifications Framework.
Membership of SGBs is not as rigidly prescribed as that of NSBs, where membership is
constituency-based (six stakeholder groupings are represented on each NSB). Flexibility of SGB
membership is necessary to ensure that the appropriate mix of expertise and representivity is
achieved. The notion of replacement of "representatives" is, therefore, antithetical to the very
concept of the SGB: since membership is individual (it is only nomination which is group-
determined), no individual can be said to "represent" a particular constituency.
The functions of SGBs include the following:
 Generating standards and qualifications in accordance with the Authority requirements
in identified sub-fields and levels;
 Updating and reviewing standards;
 Recommending standards and qualifications to NSBs;

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  Recommending criteria for the registration of assessors and moderators or moderating
bodies.
SAQA does not recognise any structure called a "Standards Generating Activity". The SGB, as
indicated above, is the locus of standards generation, and an SGB is recognised or established
by an NSB for the purpose of the generation of specific standards and qualifications within a
framework of sub-fields. The SGB exists for a 3-year period in which to conclude its work and do
the necessary reviews of the generated standards.

3. Sectoral Education Training Authority – SETA

Sectoral Educational and Training authority is a body responsible for the organization of
education and training programmes within a specific sector.
It is established under the Skills Development Act whose main purpose is to:
 Contribute to the improvement of skills in South Africa through achieving a more
favourable balance between demand and supply, and by ensuring that education and
training takes place
 Acknowledges and enhances the skills of the current work force, (in addition to ensuring
that new entrants to the labour market are adequately trained)
 Meets agreed standards within a national framework that is provided subject to
validation and quality assurance; and where appropriate, is benchmarked against
international standards.
The full list of SETA functions is contained in the Skills Development Act. Those which affect
SAQA's work most directly are that SETAs:
 Are accredited by SAQA as ETQAs within the economic sector from the education &
training sector and the social sector, and therefore fulfil all the functions of ETQAs
 Monitor education and training in the sector.

The various SETAs are as follows:

1. Financial and Accounting Services SETA – FASSET
2. Banking Sector Education & Training Authority – BANKSETA

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 3. Chemical Industries Education & Training Authority – CHIETA
4. Public Service Sector Education and Training Authority – (PSETA)
5. Services Sector Education and Training Authority– (SERVICES)
6. Clothing, Textiles, Leather and Footwear – TEXTILES
7. Construction – CETA
8. Diplomacy, Intelligence, Defence, Trade – DIDETA
9. Education Training, & Development Practices SETA – ETDP SETA
10. Energy – ESETA
11. Food & Beverages Manufacturing Industry – FOODBEV
12. Forestry, Furniture, Pulp and Wood Products – FIETA
13. Health & Welfare Sector Education and Training Authority – HWSETA
14. Information Systems (IT), Electronics – ISETT
15. Insurance Sector Education & Training Authority – INSETA
16. Local Government, Water and Related Services – LGWSETA
17. Media, Publishing, Printing and Packaging – MAPPPSETA
18. Mining Qualifications Authority – MQA
19. Metal Engineering, Plastics, Motor Retail – MERSETA
20. Police, Legal, Security and Correctional Services – SASSETA
21. Agriculture Sector Education and Training Authority – AGRISETA
22. Transport Education and Training Authority – TETA
23. Wholesale and Retail – W&R SETA
24. Tourism, Arts & Culture, Hospitality and Sports Education and Training Authority –
CATHSSETA

4. Roles of the SETA –

The role of the SETA’s is divided into three categories, namely:

 Administrate Levies & Grants
 Administrate Learnerships (A learnership is a formal structured learning process)

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  Accreditation of Trainers & Quality Assurance

Quality Assurance through the ETQA’s

Education and Training Quality Assurance Bodies (ETQAs), while independent bodies, by
definition exist as an integral part of the system established to introduce and implement the
National Qualifications Framework (NQF). Along with the other components of the system
(SAQA, NSBs, SGBs, Moderating bodies and Providers), ETQAs are a part of the NQF quality
management system.
Regulations R1127, under the South African Qualifications and standards Authority Act, 1995
specifies the roles and responsibilities of ETQAs.
ETQAs are accredited by SAQA for "the purpose of monitoring and auditing achievements in
terms of national standards or qualifications and standards".
Their quality management functions are to:
 Accredit Constituent Providers (subject to them having the capacity to deliver relevant
learning and assessment opportunities) for specific standards or qualifications and
standards.
 Promote quality amongst Providers.
 Monitor provision by Providers.
 Evaluate assessment (by Providers) and facilitate moderation amongst Providers.
 Register constituent assessors for specified standards or qualifications.
 Take responsibility for the certification of learners.
 Co-operate with Moderating Bodies appointed by SAQA.
 Recommend new standards or qualifications to NSBs, or modifications to existing
standards.
 Maintain a database acceptable to SAQA.
 Submit reports.
 Perform such other functions as may be assigned by SAQA.

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While an ETQA can delegate some of these functions, for example to providers, they cannot
delegate accountability.

NATIONAL QUALIFICATIONS FRAMEWORK – NQF

1. What is NQF?

It is a framework that sets the boundaries - a set of principles and guidelines that provide a
vision, a philosophical base and an organisational structure for construction of a qualifications
system. Detailed development and implementation is carried out within these boundaries. It is
national because it is a national resource, representing a national effort at integrating
education and training into a unified structure of recognised qualifications. It is a framework of
qualifications i.e. records of learner achievement.
In short, the NQF is the set of principles and guidelines by which records of learner achievement
are registered to enable national recognition of acquired skills and knowledge, thereby ensuring
an integrated system that encourages life-long learning.
The NQF is a means of transforming education and training in South Africa. It has been designed
to:
 Combine education and training into a single framework, and bring together separate
education and training systems into a single, national system;
 Make it easier for learners to enter the education and training system and to progress within
it;
 Improve the quality of education and training in South Africa;
 Open up learning and work opportunities for those who were treated unfairly in the past
because of their race or gender; and
 Enable learners to develop to their full potential and thereby support the social and
economic development of the country as a whole.

2. NQF Levels

The NQF consists of the following eight (8) levels, each representing a specific band of training
and leading to specific types of qualifications:

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 NQF Level Band Qualification Type
8+ Doctorates and Post Doctorates
8 Master’s Degrees
Higher Education and Training
7 Honours and Masters Degrees
Band
6 First Degree and Higher Diplomas
5 Diplomas and Occupational Certificates
4
Further Education and Training
3 National Certificates
Band
2
General Education and Training
1 Grade 9 = ABET Level 4
Band
Grade 8 = ABET Level 3
Grade 5 = ABET Level 2
Grade 3 = ABET Level 1

3. Qualifications

National Qualifications (NQ’s), which are available to everyone, are based on national
standards, which are recognised by industry throughout South Africa. National Qualifications
are designed to provide:
 Individuals with a clear path in terms of career development, which is not tied to a
specific route of learning, and
 Employers with a means of recruiting qualified and competent staff, as well as managing
their performance.
Each qualification consists of the following elements, which are categorised into three groups of
unit standards used for training:
Fundamental group: Those unit standards that make the learner a better learner or a
better person (study & life skills).

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Core group: Those unit standards which are common to all qualifications
within the specific field of interest or cluster of qualifications.
Elective group: Those unit standards from which a learner can choose in order to
pursue a specific field of interest.

4. Unit Standards

Unit standards are the building blocks of a qualification. It is the registered statement of desired
education and training outcomes that a learner must achieve to be declared competent. At the
same time, it gives the associated assessment criteria together with administrative and other
information that is needed to train and assess that specific unit standard.
Unit standards always describes the level at which the unit standards are registered as well as
the credit value attached to each unit standard.

5. Credits

Credits are obtained on all 3 components of a qualification, namely fundamental, core and
elective unit standards.
1 Credit = 10 notional learning hours.
1 notional learning hour is the time taken for the average person to learn the module.
120 credits = a certificate
240 credits = a diploma
360 credits = a degree
Credit allocation is simply a way of indicating the notional time the average learner takes to
achieve the outcomes of a particular unit of learning. One credit is allocated to ten notional
hours of learning – being the total time notionally taken by the average learner to achieve the
outcomes of that unit of learning.
The NSB Regulations indicate that a National Certificate, to which a minimum of 120 credits is
allocated, may be pegged at any of the eight levels of the NQF, provided that 72 or more of the
credits are assigned at or above the level at which the certificate is pegged.

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SAQA will register a qualification as a National Diploma if it consists of 240 or more credits, of
which at least 72 credits are at level 5 or above, and as a National First Degree if it consists of
360 or more credits, 72 or more of which are at level 6 or above.
It is, however, the SGB, which will suggest the number of credits to be assigned to a
qualification, and the NSB, which will recommend to the Authority the qualification, so
constructed for registration.
The opinions of key role players in the sector will contribute to the SGBs’ decision-making
process. Credit assignment is not, moreover, to be confused with level assignment: it is the
complexity of learning described in the level descriptors which will determine the level at which
a qualification is pegged on the Framework.
Credit assignment remains merely a convenient mechanism for arbitrary determination of
notional time taken to achieve the outcomes of a unit of learning.

6. NQF Benefits

The benefits of training on the NQF system are:

 Learners are placed on a pathway of Learning for Life
 Learners get national recognition for qualifications and all qualifications are comparable
to one another
 Quality Control over training is assured through the SETA’s who interact regularly to
assure that similar qualifications are assessed the same way
 Learners have the advantage of using units already qualified in, in other qualifications
thus assuring the portability of their knowledge without wasting training time
 More learners get access to training

This all leads towards:

 Skilled, motivated staff that are more productive and contribute towards a more
professional industry;
 Staff development is enhanced because employees have recognised, measurable
qualifications of which they can be proud;

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  National qualifications assist with recruiting staff who are nationally recognised as
competent;
 The explicit, national standards of qualifications enable the results of training of
employees to be measured;
 Training towards qualifications is geared to the needs of the job market;
 Qualifications promote multi-skilling, which makes staff more adaptable;
 Customers receive a more professional service, ideally in line with international
standards; and
 Training employees against qualifications assists with complying with the Skills
Development Act and the Employment Equity Act.

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 QUALIFICATION

1. What is the qualification?

e.g. National Higher Certificate: ABET Practice ID:20483-Level 5-120 Credits

Outcomes –
The Higher Certificate in ABET Practice (NQF Level 5) will equip practitioners in the following ways:

a) To facilitate a group of adult learners with confidence and take some initiative within a structured programme.
b) To facilitate learning areas at ABET levels 1-4, depending on choice of electives.
c) To work under regular supervision of a more senior practitioner.

Entry Level Requirement

The learning assumed to be in place is a FETC or RPL equivalent.

Other learning assumed to be in place is detailed in specific standards. Different combinations of unit standards
require different learning to be in place, depending on the choice of electives or learning areas to be facilitated with
ABET learners. For example, a practitioner who selects an elective unit standard in order to `facilitate Mathematics`
will be required to demonstrate competence in Mathematics at NQF level 4.

Recognition of prior learning:

The access to the qualification is fairly open.

Candidates will have to demonstrate: FETC or RPL equivalent

UNIT STANDARDS:
PRE-2009
ID UNIT STANDARD TITLE NQF LEVEL CREDITS
NQF LEVEL
Assess learners within a learning
Core 7386 Level 4 NQF Level 04 10
situation
Core 7388 Evaluate own facilitation performance Level 4 NQF Level 04 8
Core 7384 Facilitate an adult learning event Level 4 NQF Level 04 16
Fulfil administrative requirements of a
Core 7387 Level 4 NQF Level 04 6
learning group
Core 10231 Plan a learning event Level 4 NQF Level 04 8
Level TBA: Pre-
Core 10289 Facilitate a programme of learning Level 5 24
2009 was L5
Identify and respond to learners with Level TBA: Pre-
Core 10294 Level 5 10
special needs and barriers to learning 2009 was L5
Level TBA: Pre-
Core 10288 Organise a programme of learning Level 5 8
2009 was L5
Develop and apply academic literacy Level TBA: Pre-
Elective 14582 Level 5 25
skills 2009 was L5
Facilitate Communications at ABET levels Level TBA: Pre-
Elective 10297 Level 5 20
3 and 4 2009 was L5
Elective 10298 Facilitate Mathematics at ABET levels 3 Level 5 Level TBA: Pre- 20
 and 4 2009 was L5
Level TBA: Pre-
Elective 117876 Write reports regarding learner progress Level 5 10
2009 was L5

Qualification Duration E.G

Theory & demonstration 58 Days

Research 17 Days
Practical / Workplace activities: 135 Days
Summative Assessment: 16 Days
TOTAL 193 Days

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 FACILITATION

1. What is facilitation?

Outcomes-based learning has brought radical changes to the way training is implemented. In
the past, education was based on a teaching style, whereby an instructor/teacher was “the sage
on the stage”. He or she was expected to deliver most, if not all, of the class content in a
traditional classroom lecturing style standing in front of a group of learners.
Today, outcomes-based learning (adult learning) is implemented through a facilitation teaching
style. The facilitator is “the guide on the side”. He or she encourages learners to be active
participants in their own learning process using open-ended questions and structured hands-on
activities, to deliver a course.

2. Facilitation Methodologies

The Skills Programme will be presented in training workshop style, and implemented by a
subject matter and qualified facilitator. The facilitation process will be conducted as follows:
 Theory – which is the main contact time with the facilitator in a classroom environment,
this method of learning will enable you to acquire the knowledge aspect of a specific
subject or topic.
 Practical – through a mentoring process, you as the learner will be able to simulate the
knowledge acquired in the classroom, into an environment specifically design for this
purpose, thus facilitating the acquisition of practical skills related to a specific subject or
task.
The facilitation methodologies adopted for this Skills Programme (although not custom stoned)
will be based on the following approaches:
 Interactive facilitation,
 Group discussions, and
 Role plays.
 ASSESSMENT

1. Introduction –

In the outcomes based education and training system, learners are trained to be competent in
the execution of specified Unit Standards. To be competent, a learner has to have the
specified skills, knowledge and attitude and is to be able to apply these in the workplace. An
assessment is the medium through which the competence of the learner [who is now, in
assessment terms, called the candidate] is determined. The result of the assessment process is
the confirmation that the candidate is competent to do a specific job. A number of role
players contribute to the process that will deliver the mentioned result.
You are now preparing yourself to be assessed and be proven competent. There are a number
of actions to be carried out and some deliverables to be produced. You need to know what
process you and the other role players will follow and what exactly you should do to prove your
competence.

2. Outcomes –

This Learner Induction Guide has been designed for your use. It wants to clear up the
following matters:
 What will be assessed?
 By what method your performance will be assessed?
 By what criteria your performance will be judged?
 What process of assessment that will be followed?
 What are your rights and responsibilities in this process?
 What are the responsibilities of the other role players?

3. What will be assessed?

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4. By what method your performance will be assessed?

The Unit Standards contain specific outcomes that demand practical knowledge, skills and
attitudes. You will demonstrate your ability to apply administrative skills in a sport or fitness
organisation. Your skill and attitude will be evaluated by observation and by product sampling
of your assignments in a portfolio of evidence.
There is, furthermore, essential embedded knowledge that demands foundational competence.
Your reflexive competence, stipulated in the critical cross field outcomes, will be assessed in an
integrated way in your assignments and by your verbal responses to supplementary questions
as the assessor deems fit.

5. By what criteria your performance will be judged?

Your performance will be judged against the assessment criteria within the specific outcomes of
each unit standard in the learning programme. Your performance will provide the assessor with
evidence.
This evidence is recorded on an evidence collection sheet; this is the assessment instrument.
The evidence is to be sufficient to make a judgment, valid in terms of the unit standard and
authentically your own work. The other principles that will be guiding the assessment are
currency, fairness and consistency. Explanations of the unit standard lay-out and of the
evidence collection sheet follow. The assessment principles are listed in continuation.

6. Assessment Principles –

Appropriate: The method of assessment is suited to the outcome being assessed i.e. is
capable of gathering evidence in relation to the intended outcome, and not
something else.
Fair: The method of assessment does not present any barriers to achievements,
which are not related to the achievement of the outcome at hand.
Manageable: The methods used make for easily arranged, cost-effective assessments that
do not unduly interfere with learning.
Integrated: Evidence collection is integrated into the work or learning process where this
is appropriate and feasible. (Often referred to as naturally occurring

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 evidence).
Valid: The evidence focuses on the requirements laid down in the relevant standard
and matches the evidence requirements of the outcome/s at hand under
conditions that mirror the conditions of actual performance as closely as
possible
Current: The evidence is sufficient proof that the candidate is able to perform the
assessment outcomes at the time the assessor declares the candidate
competent.
Authentic: The assessor is satisfied that the evidence is attributable to the person being
assessed.
Sufficient: The evidence collected establishes that all criteria have been met and that
performance to the required standard can be repeated consistently in the
future i.e. the performance to standard is not a “once-off”.
Systematic The overall process ensures assessment is fair, effective, repeatable and
manageable.
Open: The process is transparent i.e. assessment candidates understand the
assessment process and the criteria that apply and can contribute to the
planning and accumulation of evidence.
Reliable/ The same assessor would make the same judgement again in similar
Consistent: circumstances and judgements match judgements made on similar evidence.

7. What is a Unit Standard?

Unit standards are the building blocks of a qualification/learning programme. It describes the
skills, knowledge and attitudes necessary to do a specific job as specified by the specific
outcomes, essential embedded knowledge and critical cross-filed outcomes.
A unit standard is a registered statement of Education Training and Development outcomes,
assessment criteria and administrative information.
The applicable unit standards [see list] will be supplied by the assessor and s/he will explain
that a unit standard consists of the following aspects:
Title block Gives the title, number, NQF level, credit value, learning field, issue date

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 and review date.
Purpose Explains what the learner will be able to do after mastering this unit
standard.
Learning assumed Explains the level of development the candidate should have reached
to be in place before attempting the study of this unit standard.
Specific Outcomes States the practical knowledge skills and attitudes that a candidate will
acquire in the study of the unit standard.
Assessment Describes how and against what measurable norms the competence is
criteria to be assessed.
Method of A range of recommended assessment methods which should be
assessment considered and used to give credibility to the assessment.
Range statements Give some examples of scope and complexity of specific outcomes and
essential embedded knowledge.
Critical Cross Field Represent general life skills applicable to a wide range of fields of
Outcomes [CCFOs] learning. These are, particularly, reflexive competence statements
applicable to problem solving. [CCFOs]
Essential This is foundational knowledge that additionally supports the study of a
Embedded specific unit standard. [EEK]
Knowledge [EEK]
Values Refer to fundamental truths, derived from a philosophy of life, that
guide our actions.

8. What is the evidence collection sheet?

“An evidence collection sheet” is an assessment data recording document. The assessor will
record evidence in accordance with a pre-determined and designed assessment method. It is
expressly designed and developed for the assessment of the Specific Outcomes, EEK and CCFOs
of the unit standards.
Using assessment methods such as direct observation, product sampling and role play, the
Assessor will record in detail on this Evidence Collection Sheet your demonstrated competence.

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You are, therefore, encouraged to read your assignment carefully and to ensure that you are
prepared to prove your competence against the stated criteria.

9. The Assessment Role Players –

Role of the Candidate [You] in The candidate triggers the assessment process by contacting an
Assessment assessor to declare his/her readiness to be assessed. The
candidate needs to prove his/her competence during the
assessment. S/he should, therefore, prepare with great care in
respect of the knowledge, skills and attitude and their
application, as stipulated in the unit standards. The candidate
must participate in developing the assessment plan with the
assessor.
During the assessment s/he must supply the assessor with
sufficient and valid evidence to enable the assessor to make an
informed judgment on his/her competence.
Role of the Assessor in The assessor is the owner of the assessment process. The
Assessment candidate participates in the management of it at certain
stages. Prior to doing the assessment s/he notifies the
moderator of the impending assessment to enable the
moderator to decide if s/he will be present for a direct
moderation. If not, the assessor submits the candidate’s
evidence afterwards for moderation.
Role of the Moderator in The moderator co-ordinates the work of a number of assessors
Assessment and develops their competence as assessors. The moderator
supports and guides all role players involved in the assessment
process to ensure fairness and accuracy. S/he ensures that
there is quality in the process and is the owner of the appeals
process.

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10. The process of assessment that will be followed –

The competency based assessment process has the following main stages:
1. Prepare the conditions and the Candidate
2. Conduct the Assessment
3. Provide Feedback to the Candidate and Relevant Interested Parties
4. Review the Assessment process
Each stage will be explained in continuation.

11. Assessment Planning and Preparation –

The purpose of the Assessment Plan is to organise the assessment process between the
candidate and the assessor (and also the moderator when required) in an orderly way. While
the assessor is responsible to develop the assessment plan, the candidate is intimately
connected with the process. It is, therefore, imperative that both are involved in the
development of a specific assessment plan to assess a specific unit standard.
12.1 What should you do? Ensure that you have made your requirements known and that
you are in the picture regarding:
 Date and time of assessment
 Sequence of activities
 Accountabilities
 Deadlines
 Contingency plans
 Your special needs
 Results of previous assessments
 Arrangements for reviewing the plan
 Safety of the assessment environment
 Assessment activities, instruments and resources selected
 Documents and instructions specifically meant for you
 How to overcome potential barriers

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Before each assessment a meeting must be held between the candidate and the assessor.
During the meeting the aspects of the plan should be discussed, thoroughly explained and
reviewed to the satisfaction of both.
12.2 What should you do? Ensure that you have the following documents and answers:
 Assessment plan
 Policies and procedures pertaining to assessments, including the appeals process
 The relevant Unit Standards; thoroughly explained
 The Workbook and Evidence Collection Sheet; thoroughly explained
 Special needs catered for
 By whom, when and where will you be assessed
 Arrangements which are your responsibility to make
 Confidentiality arrangements

Are you ready to be assessed?

13. Conducting the assessment

During any learning event learners are continuously assessed for knowledge and performance
by means of a formative assessment against the unit standard. At the end of the training
period a candidate is summative assessed for competence against unit standards. You have
declared yourself ready to be assessed in a summative assessment.
What should you do?
 Execute assignments 1 to 15 and file the work in your Learner Practical Assessment
Workbook (PoE).
 You must be prepared to present the necessary evidence as required to prove
competence for the applicable unit standards. The assessor will record the evidence,
evaluate it and make a judgement on your competence. The purpose of a judgement is
to determine whether you are competent or not yet competent.

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The assessor will record the evidence supplied by you and then evaluate the evidence against
the Principles of Assessment. S/he will test the evidence for Validity, Authenticity, Currency and
Sufficiency.

14. Feedback –

In order for you to get immediate news on the outcome of your assessment, you will be given
feedback directly after the assessment activities. The process of feedback is reciprocal
between you and the assessor and after that between the assessor and the moderator. In the
process of feedback you are the first person to give feedback, in order for you to relate your
sense of “how it went” and your satisfaction or dissatisfaction with the process. Afterwards
the assessor gives his/her feedback based on the principles of assessment and the performance
that you gave.
Your feedback will be attached to the Evidence Collection Sheet on a form. You are encouraged
to state in your own words how the assessment was experienced. The assessor should be made
aware of any positive criticism that you may have in order to improve the assessment
experience. It requires, furthermore, your comments on the following:
 Time allowed for the assessment
 Whether all the outcomes were assessed
 If the logistic arrangements were in place; and
 Whether the assessment principles were adhered to.
The assessor will first check the evidence against the assessment principles, and give concrete
evidence of the compliance of your performance to the principles. As final, important part of
the feedback, the assessor will inform you of his/her recommendation on your competence.
Remember, this will only be a recommendation at this stage, as the moderator will make the
final decision.

15. Assessor’s Review Report –

The assessor has the duty to review the complete process and make recommendations. This is
the best way to keep improving the assessment process and assessment methods and
instruments. Assessors complete the Review Report and then they discuss it with the

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moderator and fellow assessors on the regular Assessor Team meetings. Your comment on the
process itself will be greatly appreciated.

16. Closure –

We wish you well in your preparations. Through your Skills Programme we will contribute to
the creation of competence that will make South Africa competitive globally.

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 APPEAL PROCESS

1. Purpose –

To ensure that the assessment process is carried out in an equitable and transparent manner; it
is therefore important that, a mechanism be put in place which allows the learner to appeal
against the assessment outcomes conducted by an assessor assigned to perform the task/s.
A learner may appeal against an assessment decision if he/she feels that the assessment was
not:
 Valid,
 Fair,
 Reliable, or
 Practicable.

2. Procedure –

The learner is required to follow the procedure (as per organisational requirements), should
he/she wish to appeal against the outcomes of an assessment process:
1. The learner will complete an appeal form, which will be lodged with the Head of the
Department or Moderator,
2. The Head of the Department or Moderator will discuss the complaint with the assessor
and learner to decide if whether or not the learner should be assessed,
3. The learner may be re-assessed by a different assessor if he/she so chooses,
4. Should the learner be dissatisfied at the end of the second assessment process, he or
she may fill another appeal form.
5. The appeal form will be submitted to the Head of the Department or Moderator for
evaluation
6. The head of Department or Moderator will make a copy of the appeal form and the
original form will be submitted to the relevant SETA
7. SETA will appoint a mediator to pass judgment on the appeal
 8. The decision will be communicated to the Head of the Department or Moderator within
ten (10) working days of mediation

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