Education, Training and Development Practices Sector Education and Training Authority

ETDQA:Evaluation Criteria

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Education, Training and Development Practices Sector Education and Training Authority

Provider Name:
ETDPSETA Accreditation Number:
Provider’s Address:
Provider’s contact Details:
Provider E Mail address:
Provider Representative:
Provider Representative E Mail Address
Date/s of the report:
Evaluator/s name & contact detail:
Phase A:
Phase B:
Phase C:
ETDQA:Evaluation Criteria

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Education, Training and Development Practices Sector Education and Training Authority

Introduction

This is a report of an institutional and learning programme evaluation of ………undertaken by the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA).

The principal purpose of this evaluation report is to provide feedback on the extent to which ……. Is planning to provide education and training to learners within the context of the National Qualifications Framework and against the ETDP SETA accreditation criteria.

Method & Evaluation process followed:

The accreditation process has 3 phases:

Phase A: Application form by Provider

The provider completed the Application for Accreditation form as part of the application for accreditation process.

Phase B: Evaluation of Learning Material

Evaluation of the learning material and associated accreditation documentation provided by the Skills Development Provider

Phase C: Skills Development Provider Site of Delivery Evaluation

Determination of the suitability of the Skills Development Provider facilities

Outcome of the evaluation

The outcome of evaluation of the application for accreditation is communicated to the Skills Development Provider only upon completion of the three phase evaluation process and once recommendations have been verified by the ETDP SETA ETDQA.

Phase A: Evaluation

Primary Focus SETA:
The primary focus of the Provider
Primary SETA Accreditation Number (if non-primary focus): xx
Company Registration Documents:
Public Liability Insurance:
Tax Clearance Certificate Expiry Date:
First time evaluation: / First
Remedial Evaluation:
Extension of Scope Evaluation:
MOU: Programme Approval

Rules of Combination

Name of qualification
No.2 / Document / Level / Credits / COMMENTS
2.1 / Total Number of credits for the Qualification
2.2 / Fundamental Unit standards (list)
2.3 / Core Unit standards (list) / Compliant
2.4 / Elective unit standards (list) LP
V
V
B
m

Phase B: Evaluation

Criteria / FACE TO FACE/CONTACT/RESIDENTIAL LEARNING / E LEARNING
1. Policy statement: The organization’s aims, objectives and purposes are spelt out
Mission, Vision, and Goals of the Provider should be:
  • Clearly stated
  • Indicates commitment to quality principles in Education, Training, and Development

2. QMS: Outline procedures that implement quality management
(List the policies and procedures)
  • Quality policy and procedure
  • Strategic management policy and procedure
  • Registration and accreditation policy and procedure
  • Management system review policy and procedure
  • Learning programme development, delivery and evaluation policy and procedure
  • A staff selection, appraisal and development policy and procedure
  • Grievance policy and procedure for staff
  • Disciplinary procedure for staff
  • Complaints policy and procedure
  • Learner entry, guidance and support policy and procedure
  • Recognition of prior learning policy and procedure
  • Special needs policy and procedure
  • HIV/AIDS policy and procedure for learners
  • Grievance policy and procedure for learners
  • Disciplinary procedure for learners
  • Language of teaching, learning and assessment policy
  • Assessment policy and procedure
  • Moderation policy and procedure
  • Appeals policy and procedure
  • Irregularity Policy and procedure
  • Quality assurance of learner achievements
  • Reporting policy and procedure for learners
  • Certification policy and procedure
  • Confidentiality policy and procedure
  • Financial management policy and procedure
  • Marketing policy and procedure
  • Administration and communication policy and procedure
  • Resource management policy and procedure
  • Document and record management policy and procedure
  • Health and safety policy and procedure
  • Work site management policy

3. Review mechanisms: Outline the ways in which the implementation of policies would be monitored
  • Management meetings and review
  • How often reviews will be taking place
  • The review committee
  • The review process
  • The recording of reviews conducted
. / The QMS does no make reference to :
  • Management meetings and review
  • How often reviews will be taking place
  • The review committee
  • The review process
  • The recording of reviews conducted

4. Programme delivery: Outline how learning programmes would be developed, delivered and evaluated.
Quality assurance mechanisms for the following need to be indicated:
  • Learning material designed and developed in house or
  • Learning Material has been purchased
  • Suitability of staff (curriculum design team)
  • Relevance (subject matter)
  • Evaluation of learning programmes (evaluation mechanisms-design)
  • Check for the relevance of the delivery methods of the learning programmes including the Language Policy.
  • Verify how often the learning programme/s are evaluated and updated to meet learners’ needs and/ or demands.

4.1 Curriculum Design to include:
  • Learner entry requirements (stipulated learning assumed to be in place)
  • Target group
  • Programme strategy (overview of facilitation, learner support, learner roles and responsibilities, provider support, workplace support provided to learners, how the programme is delivered, timeframes, etc.)
  • Assessment strategy
  • Assessment alignment strategy

4.2 Alignment Matrix to include:
  • Section Outcomes / Learning Unit Outcomes / Module Outcomes
  • Link to SOs and ACs (if qualification, link to exit level outcomes)
  • Where the outcomes are covered in the learner material
  • Indicate how the content is facilitated and indicate the activities and page numbers of activities
  • Assessment – Indicate formative assessments and page numbers, indicate summative assessments – where they are to be found, in which sections and including page numbers
  • Include essential embedded knowledge
  • Include critical cross field outcomes

4.3 Notional Hour Matrix to include:
  • Outcomes to be covered
  • Credits
  • Notional hours
  • Days
  • Contact session (time split between contact and practical application)
  • Time spent on formative assessment
  • Experiential learning (time split between workplace experience and summative assessment preparation)
  • Time spent on Final Summative Assessment (FSA)/Integrated Assessment (If qualification)

4.4 The Facilitator Guide to include the following:
  • Programme overview
  • Introduction – who the programme is for
  • Programme entry requirements
  • Programme delivery structure (notional hours)
  • Programme outcomes
  • Programme alignment to the unit standards / exit level outcomes
  • How Assessment is to be conducted
  • Learning pathway
  • Facilitator role and responsibilities
  • Administrative information to be completed
  • Assessment (formative and summative)
  • Appeals and Disputes
  • Facilitator guidelines / delivery structure (content to be covered and time frames, resources required, etc.)
  • Facilitator report
  • Attendance register
  • Appeal form
  • Unit Standard(s) to be included
  • Expected answers

4.5 Learner Guide to contain the following:
  • The learning programme is appropriate to the target audience
  • Learning activities are clearly documented
  • The learning outcomes to be achieved by the learner are clearly defined and documented
  • Formative and Summative assessment are clearly defined
  • There is integration between the learning programme and Unit Standard and/or Qualification and the assessment thereof

4.6 Assessment guide to contain the following:
List the assessor details:
Name:
Registration number:
Unit Standards/ Qualifications the Assessor is assessing
  • Planning of Assessment
  • Preparation of the learner before assessment
  • Procedures followed during assessment
  • Feedback to the learner and third parties after the assessment
  • Model answers to the assessments
  • Recording and Administration of assessment results
  • Evaluation and review of the assessment process

4.7 Learner Portfolio of Evidence to contain 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 (copy of the assessment alignment strategy), 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
  • Learner review of the assessment process
  • Learner reassessment plan
  • Learner feedback report
  • Learner assessment appeal form
  • Provision for learner, assessor and moderator signatures and dates after each summative assessment task/activity

4.8 Moderation Guide to contain the following:
List the moderator details:
Name:
Registration number:
Unit Standards/ Qualifications the Moderator is moderating:
Internal moderation report of learning programme.
  • Purpose of the guide
  • Characteristics of the moderator
  • Fundamental background knowledge
  • Functions of the moderator
  • Roles and responsibilities of the internal moderator
  • The moderation process
  • ETDP ETDQA moderation at Provider level (internal moderation percentage)
  • Documentation to be completed by the moderator (templates for the moderator to use)

5. Staff policies: Outline policies and procedures for staff selection, appraisal and development
(Check relevant policies and procedures and codes of conduct)
The Provider has an organogram in place that indicates the following:
  • Facilitators
  • Assessors
  • Moderators
  • Verify the subject matter expertise of the Facilitators, Assessors and Moderators, and verify evidence against the information provided on the application form.
  • Proof of Certificates, CVs, and signed contracts must be provided.

6. Learner policies: Policies and procedures for the selection of learners are outlined, and learners are given guidance and support
The Training Committee constitution, guidelines, administration policy and procedure (if applicable)
The provider must provide proof of the existence of such a committee i.e. Minutes of the committee meetings.
Policy and Procedure that ensures that the training provision is flexible and learner centred, which includes but not limited to the following:
  • Entry requirements are as open as possible and make provision for RPL
  • Language Policy
  • Provision for special needs i.e. Disabled learners etc.
  • Confidentiality
  • Documentation on how feedback is communicated to the learner
  • The provider must address the learners’ complaints and the procedure must be documented and implemented.

7. Assessment policies: Outline policies and procedures for forms of assessments that are used and how they are managed
  • Are assessors used to conduct assessment registered as constituent assessors?
  • Verify relevant experience and qualifications of the assessors; and subject matter expertise.
  • Assessment guidelines and tools are available for outcomes trained by the provider and updated.

  • The criteria for RPL is stipulated in the policy
  • SAQA principles for RPL are stipulated in the policy and implemented.

Policies and practices for the management of off-site practical or work-site components to ensure valid learning experience.
  • The provider should give evidence of how they will assure the quality of the “practical” or “experiential” element of the learning programme
  • Mechanisms for ensuring valid “off-site” learning experiences and for safeguarding the rights of learners in this process will be required.

Phase C: Evaluation

8. Management system and policies: Indicate the financial, administrative and physical structures and resources of the organization, as well as procedures of accountability within the organization
Key feature of the Admin. System would be the database of learner information and learner records.
Checklist to include the following info:
  • Air / ventilation, natural light, desks, chairs, equipment, toilets (1 toilet per 10 learners) is all appropriate.
  • Fire Extinguishers, evacuation plan, access to the First Aid kit i.e. name/contact number of venue's Safety Officer and name / contact number of closest ambulance service in the area, access to medical facilities all available.
  • The venue is conducive to people with special needs e.g. Wheelchair access to venue, toilet access etc.
  • Public Liability Insurance and Fire and Theft Insurance is in place.
  • A copy of the OHS Act is available

Areas of remediation

Criteria / Remediation expected

Outcome of Evaluation:

Accreditation status awarded

Provisional Accreditation / Full Accreditation / Accreditation/Programme Approval Not Yet Recommended / Programme Approval Awarded (MOU Providers)

Consolidated Record of Provider Accreditation:

Qualification/ Skills Programme against accreditation / Accreditation Status / Qualification/ US ID / NQF / Credit / Qualification/US Expiry Date
Please note that the following learning programs are aligned to unit standard / qualifications that have expired and no new learners may be registered onto these learning programs.
The only learners that can be certificated against these qualifications/unit standards would be those who are currently enrolled on these unit standards/qualifications and whom are in the process of exiting them.
ETDQA:Evaluation Criteria

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