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114924 Outcome Based Education

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COURSE SUMMARY

  • Short name:   Outcomes Based Education
  • Full description:   Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 5
  • Duration:12 day
  • Re-Assessment fees: None
  • Assignment extensions: Up to 18 months at no additional cost.
  • Hidden fees: None
  • Workshops: Weekly in Durban
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • Discounts: We offer a members discount for returning students, pensioners and NGO discount. Group discounts on own venues are also offered.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support 7 days a week.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English.
    • Cell. Zulu 0727372733 Tel. 0318115749 English/Zulu.
  • Helpdesk – www.help.trainyoucan.co.za – 7 days a week (integrated email and sms notifications).
  • Weekly workshops in Durban on Fridays between 8am and 12am.
  • Skype support – contact helpdesk for details.
  • Members private forum with model answers to all  activities including JOB opportunities.

COURSE DETAIL

  •  This course is based on the Unit Standards 114924  – click here to read more
  • People credited with this unit standard are able to:
    • Explain the outcomes-based approach to education and training;
    • Describe the National Qualifications Framework;
    • Describe and explain standards;
    • Describe and explain national qualifications; and
    • Develop a broad plan for implementing the NQF within an organisation.
  • Purpose of the course:
    • This unit standard is for those involved in education, training and development. This standard is not intended to recognize the ability to explain OBET and the NQF to learners. Rather, this unit standard is intended to recognise practitioners for their own understanding of OBET and the NQF.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Copy of ID and CV for registration purposes. (Indicating previous workplace experience)
  • Pen and paper.
  • A4 lever arch file + 12 dividers. (Cheap dividers)

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop
  • Organisation or Provider policies where available or at least knowledge of the organisations policies if any. These might include: Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Internet access to view additional support on our Forum

PROCESS FLOW

  1. Enrol as a learner with Trainyoucan by completing the application form. (PDF document or the online enrolment)
  2. Attend the contact session with Trainyoucan. (Each course starts with a 2 hour induction on the SETA’s and explaining the accreditation process. (Most of the learners find this very useful.)
  3. We provide you with all the learning material that you need, including a workbook that you must complete. (Outside the classroom as required by the Unit Standard and OBE Learning)
  4. You complete the workbook and submit this to our offices for assessments, or you can attend any of our FREE workshops for additional support. Any person who attended any of our courses can attend our workshops for FREE. One of the assessors can also evaluate your POE (Portfolio of Evidence) during the workshop and provide you feedback immediately.
  5. Your POE is submitted to our Assessors that will complete the assessment process and provide directly feedback to you through our online tracking system.
  6. Your file is scheduled for verification with the relevant SETA and uploaded on completion. Your final Certificate will only be issued once the SETA verified your POE for security reasons and a final SOR will be issues. (SOR, also called the “Statement of Results” will be issued by the relevant SETA once the process was completed). You MUST receive your SOR one completion from any provider as proof that you were registered. NO SOR = NO ACCREDITATION. (Bear in mind that this process can take up to 3 months to complete.
  7. We provide you with all the guidance and resources to register with the relevant SETA of your choice.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

 Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA?
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?

 COPY OF THE UNIT STANDARD

logoAll qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
SAQA US ID UNIT STANDARD TITLE
114924 Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
ORIGINATOR ORIGINATING PROVIDER
SGB Occupationally-directed ETD Practitioners
QUALITY ASSURING BODY
ETDP SETA – Education, Training and Development Practices Sector Education and Training Authority
FIELD SUBFIELD
Field 05 – Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 5
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date –
Status was “Reregistered”
2007-06-26 2009-05-13 SAQA 0160/05
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-05-13 2013-05-13

PURPOSE OF THE UNIT STANDARD
This unit standard is for those involved in education, training and development. This standard is not intended to recognize the ability to explain OBET and the NQF to learners. Rather, this unit standard is intended to recognise practitioners for their own understanding of OBET and the NQF.

People credited with this unit standard are able to:

  • Explain the outcomes-based approach to education and training;
  • Describe the National Qualifications Framework;
  • Describe and explain standards;
  • Describe and explain national qualifications; and
  • Develop a broad plan for implementing the NQF within an organisation.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credits have been calculated on the assumption that the average learner will be at level 5 or above in their own field of expertise.

UNIT STANDARD RANGE
“Learning organisations” refer to any public or private institution, company or body that provides education, training and development services to internal or external learners.
“Standards” include those found in national curriculum statements, unit standards, exit level outcomes and qualifications.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Explain the outcomes-based approach to education and training (OBET).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Explanations reveal insight into the concept of an outcome as a means of defining learner achievements and/or desired results of learning within the context of a transformative approach to education, training and development.

ASSESSMENT CRITERION 2
Explanations reveal differences between the outcomes-based approach and other education and training approaches in terms of key factors.
ASSESSMENT CRITERION RANGE
Factors include at least:

  • Purposes of the approaches,
  • General principles underpinning the approaches,
  • Processes for defining outcomes,
  • Essential approaches to learning design and delivery, and
  • Different approaches to and methods of assessment.

ASSESSMENT CRITERION 3
Assessment is explained in terms of its centrality to the outcomes-based approach, the importance of applying principles of assessment and the impact of assessment on learning.

ASSESSMENT CRITERION 4
The impact of OBET is described in terms of potential benefits to learners, employers, industry and society at large.

ASSESSMENT CRITERION 5
Challenges associated with the implementation of OBET are described in terms of cost, manageability and the potential impact on learning organisations.

ASSESSMENT CRITERION 6
Key terminology associated with OBET is used appropriately to the context.

SPECIFIC OUTCOME 2
Describe the National Qualifications Framework (NQF).
OUTCOME RANGE
Descriptions to include the history, rationale, objectives, principles, aims, mechanisms and structures of the NQF.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Descriptions of the history, rationale, objectives, principles and aims of the NQF are consistent with the body of literature on the subject, and reveal a grasp of the development of the NQF.
ASSESSMENT CRITERION RANGE
The “body of literature” includes but is not limited to SAQA documentation.

ASSESSMENT CRITERION 2
Descriptions of the mechanisms of the NQF are consistent with SAQA definitions and reveal an understanding of the purposes of the various mechanisms.
ASSESSMENT CRITERION RANGE
“Mechanisms” refer to standards setting, qualification design, assessment, moderation, credit accumulation, accreditation of providers, registration of assessors, and recognition of achievements through the award of credits and/or qualifications.

ASSESSMENT CRITERION 3
NQF-related structures are described in terms of their composition, function and relationships in line with current published definitions.
ASSESSMENT CRITERION RANGE
SAQA, National Standards Bodies (NSB’s), Standards Generating Bodies (SGB’s), Education and Training Quality Assurance Bodies (ETQA’s), Sector Education and Training Authorities (SETA’s).

ASSESSMENT CRITERION 4
Processes and requirements for participation in the structures are described in line with current published definitions. Descriptions reveal the impact of participation and/or non-participation on learners, learning organisations, and companies.

ASSESSMENT CRITERION 5
The notion of levels and bands of the NQF are described in line with SAQA definitions.

ASSESSMENT CRITERION 6
Key terminology associated with the NQF is used appropriately to the context.

SPECIFIC OUTCOME 3
Describe and explain standards.
OUTCOME RANGE
“Standards” refers to unit standards, assessment standards, or any other description of a significant and coherent result of learning that includes an outcome with criteria for assessment purposes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Definitions of standards are consistent with SAQA definitions.

ASSESSMENT CRITERION 2
Key parts of standards are explained in terms of their purpose, key features, form of language and relationships with the other parts of standards.

ASSESSMENT CRITERION 3
Issues concerning the size and scope of standards are identified and focus questions are provided to enable decision-making regarding the size and scope of a standard.

ASSESSMENT CRITERION 4
Standards are described according to their various uses and relationship to qualifications.
ASSESSMENT CRITERION RANGE
Uses in relation to ETD and other Human Resource-related uses.

ASSESSMENT CRITERION 5
Rules, processes and principles concerning the design and registration of standards are provided in line with SAQA regulations.

ASSESSMENT CRITERION 6
Key terminology associated with standards is used appropriately to the context.

SPECIFIC OUTCOME 4
Describe and explain qualifications.
OUTCOME RANGE
“Qualifications” refers to the SAQA definition of the term.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Definitions of qualifications are consistent with SAQA definitions.

ASSESSMENT CRITERION 2
Key parts of qualifications are explained in terms of their purpose, key features, form of language and relationships with the other parts of qualifications.

ASSESSMENT CRITERION 3
Issues concerning the size and scope of qualifications are identified and focus questions are provided to enable decision-making regarding the size and scope of a qualification.

ASSESSMENT CRITERION 4
Qualifications are described according to their various uses and relationship to standards.
ASSESSMENT CRITERION RANGE
Uses in relation to ETD and other Human Resource-related uses.

ASSESSMENT CRITERION 5
Rules, processes and principles concerning the design and registration of qualifications are provided in line with SAQA regulations.

ASSESSMENT CRITERION 6
Key terminology associated with qualifications is used appropriately to the context.

SPECIFIC OUTCOME 5
Develop a broad plan for implementing the NQF within an organisation.
OUTCOME RANGE
“Broad” refers to the essential elements of implementing the NQF as opposed to a detailed implementation plan.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The plan identifies the key elements that need to be put in place to ensure implementation of the NQF.

ASSESSMENT CRITERION 2
The plan provides motivation for implementation of the NQF in terms of benefits to learners, employers, employees and organisations.

ASSESSMENT CRITERION 3
The plan provides a credible framework for further analysis and the development of detailed action plans, policies and procedures.

ASSESSMENT CRITERION 4
The plan reveals insight into the rationale, objectives, principles, aims, mechanisms and structures of the NQF.

ASSESSMENT CRITERION 5
The plan takes account of the vision, mission, values and strategic objectives of the organisation.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessors for this unit standard must be registered with the relevant ETQA.
Providers offering learning towards this unit standard must be accredited by the relevant ETQA.
Moderation of assessment will be overseen by the relevant ETQA according to moderation guidelines and agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The entire unit standard addresses issues of knowledge relative to the outcomes-based approach and the National Qualifications Framework – thus all the outcomes and criteria define the knowledge explicitly.

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills. Communication through oral and written means is central to this unit standard.

UNIT STANDARD CCFO DEMONSTRATING
Understand the world as a set of inter-related parts of a system. Application of this outcome will be revealed through the quality of the descriptions and explanations of the NQF, which is an inter-related system.