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SDFs: Capturing the WSP/ATR end of April 2020 – Important notes.

All employers are required to appoint a (SDF) Skills Development Facilitator. This can either be someone internally or externally, as long as the person is qualified to perform the functions of an SDF. This person will be the link between the SETA and the organisation.

Remember to join the TRAINYOUCAN Accredited Training Network official “SDF WSP/ATR Support Group 2020” on WhatsApp by sending your request to +27782557223. (T&C Apply)

Many SDFs completed the course and still do not know how to register with the different SETAs. This should if been covered by the Training Provider in the course, but for those who missed it, here it is again.

DOES YOUR SDF:

  • Have a valid SDF certificate and SOR from the ETDP SETA?
  • Attend regular SETA meetings and have proof of this?
  • Provider you every year with the Scarce and Critical skills of your sector?
  • Update you on the latest Skills Legislation changes?
  • Notify you of Discretionary Grant opportunities in your sector?
  • Recover the full 20% Mandatory refund every year of the total Skills Levies paid?
  • Assist with Training Needs Analysis, Training Targets, WSP/ATR submissions?
  • Link in with Employment Equity and B-BEE scorecard targets?

ANY QUALIFIED SDF TASKS SHOULD INCLUDE:

  • assist the employer and employees to develop a Workplace Skills Plan which complies with the requirements of the Seta;
  • submit the Workplace Skills Plan to the relevant Seta;
  • advise the employer on the implementation of the Workplace Skills Plan;
  • assist the employer to draft an annual training report on the implementation of the Workplace Skills Plan which complies with the Seta’s requirements;
  • advise the employer on the quality assurance requirements set by the Seta;
  • act as a contact person between the employer and the sector Seta;
  • serve as a resource with regard to all aspects of skills development; and
  • keep the employer informed of SETA updates, news, important notices, application queries, grant payment information and levy contribution matters.
  • check correctness of SDL payments
  • inform SETA of any changes to organization name or SDL number

HOW TO REGISTER AS AN SDF WITH THE SETA?

Each SETA has their own process for registering SDFs, e.g. filling in forms and sending these back to the relevant SETA, filling out online applications, etc.

  1. Visit the SETA and determine if they have a manual or online registration process. SDF registration process is normally much easier than Assessors and Moderator registrations.
  2. In most cases you will need to register every year between February and April with the relevant SETA. (Fairly simple process to get your login details to the database.)
  3. You WILL need an appointment letter from the Company on their letter head that states:
    1. Your Full names and ID number.
    2. Their Skills levy Number.
    3. Company Name.
    4. Date of appointment. (Need a letter every year.)
    5. Full contact details of the company including the designation of the person who signed the letter.
  4. The company details will appear immediately with your database login once all the paperwork was processed. Normally this process is either same day or withing 24 hours.

WHERE DO I START WITH CAPTURING THE WSP/ATR?

  1. Split the paperwork in 3 sets, namely:
    1. Administration pack: This normally include all the company detail, Skills Levy number, bank letter, contact details, B-BEE level, municipality per region, staff complement and scarce and critical skills identified.
    2. WSP Pack: (Workplace Skills Plan for the next year.) Here you will have all the training planned for the next year. Some SETAs dictate the period, eg: Feb20 to Jan20, March20 to Feb20….. Most important is to keep every year for the same period as the previous years reported.
    3. ATR Pack: (Annual Training Return.) Here you will have all the training the company completed for the past year.

NOTE:

  1. SETAs will require more information on the training completed for Medium and Large companies, for example attendance registers, invoices…..
  2. Training also include meetings, conference, internal courses and external courses completed.
  3. It is vital important that you meet the training targets captured the previous year as the WSP, or you might not get the full mandatory grant.
  4. DO NOT SKIP FIELDS when capturing the WSP/ATR, as your online document will be created based on the information you entered, for example: Number of employees and regions (municipalities) covered.
  5. Update all the information for both the Admin, WSP and ATR pack online.
  6. Double check all the information is correct and hit SUBMIT before the 29th of April.
  7. IMPORTANT: You are not finished yet! You will be asking to download a PDF document with all the information you captured. This MUST also be signed and uploaded in the same system before the last day of April 2020.
  8. Take a screen shot, or make sure you get the automated email from the SETA system to confirm that your submission was successful!

IMPORTANT NOTES:

  1. Every single SDF/ Company in South Africa will try and capture their WSP/ATR in the last week of April. This causes major issues with server capacity (just like Black Friday). Our suggestion is either to capture your documents before the middle of April. For those late-sleepers we suggest early morning hours, especially in the last week of April.
  2. Most of the SETAs offer free workshops in February/March Nationally for this. Visit your SETAs website or contact their Skills Department for the latest update.

B-BEE Learnership implementations and SDFs

The most disputes reported with B-BEE Learnership implementations is based on a lack of understanding between the roles of each party involved in the process. Employers enroll learners on learnerships for B-BEE points, but 12 months later discover that they are not able to claim the points due to errors in the registration process.

Remember to join the TRAINYOUCAN Accredited Training Network official “SDF WSP/ATR Support Group 2020” on WhatsApp by sending your request to +27782557223. (T&C Apply)

Let’s have a look at some of the common misconceptions people have when it comes to learnership implementation for B-BEE purposes.

The Training Provider is responsible for:

  • Ensuring that they comply with all the legal requirements of the NQF Act, with regards to registration with either the SETA, QCTO and DHET. (This will include company registration, QMS and related requirements.)
  • Have a valid letter from the QB that allows them to offer the specific qualification. (This will cover programme approval, delivery, assessment, moderation and verification processes.)
  • Make sure that all assessor and moderator registration are still valid and active.
  • Setup an internal project team member to follow the progress of the “long term project” and able to take action and provide necessarily feedback during the process.
  • Enrolment of the learner with the relevant SETA on the learnership prior to start, that include signing agreements.
  • Responsible for the delivery, assessment, internal moderation and external verification process by the registered SETA.

The Skills Development Facilitator is responsible for:

  • “Facilitating” the process of Skills Development that include providing advice on the different responsibilities and processes to be followed.
  • For large companies provide an additional Project Management service where groups of learnerships were enrolled to monitor their progress. This can reduce additional cost for re-scheduled of missed classes or learners who drop-out during the programme for various reasons.
  • Registering these learnerships with the Skills Levying Registered SETA for B-BEE purposes before implementing the learnership. For example: The Butchery Learnership might be registered with the FOODBEV SETA, but the employer is registered with the WRSETA for Skills Levies.
  • Ensures that the employer comply annually with the WSP/ATR submissions for BEE Auditing purposes.
  • This of course excludes all the other rules of the SDF, as we only discussing Learnerships for B-BEE purposes on the moment.

The BEE Consultant is responsible for:

  • Advising his client (employer) on the options for achieving improved B-BEE scorecard.
  • Provide the recommendations in writing in a professional document that:
    • Can be used to inform the appointed SDF of the company of the training needs and opportunities that were identified. (The SDF is not a B-BEE expert and solely act on the recommendations of the B-BEE consultant.)
    • Document all the requirements that may include documentation, processes and timelines needed for the BEE Auditing process.

SDF Registering with the SETA and capturing WSP/ATR

All employers are required to appoint a (SDF) Skills Development Facilitator. This can either be someone internally or externally, as long as the person is qualified to perform the functions of an SDF. This person will be the link between the SETA and the organisation.

Many SDFs completed the course and still do not know how to register with the different SETAs. This should if been covered by the Training Provider in the course, but for those who missed it, here it is again.

DOES YOUR SDF:

  • Have a valid SDF certificate and SOR from the ETDP SETA?
  • Attend regular SETA meetings and have proof of this?
  • Provider you every year with the Scarce and Critical skills of your sector?
  • Update you on the latest Skills Legislation changes?
  • Notify you of Discretionary Grant opportunities in your sector?
  • Recover the full 20% Mandatory refund every year of the total Skills Levies paid?
  • Assist with Training Needs Analysis, Training Targets, WSP/ATR submissions?
  • Link in with Employment Equity and B-BEE scorecard targets?

ANY QUALIFIED SDF TASKS SHOULD INCLUDE:

  • assist the employer and employees to develop a Workplace Skills Plan which complies with the requirements of the Seta;
  • submit the Workplace Skills Plan to the relevant Seta;
  • advise the employer on the implementation of the Workplace Skills Plan;
  • assist the employer to draft an annual training report on the implementation of the Workplace Skills Plan which complies with the Seta’s requirements;
  • advise the employer on the quality assurance requirements set by the Seta;
  • act as a contact person between the employer and the sector Seta;
  • serve as a resource with regard to all aspects of skills development; and
  • keep the employer informed of SETA updates, news, important notices, application queries, grant payment information and levy contribution matters.
  • check correctness of SDL payments
  • inform SETA of any changes to organization name or SDL number

HOW TO REGISTER AS AN SDF WITH THE SETA?

Each SETA has their own process for registering SDFs, e.g. filling in forms and sending these back to the relevant SETA, filling out online applications, etc.

  1. Visit the SETA and determine if they have a manual or online registration process. SDF registration process is normally much easier than Assessors and Moderator registrations.
  2. In most cases you will need to register every year between February and April with the relevant SETA. (Fairly simple process to get your login details to the database.)
  3. You WILL need an appointment letter from the Company on their letter head that states:
    1. Your Full names and ID number.
    2. Their Skills levy Number.
    3. Company Name.
    4. Date of appointment. (Need a letter every year.)
    5. Full contact details of the company including the designation of the person who signed the letter.
  4. The company details will appear immediately with your database login once all the paperwork was processed. Normally this process is either same day or withing 24 hours.

WHERE DO I START WITH CAPTURING THE WSP/ATR?

  1. Split the paperwork in 3 sets, namely:
    1. Administration pack: This normally include all the company detail, Skills Levy number, bank letter, contact details, B-BEE level, municipality per region, staff complement and scarce and critical skills identified.
    2. WSP Pack: (Workplace Skills Plan for the next year.) Here you will have all the training planned for the next year. Some SETAs dictate the period, eg: Feb20 to Jan20, March20 to Feb20….. Most important is to keep every year for the same period as the previous years reported.
    3. ATR Pack: (Annual Training Return.) Here you will have all the training the company completed for the past year.

NOTE:

  1. SETAs will require more information on the training completed for Medium and Large companies, for example attendance registers, invoices…..
  2. Training also include meetings, conference, internal courses and external courses completed.
  3. It is vital important that you meet the training targets captured the previous year as the WSP, or you might not get the full mandatory grant.
  4. DO NOT SKIP FIELDS when capturing the WSP/ATR, as your online document will be created based on the information you entered, for example: Number of employees and regions (municipalities) covered.
  5. Update all the information for both the Admin, WSP and ATR pack online.
  6. Double check all the information is correct and hit SUBMIT before the 29th of April.
  7. IMPORTANT: You are not finished yet! You will be asking to download a PDF document with all the information you captured. This MUST also be signed and uploaded in the same system before the last day of April 2020.
  8. Take a screen shot, or make sure you get the automated email from the SETA system to confirm that your submission was successful!

IMPORTANT NOTES:

  1. Every single SDF/ Company in South Africa will try and capture their WSP/ATR in the last week of April. This causes major issues with server capacity (just like Black Friday). Our suggestion is either to capture your documents before the middle of April. For those late-sleepers we suggest early morning hours, especially in the last week of April.
  2. Most of the SETAs offer free workshops in February/March Nationally for this. Visit your SETAs website or contact their Skills Department for the latest update.

TRAINYOUCAN Promotion and trading hours till January 2020!

All current promotions was extended to June 2020!

OUR PROMISE

  1. We comply 100% with the SETA requirements.
  2. No hidden fees, ONE price policy.
  3. Payment plans available. 
  4. Discounts on referrals.
  5. ZERO admin fees, ZERO cancellation fees.
  6. No limitations on support, no limitation on submissions.
  7. ZERO re-assessment fees.
  8. Online manned help-desk, Monday to Friday.
  9. Online FORUM with over 1800 discussions and model answers.
  10. Unlimited support to members.
  11. Earn up to 20% discount during your first 2 courses for future bookings.
  12. FREE call back support.
  13. FREE WhatsApp Video call support.
  14. Planned verification with ETDP SETA every 4 to 6 weeks.
  15. FREE certificates reprint.
  16. FREE SETA registration support.

DECEMBER TRADING HOURS

Closing: 20th of December 2019

Opening on the 6th of January 2019

UPCOMING COURSES

EVENT DATE
Design OBE Training Programs JHB R3950 19/11/2019 – 22/11/2019
Accreditation Workshop Durban FREE Fully Booked 22/11/2019
Accreditation Workshop Durban FREE 22/11/2019
SDF Course JHB R3950 25/11/2019 – 28/11/2019
Train the Trainer Durban R2950 25/11/2019 – 27/11/2019
Assessor Course Durban R2950 27/11/2019 – 29/11/2019
50334 OD ETDP Qualification R19500 01/12/2019
Moderator Course Durban R2950 02/12/2019 – 04/12/2019
Train the Trainer Johannesburg R2950 02/12/2019 – 04/12/2019
Assessor Course Johannesburg R2950 04/12/2019 – 06/12/2019
115789 & 115790 Oral and Written interaction Fundamental Durban R2150 05/12/2019 – 06/12/2019
120372 Project Management NQF 4 Durban R 950 06/12/2019
Train the Trainer Durban R2950 09/12/2019 – 11/12/2019
Moderator Course Johannesburg R2950 11/12/2019 – 13/12/2019
Assessor Course Durban R2950 11/12/2019 – 13/12/2019
SDF Course Durban R3950 17/12/2019 – 20/12/2019
50334 OD ETDP Qualification R19500 01/01/2020
Train the Trainer Johannesburg R2950 06/01/2020 – 08/01/2020
Assessor Course Johannesburg R2950 08/01/2020 – 10/01/2020
Design OBE Training Programs Durban R3950 13/01/2020 – 16/01/2020
Train the Trainer Durban R3450 20/01/2020 – 22/01/2020
Assessor Course Durban R3450 22/01/2020 – 24/01/2020
113852 SHE Rep Training NQF 3 Durban R1950 27/01/2020 – 28/01/2020
Train the Trainer Course Pietermaritzburg R2950 27/01/2020 – 29/01/2020
Assessor Course Pietermaritzburg R2950 29/01/2020 – 31/01/2020
50334 OD ETDP Qualification R19500 01/02/2020
Train the Trainer Durban R3450 17/02/2020 – 19/02/2020
Assessor Course Durban R3450 19/02/2020 – 21/02/2020
117865 & 117874 Guide and Assist learners R2150 24/02/2020 – 25/02/2020
114924 Outcomes Based Education Durban R 1150 26/02/2020
Moderator Course Johannesburg R2950 26/02/2020 – 28/02/2020
123396 & 123397 Skills Administration R2150 27/02/2020 – 28/02/2020
50334 OD ETDP Qualification R19500 01/03/2020
SDF Course PMB R3950 03/03/2020 – 06/03/2020
Moderator Course Cape Town R2950 04/03/2020 – 06/03/2020
Train the Trainer Cape Town R2950 09/03/2020 – 11/03/2020
SDF Course Durban R3950 16/03/2020 – 19/03/2020
SDF Course JHB R3950 24/03/2020 – 27/03/2020
Train the Trainer Johannesburg R2950 20/04/2020 – 22/04/2020
Assessor Course Johannesburg R2950 22/04/2020 – 24/04/2020
Moderator Course Johannesburg R2950 25/05/2020 – 27/05/2020

 

Adult learners

It is radically different to design training courses and material for adults than any other group. Adult learning follows certain principles listed below and adapted from: Malcolm S. Knowles, Elwood E. Holton III, & Richard A. Swanson, (2005) The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, Burlington, MA: Elsevier.

1. Adults are often concerned that participating in a group will
make them look weak, either professionally or personally.
• Design training workshops, educational exercises, and discussion sessions that help people feel safe enough to ask questions and confident that they will be respected.
• Don’t ask people to take risks too early in a workshop or course (for example, engaging in a role play exercise) unless they already know each other well.
• Provide opportunities and allow time for people to establish themselves in the group.

2. Adults bring a great deal of experience and knowledge to any learning situation.
• Show respect for participants’ experience by asking them to share ideas, opinions, and knowledge. Verbally recognise that they may be a good resource for reaching your teaching goals.
• A needs assessment can tel l you more about the individuals in the group. Or, if you already know the participants, you may realise that particular individuals can provide helpful input before, during, or after your session(s) – see point 5 below.

3. Adults are decision-makers and self-directed learners.
• Do not seek to make people obey you. Adults will do what
they need to do.
• Be the “guide on the side” rather than the “sage on the stage”.
• Listen to what they want and need and be flexible in your planning. Seek feedback from the group. Change your approach if your agenda or methods are not working.

4. Adults are motivated by information or tasks that they find meaningful.
• Conduct some type of needs assessment so that you are aware of what people want (and need) to learn, how much they already know, and the kinds of “generative themes” that might affect their attention span.
• Generative themes are concerns/issues that are most important in a person’s life.
•Generative themes may enhance or challenge a person’s ability to learn.
•They could include such things as the fear of losing a job, the health of a loved one, the desire for a promotion, the need for a change, the pending birth of a child, problems in a relationship, or new possibilities for growth and development.

5. Adults have many responsibilities and can be impatient when their time is wasted.
• Be thoughtful and kind.
• Begin and end your session on time.
• Understand who is in the audience and why they are participating.
• Learn what questions they have about the subject.
• Don’t cover material they already know unless there is a good reason for it.
• Recognise that your subject is only one of many that participants may be interested in learning more about.

The following are more specific tips and style in adult learning:

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Originally posted 2014-01-29 22:00:14. Republished by Blog Post Promoter

Who is the Assessment Quality Partner for FLC?

The QCTO approved the independent Examinations Board (IEB) as the Assessment Quality partner (AQP) for the FLC. AQPS are delegated by the QCTO to develop standardised assessment instruments for external summative assessment and to manage external assessments for qualifications or part qualifications registered by the QCTO.

Originally posted 2017-06-24 16:53:07. Republished by Blog Post Promoter

10 Tips to Boost Your Facilitation Skills


  1. Do your homework.
     – Take the time to understand the problem to be solved, the key players involved in the meeting, and the “hot buttons” around the problem statement. Talk to the boss plus one or two of the key players who are on opposite sides of the problem statement. Resist the temptation of developing your own conclusions prior to the facilitation meeting, though. If you come across as jaded you’ll lose the trust of the meeting attendees.
  2. Articulate the problem statement. – Key to any facilitation meeting is a clear, crisp articulation of the problem statement and ensuring that all meeting attendees agree with the problem statement. Write down the problem statement on a whiteboard or easel in plain sight of the attendees so you can refer back to it throughout the meeting.
  3. Encourage inclusion of all attendees. – Take particular note of those who aren’t speaking up during the meeting. Look for opportune moments to ask them specific questions about what they think about a particular comment or issue being discussed. While encouraging inclusion is important, be cautious not to “pick on” any attendees and create an environment of discomfort.
  4. Keep things moving toward addressing the problem statement. – Frequently as a facilitator you’ll find that a discussion will drift off course and will not be contributing towards addressing the problem statement. Your job as facilitator is to keep the discussion moving forward while at the same time not being so rigid that you’ll frustrate your meeting attendees. If the discussion has drifted to addressing a different problem statement or if the discussion has become destructive, bring it back on course.
  5. Establish a “parking lot”. – Many times a facilitated meeting will uncover other important issues which should be captured but are not germane to solving the stated problem statement. Capture those items in a “parking lot” to be addressed in future discussions. Ensure the parking lot is visible to all attendees and refer back to it as necessary to keep your discussion focused.
  6. Maintain a list of action items. – Frequently during facilitated discussions specific actions relative to solving the problem statement will be revealed. Be diligent about capturing those action items and ensure they are clearly visible to all meeting attendees. Ensure that the action item addresses what needs to be done, who needs to do it, and when it needs to be done. Also take the time to summarize the action items at the end of the meeting to ensure everyone agrees as to the importance, assignment, and timing of the action items.
  7. Stay objective. – As a facilitator it is super important that you are perceived as completely objective and are not viewed as being in anyone’s “camp” during a discussion. Once a facilitator is viewed as biased then the trust of the meeting attendees (particularly those who are on the opposing side of the facilitator’s bias) will quickly be lost. Once you’ve lost the trust it’s difficult to regain, so stay objective and don’t reveal your biases.
  8. Discover through questioning, not preaching. – Facilitating doesn’t mean you get on your soapbox and start espousing your vast wisdom on the topic at hand. Facilitation means you use your wisdom to help others get to a common, agreed-upon resolution to problems. The best facilitators do so by asking pointed, specific questions which are relevant to the problem statement and designed to bring new facts to light. Once the facilitator starts pontificating then the meeting becomes more about the facilitator and less about the attendees solving the problem.
  9. Keep the boss from hijacking the discussion. – I’ve seen many, many facilitated discussions where the highest ranking person in the meeting expresses his or her opinion and subsequently sets the course of the meeting to his or her agenda. Once the boss states a perspective then those afraid to challenge him or her aren’t going to speak up. Have a discussion with the boss up front to ensure that he or she doesn’t jade the meeting.
  10. Be the one in control of the discussion. – As the facilitator you need to keep the meeting moving forward and avoid being rat-holed on some off-the-beaten-path discussion. This may mean wrestling control of the discussion from an outspoken attendee or shifting the discussion topic back to the problem statement. It’s isn’t always pleasant and you’re likely to tick someone off, but that’s your job. Lose control of the discussion and you’ll lose respect of the attendees.

Facilitation is one of the most important skills you as a consultant bring to the table in helping your client solve problems collaboratively. Keep these ten tips in mind when you are about to help your client solve its next tough problem.

Originally posted 2016-07-16 15:16:07. Republished by Blog Post Promoter

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PSETA Assessors and Moderators required, KZN + GP

TRAINYOUCAN, SETA Accredited Training Network is searching for Qualified Freelance Assessors and Moderators, registered with the PSETA.

Note that we are seeking the services of individual Assessors and Moderators on a freelance basis.

Applicants must meet the following requirements:

  • Registered Assessors and Moderators with a valid ETDP SETA SOR. (Statement of Results)
  • Registered with the PSETA as either an Assessor or Moderator with scope on Qualifications: 57824 and 50060
  • Available in Durban or Gauteng area.
  • There is currently no date range for this project. (Ongoing project)

All applications must be submitted online on the link below. No manual or email submissions will be accepted.

Click here to submit your application.

Applicants can also contact our helpdesk directly on Tel. 0867227014 or Cell. 0825507946 if they require any additional information.

Terms:

  • Closing date will be the 31st of August 2016 for all applicants.
  • All successful applicants will be contacted directly by TRAINYOUCAN within 24 hours to discuss possible terms of agreement.

All information submitted online will be treated as confidential and will not be used by TRAINYOUCAN in any manner unless a valid MOU (Memorandum of Understanding) was signed with the applicant.

Originally posted 2016-08-02 06:00:31. Republished by Blog Post Promoter

QCTO accreditation of assessment centres

Summative assessment A component of the assessment process and refers to the culmination of the summative process when learners are subjected to a final sitting at the end of the learning cycle for an integrated externally conducted assessment.
Verification The process managed by the relevant AQP for externally checking moderation processes and confirming or overturning moderation findings.

1. Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G the Skills Development Act of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April
2010 to establish the sub-Framework for Trades and Occupations. The QCTO is responsible for the development, maintenance and quality assurance of qualifications within its sub-
framework.
The QCTO focuses quality assurance of the provision of assessment on the final external integrated summative assessment. The external integrated summative assessment of all QCTO qualifications will be conducted in accredited assessment centres or approved assessment sites to ensure that the required facilities and processes are in place to conduct standardised assessments for determining the required occupational competence to be awarded the qualification.

2. Objectives and criteria for assessment

This policy outlines the criteria applied by the QCTO for the accreditation of assessment centres. It provides guidelines for bodies wishing to apply for accreditation as assessment centres. Accreditation describes the process followed by the QCTO to determine if a body meets the QCTO’s minimum specified criteria and has the capacity to conduct secure, reliable and objective external summative assessments.

3. Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998) the QCTO will accredit assessment centres, including trade test centres to conduct the external summative assessment for specified occupational qualifications, part qualifications or trades recorded on the NLRD but without an associated occupational qualification.
This policy and criteria is based on the QCTO Policy on Delegation of Qualification Assessment to Assessment Quality Partners (AQPs) and the Assessment Policy for Qualifications and Part Qualifications on the OQSF.

4. Audience and applicability

This policy applies to assessment centres seeking accreditation to assess occupational qualifications, part qualifications and trades recorded on the NLRD but without associated occupational qualifications. Assessment centres may include accredited trade test centres, workplaces, providers, education and training institutions (e.g. FET Colleges or Universities of Technology) or professional bodies. These bodies should have the required facilities and meet the requirements specified by the relevant AQP for the related occupational qualification or part qualification.
Bodies seeking accreditation as an assessment centre must apply to the relevant QCTO appointed AQP responsible for recommending the accreditation of assessment centres to the QCTO.

5. Responsibilities of an assessment centre

An assessment centre must:
a) assess the occupational qualification or part qualification in accordance with the standards set by the delegated AQP;
b) comply with the QCTO and AQP assessment policies and procedures;
c) conduct integrated external summative assessments in accordance with the AQP
requirements;
d) adhere to standards set by the AQP in order to maintain accreditation;
e) enter into a formal agreement with the relevant AQP;
f) if also a training provider, provide an assessment area separate from the training area;
g) only allow candidates registered for assessment and assessment practitioners
conducting the assessment into the assessment area;
h) ensure that candidates are not assessed or moderated by the facilitator responsible for their training; and
i) have appropriately qualified human resources to conduct assessments as specified by the AQP.

6. Responsibilities of the AQP

6.1 The relevant AQP will recommend to the QCTO, in the form and manner required by the QCTO:
a) the accreditation of assessment centres for all occupational qualifications and
part qualifications that require the use of assessment centres for conducting external summative assessments; and
b) the de-accreditation of accredited assessment centres where required.
6.2 In respect of each occupational qualification or part qualification falling within its scope, and requiring the accreditation of an assessment centre an AQP will:
a) ensure standardisation of the external integrated summative assessment through the development of nationally standardised assessment instruments;
b) determine criteria for accreditation of assessment centres to be able to conduct the external integrated summative assessment;
c) conduct external moderation to ensure that the external integrated summative assessment is conducted in an appropriate manner; and
d) make recommendations to QCTO for the issuing of certificates.
6.3 In respect of an assessment centre accredited to assess competence against an occupational qualification or part qualification, an AQP will:
a) provide criteria, guidelines and procedures for registration for assessment;
b) provide criteria and guidelines on security processes required to curb irregularities during the assessment process;
c) provide criteria and guidelines for capturing learner achievements according to
the QCTO’s MIS requirements;
d) monitor the performance of the accredited assessment centres;

e) ensure that candidates are not assessed or moderated by the facilitator responsible for their training; and
f) report to the QCTO on the assessment centre’s performance in the form and
manner required by the QCTO.
6.4 In the event of de-accreditation of an assessment centre the AQP must arrange an alternative assessment centre for candidates already enrolled for assessment.
6.5 In terms of section 26A of the Skills Development Act, the NAMB will recommend to the QCTO the accreditation of trade test centres.
6.6 Trade test centres currently accredited by the SETAs will be deemed accredited by the NAMB for trades recorded on the NLRD for a period of 3 years from the publication date of the Trade Test Regulations during which a recommendation to be accredited by the QCTO must be submitted by NAMB.

7. Responsibilities of the QCTO

7.1. The QCTO must consider recommendations from AQPs for assessment centre accreditation.
7.2. The QCTO will evaluate and may verify the information on the AQP recommendations for the accreditation of an assessment centre.
7.3. The QCTO will make a decision as to whether to accredit the recommended assessment centre within 30 working days of receiving the recommendation.
7.4. The QCTO must notify the AQP of its decision in writing and may refer the recommendation back to the AQP for outstanding information or additional information to be provided.
7.5. If the QCTO grants accreditation of an assessment centre, it will publish it on its official website the following information –
a) the relevant details of the accredited assessment centre; and
b) the occupational qualifications the assessment centre is accredited to assess.
7.6. If accreditation is withdrawn, the QCTO must inform the AQP and assessment centre
and remove the assessment centre’s details from its official website.

8. Criteria for the accreditation of assessment centres

8.1 The QCTO will accredit an entity as an assessment centre for a specified occupational qualification or part qualification if recommended by an AQP and if that entity satisfies the criteria listed below.
The entity must:
a) be a juristic person registered or established in terms of South African law;
b) have a valid tax clearance certificate issued by the South African Revenue Service if applicable;
c) have a suitable and compliant MIS in accordance with QCTO specifications;
d) be safe, secure and accessible to candidates;
e) meet the relevant standards for occupational health and safety;
f) have the required physical resources (e.g. venue; equipment, machinery or protective clothing), specified by the AQP to assess learners’ competence regarding the occupational qualification or part qualification;
g) have appropriately qualified human resources as specified by the AQP; and
h) make provision for any other requirements specified for the relevant trade, occupational qualification or part qualification.

NOTE: Although the QCTO accredits assessment centres and sites, the accredited assessment centre or site remains responsible and accountable for ensuring the safety of the centre staff, students and visitors. The QCTO will not be liable for any loss, damage, expense, costs, delays or other liability whatsoever that the assessment centre or site may incur during its operations.

9. Duration of accreditation

9.1 The accreditation of an assessment centre to conduct assessments for the specific occupational qualification or part qualification is valid:
a) for a period of 5 years from the date the QCTO grants accreditation; or b) until de-registration of the qualification; or
c) until de-accreditation is recommended by the AQP.
9.2 Trade test centres currently accredited by the SETAs will be deemed accredited by the NAMB for trades recorded on the NLRD for a period of 3 years from the publication date of the Trade Test Regulations during which a recommendation to be accredited by the QCTO must be submitted by NAMB.

10. Applying for accreditation

10.1 An application for accreditation must be made to the relevant AQP in accordance with the criteria and guidelines of the AQP.
10.2 A centre that applies for accreditation to conduct the external integrated summative assessment for a specified occupational qualification or part qualification must provide evidence of:
a) the required physical resources (e.g. venue; equipment, machinery or protective clothing), specified by the AQP to assess learners’ competence with regard to the relevant occupational qualification or part qualification;
b) the required technical expertise (qualified personnel) to conduct the integrated external assessment for the relevant occupational qualification or part
qualification;
c) compliance with the quality assurance requirements needed to conduct that particular assessment; and
d) systems to handle complaints and appeals.

11. Amendments to the scope of accreditation

11.1 An accredited assessment centre may increase its scope by applying to one or more AQPs for conducting integrated external summative assessments for additional occupational qualifications or part qualifications.
11.2 The AQP will recommend the amendment of scope to the QCTO.
11.3 The QCTO may amend the scope, if:
a) the AQP recommends the assessment centre to conduct assessment for one or more additional occupational qualifications. In such a case the generic requirements will be deemed to be met, and the extension of scope application will be restricted to the additional curriculum components; and
b) the QCTO determines that an accredited assessment centre no longer has the capacity to conduct the external summative assessments for
which it has been accredited.
11.4 In all cases of an amendment to scope, the QCTO will inform the AQP and fulfil all its responsibilities as detailed in Section 7 above.

12 Withdrawal of accreditation

12.1 The QCTO, may on reasonable grounds, withdraw on recommendation from the relevant AQP the accreditation of an assessment centre in respect of all or a specific occupational qualification or part qualification which it is accredited to assess. Reasonable grounds include, but are not limited to:
a) inability to meet the accreditation criteria;
b) assessment irregularities;
c) failure or refusal to fulfil accreditation responsibilities;
d) failure or refusal to comply with the relevant QCTO policies and procedures; and e) failure to comply with the relevant AQP requirements including but not limited to:
i) poor record keeping and reporting on assessments;
ii) poor internal moderation; and
iii) ineffective reporting to the AQP.
12.2 The assessment centre may appeal the de-accreditation recommendation to the
QCTO at a cost determined by the QCTO.
12.3 If de-accreditation is appealed, the QCTO will convene an appeals committee to consider any representations received, and will notify the AQP and assessment centre of its appeal decision in writing.

13 Irregularities

13.1 The assessment centre must address irregularities relating to the integrated external summative assessment which include, but are not limited to:
a) a candidate cheating, copying or accessing assessment instruments in advance;
b) a candidate bribing, blackmailing, threatening or harassing an assessor or others involved in the assessment process; and
c) any party that falsifies documents or evidence for access before or during an assessment.
13.2 The AQP must address irregularities relating to the integrated external summative assessment which include, but are not limited to:
a) an assessment centre staff member approved by the AQP not declaring a conflict of interest, such as, but not limited to a family or business relationship with a learner;
b) an assessment centre staff member approved by the AQP taking bribes or responding to threats, etc. in such a manner that advantages one learner over
another;

c) an assessment centre staff member approved by the AQP demonstrating bias (e.g. in relation to race, class, gender, educational background, ethnicity or religion) that unduly influences assessment or moderation decisions; or
d) an assessment centre staff member approved by the AQP not making appropriate arrangements for learners with disabilities or language
disadvantages (unless the assessment in question is assessing the language in
question).

14 Complaints and appeals

14.1 Complaints and appeals against irregularities under 13.1 must be referred to the relevant AQP.
14.2 Complaints and appeals and appeals against irregularities under 13.2 must be referred to the QCTO.

15 Quality assurance and monitoring of policy implementation

15.1 The delegated AQP will monitor the performance of accredited assessment centres.
15.2 The QCTO will monitor the performance of the AQP in terms of this policy.
15.2.1 The QCTO will review this Policy on Accreditation of Assessment Centres at least every three years.

 

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