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SCAMS & FRAUD ALERT

COMMON TRAINING PROVIDER SCAMS & FRAUD ALERT

TRAINYOUCAN Accredited Training Network strives to deliver the highest level of service delivery and 100% compliance with SAQA and the ETQA’s (SETA) guidelines and policies. Not only does this add extra creditability to our brand, but also to the learner satisfaction and competency to perform the actual task.

We at TRAINYOUCAN Accredited Training Network do not want to be associated with any of the common Training Provider Scams and Fraud and will never entertain any related discussions at any point in time.

Don’t get caught with the most common training scams and fraud!

1. POE building (Portfolio of Evidence) in the class is against the SAQA policy [1] and the NQF Objectives [2] plus a “cheap” way to sell courses by compiling fraudulent evidence for certification. Providers should be reported to the relevant ETQA for investigation and possible de-registration including certified learners as the programmes are offered outside the scope of approval. [8][9][10][11][12][14][15]

2. Reduced classroom (contact session) as per the minimum guidelines of the Unit Standards NQF Credit allocation to save on catering, venue and facilitation cost. [1] [3] [8][9][14][15]

3. Falsely advertising, misleading learners with content or the inappropriate/unauthorised use of the SAQA or SETA logos or trademarks [6] with learning content that does not meet the NQF principles [2] where either the learning programme or the training provider is not accredited by the relevant ETQA for delivery. [4] [6]

4. Issuing of certification (mostly in class) without complete/any uploading of learner achievements and the confirmation of receipt (copy of the SOR – Statement of Results) on the ETQA/NRLD database, also known as “Selling Certificates”. [6][12][15]

5. Not providing the relevant supporting structures as defined by the SAQA policy for Accreditation of Training Provider[7][8][9] or limiting the supporting /enrolment period with sub-clauses of impossible/unreasonable timelines. [14]

Reference sources:

[1] SAQA Policy 2003: The National Qualifications Framework and the Standards Setting; reference to page 9, “Credit system”.

‘Notional hours of learning’ refers to the learning time that it would take an average learner to meet the outcomes defined, such as: contact time, time spent in structured learning in the workplace, individual learning and assessment.

The process include:

    1. Delivery. (Typical contact session + formative assessments).
    2. Workplace experience. (Outside the classroom before assessment can take place)
    3. Assessment. (Summative assessment)
    4. Certification.

[2] National Qualifications Framework Act, 2008 (Act 67 of 2008) – NQF Objectives.

The objectives of the NQF as outlined in the NQF Act No 67 of 2008 are as follows:

  • To create a single integrated national framework for learning achievements;
  • Facilitate access to, and mobility and progression within, education, training and career paths;
  • Enhance the quality of education and training;
  • Accelerate the redress of past unfair discrimination in education, training and employment opportunities.

The objectives of the NQF are designed to contribute to the full personal development of each learner and the social and economic development of the nation at large.

[3] SAQA Guidelines: Criteria and Guidelines for the Accreditation of Providers, 01 October 2001, page 25, section 3.D.iii in respect of: Policies and practices for learner entry, guidance and support systems.

 

[4] Understanding the different definitions of “accreditation”  including (a) a persons accreditation, (b) a Training Providers accreditation or (c) the Learning Programmes accreditation.

 

[5]  Notional learning hours are the estimated learning time taken by the ‘average’ student to achieve the specified learning outcomes of the course-unit or programme. They are therefore not a precise measure but provide students with an indication of the amount of study and degree of commitment expected.

 

[6] No reference on the SAQA policies or guidelines found, but general good  practices for operation and authentication should be used. The only reference found as the criteria SAQA provides on the information that should appear on the certificate that is in direct conflict of issuing certificate with reference to the in-appropriate use of NQF, Credits, Unit Standards and ETQA or SAQA logos.

SAQA Policy: Policy on Usage of SAQA Trademarks by Stakeholders

 The Trademarks lodged are the following:

  • South African Qualifications Authority
  • SAQA
  • South African Qualifications Authority together with the old and new Q devices
  • National Qualifications Framework
  • NQF
  • National Learners’ Records Database
  • NLRD
  • NQF support link together with logo
  • Khetha

 

[7] ETQAs are accredited by SAQA for “…the purpose of monitoring and auditing achievements in terms of national standards or qualifications and standards” (SAQA, 2001c:7). In turn, ETQAs are responsible for accrediting providers34 whose primary focus35 coincides with the primary focus of the ETQA, provided that the body seeking accreditation:

 

  • is registered as a provider in terms of the applicable legislation36;
  • has an effective and functional QMS as required by the ETQA regulations;
  • is able to develop, deliver and evaluate learning programmes, which culminate in specified registered standards and qualifications;
  • has the necessary financial, administrative and physical resources;
  • has the necessary policies, practices and reporting procedures as required by the ETQA regulations; and
  • has not already been granted accreditation by another ETQA.

 

SAQA (2001a) prescribes only two forms of  Training Provider Accreditation:

 

  • Provisional accreditation: “Granted for an agreed, limited period of time according to an agreed programme of development to enable full accreditation criteria to be met, provided the interests of the learner are protected” (SAQA, 2001a:11).
  • Full Accreditation: “The certification, usually for a particular period of time, of a person, a body or an institution as having the capacity to fulfil a particular function in the quality assurance system set up by the South African Qualifications Authority in terms of the Act” (SAQA, 2001a:17).

 

[8] SAQA Guidelines: Criteria and Guidelines for the Accreditation of Providers, 01 October 2001, page 26, section 3.D.iv in respect of: Policies and practices for managing off-site practical or work-site components.

 

[9] SAQA Policy: Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications; Principles of the NQF, namely:

 

  1. Integration; To form part of a system of human resources development which provides for the establishment of a unifying approach to education and training.
  2. Relevance; To be and remain responsive to national development needs.
  3. Credibility; To have international and national value and acceptance.
  4. Coherence; To work within a consistent framework of principles and certification.
  5. Flexibility; To allow for multiple pathways to the same learning ends.
  6. Standards; To be expressed in terms of a nationally agreed framework and internationally acceptable outcomes.
  7. Legitimacy; To provide for the participation of all national stakeholders in the planning and co-ordination of standards and qualifications.
  8. Access; To provide ease of entry to appropriate levels of education and training for all prospective learners in a manner which facilitates progression.
  9. Articulation; To provide for learners, on successful completion of accredited prerequisites, to move between components of the delivery system.
  10. Progression; To ensure that the framework of qualifications permits individuals to move through the levels of national qualifications via different appropriate combinations of the components of the delivery system.
  11. Portability; To enable learners to transfer credits of qualifications from one learning institution and/or employer to another.
  12. Recognition of Prior Learning; To, through assessment, give credit to learning which has already been acquired in different ways.
  13. Guidance of learners; To provide for counseling of learners by specially trained individuals who meet nationally recognized standards for educators and trainers.

 

[10] SAQA Policy: Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications; Principles of Assessment, namely:

 

  • Fairness
  • Validity
  • Reliability
  • Practicability

 

[11] SAQA Policy: Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications; Principles of OBET (Outcome Based Education and Training) with regards to Applied competence that consist out of:

 

  • Practical competence; The demonstrated ability to perform a set of tasks in an authentic context. A range of actions or possibilities is considered, and decisions are made about which actions to follow.

 

  • Foundational competence; The demonstrated understanding of what the learner is doing and why. This underpins the practical competence and therefore the actions taken.

 

  • Reflexive competence; The demonstrated ability to integrate performance with understanding, so as to show that the learner is able to adapt to changed circumstances appropriately and responsibly, and to explain the reason behind an action.

 

[12] SAQA Policy: Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications; Formative and Summative Assessment.

 

  • Formative assessment refers to assessment that takes place during the process of learning and teaching.

 

  • Assists in the planning future learning
  • Diagnoses the learner’s strength and weaknesses
  • Provides feedback to the learner on his/her progress
  • Helps to make decisions on the readiness of learners to do a summative assessment
  • Is developmental in nature
  • Credits/certificates are not awarded

 

  • Summative assessment is assessment for making a judgement about achievement. This is carried out when a learner is ready to be assessed at the end of a programme of learning.

 

  • At the end of a learning programme (qualification, unit standard, or part qualification)
  • To determine whether the learner is competent or not yet competent
  • In knowledge and inputs-based systems, this usually occurs after a specified period of study.
  • In OBET, learner-readiness determines when assessments will take place
  • Is carried out when the assessor and the learner agree that the learner is ready for assessment

 

[13] SAQA Policy: Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications; Formative Assessments leads to Summative Assessments.

 

Results initially collected as results for formative assessment, can be used for summative assessment with the agreement of the learner. This will prevent having to assess outcomes twice.

 

The organization of the learning programme will inform decisions on when summative assessments can take place, e.g. a learning programme can be organized around one outcome or a set of outcomes, depending on what is appropriate in terms of ensuring learner success. Summative assessments are administered when a learner has gone through such a programme and is ready to be assessed. On declaration of competence, credit is then given, recorded and reported.

 

[14] SAQA Policy: Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications; Quality of Evidence that consist out of:

 

  1. Validity of evidence

Does the evidence relate to the specific outcomes and criteria to be assessed? Evidence is not automatically valid (or invalid) – evidence should be appropriate to hat is being assessed.

 

  1. Authenticity of evidence

Can the evidence be attributed to the learner? Is the evidence the learner’s own work? In written assessments, safeguards against dishonesty have long been in place. In  BET, there is no difficulty in checking authenticity where the assessor is observing the learner directly. However, where indirect evidence is produced, or where group work was undertaken, the assessor has to verify that the evidence is the learner’s own work, and in the case of group work, that he/she has made a fair contribution to the end-result.

 

  1. Sufficiency of evidence

Is there enough evidence to meet all the criteria needed to certify the learner as  competent? Is the assessor confident that the performance can be repeated? The use of various sources of evidence and a variety of assessment activities assist in ensuring that the evidence is sufficient. This will ensure that enough evidence is provided to meet all the criteria and the applicable range statements.

 

  1. Currency of evidence

Is the evidence related to current competence? Currency refers to the applicability of skills, knowledge and understanding in the present circumstances. In some fields of study, currency of experience and training is of the utmost importance.

 

[15] SAQA Policy: Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications; Steps in the Assessment Process, namely:

 

Preparatory phase, with reference to the section of:

 

Decide on the timing of assessment

The timing of assessments will depend on the following factors:

  • the rationale for assessments at certain points in the learning programme (formative or summative), i.e. will learners be at a logical end-point of learning, or at a point where diagnosis needs to be made?
  • the sharing of facilities with other assessors
  • the extent to which workplace learners will be able to undertake assessments

Network

What is a learnership

Learnership Tracking

www.learnershiptracking.co.za

What is a learnership?

A Learnership is a work-based approach to learning and gaining a qualification.  It includes structured work experience (practical) and structured institutional learning (theory).

Criteria, as set out in the Skills Development Act, indicate that a learnership must:

  • include a structured learning component;
  • include practical work experience;
  • lead to a qualification and;
  • relate to an occupation.

Why learnerships were established

The Skills Development Act, as amended, and the Skills Development Levies Act are designed to implement structures and processes that will transform skills development in South Africa.  Historically, education and training provision did not always link the theory to the practice required in an occupation.

Learnerships are intended to address the gap between education and training provision and the needs of the labour market.

Learnerships seek to address the following labour market issues:

  • the decline in levels of employment in South Africa;
  • the unequal distribution of income;
  • unequal access to education and training, and employment opportunities;
  • the effects of race, gender and geographical location on advancement and;
  • skills shortages.

The importance of learnerships

Learnerships in Fasset’s sector:

  • provide a programme which is outcomes-based;
  • allow the learner access to a working environment (practical) that is pertinent to the theory;
  • allow the learner to experience and understand the workplace dynamics;
  • allow assessment to occur at various stages, based on the learners’ competence (learner centred)  and;
  • the qualification gained is recognised both nationally and in many instances is benchmarked against international standards.

Participating in a learnership

It is important to make an informed decision about which learnership to embark upon.  Learners should:

  • Plan their career path;
  • Identify the learnership that supports the chosen career path;
  • Gather as much information as possible about the learnership;
  • Enquire about the applicable criteria for entering the learnership and
  • Find an employer willing to provide practical work experience.

http://learnershiptracking.co.za/

SETA Learnership Tracking

Explaining SETA Accreditation

Explaining SETA Accreditation

In this short video we look at Accreditation.

Links used in this video clip.

SAQA Website: www.saqa.org.za

TRAINYOUCAN Video Blog: www.youcantrain.co.za

httpv://youtu.be/ccYdp6sQVl4

See our video online here: Click here

 

Sponsored by TRAINYOUCAN

TRAINYOUCAN  is an accredited training provider through the South African Sector Education and Training Authority (SETA) and provide both accredited and customised learning programmes to organisations looking to maximise their investment in developing their staff.

 

 

Roles and responsibilities of skills development providers

Skills development providers must:

 Appoint an internal moderator to oversee and conduct the moderation;
 Request verification from the SETA for a specified time; the requested time must be after the assessment and moderation has been completed;
 Ensure that all the documentation, resources and personnel required for verification are in place and easily accessible to the verifiers;
 Generate the required reports, including assessment and moderation reports and reports of any complaints or irregularities and how these were addressed;
 Design and implement a record keeping system in compliance with ETDQA requirements;
 Have procedures in place to inform learners of their achievements and up-date internal learner records;
 Have systems in place to upload the endorsed learner achievements to the SETA; and
 Ensure all relevant personnel understand and apply the SETA assessment, moderation and verification policies.

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