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  • Skills Development Act amendment 15 Dec2017
    by TUCT on January 18, 2018 at 12:02 pm

    The minister of Higher Education published a proposal to change the Skills Development Act, comments due before the 31st of January 2018. Some highlights of these amendments propose to: The good: 1.   Remove SETA regional offices and create one central sharing system/office to be more effective. 2.   Sharing of resources, such as IT and HR. 3.   SETAs to … Continue reading "Skills Development Act amendment 15 Dec2017" […]

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QCTO Assessment Quality Partner (AQP) principles and values

The following principles and values have been taken into consideration during the development of these criteria and guidelines for becoming an AQP:The following principles and values have been taken into consideration during the development of these criteria and guidelines for becoming an AQP: External Assessment systems and processes must: be fair, reliable, valid, ethical and transparent; be consistent across time, place, role players and respond to a non-sectoral demand-led model; use methodologies that are fit-for-purpose and reflect a consistent level of higher  cognitive challenge;  avoid tendencies of exclusivity; adhere to the QCTO values which show: i. innovation and excellence ii. em[...]

How are learnerships assessed

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An assessment system that is appropriate and serves the objectives of the new learnership system has to be put into place. This assessment system should serve to promote quality into a learning and training as well as to give awards for achieved competencies.

It is recommended that a new system be based on the following guidelines:

      *In the assessment process, language requirement must encourage the development and use of languages previously discriminated against.

 

      *The procedures of the criteria for assessing learner performance should be laid before the assessment takes place.

 

 

      *A wide range of evidence should be promoted in an assessment. Portfolio-based assessment should be privileged for moderation as this form of assessment makes auditing less costly and the evidence can travel.

 

      *The occurrence of external or final test assessment may not be the norm for all kinds of learnerships. *Generally, “high-risk” learning should be subjected to this final assessment.

 

      *The quality assurance procedures should be developed in consultation of all relevant parties to establish fairness, efficiency and effectiveness.

 

      *The determination of learning progress should take place primarily where the learning is taking place. The assessor should be registered as competent with an education and training quality assuror/sector education and training organisation. The assessor may be the learning facilitator or instructor.