tips

WHAT IS REQUIRED TO SUBMIT A PROGRAMME FOR APPROVAL THROUGH THE SETA

What you need to submit a Learning Programme for approval through the SETA.

The following steps are followed in order to submit a learning programme (unit standards) for approval through the ETQA (SETA).

Note: We make reference to the ETQA (Education Training Quality Authority) and not the SETA. The reason for this is because the ETQA Department/Manager within the SETA will review your programme and issue approval. (SETA has different departments who are responsible for different task. The ETQA manager will ultimately approve your programme.)

STEP 1: SETA APPLICATION

 Download the SETA application forms from their website, or contact their ETQA Manager and request the documents.

These documents may include:

-Application document that must be submitted with the programme in order to be processed.

-Include personal and Training Provider contact detail.

-Flow process, summary and matrix copy.

-Checklist that must be completed by the application to ensure all the documentation is correct and in order.

-Administration process (flow processes from printing to uploading)

-OPTIONAL: QMS Policy

 

STEP 2: LIST OF ASSESSORS AND MODERATORS

List of the Assessors and Moderators must be attached.

 

-Must have at least one (1) qualified assessors that is (2) registered with the specific SETA and (3) have a valid letter from the SETA that allows the Assessors to assess in this unit standard.

-Must have at least one (1) qualified moderator that is (2) registered with the specific SETA and (3) have a valid letter form the SETA that allows the Moderators to moderate in this unit standard.

-The Assessors and the Moderator cannot be the same person.

 

STEP 3: IF PURCHASED FROM SOMEONE:

This is “optional” for those individuals who purchased the programme from a third party or developer directory. (Did not develop their own material.)

 

The following information will be required additional with your submission:

-Copy of the purchase agreement that highlight the printing and usage rights.

-Internal moderators report to confirm you have the scope and resources to deliver this programme.

-If this material was previously approved for another training provider, copy/full details of this must also be supplied.

 

STEP 4 : MATRIX AND DELIVERY STRATEGY

Full matrix that include at least the following fields.

Summary:

  1. Unit Standard Number
  2. Unit Standard Description
  3. Purpose of the Unit Standard
  4. Credits with a breakdown of the Notional Hours.
  5. NQF level
  6. Entry Level requirements.
  7. How the CCFO’s was covered and where it is covered in the learning programme.

Detailed:

  1. Unit Standard Number
  2. Specific Outcomes + Numbered
  3. Assessment Criteria + Numbered
  4. Range Statements + Numbered
  5. CCFO + Numbered
  6. Learning Outcomes + Numbered
  7. Theory Notional Hours
  8. Practical Notional Hours
  9. Timeline in classroom
  10. Formative Activity methods
  11. Reference to Formative Activity numbers
  12. Summative Activity methods
  13. Reference to Summative Activity numbers.
  14. Resources, equipment required.
  15. Facilitation method (delivery strategy)

 

STEP 5 : FACILITATORS GUIDE

Detailed facilitator guide that include the following:

-Background of the learning programme.

-Who should attend/minimum entry level requirements.

-Strengths and weaknesses for implementing the programme.

-How feedback will be provided from the learner and from the Facilitator to the Training Provider.

-Sequence/process flow.

-Quality Assurance procedures/legal requirements/safety requirements.

-Time-frames.

-Methods and activity instructions.

-Resources required.

-Formative and Summative instructions.

 

STEP 6 : LEARNER GUIDE

Detailed learner guide that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hour’s breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

-Learning outcomes.

-Assessment Criteria + learning content.

-Learner feedback.

 

STEP 7 : WORKBOOK

Learner workbook that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Appeals policy

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hours breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner registration/CV/ID copy

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

 

STEP 8 : ASSESSMENT GUIDE

Reference to unit standard 115755

The complete Assessment guide that consist out of the following sections:

  1. Plan for Assessment.
  2. Preparation of the learner.
  3. Conduct Assessment.
  4. Judgement of the Assessment.
  5. Feedback to the learner.
  6. Review of the Assessment process.

 

STEP 9 : ASSESSMENT MEMO

–Create a separate document calling it the Assessment Memo Cover Page that makes reference to your Unit Standard details, and maybe give it a “confidential” watermark, footnote or disclaimer of some sort.

–Include model answers for each activity/assessment activity in this guide – we’re not recommending any particular format. You may also want to include the following, depending on the topic or structure of your activities:

*Support material and/or references that were provided to the learner – which he/she can use as resources (we mean

resources and references that were given to the learner during the induction or facilitation).

*Observations sheets – these should be in the Assessment Guide already if used previously

*Checklists – to check if the learner’s response is complete or that all required activities were handed in.

*Possible or required sources of evidence – or of course your model answers, or guidelines on how learners were asked or could answer the question.

*Expected quality of evidence – maybe include the amount of pages, size of response, number of words, how many points will be allocated to this activity and so forth.

 

STEP 10 : MENTOR GUIDE

Depending on the type of programme, NQF level and the target group of learner, may the SETA also request a mentoring guide.

Mentor guide is similar to the Facilitator guide, but intended for the supervisor or manager in the workplace to guide them on the instructions and type of exposure the learners should get.

The mentor guide will also be a summary of all the guidelines and instructions given to the learner during the contact sessions for all the summative assessment instructions.

-What the leaner is busy with?

-Instructions provided to the learner during the delivery?

-What the learner should do?

-Period and level of experience required?

-What end-result is expected on completion?

 

STEP 11 : LOGBOOK

The credit calculation of the unit standard is based on a formula (multiple by x 10) that = to the total number of Notional Hours that must be achieved at the end of the learning programme.

Notional Hours consist out of (a) Theory and (b) Practical = Notional Hours.

In order to achieve the “practical” hours, the learner needs to demonstrate how he achieved this, (mostly in the workplace) by means of evidence. (Logbook).

Logbook can be in any form that can provide evidence that the learner (a) had the opportunity to practice the tasks in the workplace and (b) ensure that the minimum notional hours was completed.

SETA Assessors and Moderator Registration Forms

WHAT IS REQUIRED TO SUBMIT A PROGRAMME FOR APPROVAL THROUGH THE SETA

What you need to submit a Learning Programme for approval through the SETA.

The following steps are followed in order to submit a learning programme (unit standards) for approval through the ETQA (SETA).

Note: We make reference to the ETQA (Education Training Quality Authority) and not the SETA. The reason for this is because the ETQA Department/Manager within the SETA will review your programme and issue approval. (SETA has different departments who are responsible for different task. The ETQA manager will ultimately approve your programme.)

STEP 1: SETA APPLICATION

 Download the SETA application forms from their website, or contact their ETQA Manager and request the documents.

These documents may include:

-Application document that must be submitted with the programme in order to be processed.

-Include personal and Training Provider contact detail.

-Flow process, summary and matrix copy.

-Checklist that must be completed by the application to ensure all the documentation is correct and in order.

-Administration process (flow processes from printing to uploading)

-OPTIONAL: QMS Policy

 

STEP 2: LIST OF ASSESSORS AND MODERATORS

List of the Assessors and Moderators must be attached.

 

-Must have at least one (1) qualified assessors that is (2) registered with the specific SETA and (3) have a valid letter from the SETA that allows the Assessors to assess in this unit standard.

-Must have at least one (1) qualified moderator that is (2) registered with the specific SETA and (3) have a valid letter form the SETA that allows the Moderators to moderate in this unit standard.

-The Assessors and the Moderator cannot be the same person.

 

STEP 3: IF PURCHASED FROM SOMEONE:

This is “optional” for those individuals who purchased the programme from a third party or developer directory. (Did not develop their own material.)

 

The following information will be required additional with your submission:

-Copy of the purchase agreement that highlight the printing and usage rights.

-Internal moderators report to confirm you have the scope and resources to deliver this programme.

-If this material was previously approved for another training provider, copy/full details of this must also be supplied.

 

STEP 4 : MATRIX AND DELIVERY STRATEGY

Full matrix that include at least the following fields.

Summary:

  1. Unit Standard Number
  2. Unit Standard Description
  3. Purpose of the Unit Standard
  4. Credits with a breakdown of the Notional Hours.
  5. NQF level
  6. Entry Level requirements.
  7. How the CCFO’s was covered and where it is covered in the learning programme.

Detailed:

  1. Unit Standard Number
  2. Specific Outcomes + Numbered
  3. Assessment Criteria + Numbered
  4. Range Statements + Numbered
  5. CCFO + Numbered
  6. Learning Outcomes + Numbered
  7. Theory Notional Hours
  8. Practical Notional Hours
  9. Timeline in classroom
  10. Formative Activity methods
  11. Reference to Formative Activity numbers
  12. Summative Activity methods
  13. Reference to Summative Activity numbers.
  14. Resources, equipment required.
  15. Facilitation method (delivery strategy)

 

STEP 5 : FACILITATORS GUIDE

Detailed facilitator guide that include the following:

-Background of the learning programme.

-Who should attend/minimum entry level requirements.

-Strengths and weaknesses for implementing the programme.

-How feedback will be provided from the learner and from the Facilitator to the Training Provider.

-Sequence/process flow.

-Quality Assurance procedures/legal requirements/safety requirements.

-Time-frames.

-Methods and activity instructions.

-Resources required.

-Formative and Summative instructions.

 

STEP 6 : LEARNER GUIDE

Detailed learner guide that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hour’s breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

-Learning outcomes.

-Assessment Criteria + learning content.

-Learner feedback.

 

STEP 7 : WORKBOOK

Learner workbook that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Appeals policy

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hours breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner registration/CV/ID copy

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

 

STEP 8 : ASSESSMENT GUIDE

Reference to unit standard 115755

The complete Assessment guide that consist out of the following sections:

  1. Plan for Assessment.
  2. Preparation of the learner.
  3. Conduct Assessment.
  4. Judgement of the Assessment.
  5. Feedback to the learner.
  6. Review of the Assessment process.

 

STEP 9 : ASSESSMENT MEMO

–Create a separate document calling it the Assessment Memo Cover Page that makes reference to your Unit Standard details, and maybe give it a “confidential” watermark, footnote or disclaimer of some sort.

–Include model answers for each activity/assessment activity in this guide – we’re not recommending any particular format. You may also want to include the following, depending on the topic or structure of your activities:

*Support material and/or references that were provided to the learner – which he/she can use as resources (we mean

resources and references that were given to the learner during the induction or facilitation).

*Observations sheets – these should be in the Assessment Guide already if used previously

*Checklists – to check if the learner’s response is complete or that all required activities were handed in.

*Possible or required sources of evidence – or of course your model answers, or guidelines on how learners were asked or could answer the question.

*Expected quality of evidence – maybe include the amount of pages, size of response, number of words, how many points will be allocated to this activity and so forth.

 

STEP 10 : MENTOR GUIDE

Depending on the type of programme, NQF level and the target group of learner, may the SETA also request a mentoring guide.

Mentor guide is similar to the Facilitator guide, but intended for the supervisor or manager in the workplace to guide them on the instructions and type of exposure the learners should get.

The mentor guide will also be a summary of all the guidelines and instructions given to the learner during the contact sessions for all the summative assessment instructions.

-What the leaner is busy with?

-Instructions provided to the learner during the delivery?

-What the learner should do?

-Period and level of experience required?

-What end-result is expected on completion?

 

STEP 11 : LOGBOOK

The credit calculation of the unit standard is based on a formula (multiple by x 10) that = to the total number of Notional Hours that must be achieved at the end of the learning programme.

Notional Hours consist out of (a) Theory and (b) Practical = Notional Hours.

In order to achieve the “practical” hours, the learner needs to demonstrate how he achieved this, (mostly in the workplace) by means of evidence. (Logbook).

Logbook can be in any form that can provide evidence that the learner (a) had the opportunity to practice the tasks in the workplace and (b) ensure that the minimum notional hours was completed.

Tips for Making Better Contributions in Meetings

There seem to be two kinds of people in business meetings: those in love with the sound of their own voice, and those who don’t make a peep. We’ve all been there, wishing someone would either be quiet or speak up, but finding the right balance is easier said than done – a big reason many meetings fail in their main purpose, which is to align views and plans toward some shared goal.

We can’t always silence the guy needing to be the smartest one in the room or coax comments from the shy bunnies in the back, but we can calibrate our own input in more productive ways. I’m usually on the quieter side; not out of modesty but in fear of saying something dumb. Even so, I’ve picked up a few lessons on how to make better contributions to meetings.

If you’re prone to “over contribute,” think about:

1. Pace yourself. A good rule is to simply take your turn and no more; if there are five in the meeting, try not to make more than a fifth of the comments. It’s seen as polite and will keep you from dominating the discussion.

2. Link your comments to those made by others. Rather than waiting for someone to quit talking so you can start again, try connecting your words to theirs … “Susan makes an interesting point, which makes me think…” is a good way to craft a sense of continuity and conversation, rather than a series of individual statements. It also suggests you are…

3. Listening. The second biggest sin of the non-stop-talkers is failing to really hear what others are saying. If you actually listen to the discussion, you may find you don’t need to waste time repeating a certain point. And it will help you avoid the first greatest sin, which is…

4. Do not cut others off. The quickest way to diminish your idea or negate your comment, no matter how brilliant it is, is to offer it by cutting another off or talking over them. Remember, the goal isn’t to script the meeting according to your views, but to help everyone reach a shared point of view.

For those who abide by the rule of “better to remain silent and avoid looking the fool, rather than opening your mouth and removing all doubt,” you have a point. Sometimes you simply don’t have anything to offer. More often, however, you do – you’re probably just not 100% sure of its value. For you (and I offer this humbly and with sympathy):

1. Jot down your thought before speaking it. This will force you to “package” it concisely and carefully, and allow you to offer it more confidently.

2. Choose your timing. I like to wait until everyone else has spoken in order to get a sense of who might be in agreement and who’s not. Even if you’re asked to comment early, there’s no harm in suggesting that you’d like to hear the views of others first.

3. Use the interrogative. Not sure how your comment might be interpreted? Pose it as a question: “Have we tried / Is it feasible to…?”. If the idea or comment is truly unworkable, you’re giving others a way to gently put it aside. And if it’s good, someone else can confirm it – making at least two people around the table in support of it.

I can’t guarantee these will work in every meeting, of course, but I’m pretty confident they will never hurt a discussion, either. Bottom line: if it feels like you’re talking too much, you probably are. And if you’ve got something to say, get it on the table. Otherwise, why have a meeting?

WHAT IS REQUIRED TO SUBMIT A PROGRAMME FOR APPROVAL THROUGH THE SETA

What you need to submit a Learning Programme for approval through the SETA.

The following steps are followed in order to submit a learning programme (unit standards) for approval through the ETQA (SETA).

Note: We make reference to the ETQA (Education Training Quality Authority) and not the SETA. The reason for this is because the ETQA Department/Manager within the SETA will review your programme and issue approval. (SETA has different departments who are responsible for different task. The ETQA manager will ultimately approve your programme.)

STEP 1: SETA APPLICATION

 Download the SETA application forms from their website, or contact their ETQA Manager and request the documents.

These documents may include:

-Application document that must be submitted with the programme in order to be processed.

-Include personal and Training Provider contact detail.

-Flow process, summary and matrix copy.

-Checklist that must be completed by the application to ensure all the documentation is correct and in order.

-Administration process (flow processes from printing to uploading)

-OPTIONAL: QMS Policy

 

STEP 2: LIST OF ASSESSORS AND MODERATORS

List of the Assessors and Moderators must be attached.

 

-Must have at least one (1) qualified assessors that is (2) registered with the specific SETA and (3) have a valid letter from the SETA that allows the Assessors to assess in this unit standard.

-Must have at least one (1) qualified moderator that is (2) registered with the specific SETA and (3) have a valid letter form the SETA that allows the Moderators to moderate in this unit standard.

-The Assessors and the Moderator cannot be the same person.

 

STEP 3: IF PURCHASED FROM SOMEONE:

This is “optional” for those individuals who purchased the programme from a third party or developer directory. (Did not develop their own material.)

 

The following information will be required additional with your submission:

-Copy of the purchase agreement that highlight the printing and usage rights.

-Internal moderators report to confirm you have the scope and resources to deliver this programme.

-If this material was previously approved for another training provider, copy/full details of this must also be supplied.

 

STEP 4 : MATRIX AND DELIVERY STRATEGY

Full matrix that include at least the following fields.

Summary:

  1. Unit Standard Number
  2. Unit Standard Description
  3. Purpose of the Unit Standard
  4. Credits with a breakdown of the Notional Hours.
  5. NQF level
  6. Entry Level requirements.
  7. How the CCFO’s was covered and where it is covered in the learning programme.

Detailed:

  1. Unit Standard Number
  2. Specific Outcomes + Numbered
  3. Assessment Criteria + Numbered
  4. Range Statements + Numbered
  5. CCFO + Numbered
  6. Learning Outcomes + Numbered
  7. Theory Notional Hours
  8. Practical Notional Hours
  9. Timeline in classroom
  10. Formative Activity methods
  11. Reference to Formative Activity numbers
  12. Summative Activity methods
  13. Reference to Summative Activity numbers.
  14. Resources, equipment required.
  15. Facilitation method (delivery strategy)

 

STEP 5 : FACILITATORS GUIDE

Detailed facilitator guide that include the following:

-Background of the learning programme.

-Who should attend/minimum entry level requirements.

-Strengths and weaknesses for implementing the programme.

-How feedback will be provided from the learner and from the Facilitator to the Training Provider.

-Sequence/process flow.

-Quality Assurance procedures/legal requirements/safety requirements.

-Time-frames.

-Methods and activity instructions.

-Resources required.

-Formative and Summative instructions.

 

STEP 6 : LEARNER GUIDE

Detailed learner guide that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hour’s breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

-Learning outcomes.

-Assessment Criteria + learning content.

-Learner feedback.

 

STEP 7 : WORKBOOK

Learner workbook that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Appeals policy

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hours breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner registration/CV/ID copy

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

 

STEP 8 : ASSESSMENT GUIDE

Reference to unit standard 115755

The complete Assessment guide that consist out of the following sections:

  1. Plan for Assessment.
  2. Preparation of the learner.
  3. Conduct Assessment.
  4. Judgement of the Assessment.
  5. Feedback to the learner.
  6. Review of the Assessment process.

 

STEP 9 : ASSESSMENT MEMO

–Create a separate document calling it the Assessment Memo Cover Page that makes reference to your Unit Standard details, and maybe give it a “confidential” watermark, footnote or disclaimer of some sort.

–Include model answers for each activity/assessment activity in this guide – we’re not recommending any particular format. You may also want to include the following, depending on the topic or structure of your activities:

*Support material and/or references that were provided to the learner – which he/she can use as resources (we mean

resources and references that were given to the learner during the induction or facilitation).

*Observations sheets – these should be in the Assessment Guide already if used previously

*Checklists – to check if the learner’s response is complete or that all required activities were handed in.

*Possible or required sources of evidence – or of course your model answers, or guidelines on how learners were asked or could answer the question.

*Expected quality of evidence – maybe include the amount of pages, size of response, number of words, how many points will be allocated to this activity and so forth.

 

STEP 10 : MENTOR GUIDE

Depending on the type of programme, NQF level and the target group of learner, may the SETA also request a mentoring guide.

Mentor guide is similar to the Facilitator guide, but intended for the supervisor or manager in the workplace to guide them on the instructions and type of exposure the learners should get.

The mentor guide will also be a summary of all the guidelines and instructions given to the learner during the contact sessions for all the summative assessment instructions.

-What the leaner is busy with?

-Instructions provided to the learner during the delivery?

-What the learner should do?

-Period and level of experience required?

-What end-result is expected on completion?

 

STEP 11 : LOGBOOK

The credit calculation of the unit standard is based on a formula (multiple by x 10) that = to the total number of Notional Hours that must be achieved at the end of the learning programme.

Notional Hours consist out of (a) Theory and (b) Practical = Notional Hours.

In order to achieve the “practical” hours, the learner needs to demonstrate how he achieved this, (mostly in the workplace) by means of evidence. (Logbook).

Logbook can be in any form that can provide evidence that the learner (a) had the opportunity to practice the tasks in the workplace and (b) ensure that the minimum notional hours was completed.