iNtgrty – Publishing and the Mentoring Network Journal

Accrediting with the Quality Council for Trades and Occupations

2nd Mar 2025 No Comments

In 2024 we (Mentornet) piloted the Advanced Certificate on Occupational Learning: Learning and Development Advisor, on NQF Level 7. Learners had to submit more than 50 practical assignments to be declared ready for the EISA. This gave me the idea to share their products with other learning providers and learners in occupational and vocational learning. So, I asked the learners who achieved a distinction for assignments for permission to publish their submissions as articles on our Intgrty website. Articles are published unanimously for obvious reasons.

Narrative: The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It is responsible for the development, maintenance and quality assurance of standards and qualifications within its sub-framework.

Accreditation of Skills Development Providers is an integral and critical component of the QCTO’s quality assurance system with regards to the provision of learning and internal assessments that prepares learners for External Integrated Summative Assessment (EISA).

Validation in learning and development rests strongly on statutory (government), regulatory and legislative compliance. Learning providers must, by law, accredit with one of the quality assurance bodies. For our purposes the QCTO is the best body to base this exercise on. Even so, the suggested solutions will be general in nature.

Therefore, you must read the QCTO documentation on accreditation to offer occupational qualifications and part-qualifications, should you plan on applying for such accreditation. The QCTO Accreditation Policy, June 2022 is especially important

Problem statement 1: What would you do to plan, prepare and coordinate for the validation process?

Answer:

Planning for Validation

1. Understand Requirements:

Review the QCTO’s Guidelines on Accreditation of Skills Development Providers (SDPs) to understand the specific requirements for accreditation and validation of learning and assessments.
Familiarize myself with relevant legislation, including the Skills Development Act, National Qualifications Framework (NQF) Act, and QCTO policies and procedures.

2. Set Objectives:

Ensure alignment of the internal learning and assessment processes with the QCTO’s Occupational Qualifications Sub-Framework (OQSF).
Prepare the institution to meet all validation criteria, such as curriculum compliance, facilities, staff qualifications, and internal quality assurance processes.

3. Identify Stakeholders:

Identify and involve key stakeholders, such as:
- Training managers.
- Facilitators, assessors, and moderators.
- Curriculum developers.
- Administrative staff responsible for records and reporting.

4. Develop a Validation Plan:

Create a validation plan with a clear timeline, specifying key activities such as:
- Conducting a self-assessment.
- Gathering evidence for submission.
- Scheduling pre-validation meetings and workshops.

Preparing for Validation

1. Conduct a Self-assessment:

Audit the institution’s learning programs and internal assessment processes against QCTO’s standards.
Use the QCTO’s checklist for accreditation to identify gaps in compliance and areas for improvement.

2. Compile Evidence Portfolio:

Prepare a comprehensive Portfolio of Evidence (PoE), including:
Organizational registration documents.
Policies and procedures on learning delivery and assessment.
Facilitator, assessor, and moderator qualifications and registration details.
Proof of alignment of the curriculum with QCTO’s qualifications.
Details of the internal assessment process and quality assurance mechanisms.

3. Resource Readiness:

Ensure that learning facilities, resources, and infrastructure meet QCTO’s requirements for delivering occupational qualifications.
Verify that technology (e.g., Learning Management Systems) supports validation and accreditation requirements.

4. Prepare Staff:

Conduct workshops for facilitators, assessors, and moderators to align their practices with QCTO standards.
Provide training on the validation process, ensuring all staff understand their roles.

5. Internal Quality Assurance:

Conduct internal audits to verify compliance with QCTO’s Assessment Policy.
Review and validate internal assessment tools to ensure they are fair, valid, reliable, and aligned with the External Integrated Summative Assessment (EISA).

3. Coordinating for Validation

Engage with the QCTO:
- Liaise with the QCTO to clarify requirements and establish a line of communication.
- Apply for validation or accreditation as per the QCTO’s prescribed format.
Coordinate with Stakeholders:
- Host pre-validation meetings with all stakeholders to align efforts and ensure everyone understands the requirements and deadlines.
- Coordinate with external SMEs if required to review compliance.
Schedule Validation Activities:
- Schedule and document internal validation meetings.
- Assign specific tasks to stakeholders (e.g., compiling documentation, preparing the training environment for inspection).

4. Monitor Progress:

Track progress against the validation plan using a project management approach.
Address any gaps or concerns immediately to avoid delays in the validation process.

Problem statement 2: Which legal documents should an individual or learning organisation must comply with the requirements for accreditation? Also, analyse and interpret legal, policy and regulatory requirements for learning and development provision.

Analyse the following legislation and discuss how they would impact on learning and development. (You will probably need to find the legislation on the internet.)

The Skills Development Levies Act, No 9 of 1999.
The National Qualifications Framework Act, No 67 of 2008.
The Skills Development Act, No 97 of 1998 and the Skills Development Amendment Act, No 37 of 2008.
The Higher Education Act, No 101 of 1997 and the Higher Education Amendment Act, No 39 of 2008.
The General and Further Education and Training Quality Assurance Act, No 58 of 2001 and the General and Further Education and Training Quality Assurance Amendment Act, No 50 of 2008.

Answer:

Legal Documents Required for Accreditation

For compliance with QCTO accreditation, an individual or learning organization must possess the following legal documents:

1. Proof of Business Registration (e.g., CIPC documents).

2. Tax Clearance Certificate from SARS.

3. Skills Development Provider Accreditation Application Form (completed as per QCTO requirements).

4. Policies and Procedures for learning and assessment (aligned with QCTO standards).

5. Proof of Facilitator, Assessor, and Moderator Qualifications (registered with relevant SETAs or QCTO).

6. Curriculum and Learning Material aligned with occupational qualifications.

7. Workplace Agreements for practical learning components.

8. Internal Quality Assurance Policies (covering assessment, moderation, and reporting).

Analysis and Interpretation of Legislation

The Skills Development Levies Act, No 9 of 1999
Purpose: Establishes a levy-financing system to fund skills development initiatives. Employers contribute 1% of their payroll to the National Skills Fund (NSF) via SARS.
Impact on Learning and Development:
- Employers can access grants from Sector Education and Training Authorities (SETAs) to fund accredited training programs.
- Encourages organizations to provide workplace-based training to upskill employees.

2. The National Qualifications Framework Act, No 67 of 2008

• Purpose: Establishes the NQF to oversee and maintain the quality, standards, and recognition of qualifications. It mandates SAQA to ensure alignment across the framework.

Impact on Learning and Development:
- Guides the alignment of training programs with the NQF, ensuring that qualifications are standardized and nationally recognized.
- Facilitates articulation and portability of credits across different qualifications.

3. The Skills Development Act, No 97 of 1998 and Skills Development Amendment Act, No 37 of 2008

Purpose: Promotes skills development through workplace learning, establishes SETAs, and outlines the National Skills Development Strategy (NSDS).
Impact on Learning and Development:
- Creates a framework for accreditation and funding of Skills Development Providers (SDPs).
- Supports alignment of training with sectoral needs identified by SETAs, ensuring relevance to the labour market.

4. The Higher Education Act, No 101 of 1997 and Higher Education Amendment Act, No 39 of 2008

Purpose: Regulates higher education institutions and their qualifications, ensuring quality assurance and institutional compliance with national policies.
Impact on Learning and Development:
- Encourages partnerships between accredited training providers and higher education institutions.
- Allows accredited providers to deliver qualifications at NQF Levels 5 and above, broadening access to higher education pathways.

5. The General and Further Education and Training Quality Assurance Act, No 58 of 2001 and Amendment Act, No 50 of 2008

Purpose: Establishes Umalusi as the quality assurance body for general and further education and training (Levels 1–4 on the NQF).
Impact on Learning and Development:
- Sets quality assurance requirements for learning programs delivered at lower NQF levels.
- Ensures that SDPs delivering programs at these levels comply with Umalusi’s standards in addition to QCTO requirements.

News

Evaluating the learning and development system of a learning provider

27th Feb 2025 No Comments

In 2023 we (Mentornet) piloted the Advanced Certificate on Occupational Learning: Learning and Development Advisor, on NQF Level 7. Learners had to submit more than 50 practical assignments to be declared ready for the EISA. This gave me the idea to share their products with other learning providers and learners in occupational and vocational learning. So, I asked the learners who achieved a distinction for assignments for permission to publish their submissions as articles on our Intgrty website. Articles are published unanimously for obvious reasons.

Problem statement: Choose 3 sources of information that you can use to gather

information on the innovative technologies, learning methods and modes of delivery being used by a learning provider. Evaluate the learning provider’s learning and development system against the criteria given below and write a report on the learning and development system.

Here are the criteria that you should use in your evaluation:

Quality criteria against which to evaluate the learning and

development system of a learning provider

1. Quality assurance. (The sum of activities that assure quality of learning.)

a. Create and sustain a ‘quality’ culture.

b. Identification of customers and beneficiaries.

c. Ensure capacity to provide quality learning and services.

d. Ensure standards and qualifications are accurately and comprehensively understood.

e. Ensure the facilitators and assessors have the relevant skills and knowledge or can readily acquire them.

f. Ensure the provider of learning and assessment knows and understands the resources necessary to achieve the required standard and qualification.

2. Quality audits. (The activities undertaken to measure the quality of learning that

have already been delivered.)

a. Establish and operate internal audit processes.

b. Regularly monitor and report on the effectiveness of learning and assessment activities.

3. Quality control. (The activities to decide if the learning interventions are fit for delivery.)

a. Policy statement. (The organisation’s aims, objectives and purposes need to be spelt out.)

b. Quality management systems. (Identify processes and outline procedures that implement quality management in the organisation.)

i. QM Processes.

ii. QM Procedures.

c. Programme delivery. (Outline how learning programmes would be developed, delivered and evaluated.)

d. Staff policies. (Outline policies for staff selection, appraisal and development.)

e. Learner policies. (Policies and procedures for the selection of learners are outlined, and learners are given guidance and support.)

f. Assessment policies. (Outline policies and procedures for forms of assessments that are used and how they are managed.)

g. Management system and policies. (Indicate the financial, administrative and physical structures and resources of the organisation, as well as procedures of accountability within the organisation.)

h. Review mechanisms. (Outline the ways in which the implementation of policies would be monitored.)

4. Enhancing efficiency. (Delivering learning of high quality at the least cost, i.e., cost effective learning.)

a. Ensure the relevance, comprehensiveness and clarity of standards and qualifications.

b. Set goals for each objective that represents an improvement on those previously achieved.

c. Make a clear statement of how quality will be regularly monitored and reported with each objective.

d. Report progress against identified goals.

5. Management of change. (Positioning the organisation so that it can sustain quality standards during periods of change.)

a. Do contingency planning.

b. Provide for alternatives in learning and assessment.

6. Customer care. (Ensuring prompt and effective responses to changes in the expectations and needs of customers.)

a. Regularly assess customer satisfaction, report on it and identify where expectations and needs are not being met.

b. Maintain communication with the stakeholders.

Answer:

Sources of Information

1. Government Accreditation and Standards: South African Quality Council

for Trades and Occupations (QCTO).

2. Learning Provider’s Annual Reports and Audit Findings: Evaluating

internal quality assurance practices and performance indicators.

3. Feedback from Learners and Employers: Survey or focus group data

providing insight into the alignment of training outcomes with industry needs.

Evaluation of the Learning and Development System

1. Quality Assurance

a. A quality culture is evident through regular audits and the establishment of internal moderation systems.

b. Customers and beneficiaries (learners and industry stakeholders) are clearly identified through structured outreach initiatives.

c. Capacity to provide quality services is ensured by aligning resources with learner needs, including qualified facilitators.

d. The provider demonstrates a thorough understanding of relevant qualifications and standards by aligning programmes to NQF levels.

e. Facilitators and assessors possess the necessary skills and undergo continuous professional development.

f. Resources are adequate, meeting the QCTO’s specifications for achieving learning outcomes.

2. Quality Audits

a. Internal audit processes are operational and systematically evaluate learning programme effectiveness.

b. Regular monitoring and reporting ensure consistent quality improvements in assessment and delivery.

3. Quality Control

a. Policy statements clearly outline objectives, ensuring they align with the learning provider’s mission.

b. Quality management systems address process consistency and accountability, as required by QCTO guidelines.

c. Programme delivery follows an evidence-based design that supports curriculum alignment and experiential learning.

d. Staff policies prioritize continuous development, recruitment of qualified professionals, and fair appraisals.

e. Learner policies provide clear guidance, support, and equal access opportunities.

f. Assessment policies align with QCTO’s requirements for validity, reliability, and transparency.

g. Management policies ensure adequate financial, administrative, and physical resources.

h. Review mechanisms monitor the implementation of policies, identifying areas for improvement.

4. Enhancing Efficiency

a. Standards and qualifications are comprehensive and relevant to industry needs.

b. Continuous improvement is driven by measurable objectives.

c. Regular quality monitoring and reporting are prioritized.

d. Progress is documented against pre-defined goals.

5. Management of Change

a. Contingency plans ensure the provider adapts effectively to industry and technological changes.

b. Alternative learning and assessment methods are available to accommodate diverse needs.

6. Customer Care

a. Customer satisfaction is regularly assessed, ensuring needs are met promptly.

b. Effective communication with stakeholders fosters trust and collaboration.

Report on Evaluation of a Learning Provider’s Learning and Development System

Introduction

This report evaluates the learning and development system of a learning provider using specific quality criteria. The evaluation examines key aspects such as quality assurance, audits, control mechanisms, efficiency, change management, and customer care. Three sources of information—government accreditation standards, provider audit reports, and feedback from stakeholders—were utilized to form the basis of this analysis.

Findings

1. Quality Assurance

The learning provider demonstrates a strong commitment to quality assurance through the following practices:
Establishment of a ‘quality culture’ supported by regular quality assurance reviews.
Identification of learners, industry stakeholders, and beneficiaries as primary customers.
Capacity-building initiatives to provide qualified facilitators and assessors with the necessary resources.
Clear understanding and adherence to standards aligned with the NQF, supported by policies to ensure consistent delivery of qualifications.

2. Quality Audits

The provider operates an internal audit system to monitor and assess the effectiveness of its programmes and assessments. Findings indicate that:

Audit results are documented and analyzed for ongoing improvements.
Regular internal reviews ensure compliance with the QCTO and other
regulatory bodies.

3. Quality Control. Key quality control practices include:

Development of detailed policy statements to outline objectives and mission alignment.
Implementation of a robust quality management system to define and standardize processes.
Consistency in programme design, delivery, and evaluation supported by regular reviews.

4. Enhancing Efficiency. The provider delivers cost-effective training by ensuring that:

Standards and qualifications remain relevant and industry-specific.
Objectives include benchmarks for continuous improvement.
Progress is measured and reported against established goals.

5. Management of Change. The provider has implemented effective change management practices, such as:

Contingency planning to address industry and technology-driven disruptions.
Flexible learning and assessment options to accommodate varying needs.

6. Customer Care. Customer care is a cornerstone of the provider’s system, demonstrated by:

Regular satisfaction surveys to capture learner and stakeholder feedback.
Maintaining open communication channels with stakeholders for responsive service delivery.

Recommendations. To further enhance its learning and development system, the provider should:

1. Strengthen mechanisms for collecting and analysing learner feedback.

2. Increase the integration of innovative technologies in learning delivery.

3. Expand opportunities for experiential and workplace-based learning.

Conclusion

The evaluation confirms that the learning provider meets critical quality criteria, reflecting compliance with South African policies, including the Skills Development Act and QCTO standards. Strengths include a strong quality assurance system, effective management of resources, and a learner-focused approach.

News

Planning the method and scope of the talent management plan

25th Feb 2025 No Comments

In 2024 Mentornet piloted the Advanced Certificate on Occupational Learning: Learning and Development Advisor, on NQF Level 7. Learners had to submit more than 50 practical assignments to be declared ready for the EISA. This gave me the idea to share their products with other learning providers and learners in occupational and vocational learning. So, I asked the learners who achieved a distinction for assignments for permission to publish their submissions as articles on our Intgrty website. Articles are published unanimously for obvious reasons.

The following steps can be taken to plan the method and scope of the talent management plan:

1. Conduct a Skills Needs Analysis

Purpose: Identify gaps between current employee capabilities and future organisational requirements.

Approach: Use a combination of methods such as brainstorming, focus groups, interviews, and document analysis to gather information on talent needs. Include job-specific assessments, such as task and process analysis, to align skills with organisational goals.

Tools:

Questionnaires and surveys for broad input.
Observation and reverse engineering for detailed role-specific insights.

2. Develop Role Profiles

Include job purpose, key responsibilities, required competencies, and critical success factorsfor each role.
Categorise roles into tiers: leadership, technical, and operational.

3. Establish Talent Pipelines

Identify high-potential employees (HIPOs) and critical positions that need immediate or future succession planning.
Use performance evaluations, potential assessments, and feedback from department heads.

4. Design Individual Development Plans (IDPs)

Incorporate training programs, mentorship opportunities, and leadership development initiatives.
Align learning outcomes with organisational objectives, such as improved productivity and leadership readiness.

5. Integrate Monitoring and Feedback Mechanisms

Use performance management tools to track employee progress.
Conduct regular review sessions with managers and HR to adjust development plans as needed.

The scope of the talent management plan

On organisational level you should address the needs of all departments, focusing on roles critical to achieving strategic objectives.

Stakeholders Involved

Stakeholders can include HR professionals, department heads, mentors, and employees.

Ensure participation from both managerial and operational levels to build a holistic view of talent requirements.

Key Focus Areas. Key focus areas should include skills development, leadership succession and retention.

Skills Development: Focus on role-specific skills and cross-functional competencies.

Leadership Succession: Identify and groom future leaders for critical roles.

Retention Strategies: Develop plans to retain high-potential employees and minimise turnover.

Alignment with Strategic Objectives

Ensure talent management supports the organisation’s mission, vision, and values.
Prioritise current and future business needs, such as technological advancements or expansion plans.

5. Timeframe

Implement the plan over a 12-month period with quarterly reviews and adjustments based on progress and organisational changes.

News

Conduct succession planning

17th Feb 2025 No Comments

Conduct succession planning

Conduct succession planning by answering the following questions:

1. Which strategic objectives will require short-term plans to conduct succession?

2. Develop a succession action plan.

3. Organise and conduct a succession planning process.

4. Develop the monitoring tool to evaluate the succession plan.

1. Which strategic objectives will require short-term plans to conduct succession?

Retaining key personnel and leadership: Ensuring leaders and high performers remain motivated to stay with the organisation.
Filling critical roles: Identifying and developing successors for key positions to maintain operational continuity.
Addressing skills gaps: Developing leaders who align with the strategic objectives and business growth needs.
Ensuring diversity and inclusion: Building a diverse leadership pipeline as a strategic imperative for sustainability and innovation.

2. Develop a succession action plan.

Succession Action Plan

Step 1: Identify Critical Positions: Identify roles essential to operational success, such as department heads and specialised positions.
Step 2: Identify Successors: Use performance reviews, career development discussions, and skill assessments to identify potential successors.
Step 3: Develop Individual Development Plans (IDPs): Align developmental goals with succession requirements by providing training, mentoring, and exposure to leadership roles.
Step 4: Conduct Talent Reviews: Regularly evaluate the readiness of identified successors through progress reviews, simulations, or acting opportunities.
Step 5: Monitor and Adjust: Continuously evaluate the effectiveness of the plan and adapt based on changes in the organisation or workforce dynamics.

3. Organise and Conduct a Succession Planning Process

Step-by-Step Process to Organise and Conduct Succession Planning

Step 1: Define Objectives and Scope
Objective: To ensure continuity in leadership by identifying, developing, and retaining successors for key positions in the organisation.
Scope: Focus on five critical roles, including:
Chief Operations Officer (COO)
Regional Manager
Training and Development Officer
Senior Investigator
Logistics Manager
Step 2: Identify Critical Roles and Requirements: Host a meeting with department heads to identify key positions that require succession planning based on:

• Role impact on organisational success.

• Skills and qualifications needed.

• Potential risk if the position is vacated.

Outcome:

Critical Role Profile for the Chief Operations Officer:

• Key Responsibilities: Strategic planning, resource allocation, and cross functional leadership.

• Key Skills: Decision-making, communication, financial acumen, and crisis management.

Step 3: Identify High-Potential Employees (HIPO)

Tools Used:

• Skills audit results.

• 360-degree feedback reports.

• Recent performance appraisals.

Example: Identified Candidate for COO Role:

• Name: Captain Sipho Mahlangu

• Current Position: Senior Logistics Officer.

• Key Strengths: Strong strategic planning skills, effective leadership in high-pressure situations, and excellent stakeholder management.

Step 4: Develop Individual Development Plans (IDPs)

Tailor a development plan for each identified successor. Example:

Development Plan for Captain Sipho Mahlangu:

• Training: Enroll in an advanced leadership course (e.g., Executive Leadership Certificate).

• Mentorship: Assign mentorship under the current COO to provide on-the-job exposure.

• Stretch Assignments: Lead cross-functional projects to enhance decision-making skills.

• Timeline: Monitor progress over 12 months.

Step 5: Conduct Succession Planning Workshop

Host a one-day workshop with key stakeholders, including HR, department heads, and identified successors.

Agenda:

• 09:00 – 10:00: Presentation on the importance of succession planning.

• 10:00 – 12:00: Discussion on critical roles and identified candidates.

• 13:00 – 15:00: Breakout groups to finalise IDPs and identify potential gaps.

• 15:00 – 16:00: Review and align plans with organisational goals.

Outcome: Finalised IDPs and a shared understanding of expectations for successors.

Step 6: Document and Communicate the Plan

Prepare a formal report summarising:

• Critical roles and their succession strategies.

• Development plans for identified candidates.

• Timelines for readiness assessments.

Distribute the report to senior leadership for approval and share individual plans with the identified successors during one-on-one meetings.

Step 7: Monitor and Evaluate Progress

• Conduct quarterly check-ins with mentors and successors.

• Review progress in skill acquisition and role readiness.

• Adjust plans based on feedback or changes in organisational priorities.

4. Develop the monitoring tool to evaluate the succession plan.

Succession Plan Monitoring Tool

Metric	Description	Frequency
Successor readiness	Percentage of successors deemed ready to step into roles	Quarterly
Skills development	Number of skills gaps addressed through training programs	Quarterly
Retention rate	Percentage of high-potential employees retained	Annually
Diversity goals	Progress in achieving diversity within leadership pipeline	Annually
Leadership transition	Success rate of leaders transitioning into critical roles	Post-transition review
Feedback effectiveness	Satisfaction of successors with development opportunities	Bi-annually

News

Develop RPL systems, practices and documentation for a learning organisation offering RPL

31st Jan 2025 No Comments

In 2024 we piloted the Advanced Certificate on Occupational Learning: Learning and Development Advisor, on NQF Level 7. Learners had to submit more than 50 practical assignments to be declared ready for the EISA. This gave me the idea to share their products with other learning providers and learners in occupational and vocational learning. So, I asked the learners who achieved a distinction for assignments for permission to publish their submissions as articles on our Intgrty website. Articles are published unanimously for obvious reasons.

Develop RPL systems, practices and documentation for a learning organisation offering RPL

RPL procedure. The following is the standard RPL procedure that is mostly used:

1. Pre-entry.

2. Candidate profiling.

3. Initial guidance.

4. Recognising and identifying skills.

5. Relating skills to criteria.

6. Gathering evidence.

7. Documentation of evidence.

8. Assessment.

9. Topping-up learning.

10. Quality assurance.

11. Accreditation.

12. Certification.

13. Progression and post-assessment guidance.

1. Pre-entry

Documentation Required:

RPL marketing materials (e.g., brochures, website information).
Pre-entry guidance forms for initial candidate screening.
Application forms for prospective RPL candidates.

Systems Required:

Online application portal for candidates to express interest and submit
pre-entry forms.
Candidate management system (CMS) to record and track applications.

Practices Required:

Conduct outreach programs to inform potential candidates about RPL
opportunities.
Provide initial information sessions to help candidates understand the
process.
Assign facilitators to guide candidates at the pre-entry stage.

2. Candidate Profiling

Documentation Required:

Candidate profiling templates or questionnaires.
Skills inventory forms for documenting prior learning and work
experience.
Personal information forms.

Systems Required:

Digital profiling tools to capture and assess candidate information (e.g., skills inventory software).
Data analysis tools to align candidate skills with potential qualifications.

Practices Required:

One-on-one or group sessions for reflective exercises.
Use structured interviews to gather detailed information about
candidates’ prior experiences.
Develop candidate profiles to match with qualifications or training programmes.

3. Initial Guidance

Documentation Required:

Orientation session guides for RPL facilitators.
Candidate guidance checklists.
Information packs on RPL policies and procedures.

Systems Required:

Scheduling system for setting up initial guidance meetings.
Communication tools (e.g., emails, messaging platforms) for candidate support.

Practices Required:

Conduct orientation workshops to provide clarity on the RPL process.
Offer individual guidance sessions to explain the candidate’s roles and responsibilities.
Address candidate concerns, such as timeframes, costs, and evidence requirements.

4. Recognising and Identifying Skills

Documentation Required:

Templates for reflective exercises.
Competency mapping tools.
Lists of acceptable types of evidence.

Systems Required:

Competency management software for mapping candidate skills to qualification criteria.
Collaboration tools to facilitate discussions between candidates and facilitators.

Practices Required:

Facilitate reflective sessions to help candidates identify transferable skills.
Provide examples of how prior learning aligns with specific learning outcomes.
Encourage candidates to use job descriptions or performance appraisals as evidence.

5. Relating Skills to Criteria

Documentation Required:

Learning outcome alignment matrix.
Qualification or curriculum standards documentation.
Cross-referencing templates for mapping skills to qualification requirements.

Systems Required:

Qualification alignment database to match skills with qualifications.
Digital checklist tools for tracking alignment progress.

Practices Required:

Conduct detailed reviews of candidate profiles against qualification standards.
Ensure facilitators provide guidance on areas where skills require further evidence.
Collaborate with assessors to validate alignment results.

6. Gathering Evidence

Documentation Required:

Evidence submission guidelines.
Templates for portfolio development (self-oriented and outcome oriented).
Employer validation forms (e.g., work experience attestations).

Systems Required:

Document management system (DMS) for storing and organising evidence.
Online portfolio development platforms for candidates.

Practices Required:

Train candidates on gathering and organising evidence effectively.
Provide workshops on creating robust portfolios.
Offer continuous support through dedicated RPL advisors.

7. Documentation of Evidence

Documentation Required:

Portfolio templates.
Standardised forms for recording and validating evidence.
Examples of acceptable documentation for candidates.

Systems Required:

E-portfolio system to compile, store, and review candidate evidence.
Evidence tracking tools to monitor submission progress.

Practices Required:

Provide feedback on the organisation and relevance of submitted evidence.
Ensure all evidence is verified and cross-referenced with learning outcomes.

8. Assessment

Documentation Required:

RPL assessment plan templates.
Assessor evaluation rubrics.
Feedback templates for candidates.

Systems Required:

Assessment scheduling software for allocating assessors and candidates.
Digital assessment platforms for conducting online or remote assessments.

Practices Required:

Ensure assessors are trained in RPL-specific assessment methods.
Conduct assessments using multiple methods (e.g., interviews, practical demonstrations, exams).
Provide constructive feedback to candidates after assessments.

9. Topping-Up Learning

Documentation Required:

Individual learning gap analysis forms.
Course/module outlines for supplementary learning.
Attendance and progress tracking forms for candidates.

Systems Required:

Learning management system (LMS) for delivering top-up courses.
Progress tracking tools to monitor candidate achievements.

Practices Required:

Develop short courses or workshops to address identified learning gaps.
Offer flexible learning options (e.g., online, hybrid, or evening classes).

10. Quality Assurance

Documentation Required:

Quality assurance policy for RPL.
Moderation and verification checklists.
Feedback collection templates for candidates and assessors.

Systems Required:

Quality management system (QMS) for tracking and auditing RPL processes.
Reporting tools for reviewing assessment data and identifying trends.

Practices Required:

Regularly review RPL processes and standards.
Conduct internal and external moderation of assessments.
Use feedback to identify areas for improvement.

11. Accreditation

Documentation Required:

Accreditation record forms.
Statements of credit or exemption awarded.
Qualification alignment documentation.

Systems Required:

Accreditation management system for recording credits awarded.

Practices Required:

Maintain a transparent process for awarding credits.
Ensure all accreditation decisions comply with national standards.

12. Certification

Documentation Required:

Certificate templates.
Certification records and transcript templates.
Reporting templates for certifying bodies.

Systems Required:

Certification management system to track and issue certificates.

Practices Required:

Issue certificates promptly upon successful completion.
Maintain accurate records of certifications for auditing purposes.

13. Progression and Post-Assessment Guidance

Documentation Required:

Candidate progression plans.
Post-assessment feedback forms.
Career and further learning guidance materials.

Systems Required:

Career tracking system to monitor candidate progression.
Alumni engagement platform for follow-up communication.

Practices Required:

Provide counselling on further learning or career opportunities.
Offer mentorship programmes to support candidates post-RPL.
Establish partnerships with employers for job placement.

News

HOW TO BEAT THE MULTIPLE-CHOICE TEST

29th Jan 2025 No Comments

Written by Dr J.P. Nel, D. Com, D. Phil

After 37 years designing, developing and conducting assessment I am pretty sure that you can beat the multiple-choice questionnaire most of the time. Perhaps that is why some learning practitioners mark multiple tests negatively by subtracting one point for every question that you answered incorrectly. This, of course, goes against the principles of fairness and validity. The most popular multiple-choice tests include questions with four possible answers or dichotomous tests, where you need to answer either “yes or no” or “true or false”.

Even though the ten hints given here will help you to perform better with multiple-choice tests, the best hint remains to study. Studying will make it even easier for you to apply the ten hints.

Always answer the questions for which you know the answer first. That is why it is a good idea to study, even though you have nine more ways in which to identify the most likely answers.
Do not leave any questions unanswered. Guess if you don’t know the answer and cannot apply any of the other hints given here. And appeal if the assessor marks negatively.
If you are sure of the answer to a question, the answer to the next question will likely not be the same option. So, in the next question you will need to consider only three options. Bear in mind that assessors who know the hints might catch you out and put the right answer in the next question in the same place as the previous one.
In dichotomous questions, the answer is probably “no” or “false” if the words “always”, “never”, “just” or “only” appear in the question.
If you don’t know the answer to any of the dichotomous questions, guess “yes” or “true”. Assessors tend to use more “yes” or “true” questions, probably because they are easier to find in the book. For the same reason, if you don’t know any of the answers and if you can’t find any question for which the answer is definitely “no” or “false”, then mark all the questions for which you do not know the answer “yes” or “true”. You will not have all the answers right, but you will have most of the answers right.
Don’t change your answer to a question unless you are 100% certain that your initial answer was wrong. The first answer that comes to your mind is based on intuition, and intuition is often right.
If you don’t know the answer to a multiple-choice question, guess the longest option.
Trust the person who developed the test paper, else you will search for catches in the questions that are seldom there.
Know your assessor. If it is somebody who likes to impress with high fluted words, she or he will probably ask questions with which to show his or her superior knowledge. A pragmatic assessor will probably ask questions with simple and logical answers.
If two or more multiple-choice questions are asked with the same possible answers, you can rule out the one option in the questions following on that one, because it was the correct choice for the previous question.

There you have it. Just keep in mind that your assessor might know all these things and that he or she will then not leave you such hints to use. But then again, the exam wise learners will easily figure out if the assessor left hints or not.

News

Investigate current RPL practice and opportunities in an organisation and various sectors. What would you do to improve the RPL system of your learning organisation or any other learning organisation that you evaluated?

27th Jan 2025 No Comments

Investigate current RPL practice and opportunities in an organisation and various sectors. What would you do to improve the RPL system of your learning organisation or any other learning organisation that you evaluated?

Evaluation checklist for RPL practice.

Criteria: Answer “yes” or “no” to each question.

Is the learning institution committed to establish a clear policy for the recognition, assessment and accreditation of prior learning?
Is there a concrete plan to integrate RPL with other learning services?
Is there a strong commitment to staff development and on-going team building throughout the learning institution?
Are qualified RPL facilitators and assessors available?
Is a manager appointed for the management of the RPL process?
Is there a clear RPL marketing strategy?
Is there a commitment to offer a range of assessment-on-demand services?
Do the RPL policies and plans show an explicit commitment to the principles of equity, redress and inclusion?
Are the RPL policy, planning and management structures in line with relevant legislation, e.g., the Skills Development Act, the Employment Equity Act, etc.?
Is information about RPL services and programmes widely available and actively promoted to prospective candidates?
Are admission procedures and systems user-friendly and inclusive of people with diverse cultural, linguistic and educational backgrounds and indigenous knowledge?
Is equal access to opportunities for advice, support, time and resources ensured for all RPL candidates?
Is access to quality advising and assessment opportunities in the workplace made possible through company policies which ensure that RPL facilitators, assessors and moderators are given enough time, resources and recognition for their services?
Do learning providers and quality assurance bodies promote regional integration and collaboration amongst institutions, professional bodies, workplaces in the provision of RPL to candidates?
Are formal agreements closed between providers, workplaces and quality assurance bodies and do they ensure effective validation, articulation, and recognition of RPL assessment information?
Is there a balanced and simple fee structure and are fees charged for assessment based on the services performed in the RPL process and not on the number of credits awarded?
Is top-up learning available and is the decision to offer top-up learning based on the level and amount of learning still needed for accreditation?
Is a reasonable amount of time provided for portfolio development, and is the time provided based on a standard formula that will apply to all RPL candidates?
Do or did all personnel involved in the assessment of learning receive adequate training for the functions they are to perform, and is provision made for their continued professional development?
Is the nature, level and amount of recognition (number of credits) that can be awarded specified in writing?
Does a fair and democratic appeals procedure exist and are candidates made aware of this?
Does the language policy promote RPL?
Are records retained for each candidate and are credit awards and their transcript/academic record entries monitored to avoid giving credits twice for the same learning?
Are standards maintained?
Are assessment programmes regularly monitored, reviewed, evaluated, and revised as needed to reflect changes in the needs being served and in the state of the RPL assessment processes?

Recommendations for Improving the RPL System

1. Develop and Implement a Clear RPL Policy

Draft a formal RPL policy that outlines procedures, responsibilities, and alignment with national legislation.
Ensure the policy emphasizes equity, redress, and inclusion.

2. Create a Strategic RPL Plan

Integrate RPL with other learning services offered to create seamless articulation pathways.
Regularly review and adjust the plan to reflect organisational needs and changes in national policies.

3. Appoint an RPL Manager

Designate a qualified individual to oversee RPL processes, including marketing, assessment, and quality assurance.

4. Develop a Marketing Strategy

Actively promote RPL services to potential candidates through brochures, presentations, and workshops.
Use digital platforms to provide accessible information.

5. Revise Admission Procedures

Simplify admission procedures to accommodate candidates from diverse cultural, linguistic, and educational backgrounds.
Include guidelines for recognising indigenous knowledge systems.

6. Strengthen Workplace Policies

Work with leadership to allocate time and resources for assessors and facilitators to provide RPL support.
Ensure policies support flexible advising and assessment opportunities.

7. Promote Regional Collaboration

Build partnerships with other learning providers, professional bodies, and external organisations to standardise RPL validation and articulation.
Establish formal agreements for recognising and sharing assessment results.

8. Introduce Top-Up Learning Opportunities

Offer supplementary courses or modules to address gaps identified during the RPL process.
Provide flexible learning formats, such as online courses, to accommodate working professionals.

9. Specify Recognition Criteria in Writing

Clearly document the levels and amounts of recognition (e.g., credits) available for each qualification.
Ensure this information is accessible to candidates during the application process.

10. Establish a Fair Appeals Procedure

Develop an appeals policy that is transparent, fair, and easily understood.
Communicate the procedure clearly to all candidates.

11. Regularly Monitor and Update Standards

Implement a system for periodically reviewing and updating assessment programmes and standards.
Use feedback from candidates and assessors to identify areas for improvement.

12. Expand Access to Information

Provide multilingual materials and workshops to ensure accessibility for all candidates.
Include detailed guides on RPL processes, evidence requirements, and timelines.

13. Enhance Portfolio Development Support

Offer candidates structured workshops, templates, and examples to aid in preparing portfolios.
Provide flexible timelines based on the complexity of evidence required.

News

What questions will you ask to evaluate the results, impact and effectiveness of RPL?

25th Jan 2025 No Comments

This year we piloted the Advanced Certificate on Occupational Learning: Learning and Development Advisor, on NQF Level 7. Learners had to submit more than 50 practical assignments to be declared ready for the EISA. This gave me the idea to share their products with other learning providers and learners in occupational and vocational learning. So, I asked the learners who achieved a distinction for assignments for permission to publish their submissions as articles on our Intgrty website. Articles are published unanimously for obvious reasons.

What questions will you ask to evaluate the results, impact and effectiveness of RPL?

Results of RPL

1. Achievement of Objectives:

Did the RPL process meet the intended goals and objectives for both the candidate and the institution?
Did the candidate achieve the desired qualification or credits?

2. Evidence Validation:

Was the evidence provided by candidates sufficient, valid, and reliable?
Did the evidence align well with the learning outcomes or competency standards?

3. Completion Rates:

How many candidates successfully completed the RPL process?
What was the ratio of candidates who started RPL versus those who
achieved their objectives?

Impact of RPL

4. Candidate Progression:

Did the RPL process enable candidates to progress to further learning or career opportunities?
How many candidates were admitted to higher education or advanced standing as a result of RPL?

5. Workplace Relevance:

Did the RPL process contribute to improving workplace competencies?
How has the RPL experience impacted the candidates’ performance in their current roles?

6. National Skills Development Goals:

Did the RPL process align with national skills development and transformation objectives?
Has RPL improved access to education for underrepresented or disadvantaged groups?

Effectiveness of RPL

7. Process Efficiency:

Were the timeframes and procedures of the RPL process manageable and efficient?
Were candidates satisfied with the guidance, assessment, and feedback provided?

8. Candidate Experience:

How satisfied were candidates with the RPL process?
Did candidates find the guidance, portfolio development, and assessment clear and supportive?

9. Assessment Quality:

Were the assessors trained and qualified for the process?
Was the assessment process fair, consistent, and transparent?

10. Support Systems:

Was adequate support (e.g., facilitators, materials, and workshops) provided during the RPL process?

Were candidates given sufficient opportunities to address gaps in evidence or learning?

News

Reviewing the facilitation of a learning event

17th Jan 2025 No Comments

INTGRTY ARTICLES WRITTEN BY OUR LEARNERS

Reviewing the facilitation of a learning event

Facilitating a learning event requires thorough planning, effective delivery, and robust evaluation mechanisms to ensure its objectives are met. Below is an approach to reviewing the facilitation and developing an evaluation instrument.

Review of the Facilitation

A comprehensive review should assess the following areas:

1. Preparation

Was the learning event well-structured with clear objectives?
Were materials, resources, and technology properly prepared and functional?
Were learners given pre-event information or materials?

2. Delivery

Was the facilitator engaging and clear in his or her communication?
Were the methods (e.g., lecture, group work, hands-on activities) appropriate
for the learning objectives?
Was the event inclusive, encouraging participation from all attendees?

3. Engagement

Did learners actively participate in discussions or activities?
Were diverse learning styles (e.g., visual, auditory, kinaesthetic) addressed?
Was there a balance between facilitator-led and learner-driven activities?

4. Relevance

Did the content align with learners’ needs and goals?
Were real-world applications and examples provided?

5. Feedback

Was there a mechanism for immediate feedback during the event (e.g., Q&A, polls)?
Were learner questions addressed effectively?

6. Outcomes

Did learners achieve the stated objectives of the event?
Did the learners demonstrate understanding or skills during or after the event?

Developing an Evaluation Instrument

The evaluation instrument should collect feedback on the event’s effectiveness and areas for improvement. Below is an example of an evaluation form:

Learning Event Evaluation Form

Section 1: General Information

Name:____________________________
Role/Position:______________________
Date of Event:______________________

Section 2: Event Evaluation Rate the following statements on a scale of 1 (Strongly Disagree) to 5 (Strongly Agree).

1. Preparation

The event was well-organized.
Pre-event communication was clear and sufficient.

2. Facilitation

The facilitator was knowledgeable and well-prepared.
The facilitator effectively engaged participants.
The facilitator was responsive to questions and feedback.

3. Content

The event objectives were clear and achievable.
The content was relevant to my learning needs.
The resources and materials were helpful.

4. Delivery

The format of the event was effective for learning.
Activities and discussions were engaging.
The event accommodated various learning styles.

5. Overall Experience

I feel more confident about the subject matter after this event.
I would recommend this event to others.

Section 3: Open-Ended Questions

1. What was the most valuable aspect of the learning event?

______________________________________________________________

2. What could be improved for future events?

______________________________________________________________

3. Any additional comments or suggestions?

______________________________________________________________

Section 4: Future Needs

1. What topics or skills would you like covered in future events?

______________________________________________________________

2. How can we support your continued learning?

______________________________________________________________

News

Describe the system and practices for a learning organisation offering RPL

6th Dec 2024 No Comments

INTGRTY ARTICLES WRITTEN BY OUR LEARNERS

Describe the system and practices for a learning organisation offering RPL

1. Pre-entry

• To apply for RPL, the candidate must be over the age of 25. Along with having a minimum of 3 years in the field (this must be relevant to what the candidate wishes to RPL)

• The most vital part of this stage is to let people know exactly what is available and how to go about apply (if the requirements are met)

2. Candidate profiling

• A detailed CV (or other relevant document that outlines the experience of the candidate, that would be relevant to the RPL’ed programme/s.

• This stage includes the candidate developing their profile, based on their experience, and whether they might be successful utilising this route.

3. Initial guidance

• This will be done by the RPL coordinator, with regards to what is applicable evidence, what is outstanding. Aswell as guidance on what the process entails for the candidate.

• As stated by Author J.P. Nel (2010) the coordinator (facilitator) must create realistic expectations: Time saving aspect, flexibility, gathering evidence, support available, workload, procedures and financial implications.

4. Recognising and identifying skills

• Looking at the requirements of the programme to identify which skills the candidate already has with relation to the needs of the programme.

• Focus will be on the learners most relevant experiences and accomplishments. During this stage the facilitator will work closely with the candidate.

5. Relating skills to criteria

• This involves the RPL coordinator checking the identified skills and knowledge of the candidate, and relating it to the criteria stated in the programme design/description.

• This stage will illuminate any gaps in skills, and will be addressed during the top-up learning stage.

6. Gathering evidence

• After relating skills and knowledge to criteria, the candidate and the RPL coordinator will start collecting the evidence of performance (skills/tasks/practical) over the 3-year period of entry requirement experience.

• The facilitator will guide the learner on evidence and the ‘proof’ of said evidence that is required for the candidate to be successful.

7. Documentation of evidence

• All the gathered evidence will be documented in the form of a portfolio, there are many types of documentation of evidence: Self-oriented portfolio, outcome-oriented portfolio etc.

• This portfolio will/might include documents, supervisor letters, pictures, CV’s etc.

8. Assessment

• This stage of assessment includes the assessor making a judgement about the candidate’s portfolio, and whether they have met the requirements for granting credits or certificates.

• The assessor’s judgement will be based on many variables, including Policies and Procedures, quality assurance body (QA body) requirements etc.

9. Top-up learning

• During this stage, gaps that have been previously identified will be addressed and filled.

• This can either be done through means of formal learning or gathering missed evidence of competence against certain criteria.

10. Quality assurance

• During this stage there will be four role players (excluding the candidate), namely: facilitator, assessor, moderator and verifier.

• The role players will work to make sure the RPL assessment/process meets the requirements of the QA-body, the principles of assessment (validity, fairness, reliability etc.) and checking that all the correct and legal routes have been utilised by the learning institute to prove competence.

11. Accreditation

• This will likely be the ‘final’ stage of RPL, as the credits will be granted.

12. Certification

• After accreditation has been awarded, the candidate will be issued with an accredited certificate.

13. Progression and post-assessment guidance.

• The candidate and coordinator can at this stage consider progression routes the candidate has available to them and whether they wish to participate in furthering their qualification/s.

References:

• Nel, J.P., 2010. The concepts and procedures governing the recognition of prior learning. 1st ed. Pretoria: Mentornet Pty (Ltd), pp.50-96.

• University of South Africa (UNISA), 2023. Recognition of Prior Learning (RPL) for module credit. [online] Recognition-of-Prior-Learning-(RPL)/RPL-for-module-credit [Accessed 8 October 2024].

• South African College of Business (SACOB), n.d. Recognition of Prior Learning (RPL). [online] Available at: https://www.sacob.com/recognitionof- prior-learningrpl/#:~: text=All%20recognition%20of%20prior%20learning%20results [Accessed 8 October 2024].

• South African Qualifications Authority (SAQA), 2019. National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended in March 2019). [pdf] Criteria-for-the-Implementation-of-RPL-Amended-in-March- 019.pdf#:~:text=%E2%80%9CRPL%20candidate%E2%80%9D%20mean s%20the%20person%20seeking [Accessed 8 October 2024].

• University of Johannesburg. (n.d.) Recognition of Prior Learning. Available at: https://www.uj.ac.za/admission-aid/recognition-of-priorlearning/ [Accessed: 9 October 2024].

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