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Accrediting with the Quality Council for Trades and Occupations

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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.
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Evaluating the learning and development system of a learning provider

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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.

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

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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.
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