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.