Fasset Learnership Induction Template

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Fasset Learnership Induction Template

• March 2005

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Overview of legislation learnerships
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Skills Development Legislative Environment
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The NQF

• The NQF aims to
• Bring together the variety of qualifications
  already in existence
• Provide a structure onto which new qualifications
  can be added
• Ensure that all existing and new national
  qualifications meet quality requirements
• Ensure international education and business
  networks and opportunities can be developed now
  and in the future

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Levels of the NQF
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Unit Standards
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Design of Learnerships
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What is a learnership?

• A Learnership is defined as a work-based route
  for learning and gaining qualifications.
• It includes both structured work experience
  (practical) and structured learning (theory). 

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A Learnership must
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• The learnership agreement

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Parties to the Agreement
NOTE the employer may be the training provider
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Duties of the Learner

• The Learner must
• work for the employer as part of the learning
  process
• be available for and participate in all learning
  and work experience required by the learnership
• comply with workplace policies and procedures
• complete any timesheets or any written assessment
  tools supplied by the employer to record relevant
  workplace experience
• attend all study periods and theoretical learning
  sessions with the training provider and undertake
  all learning
• conscientiously

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Duties of the Employer

• The Employer must
• Comply with its duties in terms of applicable
  legislation
• Provide the learner with appropriate training in
  the work environment and with the appropriate
  facilities to achieve the relevant outcomes
• Provide the learner with adequate supervision at
  work
• Release the learner during normal working hours
  to attend off-the-job education and training
• Conduct on-the-job assessment
• Keep up to date records of learning and discuss
  progress with the learner

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Period of the Agreement

• The learning period is determined
• at the time the learnership is established and
• according to the rate at which the unit standards
  are achieved.
• Previous learning achievements may be recognised
  (RPL) this may reduce the learning period.
• The Agreement will end if required learning
  outcomes are not achieved within the agreed
  period, unless otherwise agreed between the
  parties

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• Assessment and moderation

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Applied Competence Assessment

• SAQA defines Applied Competence as
• the union of foundational, practical and
  reflexive competence
• SAQA defines assessment as
• A structured process for gathering evidence and
  making a judgement about an individuals
  performance in relation to registered national
  standards
• Assessment in the Learnership context must be
• Structured
• Transparent
• Negotiated
• Objective

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Structure of a Unit Standard

• Title
• Purpose Statement
• Learning Assumptions
• Specific Outcomes
• Assessment Criteria
• Range Statements
• Critical Cross Field Outcomes
• Embedded Knowledge

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Unit standards (cont.)

• Unit standards are
• Nationally registered standards on the National
  Qualifications Framework (NQF) that represents an
  end point of learning
• The benchmark that the assessor will use to
  evaluate the learners performance i.e. his/her
  competence against the specific outcomes
• The learner must be meet ALL the specific
  outcomes of the unit standard to be declared
  competent against the whole unit standard
• The learner must be very familiar with the
  content of the unit standards for the
  qualification

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Assessment of unit standards on the NQF
Competent
or
Not Yet Competent (NYC)

• i.e. No degrees of competence

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Who will my Assessors be?

• Subject Matter Experts who have
• Completed Workplace Assessment Training
• Been declared competent against the relevant
  Assessor Unit standard/s
• Are registered by Fasset as Assessors

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The Role of the Assessor

• Learning is no longer something that is done to
  the learner, but something that the learner is
  actively involved in.
• As such the role of the assessor has changed
  from being a gate keeper, who uses assessment
  to prevent learners from developing further, to a
  supportive guide who has the success of the
  learner at heart so that the learner can gain
  access to further learning.

(Criteria and Guidelines for the Registration of
Assessors, p7.)
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How will I be Assessed?

• Assessment Guides developed against the unit
  standards
• Assessment will occur in the workplace
• Simulated work or actual work produced during the
  course of the normal working day (e.g. client
  proposals, project plans)
• Work that can be attributed to the individual
  learner
• Provision for Recognition of Prior Learning (RPL)
• Evaluation of Portfolio of evidence

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Methods of Collecting Evidence

• Observation
• Written tests
• Oral tests or questioning
• Simulation/role play/case study
• Reports
• Portfolio of evidence

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6 Phases of Assessment with the Learner

• Develop the Assessment Plan (Assessor and
  Learner)
• Discuss the Assessment Plan (Assessor and
  Learner)
• Conduct the Assessment (Assessor and Learner)
• Gather Evidence
• Evaluate Evidence
• Make a judgement on competence
• Provide feedback (Assessor and Learner)
• Complete administration requirements - including
  ETQA Reporting (Assessor)
• Evaluate the Assessment Process
• (Assessor and Learner)

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Controls in the Assessment Process

• The organisations Assessment Policy and
  Procedures document
• A Head Assessor (if applicable)
• Moderators (who perform a quality control
  function)
• The organisations grievance procedure
• In addition - FassetQA have an external
  verification role

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• Implementation activities

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Role Players

• Learners
• Learnership sponsor/coordinator (could be the
  SDF)
• Learnership Administrator/s
• Mentors/Guides (May be one or a number of people
  per learner)
• Assessors
• Moderators

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Responsibilities Learnership
sponsor/coordinator

• Overall management
• Overall monitoring
• Overall reporting
• Liaison with training providers, SETAs, ETQAs,
  SAQA, DoL and learners
• Selection of training providers
• Selection and induction of learners

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Responsibilities Learnership Administrator/s

• Administering Learnership agreements
• Scheduling
• Maintaining database
• Reporting
• General information sharing
• Communication

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Responsibilities Mentors/Guides

• Supporting learners
• Coaching learners
• Providing advice to learners
• Counselling learners

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Responsibilities Assessors

• Planning assessment
• Conducting assessment
• Reporting on assessment
• Supporting learners

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Responsibilities Moderators

• Moderating assessment process
• ETQA Reporting

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Learnership communications
Ongoing Monitoring and Reporting FassetQA and
learnership project team
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Communication channels

• Internal communications channels
• Information-sharing sessions
• Fasset website (www.fasset.org.za)
• Learnership information and FAQs
• Management consulting learnership project updates
• Fasset newsletters
• Progress meetings