ASSESSOR TRAINING

Based on the unit standard 115753 Conduct Assessment of Learning Outcomes Assessors, together with moderators, are the gatekeepers to achieving National Qualifications in South Africa. As such, assessors are required to complete formal recognised training to be able to fulfil this critical function. The assessor is an individual who is firstly, a functional expert in his/her own sphere of excellence and who has undergone further training in the skills and procedures of assessment. Secondly, he/she is responsible for ensuring that any person who wishes to achieve credits for specific skills undergoes a proper, fair, and reliable assessment to determine the required competency. He/she will consider all evidence relevant to a particular training intervention and institute all appropriate methods and checks to determine whether the identified criteria have been met by the candidate. The Assessor training programme is aimed at providing appropriate theoretical and practical training interventions to enable individuals, who must have evaluative expertise within an area of learning, to effectively execute the role of registered Assessor within
an organization. This programme is based on the unit standard entitled Conduct Assessment of Learning Outcomes with 15 credits at NQF level 5, and is covered in an intensive small-group training intervention which addresses the following activities:
· Demonstrating understanding of outcomes based assessment
· Preparing for assessment
· Conducting assessments
· Providing feedback on assessments
· Reviewing assessments
Experienced facilitators conduct the workshops and the theoretical components are further enhanced by the introduction of practical examples of the different tasks of the assessor as well as templates of documentation to be used during the assessment process.
Assessment requirements are:
· A knowledge questionnaire, and
· Completion of a detailed portfolio of evidence.

MODERATOR TRAINING

Although an integral part of the assessment team in an organisation, the moderator’s over-riding objective is to conduct quality assurance of all assessments which have been completed. The moderator, therefore, has the prime function of reviewing an assessor’s work with a view to determining whether the judgements made are within the principles of fairness, validity, reliability and sufficiency. Characteristics which a moderator must have are diplomacy, excellent communication skills and strong analytical thinking traits. These will enable the moderator to make judgments about the standard of the assessments and to give objective advice to those concerned, while being pro-actively aware of any assessment shortcomings which may occur
The Moderator training programme is aimed at providing appropriate theoretical and practical training interventions to enable individuals to effectively execute
the role of internal moderator within an organisation. This programme is based on the unit standard entitled Conduct Moderation of Outcomes-Based Assessments
with 10 credits at NQF level 6, and is covered in an intensive small-group training intervention which
addresses the following activities:
· Planning and preparing for the moderation
· Conducting the moderation within an organisation
· Giving feedback to the relevant stakeholders and roleplayers
· Advising and supporting the assessors
· Reporting on the moderation processes
Experienced facilitators conduct the workshops and the theoretical components are further enhanced by the introduction of practical examples of the different tasks of the moderator as well as templates of documentation to be used during the moderation process.
Assessment requirements are:
· A knowledge questionnaire, and
· Completion of a detailed portfolio of evidence.

FACILITATOR TRAINING

The philosophy of outcomes-based education and training is based on the premise that the learner must personally experience and discover before adequate learning can be said to have taken place. As a result, the role of the education and training practitioner has changed from one
of lecturing and teaching to that of guiding and encouraging the learner to personally discover throughout the learning process. This in itself is a major paradigm shift. Facilitation has therefore become a skill which all education and training practitioners require.
This programme is aimed at providing the appropriate theoretical and practical training interventions to enable individuals to execute any facilitation activities related to
outcomes-based learning. The programme is based on the unit standard entitled Facilitate Learning using a variety of Given Methodologies with 10 credits at NQF level 5, and is
covered in an intensive small-group training intervention which addresses the following issues:
· Preparing the learning environment
· Clarifying the outcomes of a learning activity
· Creating strategies to encourage participation
· Linking prior knowledge to new knowledge
· Implementing learning activities
· Consolidating learning activities
· Administration
· Evaluating the learning process
Experienced facilitators conduct the workshops and the theoretical components are further enhanced by the introduction of practical, hands-on activities and examples of the different tasks that the facilitators in the various learning environments have to contend with.
Assessment requirements are:
· A knowledge questionnaire, and
· Completion of a detailed portfolio of evidence.

National Certificate: Information Technology: End User Computing

The purpose of the qualification is to build the knowledge and skills required by learners in End User Computing. It isintended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently in theEnd User Computing environment in the South African community and to respond to the challenges of the economicenvironment.

The qualification addresses the need in the workplace for nationally recognised qualifications, based on unit standards,which will allow learners with workplace experience in End User Computing to obtain recognition for prior learning.

The qualification provides a framework for learners to develop skills that will enable them to become competent in EndUser Computing. It introduces theoretical concepts of End User Computing and requires the application thereof, todevelop a range of skills that will enable learners to be better-informed workers in their chosen industry. It provides abalanced learning experience that lays the foundation for access to further education, life long learning and toproductive employment.

A qualifying learner will be able to:

Competently apply the knowledge, techniques & skills of End User Computing applications in the workplace.

Understand the impact and use Information Communication & Technology (ICT) in an organisation and society.

Improve Communication by combining communication skills with End User Computing skills.

Improve the application of mathematical literacy in the workplace, by better utilising applicable End User ComputingApplications

QCTO - 97542 Early Childhood Development Practitioner

The purpose of this qualification is to prepare a learner to operate as an Early Childhood Development Practitioner. 
An Early Childhood Development Practitioner plans and prepares early childhood activities, facilitates and mediates learning, observes and assesses the progress of children, and reflects on learning in an inclusive, play-based environment to support holistic development of children (from conception - school going) in different centre-based or non-centre based settings. 

A qualified learner will be able to:

·  Plan and prepare broad-phase learning environment and stimulating activities that meet the holistic needs of all children in centre-based or non-centre-based settings.

·  Facilitate and mediate all aspects of the daily programme in a centre-based or non-centre based setting.

·  Observe, assess and record each child's progress according to the age and stage.

·  Compile a report of each child's progress.

Facilitator Content

QCTO - 97542 Early Childhood Development Practitioner

The purpose of this qualification is to prepare a learner to operate as an Early Childhood Development Practitioner. 
An Early Childhood Development Practitioner plans and prepares early childhood activities, facilitates and mediates learning, observes and assesses the progress of children, and reflects on learning in an inclusive, play-based environment to support holistic development of children (from conception - school going) in different centre-based or non-centre based settings. 

A qualified learner will be able to:

·  Plan and prepare broad-phase learning environment and stimulating activities that meet the holistic needs of all children in centre-based or non-centre-based settings.

·  Facilitate and mediate all aspects of the daily programme in a centre-based or non-centre based setting.

·  Observe, assess and record each child's progress according to the age and stage.

·  Compile a report of each child's progress.

Early Childhood Development Qualification

Based on the qualification description and requirements, the ECD Qualification will be divided into five Learning Units with modular sub-divisions, based on the exit level outcomes and related assessment criteria:

Early Childhood Development  ID 58761 

This is an entry-level Qualification for those who want to enter the field of Education, Training and Development, specifically within the sub-field of Early Childhood Development (ECD). Many of those who will seek this Qualification are already practising within the field, but without formal recognition. This Qualification will enable recipients of this Qualification to facilitate the all-round development of young children in a manner that is sensitive to culture and individual needs (including special needs), and enable them to provide quality early childhood development services for children in a variety of contexts, including community-based services, ECD centres, at home and in institutions.

Based on the qualification description and requirements, the ECD Qualification will be divided into 5 main Learning Units with modular sub-divisions, based on the exit level outcomes and related assessment criteria: