Associated Assessment Criteria for Exit Level Outcomes:
The learner will:
Demonstrate knowledge of content and insight pertaining to the related factual knowledge, concepts and theories.
Demonstrate skills and proficiencies equipping him/her to:
> Identify and solve problems related to the heritage and culture sciences, people/human-centred development and service rendering.
> Co-operate with other in achieving and/or creating specific end products related to the heritage and culture sciences.
> Organise and manage his or her learning process and applied skills.
> Deal with information, communication, the application of science and technology.
> Develop a holistic world view.
> Demonstrate appropriate attitudes, dispositions and/or values concerning various heritage and culture practices qualifying him/her for a professional career in his/her field of expertise.
The learner will also be able to:
Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made concerning solutions for problems related to individuals, groups, families, communities and people with special needs.
Work inter-sectorially with other disciplines as a member of a team, group, organisation, community in both the public and private sectors.
Demonstrate an understanding of the interaction between systems for an ecological approach by understanding asocial needs, problems and resource capacity within an international, national and local context.
Develop holistic, integrated strategies and programmes for social services founded on the collection, analyses, organising, implementation and critical evaluation of theory, information and processes.
Demonstrate effective utilisation of social science technology for strategies aimed at a service delivery framework.
Organise and manage their work load responsibly and effectively by means of a scheduled programme allowing for a learning environment such as reading scientific journals in the field as well as becoming a member of professional bodies, attending seminars and conferences, doing research and rendering voluntary services to facilitate professional growth and development.
Communicate effectively with people of all target groups, including literate, illiterate, children and the youth, using visual and language skill sin the modes of oral and/or written persuasion.
Contribute to the full personal development of each learner regarding strategies for learning, such as furthering of studies for career enhancement, involvement in community life, developing a non-discriminating attitude across a range of social contexts based on the value of social justice and a sensitivity for cultural diversity; also to explore and develop career opportunities such as entrepreneurial initiatives to promote social and economic independence and opportunities for personal development.
Integrated Assessment:
The associated assessment criteria are derived directly from the learning outcomes and provide the criteria against which learner performance demonstrating the attainment of learning outcomes can be judged. The assessment criteria involve, at minimum.
That both norm-based and criteria-based modalities are used.
Reliability is ensured via internal and external moderation.
The standards and levels of achievement required for "pegging" the qualification at Level 7 are met.
Integrated Assessment:
Portfolios.
Simulations.
Written examinations.
Oral examinations.
Other:
Other tasks prescribed by the assessors.
The modalities for Integrated Assessment permit the learner to demonstrate applied competence and use a wide range of formative and summative methods set according to specific guidelines for developing particular assessment tasks and allowing assessors to develop formative and summative methods related to credentialing purposes appropriate to contextual and situational readings of candidates presenting themselves for the recognition of learning achievements.
In addition to the above, modalities such as group discussions, presentations, peer group evaluations, observation/experiential learning and live application of competency in practical settings are also used. |
