SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Certificate: Outcomes-Based Assessment 
SAQA QUAL ID QUALIFICATION TITLE
15256  Certificate: Outcomes-Based Assessment 
ORIGINATOR
Rand Afrikaans University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  144  Level 4  Level TBA: Pre-2009 was L4  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2013-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of this qualification is to provide qualifying learners with the applied competence to analyse, interpret, master and apply learning through outcomes based assessment and be able to reflect on the decisions and applications to assess the effect thereof in the context of given methods. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners accessing this qualification should demonstrate their ability to read, analyse and reflect on study material and relevant literature on a grade 10 level (NQF 3).

Learners should be able to communicate using academic Afrikaans/English in written and oral form. Learners must be able to manage their own study programme and time.

A potential learner should be in possession of a General Education Certificate on NQF level 3 (Grade 10/Std 8), be permanently employed in a position where he/she is required to conduct assessments on a regular basis.

Applications for entry are assessed according to the set of rules of access stated in the programme. Learners may enter and exit the programme mid-stream, as each module stands independently from another, allowing learners to choose modules, which may be specific to their own needs. Passing that specific module's assessment then completes the module and credits are awarded, which are retained.


Recognition of prior learning:

Current competencies in the field of Education, Training and Development that have been acquired through related experience, will be assessed through our Centre for Assessment. Such competencies will help the learner gain access to the programme or gain advanced placement within the programme.

For whom will RAU HRD Extra Curricular perform RPL assessments?

Any individual for whom ETD activities forms a regular part of the daily work schedule, who feels that they already have the learning, knowledge and/or skills required for the Certificate or Diploma, can apply for RPL assessment. Learning may have been acquired through:
  • Individual short courses
  • Conferences / special interest forums
  • Self study / Reading
  • Work and/or life experience

    What will RAU HRD Extra Curricular be recognizing?

    Any standards-based learning relevant to the modules contained in the Certificate and Diploma which are based on the Draft National Standards as proposed by the ETD Practices Project (May, 1998):

    The following shall be taken into consideration:
  • The level of the learning (based on the NQF level descriptors, see attached).
  • The quality of learning. This refers to the degree of mastery which will be assessed against the available unit standards.
  • The recency / currency of the learning. The right to judge the recency of learning remains with RAU HRD Extra Curricular.

    Note: Learning constitutes the reflective, foundational and practical components of applied competence as stated in the Draft National Standards proposed by the ETD Practices Project.
  • Credit will be awarded only for demonstrated learning, and not for work experience only.
  • Credit will be awarded only for learning which is relevant to the content and learning outcomes of the course, program or standards for which the credit is being applied.
  • Credit will be consistent with the achievement levels required by the particular qualification.
  • Credit will be awarded for learning which has both the foundational (theoretical), practical and reflective applications which are appropriate to the subject, course, program or standards.
  • The assessment of prior learning and the determination of credit awards will be made by subject matter experts as identified by RAU HRD Extra Curricular.

    Note: Scoring procedures for RPL will be no different from that used by the RAU HRD Extra Curricular for the normal assessment of the Certificate and Diploma students.

    What are the rights of the learners?

    Learners may appeal against any RPL assessment decision within a month of being made aware of the RPL assessment decision.

    Note: Appeals procedure are available where RPL candidates can appeal against RPL assessment decisions. (Refer to pg 11)

    Post assessment guidance for any additional training required will be provided by the RPL advisor.

    Are there time limits involved.

    The following time constraints apply for modular credit:
  • Credit for modules on Certificate level is valid for three years, i.e. the whole Certificate must be completed with a three year period. Any completed module falling beyond the three-year boundary must be repeated before entry to the integrative exam can be obtained.
  • Credit for modules on Diploma level is valid for four years, i.e. the whole Certificate must be completed with a four year period. Any completed module falling beyond the four-year boundary must be repeated before entry to the integrative exam can be obtained.

    Guidelines

    How will RAU HRD Extra Curricular perform RPL assessments?

    RPL assessment will be based on a portfolio of evidence. Guidelines and instructions for the compilation of such a portfolio will be provided in an information dissemination exercise.
  • Where required, RPL candidates will be required to undergo an additional assessment to supplement the portfolio of evidence. This assessment will take the form of oral questioning or any other assessment method deemed suitable for the context and purpose of the supplementary assessment.
  • Qualified subject matter assessors will assess all learners. RAU HRD Extra Curricular will identify and moderate assessors.
  • The portfolios will remain the property of the learner and should be kept for record purposes for a period of three years.
  • Information regarding all results, communications and any appeals will be handled in utmost confidentiality. The information may only be provided to other institutions with written permission from the RPL candidate.
  • RAU HRD Extra Curricular shall verify for authenticity all forms of evidence presented as proof of competence. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Apply theoretical principles of problem identification and solutions, with regard to assessment practices, reflecting on the application made. (Problem Solving)

    2. Researching various assessment methods and evidence produced and selecting the most appropriate method, in accordance with the principles of NQF and Adult Learning and reflect on the effectiveness of the research techniques used. (Research Skills)

    3. Communicate effectively both orally and in writing with individual and groups of learners, by applying the theoretical principles of assessment feedback, adult learning and the NQF and reflecting on the application of these principles. (Communication Skills)

    4. Develop a micro vision of the management of ETD, both locally and internationally, and evaluate the impact of globalisation of the field of ETD. (Develop a Macrovision)

    5. Practice social sensitivity by promoting a strong team ship within his/her own environment, the field of ETD and HRD by working effectively in terms and reflecting on decisions made within that team. (Teamship)

    6. Apply theoretical aspects of self-responsibility by organizing and co-ordinating own and environmental resources and opportunities in ETD and reflecting upon the application of such principles. (Self - Responsibility)

    7. Allocate and utilize appropriate technological resources in the assessment of the individual and group learners. (Technological and Environmental Literacy)

    8. Explore various learning strategies with regard to developmental assessment feedback, etc, apply the most appropriate one and evaluate the effectiveness of the learning strategy applied. (Explore Learning Strategies)

    9. Acquire acceptable employment seeking skills for entry into the filed of assessment, using all the theoretical principles and reflecting on the effectiveness of such applications. (Employment Seeking Skills)

    10. Promote community development and Adult Basic Education and Training in such a manner to ensure effective assessment strategies are implemented in these communities, and reflects on the value of development provided. (Cultural and Aesthetic Sensitivity)

    11. Develop applied competence in the application of his occupation and the impact of World Class Practices in the field of Education, Training and Development within the organization, ensuring that learners are able to position themselves for effective participation n the both the Occupational and Education, Training and Development Fields. (Entrepreneurship)

    12. Promote responsible citizenship through his/her approach towards the holistic application of management capabilities in Education, Training and Development. (Promoting Citizenship) 

    ASSOCIATED ASSESSMENT CRITERIA 
    Can the learner:

    1. Demonstrate applied competence in theoretical principles of problem identification and solutions, with regard to assessment practices, reflecting on the application made.

    2. Demonstrate applied competence in searching various assessment methods and evidence produced and selecting the most appropriate method, in accordance with the principles of NQF and Adult Learning and reflect on the effectiveness of the research techniques used.

    3. Demonstrate applied competence to communicate effectively both orally and in writing with individual and groups of learners, by applying the theoretical principles of assessment feedback, adult learning and the NQF and reflecting on the application of these principles.

    4. Demonstrate applied competence to develop a micro vision of the management of ETD, both locally and internationally, and evaluate the impact of globalisation o the field of ETD.

    5. Demonstrate applied competence to practice acceptable social sensitivity by promoting a strong team ship within his/her own environment, the field of ETD and HRD by working effectively in terms and reflecting on decisions made within that team.

    6. Demonstrate applied competence in the application of theoretical aspects of self-responsibility by organizing and co-ordinating own and environmental resources and opportunities in ETD and reflecting upon the application of such principles.

    7. Demonstrate applied competence to allocate and utilize appropriate technological resources in the assessment of the individual and group learners.

    8. Demonstrate applied competence to explore various learning strategies with regard to developmental assessment feedback, etc, apply the most appropriate one and evaluate the effectiveness of the learning strategy applied.

    9. Demonstrate applied competence to acquire acceptable employment seeking skills for entry into the filed of assessment, using all the theoretical principles and reflecting on the effectiveness of such applications.

    10. Develop applied competence to promote community development and Adult Basic Education and Training in such a manner to ensure effective assessment strategies are implemented in these communities, and reflects on the value of development provided.

    11. Develop applied competence in the application of his occupation and the impact of World Class Practices in the field of Education, Training and Development within the organization, ensuring that learners are able to position themselves for effective participation in the both the Occupational and Education, Training and Development Fields;

    12. Demonstrate applied competence to promote responsible citizenship through his/her approach towards the holistic application of management capabilities in Education, Training and Development.


    Formative assessment practices that will be implemented:

    Learners are assessed continually during the qualification, by means of written assignments and in house projects, which are combined into Portfolios of Assessment. Assessment is based on the outcomes of the module and the nature of the assessment is based module being studied.

    Summative assessment practices that will be implemented:

    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of an integrative project, which is based on in house projects. 

    ARTICULATION OPTIONS 
    Access to qualifications on a lower level:
    Articulation to a qualification on a level 3 is possible, depending on the rules of access of that specific qualification.

    Access to qualifications on the same level:
    Learners have the opportunity of completing the Certificate in Education, Training and Development (NQF level 4, 144 credits).

    Access to qualifications on a higher level:
    Learners have the opportunity of completing the Advanced Certificate in Design and Development (NQF level 5, 152 credits) or the Advanced Certificate in Facilitation (NQF level 5, 152 credits.

    Learners have the opportunity of completing the entire Diploma in Education, Training and Development Practice (NQF level 6, 256 credits)

    Learners have the opportunity to study a BTECH in Human Resource Development (NQF level 7), as a result of an agreement with the Technikon of South Africa. Thereafter learners may continue with an Honours Degree in Human Resource Development (NQF level 7) or an MTECH in Human Resource Development. 

    MODERATION OPTIONS 
    Moderators are selected based on their ETD related experience and a relevant qualification. Moderators must have had prior higher education experience in setting examination papers, marking assignments or compiling course material for ETD. Appropriate qualifications means that a moderator must at least have a qualification on an equal NQF level as the qualification that they are moderating, or a qualification at a higher NQF level.

    * Moderators are identified when Integrated Projects are drawn up
    * The moderator signs off the project
    * The moderator samples all completed integrative projects, against scoring manuals
    * If a discrepancy is identified, all samples are withdrawn and remarked.

    At least two moderators are appointed from universities, the industry or work organizations. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    All module presenters/lecturers are assessors for their own subjects. Furthermore, applicants who hold B/H/M Degrees in the field of Human Resource Development are assessed and successful applicants are placed on our "Assessor Role." Assessors should have substantial workplace assessment experience.

    Assessors should preferably, but not restrictively, have at previous experience in assessing at university level as well as in the workplace. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    NOTES 
    New qualification which was not recorded in June 1998, as the need was only identified subsequent to the initial registration. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.