De-accreditation of providers
This section explores the activities that will be involved where a provider must be de-accredited by the SASSETA ETQA. It is obvious that this is a step that the SETA ETQA would like to avoid, and for this reason emphasis has been placed on ensuring that the accreditation process is thorough and that there is unlikely to be a need to de-accredit a provider. Nonetheless, as part of the ETQA’s responsibility to protect both learners and the public, there is a need to build in this possibility to ensure consistent quality from providers.
When providers are accredited they will receive a set of conditions that they must adhere to as part of their accreditation arrangement. These could include:
- Aligning certain policies and procedures with the requirements of the ETQA;
- Putting in place a system to track learners who complete programmes with the provider;
- Developing an effective RPL system.
Further, providers will be required to submit quarterly reports to the ETQA. These will both report on the manner in which the provider has met the requisite conditions, and will report against the requirements set out in the SETA’s reporting template.
This will apply in the following instances:
- The SASSETA is in receipt of sufficient evidence which indicates the Provider has been involved in gross irregularities;
- Where a provider fails to meet the requirements agreed upon as laid out in the monitoring arrangements (highlighted above);
- The SASSETA finds, through a structured process of investigation, that the Provider fails to perform its functions satisfactorily in terms of compliance with the accreditation agreement;
- Where the Provider has been provided with sufficient support and assistance and given a reasonable timeframe to improve performance and the verification/accreditation term reports that the Provider fails to meet the accreditation criteria.
In any of these cases, the ETQA will investigate the complaint through a visit to the provider and conducting a review. The team will then make a recommendation, which will be submitted to the ETQA for review. Once a decision has been taken, the provider will be informed. The provider will then be given the right to an appeal.
What are assessors and moderators?
What is an ETDP?
Assessors and moderators fall into the large group of individuals in South Africa known as Education and Training Development Practitioners (ETDP’s). This term refers to all the people that play different roles in education and training, such as:
- Tutors; and
A person who works full-time as an ETD practitioner should ideally have a full ETD qualification such as an Occupationally-directed ETD qualification (e.g. Diploma in Occupationally-directed Practice at Level 5 on the NQF or a Certificate in Occupationally-directed Practice at Level 4 on the NQF). It may also be possible for the ETD Practitioner to have an equivalent qualification. In addition to such a qualification, full-time ETD practitioners should also be qualified in their own field/subject of expertise and be familiar with the work across the sector. The combination of this and ETD expertise should place such individuals in a position to develop other people in the field in question. However, not all ETD practitioners are full-time. ETD work is often carried out by individuals who have different jobs as their primary focus, such as being a manager or a supervisor. Nonetheless, such individuals may be in prime positions to conduct certain ETD activities, such as mentoring learners in the workplace or even assessing them. Obviously, many of these individuals may not have a full ETD qualification, but SAQA is in the process of registering certain unit standards on the NQF that can act as ‘‘stand alones’’ for these different roles. For example, it is possible to formally assess learners if you have the required unit standard in place (along with some other requirements and criteria discussed later) without having a full ETD qualification. There may be several instances in which individuals without full ETD qualifications may already have significant experience in ETD practices. In such instances, the individuals may wish to be assessed through a Recognition of Prior Learning (RPL) process instead of undertaking a learning programme to achieve the necessary unit standards. This could be linked to a gap-fill process where the RPL process assists to identify those specific areas where the learner may require additional support. The ETD roles that are discussed in this document relate specifically to assessment and moderation practices. The reason for this is that assessors and moderators who plan, conduct or moderate assessments in the SASSETA primary focus need to be registered with the SASSETA.
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