6.4 Learner Entry Guidance

8/6/2019 6.4 Learner Entry Guidance

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LEARNER ENTRY,

GUIDANCE AND

SUPPORT

POLICY

& PROCEDURES


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11Extracted from SAQA, Criteria and Guidelines for Providers, October 2001

1. BACKGROUND AND CONTENT

1.1 Introduction

This document is one of a series of guideline documents that have been developed by the CHIETA to support

workplaces which offer education and training, in the development of policies and procedures required in the

design, delivery, assessment and evaluation of quality learning and teaching. The guideline policies and procedures

provided here are developed on the basis of the requirements set out by SAQA and the CHIETA ETQA. Theycover these requirements only and do not address all workplace requirements of other labour legislation, or

legislation that may relate to a specific sector within chemical and related industries.

These documents are intended to assist you as a workplace provider to meet the accreditation criteria of the

CHIETA, as well as to enhance the quality of your learning programmes. It is anticipated that workplaces that

are offering education and training will use these documents in different ways in a manner that is suitable to the

needs of the organisation:

If you are a workplace seeking accreditation, and the provision of learning is only a small part of your

business, you may have existing policies and procedures for your workplace as a whole, and you will

need to adapt these policies so that they are in line with broader education- and training-related policies.

If you are a provider located within a workplace, you may already have policies and procedures in place

that relate to the provision of quality learning and teaching. You may also choose to use these documentsas a checklist to determine if there are any changes that you may wish to make to your existing policies

and procedures to further enhance the quality of your learning programmes.

If you are a workplace provider that does not yet have policies and procedures in place, you may use

these documents as a basis for developing these. You will, of course, need to adapt them to ensure that

they are suitable for your context.

If you are a provider that is not a chemical industry workplace, but that provides programmes to learners

within the chemical sectors, or to learners that wish to enter these sectors, then these can be used as

a guide. There are notes throughout this document that explore what additional procedures you may

need to put in place.

Each document in this series is structured as follows:

Section 1 introduces the documents and provides a context to the examples of policies and proceduresprovided;

Section 2 provides an example of an organisational policy ; and

Section 3 provides an example of an organisational set of procedures.

Sections 2 and 3 provide notes, tips and tools. These serve to clarify the policies and procedures and highlight

areas in which providers may need to make specific decisions that may result in adaptations to policies and

procedures and their implementation.

1.2 SAQA Criteria1

SAQA criteria for learner entry, guidance and support systems are as follows:

In respect of ensuring a quality experience for all learners, learners special needs need to be considered

in the design of course and learning support materials, assessment arrangements and communication

with teachers, tutors, lecturers, educators and trainers. Learners with special needs also need to be

taken into account in the design of the institution which should be relevant to the form of delivery of

learning programmes.

Learner guidance is a form of learner support that should be available at a minimum of three points in

the learning process, unless the learning programme dictates otherwise. Learners need to have access

to reliable advice and information before they enroll in a particular programme, during the period they

are engaged in the learning programme and when they complete the programme. Considerations of

age, race, gender and language should be made in order to render this service as accessible as possible.

The Draft Document on Criteria for Quality Distance Education in South Africa describes this as follows:

Before they enroll, learners need guidance about the choice of course or programme.


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1 There i s a set o f pol icies and procedure in p lace

outlining how learners are introduced to and

supported through the learning programme(s) and

all aspects related thereto.

2 There a re clear entry-leve l assumpt ions for learner

access to learning programmes.

3 Providers are able to perform pre-programme

assessments for learner entry to a learning

programme, where relevant and applicable.

4 Support services to learners (e.g. academic support,

counselling, career guidance, etc) are accessible

and effective.

Accreditation criteria Evidence requirements

Written copy of policies and procedures to illustrate

that learners are introduced to and supported through

learning programme (e.g. Policies and Procedures

for Learner Entry, Guidance and Support)

The procedure should include information on learner

pre-assessment guidance and support and post-

assessment feedback procedures.

Relevant section/s of programme evaluation form are

completed and submitted to the ETQA.



Policy and procedure for learner pre-programme

assessments linked to entry-level requirements.

[Note: The CHIETA defines the Recognition of Prior

Learning as the assessment of learners for the

awarding of formal credits linked to the National

Qualifications Framework. The pre-programmeassessments referred to here are not considered RPL

assessments, as they do not lead to the awarding of

credits. Rather, pre-programme assessments can be

used to ascertain whether or not learners meet the

entry-level requirements and can assist the provider

to identify possible bridging courses that may be

required, or where learners may require additional

support.]





Learning programme development and delivery

Once enrolled, they need information and guidance about payment of fees, registration procedures, requirements of

the course, contact sessions and assessment proceduresIn addition, learners need advice on matters of learning

management such as choice of courses and learning pathways, how to work with the course materials, how to tackle

assignments, how to plan their study; and the need academic support to develop the skills of reading, writing and study

that are required for successful completion of the course. Learning management counselling can be written into the

course materials or provided on an individual or class basis.

After the learner completes the programme, s/he may need career advice or advice about further learning opportunities.

1.3 CHIETA ETQA Learner Support Requirements

As outlined in the Provider Accreditation and Programme Approval Guidelines, the CHIETA requirements for learner

entry, guidance and support are the following:


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2 ORGANISATIONS LEARNER ENTRY, GUIDANCE AND

SUPPORT: POLICY

As an organisation we have a learner entry, guidance and support policy that addresses the following:

Support to access a programme.

Support provided prior to enrolment in the programme.

Support provided during the programme. Support provided after the programme has been completed.

2.1 Access To The Programme

As an organisation we are committed to:

fair and open access to learning programmes;

ensuring that there are no discriminatory factors that negatively impact on learners accessing the

programme;

ensuring that it enables learners to access programmes on the basis of qualification or the equivalent

level of demonstrated competence, that is the organisation will ensure that the entry requirements of

the programme are closely linked to the learning assumed to be in place as stipulated in the unit standard,and will ensure that these requirements are met.

We are also committed to ensuring that where learners are found competent against unit standards during an

RPL assessment process, they will be awarded these credits in line with the CHIETA policy on Recognition of

Prior Learning (RPL).

We will also provide other opportunities for RPL to learners. Where we cannot provide RPL against certain

standards, we will refer the learners to an appropriately accredited RPL provider

2.2 Support Provided Prior To Enrolment In The Programme

We will provide comprehensive information about the available education and training programmes and entry

criteria to all prospective learners, both prior to entry and during induction. Learners will have the opportunity

to clarify their requirements and relate them to the training course.

General induction into the organisation and introduction to different parts of the learning programmes will be

included to ensure learners feel comfortable and confident.

For learners who have not previously been employed within the organisation (18.2 learners), there will also be

an introduction to the organisation, as well as an induction process to ensure learners fully understand and

accept their responsibilities to the organisation and the sector. The induction will include advice about the possible

career opportunities that could exist once the learning programme has been successfully completed. This willbe undertaken in a manner that avoids learners expectations being unrealistically raised, and will rather emphasise

the possibilities that may exist, and the activities that learners will have to undertake if they wish to apply for

these opportunities.

2.3 Support Provided During The Programme

During the education and training process, we will ensure that the needs of individual learners are identified and

that personal development plans are formulated. In addition, we will ensure that progress is regularly reviewed,

feedback is given, support is provided and pre-programme exit guidance is available.

The educator, and any other relevant party, will provide this support to the learner. The organisations SkillsDevelopment Facilitator will support educators to undertake this work. Learners will be provided with regular

opportunities to review their progress and make any appropriate changes to their personal development plans

during the learning programmes.


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Not

e This section applies directly to employer organisations that also conduct in-house training. Where trainingproviders work with many different employers, they are advised to refer CHIETA-registered employers who are

their clients to these guidelines so that the training can be designed to fit the needs of the employer organisation.

Our organisation will ensure that guidance and support services include activities such as the following:

Assessment of prior learning and achievement.

Assisting learners to make sense of the training and learning in terms of career opportunities and personal

development choices.

Understanding, facing, and resolving or adapting to, personal problems and difficulties which could inhibit

progress.

This support will take into account opportunities that may exist within the organisation, as well as in the sector

more broadly. While the organisation has mapped out possible opportunities that may exist within the organisation,

the organisation will rely on information from the CHIETA to enable it to offer advice relating to the sector more

broadly.

Learners will receive feedback on assessment and will be given access to the appeals process in cases where

they feel that they have a justifiable complaint to make about the results or the assessment process.

2.4 Support Provided After The Programme Has Been Completed

Individuals will be supported to identify possible learning opportunities and the ways in which these opportunities

could be accessed. Each learning programme is required to include a clear description of the learning and career

pathways that are possible for learners upon successful completion of the programme.

Learners will also be made aware of any financial support available for further learning. This may include self-

financing or bursaries in instances where the organisation is unable to support the learning programme directly.

Furthermore, our organisation will ensure that it considers how best to use the skills that the individual acquires

to enhance the productivity of the organisation and support the advancement of the individual.

The organisation will assist 18.2 learners to access possible opportunities for either employment/self-employment

or further learning.

3 ORGANISATIONS LEARNER ENTRY, GUIDANCE AND

SUPPORT PROCEDURES

3.1 Access To The Programme

Our organisation has the following procedures to enable fair and equitable access to learning programmes:

An analysis of the qualification or the unit standard to determine what learning assumptions exist. This

informs the design of an appropriate selection process and is documented in a guideline that stipulates

entry-level requirements for the different programmes.

An analysis to determine what competencies the learner requires to ensure that these learning assumptionsare met. This relates to the language and numeracy requirements as well as the occupational competence.

This also informs the design of the selection process.

The careful design or choice of a selection process which will establish whether or not the learners have

these competencies in place.

A procedure to follow in order to ensure that any learners who are found to be already competent against

the unit standards will receive recognition for their learning.

3.2 Support Provided Prior To The Programme


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Usually the Workplace Skills Plan (WSP) process should identify

the training needs of all staff within the organisation. In many

organisations this is the work of the Skills Development Facilitator

(SDF) who is responsible for the development of the WSP, which

must be submitted to the CHIETA.

The WSP is based on an analysis of the following factors:

We have the following procedures in place to determine the organisations own internal skills

needs. This makes it possible to guide learners effectively in making their training choices in

a manner that takes the needs of the employer into account and also assists with effective

career-path planning.

1. For individuals who are employed within our organisation, the following procedures are

in place to support individuals in access learning programmes:

c Determine the skills requirements of each member of the organisation.

Business area

and location

Strategic

objectives and

targets

Organisation,

management and

communicationstructure

Management and

organizational

culture

Technology,

methods and

tools used

Manpower and

skills inventory

Past and present

performance

problems

Skills shortage as

perceived by the

organization

Capacity building

stratergy and

interventions

Financial

performance and

situation (for

companies only)

Once this analysis has been undertaken, the company usually undertakes a more detailed

set of activities to allow the organisation to determine its needs effectively. These are

illustrated in the diagram below:


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Phase 1Analysis of job

description

Phase 2Analysis of

performanceagreements

Phase 3Analysis of

skillsrequirements

Phase 4Analysis of available

skills,experienceand potential

Phase 5Analysis of

performancerecords

Phase 6Gaps analysis

(Skills andperformance)

Phase 7Idenification of

potential trainingand development

initiatives

Job Analysis Procedure

c We then establish which training programmes are required by each member of staff.

c The organisation then follows a process to establish whether or not the individual wishes to attend the

training programme and the way in which the proposed training programme could support the individual

in his/her job in terms of possible career and learning pathways. If so, the following are considered:

When the training programme will be.

How long the training programme will be.

The impact of the training programme on the individuals work, and consequently the work of the

entire organisation, and whether s/he can be released at the time of the training or, if not, whether

an alternative time needs to be arranged. This will be agreed on jointly between the supervisor

and the staff member, and will be submitted to the education and training committee where relevant.

Note

Where you are training learners who are not employed within the organisation, the following procedures

could be put in place:

Determine what skills are in short supply (that is, scarce skills) in the sector in which you are

working, and as a training provider consult local and large employers so that you can offer

programmes which fit their needs and their learners needs.

Determine which training programmes will be suitable for unemployed people to access (including

determining what work experience will be possible, where this is relevant).

Undertake an open process to advertise the learning programme, so as to enable prospective

learners to apply to attend the programme, and to inform prospective clients about the programmes

on offer.

As the learner may not know much about the programme, there should be an interactive process

of engaging the learner about his/her expectations. This will assist the learner to decide whether

the particular programme will be appropriate or not, or whether an alternative programme may

be better. Learners should be provided with information about finance, including what the organisation

will be providing, what the learner will be expected to finance, and possible ways in which

learners can recoup this money if necessary.


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To assist individuals prior to them entering the programme, it is suggested

that the following information is provided to enable individuals to

ascertain whether the programme will be appropriate for their needs:

Information about programme articulation and learning pathways could

be provided so as to help learners to decide on career options and

options for further study. This could take the form of a written programme

outline which includes the following:

The purposes of the learning programme.

The outcomes to be achieved in the learning programme.

Information on the delivery strategy, including contact

times and venues (for employed staff this will take into

account agreements already reached with

management).

Detailed information on the summative assessments

that learners are required to complete, including

deadlines and submission dates.

Information on the overall assessment design

and the criteria against which they will be

assessed. An agreement about assessment

procedures and processes, which learners

must sign.

Information on how and where

learners can gain access

to learner

support.

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2. Once the individuals and supervisors have decided to enter the programme, there will be an

assessment process to determine the learning needs of the individuals. This information on

learners competence in the fundamentals and other learning assumed to be in place will be

taken into account in tailoring the existing learning programme to the needs of the specific

group. Certain individuals may be accepted only on condition that some bridging or top-up

programme is completed before the programme begins, or taken in parallel with the programme

early on in the time frame.

3. In addition to the assessment of the learning needs of the individuals, we will also undertake

an analysis of the learner context through either an interview or the completion of a written

form.


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The framework below highlights processes that could be followed and the competencies

that could be established through this selection process:

SOME TIPS

RESULT 1 & 2:

Learner profile in relation to specific

experience, expectations and context AND an

evaluation of speaking skills and listening skills

in the language of learning.

Learner interview conducted

The learner is interviewed according to an

interview schedule with a set of generic

questions which relate to the learners

experience and expectations as well as the

broader context (where s/he lives, if s/he has

children, etc).

RESULT 3:

Statement of Literacy and Language

competence in relation to NQF Standards

and Levels

Language test completed

The learner writes a graded language test

benchmarked against NQF Level 1-4, to

determine whether s/he will be able to cope with

the language learning demands of the learning

programme. This test also identifies areas in

which a learner may need support in language-

related skills.

RESULT 4:

NQF level placement in terms of competence

in Mathematical Literacy

Numeracy assessment carried out

The learner writes a short graded numeracy

assessment. This assessment is not as detailed

as that for language, and simply gives an

indication of the learners probable level of

numeracy competence. It serves to alert

providers to potential problem areas in this aspect

of the learning programme.

Learnership profile developed and analysed

Information on experience and possible occupational expertise Information on expectation and learning readiness

Information on the fundamentals (language and mathematics)

Result 5

Analysis of the suitabili ty for learnership

Top-up and support training needs of the learner

Information to inform RPL process

Group profile

Group profi le developed

Result 6 Information from candidate profiles can be used to determine the problem areas of a particular

group of candidate, so that providers can tailor learning programmes to address these.


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3.3 Support provided during the programme

During the programme, there will be a number of support interventions in place which will be communicated to

the learners at the beginning of the programme. These include the following:

3.3.1 Guidance and counselling

1. There will be a contact person appointed for every learning programme who is able to offer advice to

learners about learning and career pathways. This will include offering career guidance to the learners.

2. Learners will be told who the contact person is so that they are aware of who they can go to if they are

unsure about learning-related choices and decisions.

3. Where learners require counselling on issues not directly related to the learning programme but that

may be affecting their learning processes (such as family pressures) then these learners will be referred

to the appropriate person or agency for support. To facilitate this process we maintain a database of

other organisations to which learners can be referred if the need arises.

3.3.2 Language support

1. During the initial assessment there will be an assessment of the learners language skills. Based on this,

the organisation will determine what language support the learner may require to support him/her with

the learning programme.

SOME TIPS

3.3.3 Support with the learning process

1. Where it emerges during the progamme that certain learners are struggling with a part of the programme,

there will be a mechanism to identify these problems and support the learners in dealing with these

difficulties.

Possible learning support interventions

Providers should have a sense of what type of support will be required for the learner, based on the

selection process and on any gaps identified in the course of this process.

The kinds of support interventions that may be possible include the following:

Tutorials

One-to-one sessions

Workplace coaching where appropriate

The provision of specific written or audio resources to support the learner

Telephonic support or written support materials

A bridging programme

Computer-aided support

SOME TIPS

The type of language support depends on a number of variables, including the nature of the programme,

the language policy of the organisation, and cost considerations. Some possible ways of supporting

learners with their language requirements include the following:

Running the programme in the language of the learners choice. Having an interpreter at training programmes.

Creating opportunities for learners to interact.

Allowing learners to undertake their assessment activities in the language of their choice.


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3.3.4 Coaching at the workplace

1. Supervisors will be made aware of the competencies that the learner is acquiring, and will be prepared to coach the

learners, so as to support the development of an applied competence.

Note

For learners who are not employed in a workplace, it is suggested that organisations seek to ensurethat these learners receive workplace experience. It is also recommended that there be a person

appointed within the workplace who has responsibility for coaching the learner to support the

development of an applied competence.

2. Where we have sufficient people in training to make this cost-effective, we will run coaching programmes

which train members of staff, particularly supervisors, to develop both coaching skills and, where required,

aspects of the subject matter of the programme. Experience shows us that this significantly improves the

success rate for learners, particularly those in learnerships and skills programmes.

3.3.5 Support during the assessment process

1. Learners will be provided with a written document that outlines all the assessment activities that form part

of the programme. The document will state what the assessment criteria will be and the scheduling of each

of these assessment activities. This guide will also outline the methods of assessment that will be used.

2. Learners will undertake formative assessment activities throughout the programme.

3. On the basis of these activities the learners will receive feedback about the areas which they must concentrate

on and improve in.

4. Learners will also undertake summative assessment activities which will be for credits against the registered

national standard.

5. Where learners are not found competent on the first attempt they will receive feedback, and the following

steps will be followed:

There will be an analysis of why the learner is not yet competent (this

should have partly been addressed during the support

measures undertaken during the programme based on the formative

assessment activities).

Once there is an understanding as of why the learner was not assessed

as competent, these issues will

be addressed, and the learner will be given the opportunity to re-attempt

the assessment activity after the appropriate action has been taken.

6. A full report will then be written which details the findings and actions taken. This is part of our standard

format for a moderators report.


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The organisation may need to consider the following when determining

the relevant course of action: It may be that the learner did not prepare, in which case

the learner should be given one more chance.

It may be that the instruments assessed areas that are not

relevant to the unit standards, in which case the instruments

should be adjusted.

Where it is found that the learner was not properly prepared

because the training did not cover what it should have,

then the learner should be given the relevant training prior

to re-assessment.

Where the problem relates to the fundamentals (the learner

could not express him or herself) then there should be

support provided to the learner to ensure that language

is not a barrier (unless it is a specific requirement of the

unit standard).

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7. Learners will also have access to the appeals process if they wish to lodge a formal complaint about the

assessment process.

8. Where a learner lodges an appeal, it will be dealt with according to the appeal procedures of the

organisation which are outlined in the organisations assessment policy. If the issues cannot be resolved

at this level, the appeal will be referred to the CHIETA in accordance with its appeals procedures.

3.4 Support provided after the programme

1. Once a programme has been completed, the following actions will be taken:

The supervisor will be briefed to ensure that s/he is aware of the skills that the person has acquired

so that, where possible, they are given opportunities to use these skills.

Opportunities for further learning will be discussed with the learner and a plan will be put in place that

indicates what may be possible in the future.

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te It is recommended that where the learners are not from the workplace, the following actions be taken:

The learner should be assisted to look for a work opportunity. This could be through supporting work-

preparedness skills or through enabling the individual to consider possible self-employment.

Possible future learning opportunities should be discussed with the learner who should also be assisted

in identifying ways in which these options could be accessed.

6.4 Learner Entry Guidance

Documents

Transcript of 6.4 Learner Entry Guidance