Aligning Learning Interventions to the National Qualifications Framework

Aligning Learning Interventions to the National Qualifications Framework October 2004

Table of Contents 1. Glossary... 3 2. Foreword... 4 3. NQF... 5 3.1 Requirements for Alignment... 5 4. Outcomes-based Education (OBE)... 6 4.1 Background on OBE... 6 4.2 OBE Language... 7 5. A Registered Unit Standard... 8 5.1 Background on Unit Standards... 8 5.2 SAQA s Requirements... 8 5.3 The Purpose of Registered Unit Standards... 10 5.4 The Relationship between Learning Programmes, Unit Standards and Assessment Activities... 10 6. Linking Unit Standard Titles with Learning Outcomes... 11 6.1 Learning Outcomes... 11 7. Aligning Learning Material to NQF and OBE... 13 7.1 Selecting Learning Methodologies... 13 7.2 Selecting Learning Activities... 14 7.3 Selecting and Evaluating Learning Resources... 15 7.4 Evaluating Learning Resources... 17 7.5 Requirements for a Learning Guide... 18 8. Conclusion... 19 9. Contact Details... 19 2

1. Glossary Term Assessment Assessment Guide Assessment Plan Assessment Process Assessment System Coaching Competent ETQA Formative Assessment Learnerships Mentor Moderation NQF NYC OBET QMS Qualifications Quality System Audits RPL SAQA SDA Description A structured process for gathering evidence and making judgments about an individual's performance in relation to registered, national standards. The document sets out what will be assessed, and what evidence needs to be generated. The assessor uses an Assessment Plan to plan the learner s assessment. Incorporates all activities that form part of the assessment. The document sets out what will be assessed, and what evidence needs to be generated. A training method in which an experienced individual guides the learner towards acquiring specific skills. Learners are declared competent when they meet the outcomes of the unit standard. The Education Training Quality Assurance Body is responsible for ensuring quality training and development within the sector. Refers to assessment that takes place during the process of learning. The assessment provides an indication of how the learning is progressing. Additional training needs may be identified during the process. A Learnership is a work-based approach to learning and gaining qualifications and includes both structured work experience (practical) and structured learning (theory). A multi-skilled individual who serves as a sponsor, teacher, coach, sounding board and counselor. A process of review that confirms that processes that have been followed are valid, consistent, fair and adequate. The provides a framework for nationally recognised qualifications. Qualifications are assessed according to eight bands. Not Yet Competent Outcomes Based Education and Training Quality Management System A group of unit standards that have been clustered together to make up a registered qualification. There are 3 types of qualifications on the NQF: certificates (120cr), diplomas (240cr) and degree (360cr). Audits conducted by Setas to ensure that providers and employers are providing education and training of an acceptable standard. A process whereby learners are assessed and given credit for learning that has already taken place within the workplace. South African Qualifications Authority Skills Development Act 3

2. Foreword In order to facilitate strategic skills development in the sector, Fasset funded a Skills Development Facilitators (SDF s) Excellence Programme. The aim of this programme was to enhance the existing base of SDF skills within the sector. The programme s objectives are to inform, develop and support SDF s registered with Fasset in order to improve skills development implementation in the workplace, by applying best practices. To continue this support, Fasset has developed a series of seven booklets to serve as resources and references to SDF s. The titles in the series are: Implementing the SAQA and SDA Legislation in the Workplace Skills Planning Implementing and conducting an Assessment in the Workplace Working with Assessment Guides NQF Implementing Learnerships Implementing Quality Management Systems This particular booklet, NQF explains how learning resources should be aligned to with national legislative requirements, and what is required in terms of creating learning guides. A how to approach has been adopted. Internet links and hyperlinks have been provided to supporting documentation. The SDF is responsible for ensuring that the workplace is aligned to the principles of the South African Qualifications Authority Act (SAQA), the Skills Development Act (SDA) and the Skills Development Levies Act (SDLA). This booklet covers the following: the approach used to align learning interventions to the NQF the outcomes-based approach to education registered Unit Standards linking Unit Standard Titles and learning outcomes aligning learning materials to NQF and OBE 4

3. NQF This chapter covers the following: What is involved in aligning a learning intervention to the NQF 3.1 Requirements for Alignment It is the SDF s responsibility to ensure that the organisation s learning programmes are aligned to the NQF. All learning material is required to be outcomes-based and learner-directed. Learning guides need to state the learning outcomes upfront: assessment criteria must be provided. The learner s competence has to be assessed against the learning outcomes. This approach also enables the learner to work according to his/her own pace. 5

4. Outcomes-based Education (OBE) This chapter covers the following: the outcomes-based approach to education OBE language 4.1 Background on OBE Outcomes-based education (OBE) forms a major part of Curriculum 2005. An outcomes-based education system is intended to ensure that learners achieve to their maximum ability and are also, equipped for lifelong learning. In OBE understanding and flexibility are as important as content. Outcomes do not depend on the content. Outcomes are the results of learning, and can be measured or assessed. Outcomes-based education: is a learner-centred process. is developmental: it encompasses both what learners learn and are able to do at the end of the learning process. is an activity-based approach to education designed to promote problem -solving and critical thinking. the process of learning is as important as what is learnt. emphasises high expectations of what all learners can achieve. In the OBE system, teachers assess whether learners can do certain things. Learners show what they can do by performing certain activities. Example Grade 7 learners could be asked to observe an insect found in their area and to draw what they observe. This activity allows the teacher to assess whether the learners are able to observe a living creature and make a field sketch. The insect that they choose is not important; it is also not necessary for every learner to choose the same insect. http://www.heinemann.co.za/schools/teachingtips/obe.asp 6

4.2 OBE Language With the introduction of this new system of education and training, comes a new language. The changes in terminology appear in the table below: "Old" Word or Phrase Training course Trainee Objective / Competency Training activity Test Training manual Passed the test Failed the test Incompetent Trainer Apprenticeship Training company Record keeping Result (of work done) Role play "New" Word or Phrase Learning programme Learner Outcome Learning activity Assess Learning guide Competent Not yet competent Not yet competent Education, Training and Development Practitioner (ETDP) Learnership Provider Quality management Output Skills practice 7

5. A Registered Unit Standard This chapter covers the following: unit standard SAQA s format for unit standards the relationship between learning programmes, unit standards and assessment activities 5.1 Background on Unit Standards Standards are a collection of knowledge, skills and attributes in which a learner must prove competence (in a structured assessment) to gain credit on the NQF. To signify competence in each field of learning, standards are made up of a number of parts that specify important learning outcomes to be achieved. They are not a course of study, but credential learning that meets national standards. 5.2 SAQA s Requirements To enable National Standards Bodies (NSB) and Skills Generating Bodies (SGB) to commence with the generating of unit standards, SAQA has developed the following template stipulating what a Unit Standards should consist of: Unit Standard title SAQA approval logo Unit Standard registration number level on the NQF credit attached to the Unit Standard field and sub-field of the Unit Standard issue date review date purpose of the Unit Standard learning assumed to be in place before this Unit Standard is commenced specific outcomes assessment criteria (including embedded knowledge considered essential to the outcomes) accreditation process (including moderation) for the unit standard range statements as a general guide to the scope, context and level being used for the unit standard or specific outcome or assessment criteria a notes category which: - must include critical cross-field outcomes supported by the Unit Standard - should include references to embedded knowledge if not addressed in above - may include other supplementary information pertinent to the Unit Standard An example of a SAQA approved Unit Standard template with explanations appears on the following page. 8

Level: Shows at which level of the NQF the standard is registered. General Skill: Apply Problem Solving Techniques Credit: Indicates the time an average student would take to achieve the standard. Each credit = +/- 10 hours of learning time. Dates: Gives the date when the standard will have to be reviewed by the National Standards Body to ensure its continuing validity. Purpose Statement: Gives additional information to further expand on the title. Explains whom the standard is for. Learning Assumptions: Indicates the level of skill and knowledge required of a learner attempting this standard. Level Credit Final Date for Comment Issue and Review Date Sub-field Purpose Learning Assumptions 3 3 July 1996 January 1997 and December 2000 Core Generics This unit is for people who have responsibility for identifying problems and offering solutions including resource allocation. People credited with this unit are able to identify a problem, identify the preferred option for solving the problem and prepare an action plan to implement the solution. Open Specific Outcomes: Describe specific learning outcomes and say what the person must be able to achieve. Assessment Criteria: Specify the required level of performance for each specific outcome. Accreditation Option: Indicates the accreditation process required of a provider before they can deliver and assess this standard. Moderation Option: Indicates the type of moderation an accredited provider will have to participate in. Specific Outcomes and Assessment Criteria: Specific Outcome 1: Define the problem Assessment Criteria: 1.1 Existence, cause and immediate effects of the problem are confirmed by preliminary investigation. 1.2 Extent and nature of the problem is defined by observation and investigation, which may include the application of diagnostic techniques. 1.3 Problem is prioritised and examined in relation to future requirements. Specific Outcome 2: Identify the preferred option for solving the problem Assessment Criteria: 2.1 All possible options for the resolution of the problem are considered. 2.2 Feasible options are identified by preliminary analysis and testing of possible options. 2.3 Preferred option is identified from a detailed analysis of issues including cost, timelines and resources. Specific Outcome 3: Prepare action plan Assessment Criteria: 3.1 Proposed course of action is identified and confirmed from analysis of the preferred option. 3.2 Action plan to solve the problem is prepared including priority requirements, methodology, co-ordination and feedback requirements. Accreditation Option: Evaluation of documentation and visit by SAQA and industry expert in the same field. Moderation Option: A centralised moderation system has been established by the NSB. Notes: Notes: Problem-solving the substance of this unit standard, is one of the critical cross-field outcomes. However, before registration of a more typical unit standard will be permitted by SAQA, the NSB will be required to show which of the critical cross-field outcomes have been developed in the unit standard. A description of SAQA s proposed critical outcomes is included below. Embedded knowledge will require the NSB to ensure that the unit standard includes an articulation of the embedded knowledge a learner will have to have in order to successfully complete the unit standard. In an economic sector these will always include Health and Safety knowledge, for example. 9

5.3 The Purpose of Registered Unit Standards Formal recognition of a person s skills, knowledge and attitudes has always been important. An employee wants to show a prospective employer what he/she knows and can do, and the employer wants an idea of the value that person could bring to his or her organisation. In the past, examination results assisted a prospective employer to make an assessment of a person s value. However, most of these examinations were taken at school or tertiary institutions and these results were adjusted according to norms. Examinations also often failed to assess practical skills. Even within the workplace a person s skill and knowledge were often judged on the basis of an examination. Apprenticeships for example, provided the employer with the opportunity to see what the person could actually do. However, once the apprentice had passed his or her exams, the individual was considered a trades-person irrespective of the quality of his or her practical work. For process or production workers the situation was worse; there were very few examinations they could sit to obtain recognition of their skills. In an attempt to remedy this situation, South Africa has adopted a system of training and standard-based assessment with registered assessors judging whether a person is competent or not yet competent. The methods to use during an assessment are indicated in the assessment criteria of the registered standard. It must be emphasized that Unit Standards are not: descriptions of the content, procedure or methodology of learning : they do not replace curriculum documents and guidelines assessment tools: they do not replace assessment documents and guidelines Unit Standards fulfill the following functions: inform learning programme developers of what the outcomes of learning ought to be. inform assessors as to what must be assessed and the quality of evidence (or performance) required. 5.4 The Relationship between Learning Programmes, Unit Standards and Assessment Activities There are three interrelated components of education and training: Learning Modules Unit Standard Assessment Activities Train towards standards Assess against standards There need not necessarily be a one-to-one correspondence between the 3 components i.e. there will not necessarily be one module of learning for each Unit Standard and one assessment activity for each Unit Standard. 10

6. Linking Unit Standard Titles with Learning Outcomes This chapter covers the following: learning outcomes skills audit or gap analysis linking unit standard titles and learning outcomes 6.1 Learning Outcomes Learning outcomes link the requirements of the job with the learning process. During the process of job analysis, a skills matrix is drawn up, which identifies all the skills and knowledge required by job. This matrix is then examined and based on the result of this matrix, unit standard titles are generated that will encompass all knowledge and skills identified. 6.2 Skills Audit A skills audit or gap analysis compares the individual s skills and knowledge with those required for the job. Gaps in the individual s skills and knowledge are identified. The learning outcomes are the specific areas that the learner must master in order to become fully competent at their job. A learning outcome is a statement of what the learner should be able to do by the end of the learning intervention. Examples of learning outcomes include: writing learning outcomes selecting a project team interpreting a Unit Standard The learning outcomes must be measurable. For example, if we say the learner must understand the NQF, this will be difficult to demonstrate. However, if we say learners must be able to demonstrate an understanding of the NQF, or explain the concepts behind the NQF, these outcomes are measurable. This new system requires that the learning outcome can be assessed on a "show me, don't tell me" basis. A complete learning outcome consists of the following: a statement of the performance to be carried out. assessment criteria which list the ways in which the learner will show that he/she can perform the outcome. conditions under which the performance should take place. For example, a new pilot might have to show competence at taking off in a simulator before being asked to do this in a real plane. an assessment method such as a checklist, role-play, a written exam, or doing the work while being observed. 11

An example is provided below: Learning Outcome Assessment Criteria Conditions Assessment Method Demonstrate an understanding of the NQF and the Skills Development Act the Learner should describe the rationale for and the principles of the NQF in a manner consistent with SAQA definitions the Learner must describe the mechanisms outlined by SAQA for implementation of the NQF the Learner must describe the structures of SAQA, NSBs, SGBs, ETQAs and Setas in terms of their composition and function, in line with SAQA and SDA definitions the Learner must explain the NQF levels and bands as formulated by SAQA, and show how qualifications are defined the Learner must explain the links between education, training and development in terms of the NQF structures learning should take place in any suitable study environment, in the classroom or by distance learning written tests, oral questioning, project or case study A learning outcome should be prefaced with the statement: "The Learner should be able to " There are a number of possibilities as far as learning outcomes are concerned. Possibilities include: translating unit standard titles into a single learning outcome. combining a number of unit standard titles to produce a single learning outcome using a number of learning outcomes to make up a single Unit Standard title. 12

7. Aligning Learning Material to NQF and OBE This chapter covers the following: selecting learning methodologies selecting learning activities selecting and evaluating learning resources requirements of a Learning Guide 7.1 Selecting Learning Methodologies The key question is whether to use distance or classroom-based learning. A combination of both is usually best. There will usually be some elements that can be taught via a distance learning method, while other elements would need to be facilitated. Each learning programme and each learning guide needs to be analysed to ascertain the best methodology to facilitate learning. The following criteria will assist in the decision making process: Factors Favouring Distance Learning there is a high knowledge content in the programme, e.g. terminology, policies, formulae, product names. learners are relatively mature and disciplined, or there are organisational systems in place that ensure learner commitment. learners require training urgently once they are employed, and cannot necessarily wait for scheduled programmes to begin, as they are unable to carry out their job requirements without the training. learners are geographically diverse, and costs for travel and accommodation would be prohibitive. the training required initially is extensive, and would tie the trainer up for long periods if all learning took place in the classroom, reducing their flexibility to run other courses. budgetary constraints prevent frequent trainer travelling. the number of trainers in your organisation is small. deadlines for skills and knowledge acquisition are short. direct interaction with the trainer is not crucial to the learning. immediate feedback is not crucial to the learning process. there are very high numbers of learners. learners cannot be absent from their place of work for extended periods of time. learning can take place individually, or in groups or teams that do not require the trainer to be present. the trainer may feel less in control as far as the learning is concerned. Factors Favouring Classroom Learning there is a high skill content in the curriculum. the learners are fairly dependent on trainer support and interaction, or organisational systems are not particularly supportive of learner commitment. the learning does not have to take place immediately the employee joins the company. the learners are not geographically diverse, or if they are, they are few in number. the learning can take place over a period of time. budget for training is freely available. there are a large number of trainers in your organisation. deadlines for skills and knowledge acquisition are flexible. direct interaction with the trainer is crucial to the learning. the number of learners is small. the learning requires the services of a subject matter expert who may have limited time available, and may be costly. immediate feedback is necessary or advantageous. learning takes place best in groups, to facilitate group/team interaction or group/team learning 13

If a combination of methodologies, is selected, a distance learning method could teach knowledge first, and skills, based on the knowledge, could be taught afterwards in the classroom. Many learning programmes could be designed using both methods for optimal learning and time utilisation. 7.2 Selecting Learning Activities Learning activities are the heart of the learning guide. They are the part of the learning cycle that allows for experimentation and demonstration. Learning activities require the learner to actually do something. Examples include: reading an article or referring to a resource creating something doing an exercise working on a case study performing a role play watching a video applying what they have learnt in the work place The developer can be highly creative. The learning activities must lead towards the achievement of the required outcome. Activities can allow the learner to take a flexible approach to his/her learning by choosing from a number of activities. The developer needs to ensure that the activities are targeted to the learning audience. Learning activities should be linked to a learning resource or resources, and the developer should provide clear instructions as to what the learner should do and what the learner should achieve. The activities should also be presented in a logical sequence. When designing learning activities: note the Unit Standard the learner is working towards. list the specific outcomes for that unit standard. identify the resources that the learner should refer to. design the activities around the resources in such a way that the learner refers to them in carrying out the activity. When complete, the learner would have achieved the outcome/outcomes specified. The diagram below depicts the link between Unit Standards, specific outcomes and learning activities: Unit Standard Specific Outcome 1 Specific Outcome 2 Specific Outcome 3 Specific Outcome 4 Resource 1 Resource 2 Learning Activity 1 Refer to Resource 1 Do Discuss Learning Activity 2 Refer to video Evaluate 14

This new methodology encourages the use of activities that will motivate and stimulate learning. Examples are provided below of activities that could be used when aligning learning programmes to the NQF: watch a video crossword puzzle complete a case study complete a form complete a simple quiz skills practice field trips interact with other people 7.3 Selecting and Evaluating Learning Resources Because an individual is able to learn from almost anything, finding learning resources can be a simple matter of searching one's own environment. However, evaluating their suitability can be far more difficult. The programme developer will need to have clear idea of the outcomes that apply to the learning. Although not exhaustive, the list below is helpful: Personal Resources Books, journals, magazines, periodicals, newsletters and newspapers. Bookshops Particularly suppliers of training related books, e.g. Knowledge Resources. Incredible Books is a bargain-priced bookshop that often has educational resources at very low prices - many are aimed at children, but contain good ideas applicable to adults. Libraries Videos Either in-house, or to be purchased or rented. Learning Resources and Knowledge Resources, both in Rosebank, Johannesburg; and AdVTech in Randburg, have extensive resources for hire or sale. Societies Such as the Institute for People Development (IPM), based in Johannesburg or the American Society for Training and Development (ASTD), http://www.astd.org/. The ASTD has a local chapter, based in Johannesburg, and can be contacted on (011) 471-3590. Universities, Colleges, Technikons Join the local chapter of the ASTD to be able to obtain access to the Technikon library. The Internet Some sites to visit are http://www.astd.org/index.html; http://www.cttbobpike.com/freereso.htm; http://www.trainingsupersite.com/tss_link/lakeset.htm; http://www.gray-matters.com/ Organisation s own Intranet If organisation s are international and have a strong developmental focus, extensive resources may be available on the intranet. Organisation s own Global Branches Other units around the world may have developed training courses or may have many other resources that they are willing to share with you at very little or no cost. Special Interest Groups Teacher or Trainer Networks Contact other trainers, including your own external suppliers and customers, and ask them for leads or contacts. Many of them may be part of network groups already, and will be willing to include you. The Skills Framework has recently started a trainer network group around Skills Development Facilitators. 15

Off-the-shelf CD ROM Training Courses Some CD ROM training courses are available from software shops such as The Incredible Connection: these may also be available from Learning Resources. Many training websites also sell such software. Developers of CD ROM and Computer-based Training Developers include AdVTech in Johannesburg. The Ministry of Education Especially for basic materials. Schools and School Libraries Customers and Suppliers Are often valuable sources of information, and may be Subject Matter Experts that you draw on. They may even be willing to act as Mentors or Coaches. Government Departments Publishers and Publisher's Agents Such as Egoli, in Kensington, Johannesburg, (011) 615-8920. Colleagues May be Subject Matter Experts. People you know through your social network or your partner's network may also be valuable resources. Audiotapes Available from most bookshops and on the Internet, e.g. www.amazon.com and www.borders.com. This is a great way of learning, and a constructive use of time spent sitting in traffic jams. Job Aids and Standard Operating Procedures Manuals Previously Used in-house Training Courses on Similar Topics Models and Wall Charts May be available though training material suppliers and companies such as World Books in Randburg, Johannesburg. Actual Item E.g. a form to be completed, a machine to be operated, an operation to be carried out. Simulators Especially if the real thing is too dangerous to operate whilst learning, such as an aeroplane. Training Games Available from Quantum Learning Systems (011-789-3886/7). 16

7.4 Evaluating Learning Resources The checklist below will assist the developer to evaluate the worth and appropriateness of the resources that they intend using. The more "yes" answers obtained to the questions, the more appropriate the resources will be. Evaluating Learning Resources Checklist Yes/No Is the subject matter appropriate for the learners? Does the subject matter lead towards the attainment of the outcome? Does the method lead towards attainment of the outcome? Does the resource teach adequately? Can the Learner use it without any assistance? Is the style suitable for the Learner/group of learners? Is it interesting? Is it portable? Is it current? Is it user-friendly? Is it practical? Is it safe to use? Can it be used to achieve the outcome in the time available? Is it of a high standard? Is it affordable? Is it the best for the purpose? Does it add variety? Does it complement other resources? 17

7.5 Requirements for a Learning Guide The following checklist should be used to evaluate the complete learning guide to establish whether it meets the requirements for alignment. Elements Locate or write relevant unit standards. Write learning outcomes - what the learner will be able to do at the end of the learning programme. Must consist of a verb, a noun, and optionally a condition. Define the learner group / target audience by position, objectives, etc. Outline pre-requisite knowledge and skills. Draw up the knowledge/skills/attribute analysis for the learning guide. Write the broad assessment criteria: must consist of a noun, a verb and a standard. Decide on the assessment method - how will the assessment criteria be measured? Gather all your resources together. Write the Introduction - overview, context and motivation, and instructions to the learner for working through the manual or going through the course. Write the actual assessment, including detailed, clear and specific instructions to the learner about why, how, when, with what resources, who will conduct, what the marking will be, what will be done with the results, etc of the assessment. The assessment must assess against the specific learning outcomes. Write the learning guide using the knowledge / skills / attribute analysis as a template. Ensure that the learning guide is: appropriate to the target audience (language preference, level of education, content) adapted to available resources written at the appropriate Bloom level written at the appropriate Fog Index includes regular self-assessment exercises and recaps with model answers accommodates learners of different maturity levels (dependent, interdependent, independent) accommodates all styles of learning - Activist, Reflector, Theoretician, and Pragmatist well-researched and current logically sequenced and chunked Includes appropriate, illustrative, clarifying graphics and diagrams accommodates cultural and individual differences uses the principles of good writing to promote learning includes learning activities does not discriminate against any learner on the basis of gender, religion, race, etc leads to a specific learning outcome includes formative and summative assessments includes a learning guide summary applies principles of copyright includes a Cover, Title page, Contents, Acknowledgements, Glossary, Bibliography / Further reading or Learning Resources Set up a system for record keeping. X/ 18

8. Conclusion The information contained in this booklet will bring you to an understanding of what is required to align learning programmes in this new system of the NQF. Further details regarding the information contained in this booklet are available from the Fasset Call Centre or via the Fasset website. 9. Contact Details Fasset Telephone: (011) 476 8570 Call Centre: 086 101 0001 Website: www.fasset.org.za SAQA Website: www.saqa.org.za 19