TRAINYOUCAN SETA Accredited Training Network 12277

ETDP, SETA, Accredited, Training provider, durban venue hire, trainer, assessor, moderator, sdf TRAINYOUCAN SETA Accredited Training Network TRAINYOUCAN Accredited Training Network is a Private Higher Education Institution registered with the DHET (Department of Higher Education and Training) and accredited through the ETDP SETA with level 4 BEE status. TRAINYOUCAN SETA Accredited Training Network VENUE HIRE DURBAN: We are not in the hospitality industry, but we do make our venue available to the public when not in use. Plenty of parking available, on TAXI route and not far from Durban CBD area, WIFI provided with a 4MB line, 2 white boards, flip-chart (markers provided, not flip chart paper but can be purchased at the venue) and standard tea/coffee included. Halaal bakery/deli within walking distance as well as a Mosque. Situated at the back of Avonmore SPAR with a range of freshly baked products, not to mention their range of hot meals. TRAINYOUCAN SETA Accredited Training Network Our Members Forum consist of over 17800 discussions, templates, model answers and incentive course discounts for every single course offered by our network. That’s right! We have free resources and discussions on every single course offered to members who attended a course with us with life-time access and support. TRAINYOUCAN SETA Accredited Training Network In order to ensure that the overall quality of learning and assessment in South Africa is maintained at a consistently high level, the South African Qualifications Authority (SAQA) requires that all corporate learning departments be accredited by the relevant ETQA. TRAINYOUCAN SETA Accredited Training Network As part of our barest minimum standard and as can be attested by our previous and existing clients, are we fully compliant with all the requirements of the NQF act. We very clear in what we offer and do not get involved in any fraudulent or misleading advertising. TRAINYOUCAN SETA Accredited Training Network TRAINYOUCAN SETA Accredited Training Network

Adult learners

It is radically different to design training courses and material for adults than any other group. Adult learning follows certain principles listed below and adapted from: Malcolm S. Knowles, Elwood E. Holton III, & Richard A. Swanson, (2005) The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, Burlington, MA: Elsevier.

1. Adults are often concerned that participating in a group will
make them look weak, either professionally or personally.
• Design training workshops, educational exercises, and discussion sessions that help people feel safe enough to ask questions and confident that they will be respected.
• Don’t ask people to take risks too early in a workshop or course (for example, engaging in a role play exercise) unless they already know each other well.
• Provide opportunities and allow time for people to establish themselves in the group.

2. Adults bring a great deal of experience and knowledge to any learning situation.
• Show respect for participants’ experience by asking them to share ideas, opinions, and knowledge. Verbally recognise that they may be a good resource for reaching your teaching goals.
• A needs assessment can tel l you more about the individuals in the group. Or, if you already know the participants, you may realise that particular individuals can provide helpful input before, during, or after your session(s) – see point 5 below.

3. Adults are decision-makers and self-directed learners.
• Do not seek to make people obey you. Adults will do what
they need to do.
• Be the “guide on the side” rather than the “sage on the stage”.
• Listen to what they want and need and be flexible in your planning. Seek feedback from the group. Change your approach if your agenda or methods are not working.

4. Adults are motivated by information or tasks that they find meaningful.
• Conduct some type of needs assessment so that you are aware of what people want (and need) to learn, how much they already know, and the kinds of “generative themes” that might affect their attention span.
• Generative themes are concerns/issues that are most important in a person’s life.
•Generative themes may enhance or challenge a person’s ability to learn.
•They could include such things as the fear of losing a job, the health of a loved one, the desire for a promotion, the need for a change, the pending birth of a child, problems in a relationship, or new possibilities for growth and development.

5. Adults have many responsibilities and can be impatient when their time is wasted.
• Be thoughtful and kind.
• Begin and end your session on time.
• Understand who is in the audience and why they are participating.
• Learn what questions they have about the subject.
• Don’t cover material they already know unless there is a good reason for it.
• Recognise that your subject is only one of many that participants may be interested in learning more about.

The following are more specific tips and style in adult learning:

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Originally posted 2014-01-29 22:00:14. Republished by Blog Post Promoter

Who is the Assessment Quality Partner for FLC?

The QCTO approved the independent Examinations Board (IEB) as the Assessment Quality partner (AQP) for the FLC. AQPS are delegated by the QCTO to develop standardised assessment instruments for external summative assessment and to manage external assessments for qualifications or part qualifications registered by the QCTO.

Originally posted 2017-06-24 16:53:07. Republished by Blog Post Promoter

10 Tips to Boost Your Facilitation Skills

  1. Do your homework.
     – Take the time to understand the problem to be solved, the key players involved in the meeting, and the “hot buttons” around the problem statement. Talk to the boss plus one or two of the key players who are on opposite sides of the problem statement. Resist the temptation of developing your own conclusions prior to the facilitation meeting, though. If you come across as jaded you’ll lose the trust of the meeting attendees.
  2. Articulate the problem statement. – Key to any facilitation meeting is a clear, crisp articulation of the problem statement and ensuring that all meeting attendees agree with the problem statement. Write down the problem statement on a whiteboard or easel in plain sight of the attendees so you can refer back to it throughout the meeting.
  3. Encourage inclusion of all attendees. – Take particular note of those who aren’t speaking up during the meeting. Look for opportune moments to ask them specific questions about what they think about a particular comment or issue being discussed. While encouraging inclusion is important, be cautious not to “pick on” any attendees and create an environment of discomfort.
  4. Keep things moving toward addressing the problem statement. – Frequently as a facilitator you’ll find that a discussion will drift off course and will not be contributing towards addressing the problem statement. Your job as facilitator is to keep the discussion moving forward while at the same time not being so rigid that you’ll frustrate your meeting attendees. If the discussion has drifted to addressing a different problem statement or if the discussion has become destructive, bring it back on course.
  5. Establish a “parking lot”. – Many times a facilitated meeting will uncover other important issues which should be captured but are not germane to solving the stated problem statement. Capture those items in a “parking lot” to be addressed in future discussions. Ensure the parking lot is visible to all attendees and refer back to it as necessary to keep your discussion focused.
  6. Maintain a list of action items. – Frequently during facilitated discussions specific actions relative to solving the problem statement will be revealed. Be diligent about capturing those action items and ensure they are clearly visible to all meeting attendees. Ensure that the action item addresses what needs to be done, who needs to do it, and when it needs to be done. Also take the time to summarize the action items at the end of the meeting to ensure everyone agrees as to the importance, assignment, and timing of the action items.
  7. Stay objective. – As a facilitator it is super important that you are perceived as completely objective and are not viewed as being in anyone’s “camp” during a discussion. Once a facilitator is viewed as biased then the trust of the meeting attendees (particularly those who are on the opposing side of the facilitator’s bias) will quickly be lost. Once you’ve lost the trust it’s difficult to regain, so stay objective and don’t reveal your biases.
  8. Discover through questioning, not preaching. – Facilitating doesn’t mean you get on your soapbox and start espousing your vast wisdom on the topic at hand. Facilitation means you use your wisdom to help others get to a common, agreed-upon resolution to problems. The best facilitators do so by asking pointed, specific questions which are relevant to the problem statement and designed to bring new facts to light. Once the facilitator starts pontificating then the meeting becomes more about the facilitator and less about the attendees solving the problem.
  9. Keep the boss from hijacking the discussion. – I’ve seen many, many facilitated discussions where the highest ranking person in the meeting expresses his or her opinion and subsequently sets the course of the meeting to his or her agenda. Once the boss states a perspective then those afraid to challenge him or her aren’t going to speak up. Have a discussion with the boss up front to ensure that he or she doesn’t jade the meeting.
  10. Be the one in control of the discussion. – As the facilitator you need to keep the meeting moving forward and avoid being rat-holed on some off-the-beaten-path discussion. This may mean wrestling control of the discussion from an outspoken attendee or shifting the discussion topic back to the problem statement. It’s isn’t always pleasant and you’re likely to tick someone off, but that’s your job. Lose control of the discussion and you’ll lose respect of the attendees.

Facilitation is one of the most important skills you as a consultant bring to the table in helping your client solve problems collaboratively. Keep these ten tips in mind when you are about to help your client solve its next tough problem.

Originally posted 2016-07-16 15:16:07. Republished by Blog Post Promoter

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PSETA Assessors and Moderators required, KZN + GP

TRAINYOUCAN, SETA Accredited Training Network is searching for Qualified Freelance Assessors and Moderators, registered with the PSETA.

Note that we are seeking the services of individual Assessors and Moderators on a freelance basis.

Applicants must meet the following requirements:

  • Registered Assessors and Moderators with a valid ETDP SETA SOR. (Statement of Results)
  • Registered with the PSETA as either an Assessor or Moderator with scope on Qualifications: 57824 and 50060
  • Available in Durban or Gauteng area.
  • There is currently no date range for this project. (Ongoing project)

All applications must be submitted online on the link below. No manual or email submissions will be accepted.

Click here to submit your application.

Applicants can also contact our helpdesk directly on Tel. 0867227014 or Cell. 0825507946 if they require any additional information.


  • Closing date will be the 31st of August 2016 for all applicants.
  • All successful applicants will be contacted directly by TRAINYOUCAN within 24 hours to discuss possible terms of agreement.

All information submitted online will be treated as confidential and will not be used by TRAINYOUCAN in any manner unless a valid MOU (Memorandum of Understanding) was signed with the applicant.

Originally posted 2016-08-02 06:00:31. Republished by Blog Post Promoter

QCTO accreditation of assessment centres

Summative assessment A component of the assessment process and refers to the culmination of the summative process when learners are subjected to a final sitting at the end of the learning cycle for an integrated externally conducted assessment.
Verification The process managed by the relevant AQP for externally checking moderation processes and confirming or overturning moderation findings.

1. Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G the Skills Development Act of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April
2010 to establish the sub-Framework for Trades and Occupations. The QCTO is responsible for the development, maintenance and quality assurance of qualifications within its sub-
The QCTO focuses quality assurance of the provision of assessment on the final external integrated summative assessment. The external integrated summative assessment of all QCTO qualifications will be conducted in accredited assessment centres or approved assessment sites to ensure that the required facilities and processes are in place to conduct standardised assessments for determining the required occupational competence to be awarded the qualification.

2. Objectives and criteria for assessment

This policy outlines the criteria applied by the QCTO for the accreditation of assessment centres. It provides guidelines for bodies wishing to apply for accreditation as assessment centres. Accreditation describes the process followed by the QCTO to determine if a body meets the QCTO’s minimum specified criteria and has the capacity to conduct secure, reliable and objective external summative assessments.

3. Legislative and regulatory framework

In terms of the Skills Development Act, 1998 (Act 97 of 1998) the QCTO will accredit assessment centres, including trade test centres to conduct the external summative assessment for specified occupational qualifications, part qualifications or trades recorded on the NLRD but without an associated occupational qualification.
This policy and criteria is based on the QCTO Policy on Delegation of Qualification Assessment to Assessment Quality Partners (AQPs) and the Assessment Policy for Qualifications and Part Qualifications on the OQSF.

4. Audience and applicability

This policy applies to assessment centres seeking accreditation to assess occupational qualifications, part qualifications and trades recorded on the NLRD but without associated occupational qualifications. Assessment centres may include accredited trade test centres, workplaces, providers, education and training institutions (e.g. FET Colleges or Universities of Technology) or professional bodies. These bodies should have the required facilities and meet the requirements specified by the relevant AQP for the related occupational qualification or part qualification.
Bodies seeking accreditation as an assessment centre must apply to the relevant QCTO appointed AQP responsible for recommending the accreditation of assessment centres to the QCTO.

5. Responsibilities of an assessment centre

An assessment centre must:
a) assess the occupational qualification or part qualification in accordance with the standards set by the delegated AQP;
b) comply with the QCTO and AQP assessment policies and procedures;
c) conduct integrated external summative assessments in accordance with the AQP
d) adhere to standards set by the AQP in order to maintain accreditation;
e) enter into a formal agreement with the relevant AQP;
f) if also a training provider, provide an assessment area separate from the training area;
g) only allow candidates registered for assessment and assessment practitioners
conducting the assessment into the assessment area;
h) ensure that candidates are not assessed or moderated by the facilitator responsible for their training; and
i) have appropriately qualified human resources to conduct assessments as specified by the AQP.

6. Responsibilities of the AQP

6.1 The relevant AQP will recommend to the QCTO, in the form and manner required by the QCTO:
a) the accreditation of assessment centres for all occupational qualifications and
part qualifications that require the use of assessment centres for conducting external summative assessments; and
b) the de-accreditation of accredited assessment centres where required.
6.2 In respect of each occupational qualification or part qualification falling within its scope, and requiring the accreditation of an assessment centre an AQP will:
a) ensure standardisation of the external integrated summative assessment through the development of nationally standardised assessment instruments;
b) determine criteria for accreditation of assessment centres to be able to conduct the external integrated summative assessment;
c) conduct external moderation to ensure that the external integrated summative assessment is conducted in an appropriate manner; and
d) make recommendations to QCTO for the issuing of certificates.
6.3 In respect of an assessment centre accredited to assess competence against an occupational qualification or part qualification, an AQP will:
a) provide criteria, guidelines and procedures for registration for assessment;
b) provide criteria and guidelines on security processes required to curb irregularities during the assessment process;
c) provide criteria and guidelines for capturing learner achievements according to
the QCTO’s MIS requirements;
d) monitor the performance of the accredited assessment centres;

e) ensure that candidates are not assessed or moderated by the facilitator responsible for their training; and
f) report to the QCTO on the assessment centre’s performance in the form and
manner required by the QCTO.
6.4 In the event of de-accreditation of an assessment centre the AQP must arrange an alternative assessment centre for candidates already enrolled for assessment.
6.5 In terms of section 26A of the Skills Development Act, the NAMB will recommend to the QCTO the accreditation of trade test centres.
6.6 Trade test centres currently accredited by the SETAs will be deemed accredited by the NAMB for trades recorded on the NLRD for a period of 3 years from the publication date of the Trade Test Regulations during which a recommendation to be accredited by the QCTO must be submitted by NAMB.

7. Responsibilities of the QCTO

7.1. The QCTO must consider recommendations from AQPs for assessment centre accreditation.
7.2. The QCTO will evaluate and may verify the information on the AQP recommendations for the accreditation of an assessment centre.
7.3. The QCTO will make a decision as to whether to accredit the recommended assessment centre within 30 working days of receiving the recommendation.
7.4. The QCTO must notify the AQP of its decision in writing and may refer the recommendation back to the AQP for outstanding information or additional information to be provided.
7.5. If the QCTO grants accreditation of an assessment centre, it will publish it on its official website the following information –
a) the relevant details of the accredited assessment centre; and
b) the occupational qualifications the assessment centre is accredited to assess.
7.6. If accreditation is withdrawn, the QCTO must inform the AQP and assessment centre
and remove the assessment centre’s details from its official website.

8. Criteria for the accreditation of assessment centres

8.1 The QCTO will accredit an entity as an assessment centre for a specified occupational qualification or part qualification if recommended by an AQP and if that entity satisfies the criteria listed below.
The entity must:
a) be a juristic person registered or established in terms of South African law;
b) have a valid tax clearance certificate issued by the South African Revenue Service if applicable;
c) have a suitable and compliant MIS in accordance with QCTO specifications;
d) be safe, secure and accessible to candidates;
e) meet the relevant standards for occupational health and safety;
f) have the required physical resources (e.g. venue; equipment, machinery or protective clothing), specified by the AQP to assess learners’ competence regarding the occupational qualification or part qualification;
g) have appropriately qualified human resources as specified by the AQP; and
h) make provision for any other requirements specified for the relevant trade, occupational qualification or part qualification.

NOTE: Although the QCTO accredits assessment centres and sites, the accredited assessment centre or site remains responsible and accountable for ensuring the safety of the centre staff, students and visitors. The QCTO will not be liable for any loss, damage, expense, costs, delays or other liability whatsoever that the assessment centre or site may incur during its operations.

9. Duration of accreditation

9.1 The accreditation of an assessment centre to conduct assessments for the specific occupational qualification or part qualification is valid:
a) for a period of 5 years from the date the QCTO grants accreditation; or b) until de-registration of the qualification; or
c) until de-accreditation is recommended by the AQP.
9.2 Trade test centres currently accredited by the SETAs will be deemed accredited by the NAMB for trades recorded on the NLRD for a period of 3 years from the publication date of the Trade Test Regulations during which a recommendation to be accredited by the QCTO must be submitted by NAMB.

10. Applying for accreditation

10.1 An application for accreditation must be made to the relevant AQP in accordance with the criteria and guidelines of the AQP.
10.2 A centre that applies for accreditation to conduct the external integrated summative assessment for a specified occupational qualification or part qualification must provide evidence of:
a) the required physical resources (e.g. venue; equipment, machinery or protective clothing), specified by the AQP to assess learners’ competence with regard to the relevant occupational qualification or part qualification;
b) the required technical expertise (qualified personnel) to conduct the integrated external assessment for the relevant occupational qualification or part
c) compliance with the quality assurance requirements needed to conduct that particular assessment; and
d) systems to handle complaints and appeals.

11. Amendments to the scope of accreditation

11.1 An accredited assessment centre may increase its scope by applying to one or more AQPs for conducting integrated external summative assessments for additional occupational qualifications or part qualifications.
11.2 The AQP will recommend the amendment of scope to the QCTO.
11.3 The QCTO may amend the scope, if:
a) the AQP recommends the assessment centre to conduct assessment for one or more additional occupational qualifications. In such a case the generic requirements will be deemed to be met, and the extension of scope application will be restricted to the additional curriculum components; and
b) the QCTO determines that an accredited assessment centre no longer has the capacity to conduct the external summative assessments for
which it has been accredited.
11.4 In all cases of an amendment to scope, the QCTO will inform the AQP and fulfil all its responsibilities as detailed in Section 7 above.

12 Withdrawal of accreditation

12.1 The QCTO, may on reasonable grounds, withdraw on recommendation from the relevant AQP the accreditation of an assessment centre in respect of all or a specific occupational qualification or part qualification which it is accredited to assess. Reasonable grounds include, but are not limited to:
a) inability to meet the accreditation criteria;
b) assessment irregularities;
c) failure or refusal to fulfil accreditation responsibilities;
d) failure or refusal to comply with the relevant QCTO policies and procedures; and e) failure to comply with the relevant AQP requirements including but not limited to:
i) poor record keeping and reporting on assessments;
ii) poor internal moderation; and
iii) ineffective reporting to the AQP.
12.2 The assessment centre may appeal the de-accreditation recommendation to the
QCTO at a cost determined by the QCTO.
12.3 If de-accreditation is appealed, the QCTO will convene an appeals committee to consider any representations received, and will notify the AQP and assessment centre of its appeal decision in writing.

13 Irregularities

13.1 The assessment centre must address irregularities relating to the integrated external summative assessment which include, but are not limited to:
a) a candidate cheating, copying or accessing assessment instruments in advance;
b) a candidate bribing, blackmailing, threatening or harassing an assessor or others involved in the assessment process; and
c) any party that falsifies documents or evidence for access before or during an assessment.
13.2 The AQP must address irregularities relating to the integrated external summative assessment which include, but are not limited to:
a) an assessment centre staff member approved by the AQP not declaring a conflict of interest, such as, but not limited to a family or business relationship with a learner;
b) an assessment centre staff member approved by the AQP taking bribes or responding to threats, etc. in such a manner that advantages one learner over

c) an assessment centre staff member approved by the AQP demonstrating bias (e.g. in relation to race, class, gender, educational background, ethnicity or religion) that unduly influences assessment or moderation decisions; or
d) an assessment centre staff member approved by the AQP not making appropriate arrangements for learners with disabilities or language
disadvantages (unless the assessment in question is assessing the language in

14 Complaints and appeals

14.1 Complaints and appeals against irregularities under 13.1 must be referred to the relevant AQP.
14.2 Complaints and appeals and appeals against irregularities under 13.2 must be referred to the QCTO.

15 Quality assurance and monitoring of policy implementation

15.1 The delegated AQP will monitor the performance of accredited assessment centres.
15.2 The QCTO will monitor the performance of the AQP in terms of this policy.
15.2.1 The QCTO will review this Policy on Accreditation of Assessment Centres at least every three years.


QCTO Policy on qualification development facilitators


1.1 The purpose of this policy is to outline the functions of and requirements for
Qualification Development Facilitators.
1.2 This policy shall apply to those aspiring to register as Qualification Development
Facilitators (QDFs) as well as to those already registered as QDFs.


2.1 This policy formalizes the work of Qualification Development Facilitators (QDFs)
and aligns it to the overall objectives and other policies of the QCTO.
2.2 This policy aims to ensure that through the QDFs role quality qualifications are designed.


3.1 QDFs and learner QDFs must commit to honouring the principles to which the
QCTO itself is committed as listed below: (a) Innovation and excellence;
(b) Empowerment and recognition; (c) Respect and dignity;
(d) Ethics and integrity;
(e) Ownership and accountability; (f ) Authenticity;
3.2 QDFs and learner QDFs must signal this commitment by signing a Code of
Conduct, attached to as Annexure A.
3.3 The enhancement of equity is a fundamental principle of the QCTO and will be actively promoted.


4.1 The Policy on QDFs is developed and guided by the following: (a) National Qualifications Framework Act (Act 67 of 2008);
(b) Skills Development Act (Act 97 of 1998 as amended in 2008);
(c) The sub framework for Trades and Occupations, (once approved by the
Minister of Higher Education and Training);

(d) The QCTO Curriculum and Assessment Policy;
(e) The QCTO Policy on Delegation of Qualifications Design and Assessment to
DQPs and AQPs;
5.1 The Qualification Development Facilitator (QDF ) may in accordance with QCTO
(a) Facilitate the process of obtaining an agreement on the occupational qualification scope.
5.2 The Qualification Development Facilitator (QDF ) must in accordance with QCTO
(a) Facilitate the development of occupational qualifications using QCTO qualification development processes leading to the development of an occupational profile; knowledge, practical and work experience curricula and assessment specifications ;
(b) Conduct occupationally relevant research to enhance the quality of the occupational qualification developed;
(c) Capture inputs developed under (a) onto the prescribed QCTO qualifications development IT system;
(d) Deliver, in the QCTO format, the following four documents per occupational qualification to the DQP:
i. Qualification document;
ii. Curriculum document;
iii. Assessment specifications document;
iv. Process report;
(e) Train and mentor learner Qualification Development Facilitator/s on the occupational qualification development process, if assigned to by the QCTO through an SLA with the DQP.


6.1 The criteria for evaluation of applications to register as Qualification Development
Facilitator are :
(a) An applicant must have participated as a learner Qualification Development
Facilitator appointed through the SLA process;
(b) An applicant must have successfully completed QCTO’s training for
Qualification Development Facilitators;
(c) An applicant as a learner QDF must have developed all documents as stipulated under 5.2(d) and the said documents must have been accepted by QCTO as meeting the required standards;
(d) An applicant learner QDF must have a recommendation for registration from the mentor QDF.


7.1 A person applying to be registered as a Qualification Development Facilitator
must submit a completed application form (Attached hereto as Annexure B) to the
7.2 Upon receipt of all required documentation specified in the registration criteria, the QCTO will evaluate the application:
7.2.1 If approved, the applicant will proceed to registration.
7.2.2 If not approved, the QCTO must provide reasons for its decision in writing.
7.3 Where a candidate is not approved , they may:
7.3.1 re-apply once they have facilitated a further qualification development process as a learner.
7.3.2 appeal to the QCTO Appeals Committee if they believe the evaluation was not fair.


8.1 Qualification Development Facilitators approved by the QCTO must sign the QCTO Code of Conduct attached hereto as Annexure A.

8.2 The QCTO will register approved Qualification Development Facilitators onto the
QCTO database on receipt of a signed code of conduct.
8.3 Registered QDFs will be required to remain up to date with changes to the QCTO
facilitation model effected over time.


9.1 The QCTO may charge fees for :
(a) registration of qualifications development facilitators;
(b) any other fees as the QCTO, after consultation, determines.


10.1 The QCTO may terminate the registration of a Qualification Development
Facilitator (QDF) on reasonable grounds including on the grounds that a QDF: (a) has breached the Code of Conduct;
(b) has failed to adhere to QCTO quality standards despite remedial intervention.


11.1 In the event of a dispute arising out of this policy, the parties must endeavor to negotiate in good faith with a view to settling the dispute amicably.
11.2 If the negotiations fail, the dispute must be referred to the QCTO Appeals
Committee for resolution.
11.3 The QCTO Appeals Committee may determine any additional procedure needed to adjudicate the dispute in a fair manner and communicate these procedures to the parties.
11.4 The decision arrived at as a result of QCTO Appeals Committee determination is final.


12.1 The QCTO reserves the right to waive certain conditions during the transitional period to enable implementation of this policy.

Annexure A


We, the undersigned, hereby commit ourselves to abide by the QCTO’s Code of Conduct in relation to all our work. The Code of Conduct to which we agree is as follows:
1.1 promoting the objectives of the NQF
1.2 dealing fairly, professionally and equitably with stakeholders whilst accelerating the redress of past unfair discrimination.
1.3 consulting with all relevant stakeholders that have an interest in the development and assessment of occupational qualifications and sharing of best practice.
1.4 executing our responsibilities and accountabilities timeously and with due regard to the accountability to our constituents that we are committed to serve.
1.5 seeking at all times to create a positive environment for the development and assessment process and respect the historical diversity of learners’ cultural, linguistic and educational backgrounds.
1.6 declaring conflict of interest that infringe on the execution of our delegated responsibilities.
1.7 recusing ourselves from any decision-making process which may result in improper personal gain that will impact negatively on the values cherished by the QCTO.
1.8 recognising the public’s rights of access to information, excluding information that is specifically protected by the law.
1.9 acting in a manner that will respect, promote and protect the goodwill and reputation of occupational qualification family.

What is the external summative assessment QCTO

What is the external summative assessment QCTO

The purpose of the external summative assessment is to check whether learners have the required foundational skills and knowledge in each

learning area in order to engage effectively in formal occupational training. the external summative assessment is a proficiency  assessment that tests whether or not the learner has acquired the necessary skills of what is being assessed.

Each learning  area is assessed separately. Each assessment is 2.5 hours long and consists of 60 multiple-choice questions. Assessments are machine scored. Assessments are conducted at iEB assessment centres.

Exemplar assessment papers for both subject areas are available for download on the iEB website. Many candidates are not familiar with multiple choice testing, thus it is advisable that Skills Development providers familiarise their learners with the assessment method.

Learners will be enrolled for external summative assessment with the iEB by providers. the iEB will issue a statement of results to FLC Skills Development providers. the iEB will upload learner results to the QCto. Learners need to be found competent in both learning  areas in order to achieve the part qualification. Competence is achieved if a learner gets 50% or above in each learning area. Fees are published on the iEB website.

The Foundational Communication programme must include speaking and listening activities. Speaking and listening is assessed internally and must meet the requirements for internal programme-based assessment. Extended writing is not currently assessed in the external summative assessment. in future, extended writing will be assessed in the following ways: report writing, summarising, evaluating and substantiation of a particular position.

The external assessment for Foundational Communication focuses on reading with comprehension and processing information in different ways as the minimum requirements for engaging in further learning. it targets the reading of a variety of texts (including diagrams, graphical representations), understanding what is being said and then using the information provided in decision-making.

The Foundational Mathematical Literacy assesses the use of numbers to describe and make sense of real life situations. it assesses reading, interpretation and use of different numbering conventions in different contexts and identifies the ways in which different conventions work.

What is Foundational Mathematical Literacy FML

What is Foundational Mathematical Literacy (FML)?

The Foundational Mathematical Literacy is the minimum, generic mathematical literacy that will provide learners with an adequate foundation to cope with the mathematical demands of occupational training and to engage meaningfully in real life situations involving mathematics.

Foundational Mathematical Literacy will provide the foundation for further development of an individual in mathematical literacy contexts and mathematical concepts that may be specific to an occupation or trade.

Learners who have met all the requirements of Foundational Mathematical Literacy are able to solve problems in real contexts by responding to information about mathematical ideas that are presented in a variety of ways. they will be able to solve problems by defining the problem,  analysing and making sense of the information provided, planning how to solve the problem, executing their plan, interpreting and evaluating the results, and justifying the method and solution.

in solving problems, individuals will apply skills such as identifying or locating relevant information, ordering, sorting, comparing, counting, estimating, computing, measuring, modelling, interpreting and communicating. Using their mathematical literacy and understanding of numbers, they will make sense of the workplace and the world in which they live.

Foundational Mathematical Literacy consists of:

  • Number and quantity
  • Finance
  • Data and chance
  • Measurement
  • Space and shape
  • patterns and relationships

The curricula describe the learning outcomes, the scope and contexts in which these can be learned or practiced, as well as activity guidelines and illustrative exemplars for different skills and tasks. the curriculum documents do not represent actual learning programmes – teachers of the FLC will need to contextualise the learning in relation to the occupational sector or trade of specific learners.

The Foundational Mathematical Literacy carries 20 credits.

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