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WHAT IS REQUIRED TO SUBMIT A PROGRAMME FOR APPROVAL THROUGH THE SETA

What you need to submit a Learning Programme for approval through the SETA.

The following steps are followed in order to submit a learning programme (unit standards) for approval through the ETQA (SETA).

Note: We make reference to the ETQA (Education Training Quality Authority) and not the SETA. The reason for this is because the ETQA Department/Manager within the SETA will review your programme and issue approval. (SETA has different departments who are responsible for different task. The ETQA manager will ultimately approve your programme.)

STEP 1: SETA APPLICATION

 Download the SETA application forms from their website, or contact their ETQA Manager and request the documents.

These documents may include:

-Application document that must be submitted with the programme in order to be processed.

-Include personal and Training Provider contact detail.

-Flow process, summary and matrix copy.

-Checklist that must be completed by the application to ensure all the documentation is correct and in order.

-Administration process (flow processes from printing to uploading)

-OPTIONAL: QMS Policy

 

STEP 2: LIST OF ASSESSORS AND MODERATORS

List of the Assessors and Moderators must be attached.

 

-Must have at least one (1) qualified assessors that is (2) registered with the specific SETA and (3) have a valid letter from the SETA that allows the Assessors to assess in this unit standard.

-Must have at least one (1) qualified moderator that is (2) registered with the specific SETA and (3) have a valid letter form the SETA that allows the Moderators to moderate in this unit standard.

-The Assessors and the Moderator cannot be the same person.

 

STEP 3: IF PURCHASED FROM SOMEONE:

This is “optional” for those individuals who purchased the programme from a third party or developer directory. (Did not develop their own material.)

 

The following information will be required additional with your submission:

-Copy of the purchase agreement that highlight the printing and usage rights.

-Internal moderators report to confirm you have the scope and resources to deliver this programme.

-If this material was previously approved for another training provider, copy/full details of this must also be supplied.

 

STEP 4 : MATRIX AND DELIVERY STRATEGY

Full matrix that include at least the following fields.

Summary:

  1. Unit Standard Number
  2. Unit Standard Description
  3. Purpose of the Unit Standard
  4. Credits with a breakdown of the Notional Hours.
  5. NQF level
  6. Entry Level requirements.
  7. How the CCFO’s was covered and where it is covered in the learning programme.

Detailed:

  1. Unit Standard Number
  2. Specific Outcomes + Numbered
  3. Assessment Criteria + Numbered
  4. Range Statements + Numbered
  5. CCFO + Numbered
  6. Learning Outcomes + Numbered
  7. Theory Notional Hours
  8. Practical Notional Hours
  9. Timeline in classroom
  10. Formative Activity methods
  11. Reference to Formative Activity numbers
  12. Summative Activity methods
  13. Reference to Summative Activity numbers.
  14. Resources, equipment required.
  15. Facilitation method (delivery strategy)

 

STEP 5 : FACILITATORS GUIDE

Detailed facilitator guide that include the following:

-Background of the learning programme.

-Who should attend/minimum entry level requirements.

-Strengths and weaknesses for implementing the programme.

-How feedback will be provided from the learner and from the Facilitator to the Training Provider.

-Sequence/process flow.

-Quality Assurance procedures/legal requirements/safety requirements.

-Time-frames.

-Methods and activity instructions.

-Resources required.

-Formative and Summative instructions.

 

STEP 6 : LEARNER GUIDE

Detailed learner guide that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hour’s breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

-Learning outcomes.

-Assessment Criteria + learning content.

-Learner feedback.

 

STEP 7 : WORKBOOK

Learner workbook that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Appeals policy

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hours breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner registration/CV/ID copy

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

 

STEP 8 : ASSESSMENT GUIDE

Reference to unit standard 115755

The complete Assessment guide that consist out of the following sections:

  1. Plan for Assessment.
  2. Preparation of the learner.
  3. Conduct Assessment.
  4. Judgement of the Assessment.
  5. Feedback to the learner.
  6. Review of the Assessment process.

 

STEP 9 : ASSESSMENT MEMO

–Create a separate document calling it the Assessment Memo Cover Page that makes reference to your Unit Standard details, and maybe give it a “confidential” watermark, footnote or disclaimer of some sort.

–Include model answers for each activity/assessment activity in this guide – we’re not recommending any particular format. You may also want to include the following, depending on the topic or structure of your activities:

*Support material and/or references that were provided to the learner – which he/she can use as resources (we mean

resources and references that were given to the learner during the induction or facilitation).

*Observations sheets – these should be in the Assessment Guide already if used previously

*Checklists – to check if the learner’s response is complete or that all required activities were handed in.

*Possible or required sources of evidence – or of course your model answers, or guidelines on how learners were asked or could answer the question.

*Expected quality of evidence – maybe include the amount of pages, size of response, number of words, how many points will be allocated to this activity and so forth.

 

STEP 10 : MENTOR GUIDE

Depending on the type of programme, NQF level and the target group of learner, may the SETA also request a mentoring guide.

Mentor guide is similar to the Facilitator guide, but intended for the supervisor or manager in the workplace to guide them on the instructions and type of exposure the learners should get.

The mentor guide will also be a summary of all the guidelines and instructions given to the learner during the contact sessions for all the summative assessment instructions.

-What the leaner is busy with?

-Instructions provided to the learner during the delivery?

-What the learner should do?

-Period and level of experience required?

-What end-result is expected on completion?

 

STEP 11 : LOGBOOK

The credit calculation of the unit standard is based on a formula (multiple by x 10) that = to the total number of Notional Hours that must be achieved at the end of the learning programme.

Notional Hours consist out of (a) Theory and (b) Practical = Notional Hours.

In order to achieve the “practical” hours, the learner needs to demonstrate how he achieved this, (mostly in the workplace) by means of evidence. (Logbook).

Logbook can be in any form that can provide evidence that the learner (a) had the opportunity to practice the tasks in the workplace and (b) ensure that the minimum notional hours was completed.

WHAT IS REQUIRED TO SUBMIT A PROGRAMME FOR APPROVAL THROUGH THE SETA

What you need to submit a Learning Programme for approval through the SETA.

The following steps are followed in order to submit a learning programme (unit standards) for approval through the ETQA (SETA).

Note: We make reference to the ETQA (Education Training Quality Authority) and not the SETA. The reason for this is because the ETQA Department/Manager within the SETA will review your programme and issue approval. (SETA has different departments who are responsible for different task. The ETQA manager will ultimately approve your programme.)

STEP 1: SETA APPLICATION

 Download the SETA application forms from their website, or contact their ETQA Manager and request the documents.

These documents may include:

-Application document that must be submitted with the programme in order to be processed.

-Include personal and Training Provider contact detail.

-Flow process, summary and matrix copy.

-Checklist that must be completed by the application to ensure all the documentation is correct and in order.

-Administration process (flow processes from printing to uploading)

-OPTIONAL: QMS Policy

 

STEP 2: LIST OF ASSESSORS AND MODERATORS

List of the Assessors and Moderators must be attached.

 

-Must have at least one (1) qualified assessors that is (2) registered with the specific SETA and (3) have a valid letter from the SETA that allows the Assessors to assess in this unit standard.

-Must have at least one (1) qualified moderator that is (2) registered with the specific SETA and (3) have a valid letter form the SETA that allows the Moderators to moderate in this unit standard.

-The Assessors and the Moderator cannot be the same person.

 

STEP 3: IF PURCHASED FROM SOMEONE:

This is “optional” for those individuals who purchased the programme from a third party or developer directory. (Did not develop their own material.)

 

The following information will be required additional with your submission:

-Copy of the purchase agreement that highlight the printing and usage rights.

-Internal moderators report to confirm you have the scope and resources to deliver this programme.

-If this material was previously approved for another training provider, copy/full details of this must also be supplied.

 

STEP 4 : MATRIX AND DELIVERY STRATEGY

Full matrix that include at least the following fields.

Summary:

  1. Unit Standard Number
  2. Unit Standard Description
  3. Purpose of the Unit Standard
  4. Credits with a breakdown of the Notional Hours.
  5. NQF level
  6. Entry Level requirements.
  7. How the CCFO’s was covered and where it is covered in the learning programme.

Detailed:

  1. Unit Standard Number
  2. Specific Outcomes + Numbered
  3. Assessment Criteria + Numbered
  4. Range Statements + Numbered
  5. CCFO + Numbered
  6. Learning Outcomes + Numbered
  7. Theory Notional Hours
  8. Practical Notional Hours
  9. Timeline in classroom
  10. Formative Activity methods
  11. Reference to Formative Activity numbers
  12. Summative Activity methods
  13. Reference to Summative Activity numbers.
  14. Resources, equipment required.
  15. Facilitation method (delivery strategy)

 

STEP 5 : FACILITATORS GUIDE

Detailed facilitator guide that include the following:

-Background of the learning programme.

-Who should attend/minimum entry level requirements.

-Strengths and weaknesses for implementing the programme.

-How feedback will be provided from the learner and from the Facilitator to the Training Provider.

-Sequence/process flow.

-Quality Assurance procedures/legal requirements/safety requirements.

-Time-frames.

-Methods and activity instructions.

-Resources required.

-Formative and Summative instructions.

 

STEP 6 : LEARNER GUIDE

Detailed learner guide that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hour’s breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

-Learning outcomes.

-Assessment Criteria + learning content.

-Learner feedback.

 

STEP 7 : WORKBOOK

Learner workbook that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Appeals policy

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hours breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner registration/CV/ID copy

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

 

STEP 8 : ASSESSMENT GUIDE

Reference to unit standard 115755

The complete Assessment guide that consist out of the following sections:

  1. Plan for Assessment.
  2. Preparation of the learner.
  3. Conduct Assessment.
  4. Judgement of the Assessment.
  5. Feedback to the learner.
  6. Review of the Assessment process.

 

STEP 9 : ASSESSMENT MEMO

–Create a separate document calling it the Assessment Memo Cover Page that makes reference to your Unit Standard details, and maybe give it a “confidential” watermark, footnote or disclaimer of some sort.

–Include model answers for each activity/assessment activity in this guide – we’re not recommending any particular format. You may also want to include the following, depending on the topic or structure of your activities:

*Support material and/or references that were provided to the learner – which he/she can use as resources (we mean

resources and references that were given to the learner during the induction or facilitation).

*Observations sheets – these should be in the Assessment Guide already if used previously

*Checklists – to check if the learner’s response is complete or that all required activities were handed in.

*Possible or required sources of evidence – or of course your model answers, or guidelines on how learners were asked or could answer the question.

*Expected quality of evidence – maybe include the amount of pages, size of response, number of words, how many points will be allocated to this activity and so forth.

 

STEP 10 : MENTOR GUIDE

Depending on the type of programme, NQF level and the target group of learner, may the SETA also request a mentoring guide.

Mentor guide is similar to the Facilitator guide, but intended for the supervisor or manager in the workplace to guide them on the instructions and type of exposure the learners should get.

The mentor guide will also be a summary of all the guidelines and instructions given to the learner during the contact sessions for all the summative assessment instructions.

-What the leaner is busy with?

-Instructions provided to the learner during the delivery?

-What the learner should do?

-Period and level of experience required?

-What end-result is expected on completion?

 

STEP 11 : LOGBOOK

The credit calculation of the unit standard is based on a formula (multiple by x 10) that = to the total number of Notional Hours that must be achieved at the end of the learning programme.

Notional Hours consist out of (a) Theory and (b) Practical = Notional Hours.

In order to achieve the “practical” hours, the learner needs to demonstrate how he achieved this, (mostly in the workplace) by means of evidence. (Logbook).

Logbook can be in any form that can provide evidence that the learner (a) had the opportunity to practice the tasks in the workplace and (b) ensure that the minimum notional hours was completed.

How to organize effective community meetings

Community meetings are an intrinsic and essential part of modern day community living. Organizing of such community meets ups in an organized and structured manner can allow members of the society to have an interactive session rather than a dull customary meeting or an erratic /disorderly discusssions and decision Here are some recommended tips that one can use in order to organize effective community/Committee meetings in one’s apartment or housing society that goes a long way in creating a platform for extensive thought exchange leading the improvement of the whole housing community.When you have formed special committees allow the committee to come out with their ideas and never hurry them.

Have a Preset Agenda: Having a preset or pre-planned agenda is recommended before scheduling any community meeting. The preset agenda can be put up on the society notice board or sent as dedicated email to the various community members. Having such a preset agenda allows members to think and reflect on the points and come prepared with their thoughts and ideas leading to a positive idea exchange. If the point of discussion is introduced in the meeting itself, chances are that not many people would hit upon unique and innovative solutions or ideas to tackle the problem at hand.

Don’t Mix Business with Pleasure: A cardinal sin committed by a lot of community meet ups is to mix serious discussions at social events. A dedicated society meeting not only brings a sense of professionalism, but also allows members to be prepared with the agenda under discussion allowing free flow of thoughts and ideas.

Have a Time Bound Discussion: In this day and age of fast paced life, long meetings can deter society members to actively attend and participate in the discussions. Having a time bound session pre decided considering the points of discussions not only make the meetings short, but also deters members from time wasting by exploring formal welcome address and long lectures.

Focus on the Main Agenda: One of the common mistakes overlooked by most organizing members is to digress from the main agenda. While a social interactive session can help build bonds between new society members and the management team, it is imperative to focus on the main agenda. The longer the meeting is dragged; chances are that members might not be interested in interactive discussions after a certain point..

Have an Interactive Session: It is the imperative of the members of the organizing committee to make all community meetings as interactive as possible . Unless there is a two way exchange of ideas and thoughts, community meetings may end up as a lecture with announcements and rules.

Create Awareness for Social Responsibilities: The role of a successful organizing community committee does not end with the meeting. Creating awareness on the agenda and the solutions discussed with all members of the housing society goes a long way in embedding the thoughts especially with the children and the elderly. Discussing informally with members of the housing society helps in creating awareness and allows all members to be a part of the overall social responsibility

Running Effective Meetings: Preparation for Meetings

No matter how informal the meeting, preparation in advance can improve the effectiveness of the meeting itself. When planning a meeting, visualize in advance how the meeting will unfold: who will stand where, how long the presentations will last, how the meeting will be organized.

Homework
When sending materials in advance of the meeting, be clear what home work you are asking attendees to do. For example, if you send a document for review, ask for comments on specific aspects of the document – different reviewers are asked to comment on substance, design, and editorial issues. If you’ve been asked to prepare for a meeting, allow plenty of time to finish the work before the meeting starts. If you haven’t been asked to prepare, double-check with the organizer to be sure nothing is expected of you in advance. Occasionally it is necessary to ask someone to speak on a topic for which they have not been asked to prepare. Courtesy dictates that you inform the others in attendance that the person is speaking off the cuff.

Even if you expect guests to prepare for the meeting, bring enough copies of the agenda and of the handouts for everyone who attends, along with notes from the previous meeting if applicable.

Arrangements
Choose a meeting location that suits the occasion – right size, convenient location, appropriate technological capabilities, proper ventilation, space to hang coats, etc. Then, make sure the room is outfitted with the appropriate amenities and equipment to make the guests comfortable and the meeting effective.

Tables and Chairs
There should be enough room for everyone to sit down and spread out at the conference table. It is a show of courtesy and respect not to make guests bring their own chairs to a meeting. For a large meeting or conference, it may be necessary to arrange with facilities professionals to provide sufficient chairs. Investigate lead times for such services as soon as you know you will be organizing a meeting.

Atmosphere
If the room is cool at the beginning of the meeting, it will warm up to a comfortable temperature as the meeting unfolds. Check lighting, including dimmer switches. Practice dimming the lights and covering the windows for audiovisual presentations. For a larger meeting, be sure the speaker is well lit and visible from the back of the room.

Accommodations
Make sure all guests are fully able to participate: the room is accessible by wheelchair, interpreters are present, and other disabilities are accommodated.

Sound
Test all microphones and amplification equipment before guests arrive. Stand in various parts of the room to be sure the sound is neither echoed nor muffled. Check battery levels on cordless equipment.

Supplies
Arrange for flipcharts and markers, notebooks, pens, sticky notes, pencils, nametags, podiums, projection screens, video equipment, and other materials required by the speakers. If the meeting is off site, it may be worth bringing your own meeting supplies if you are unsure about the venue.

Note Taking
One person should be responsible for keeping an official record of the meeting. Designate that person in advance. Formal meetings may call for an audiotape record. Use video sparingly, for example at conferences and shareholders’ meetings. Video makes the tenor of the meeting more formal and may discourage participation.

Refreshments
If guests are coming in from outside the organization, refreshments are in order. Order bottled water and a variety of other drinks and food that is easy to eat without spilling or leaving crumbs. Decide in advance what restaurant will supply lunch to avoid unnecessary discussions, and take into account your guests’ dietary restrictions when reviewing menus. Regular work meetings may not call for food and beverages.

Breaks
Give attendees a rest approximately every 90 minutes. Some meetings may need only 5- to 10-minute breaks. If refreshments are served, a 15-minute break is typically needed. As the meeting breaks, say specifically what time the meeting will resume to ensure that everyone returns promptly.

Interruptions
If the room has a telephone, make sure it is set to “Do Not Disturb.” If necessary, post a sign on the door saying a meeting is in session. Let support staff know what types of interruptions are permitted

WHAT IS REQUIRED TO SUBMIT A PROGRAMME FOR APPROVAL THROUGH THE SETA

What you need to submit a Learning Programme for approval through the SETA.

The following steps are followed in order to submit a learning programme (unit standards) for approval through the ETQA (SETA).

Note: We make reference to the ETQA (Education Training Quality Authority) and not the SETA. The reason for this is because the ETQA Department/Manager within the SETA will review your programme and issue approval. (SETA has different departments who are responsible for different task. The ETQA manager will ultimately approve your programme.)

STEP 1: SETA APPLICATION

 Download the SETA application forms from their website, or contact their ETQA Manager and request the documents.

These documents may include:

-Application document that must be submitted with the programme in order to be processed.

-Include personal and Training Provider contact detail.

-Flow process, summary and matrix copy.

-Checklist that must be completed by the application to ensure all the documentation is correct and in order.

-Administration process (flow processes from printing to uploading)

-OPTIONAL: QMS Policy

 

STEP 2: LIST OF ASSESSORS AND MODERATORS

List of the Assessors and Moderators must be attached.

 

-Must have at least one (1) qualified assessors that is (2) registered with the specific SETA and (3) have a valid letter from the SETA that allows the Assessors to assess in this unit standard.

-Must have at least one (1) qualified moderator that is (2) registered with the specific SETA and (3) have a valid letter form the SETA that allows the Moderators to moderate in this unit standard.

-The Assessors and the Moderator cannot be the same person.

 

STEP 3: IF PURCHASED FROM SOMEONE:

This is “optional” for those individuals who purchased the programme from a third party or developer directory. (Did not develop their own material.)

 

The following information will be required additional with your submission:

-Copy of the purchase agreement that highlight the printing and usage rights.

-Internal moderators report to confirm you have the scope and resources to deliver this programme.

-If this material was previously approved for another training provider, copy/full details of this must also be supplied.

 

STEP 4 : MATRIX AND DELIVERY STRATEGY

Full matrix that include at least the following fields.

Summary:

  1. Unit Standard Number
  2. Unit Standard Description
  3. Purpose of the Unit Standard
  4. Credits with a breakdown of the Notional Hours.
  5. NQF level
  6. Entry Level requirements.
  7. How the CCFO’s was covered and where it is covered in the learning programme.

Detailed:

  1. Unit Standard Number
  2. Specific Outcomes + Numbered
  3. Assessment Criteria + Numbered
  4. Range Statements + Numbered
  5. CCFO + Numbered
  6. Learning Outcomes + Numbered
  7. Theory Notional Hours
  8. Practical Notional Hours
  9. Timeline in classroom
  10. Formative Activity methods
  11. Reference to Formative Activity numbers
  12. Summative Activity methods
  13. Reference to Summative Activity numbers.
  14. Resources, equipment required.
  15. Facilitation method (delivery strategy)

 

STEP 5 : FACILITATORS GUIDE

Detailed facilitator guide that include the following:

-Background of the learning programme.

-Who should attend/minimum entry level requirements.

-Strengths and weaknesses for implementing the programme.

-How feedback will be provided from the learner and from the Facilitator to the Training Provider.

-Sequence/process flow.

-Quality Assurance procedures/legal requirements/safety requirements.

-Time-frames.

-Methods and activity instructions.

-Resources required.

-Formative and Summative instructions.

 

STEP 6 : LEARNER GUIDE

Detailed learner guide that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hour’s breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

-Learning outcomes.

-Assessment Criteria + learning content.

-Learner feedback.

 

STEP 7 : WORKBOOK

Learner workbook that include the following:

-Unit Standard/Programme detail.

-Induction/background

-Appeals policy

-Purpose of the programme

-Range Statement

-Learner entry level requirements

-Learners with special needs

-Training methods that will be used.

-Tools and resources required for this programme.

-Credit and notional hours breakdown.

-Learner support.

-Assessment strategies.

-Formative and Summative activities.

-Navigation through the learner guide.

-Learner registration/CV/ID copy

-Learner rights and responsibilities

-Learner agreement

-Learning map/process flow

-Copy of the unit standard.

 

STEP 8 : ASSESSMENT GUIDE

Reference to unit standard 115755

The complete Assessment guide that consist out of the following sections:

  1. Plan for Assessment.
  2. Preparation of the learner.
  3. Conduct Assessment.
  4. Judgement of the Assessment.
  5. Feedback to the learner.
  6. Review of the Assessment process.

 

STEP 9 : ASSESSMENT MEMO

–Create a separate document calling it the Assessment Memo Cover Page that makes reference to your Unit Standard details, and maybe give it a “confidential” watermark, footnote or disclaimer of some sort.

–Include model answers for each activity/assessment activity in this guide – we’re not recommending any particular format. You may also want to include the following, depending on the topic or structure of your activities:

*Support material and/or references that were provided to the learner – which he/she can use as resources (we mean

resources and references that were given to the learner during the induction or facilitation).

*Observations sheets – these should be in the Assessment Guide already if used previously

*Checklists – to check if the learner’s response is complete or that all required activities were handed in.

*Possible or required sources of evidence – or of course your model answers, or guidelines on how learners were asked or could answer the question.

*Expected quality of evidence – maybe include the amount of pages, size of response, number of words, how many points will be allocated to this activity and so forth.

 

STEP 10 : MENTOR GUIDE

Depending on the type of programme, NQF level and the target group of learner, may the SETA also request a mentoring guide.

Mentor guide is similar to the Facilitator guide, but intended for the supervisor or manager in the workplace to guide them on the instructions and type of exposure the learners should get.

The mentor guide will also be a summary of all the guidelines and instructions given to the learner during the contact sessions for all the summative assessment instructions.

-What the leaner is busy with?

-Instructions provided to the learner during the delivery?

-What the learner should do?

-Period and level of experience required?

-What end-result is expected on completion?

 

STEP 11 : LOGBOOK

The credit calculation of the unit standard is based on a formula (multiple by x 10) that = to the total number of Notional Hours that must be achieved at the end of the learning programme.

Notional Hours consist out of (a) Theory and (b) Practical = Notional Hours.

In order to achieve the “practical” hours, the learner needs to demonstrate how he achieved this, (mostly in the workplace) by means of evidence. (Logbook).

Logbook can be in any form that can provide evidence that the learner (a) had the opportunity to practice the tasks in the workplace and (b) ensure that the minimum notional hours was completed.