LGSETA PRIMARY FOCUS OF THE WITHIN AND ......12. ETDP PRACTITIONERS Facilitators, Assessors and Moderators demonstrate the ability to train, assess and moderate against qualification/unit

LGSETA Accreditation/Programme Approval Application Form 06.08.08 v.2

ACCREDITATION/PROGRAMME APPROVAL APPLICATION FORM

FOR PROVIDERS FALLING WITHIN AND OUTSIDE THE PRIMARY FOCUS OF THE

LGSETA


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ACCREDITATION/PROGRAMME APPROVAL APPLICATION FORM

** = Minimum requirements for Provisional Accreditation

1. PROVIDER DETAILS

Please mark with an X where appropriate

NAME OF PROVIDER

TYPE OF PROVIDER Private Public Workplace Other

TYPE OF APPLICATION

Accreditation Programme Approval

PRIMARY FOCUS ETQA (e.g. LGSETA, ETDPSETA)

PROVIDER ACCREDITATION STATUS (if applicable)

Full

Provisional

PROVIDER ACCREDITATION NUMBER (if applicable)

PROVIDER ACCREDITATION PERIOD (if applicable)

Start Date End Date

PROVINCE GP KZN FS L WC EC NC MP NW

CITY

TOWN

SUBURB

CODE

BUSINESS PREMISES (Proof to be attached)

Owned Leased Other

Location of Business Premises

Residential Area Industrial Other

Physical Address

Postal Address

Telephone

Fax Number

Cell Phone Number

E-mail Address

Contact Person

Position in


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Organisation

TRAINING PREMISES (Proof to be attached)

Owned Leased Other

Physical Address

Postal Address

Location of Training Premises

Residential Area Industrial Other

Telephone

Fax Number

Cell Phone Number

E-mail Address

Contact Person

2. LEGAL AND FINANCIAL STATUS


LEGAL REGISTRATION NAME OF PROVIDER (Proof to be attached)

TRADING NAME OF PROVIDER (If applicable,

proof to be attached)

REGISTRATION NUMBER OF ORGANISATION (Proof to be attached)

PERIOD IN CURRENT BUSINESS

NATURE OF PROVIDER Private Company (Pty)

Ltd

Closed Corporation

(cc)

Government/Public Entity

Sole Proprietor

Other

INCOME TAX REGISTRATION NUMBER (Proof to be attached)

Tax clearance certificate (Proof to be attached)

Tax Exemption Certificate (If applicable, proof to be attached)

Financial Status: Established Provider (Proof to be attached)

Audited Financial

Statements

Balance Sheet Projected Cash Flow


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Financial Status: Emerging Providers (Proof to be attached)

Financial Statements

Balance Sheet Projected Cash Flow

Proof of Solvency Letter Other

Occupational Health and Safety (OHS) Compliance (Proof to be attached)

Certificate Report Letter

3. HUMAN RESOURCES


Organisational Profile reflecting all positions and the names of employees (temporary/permanent) (Copy to be attached)

Company Profile Organogram

Number of permanent employees (If applicable)

Management Personnel

Administrative Personnel

Support Personnel

Other

Pro-forma contract for permanent employees (Copy to be attached if applicable)



Support Personnel

Other

Number of contract and/or temporary employees (Copy to be attached if applicable)



Support Personnel

Other

Pro-forma contract for contract/temporary employees (Copy to be

attached if applicable)



Support Personnel

Other

COMPLIANCE AND EVIDENCE REQUIREMENTS

NB. Providers are urged to please refer to the following documents to ensure absolute adherence to the compliance requirements and submission of the required information and documents:

1. Accreditation Criteria for Constituent Providers Falling within the Primary Focus of the LGSETA.

2. Programme Approval Criteria for Providers Falling within and outside the Primary Focus of the LGSETA.


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4. **QUALITY MANAGEMENT SYSTEM

Vision Mission Values Strategic Objectives Core Business Functions and Processes Business Plan Quality Management Policy Statement Quality Management Review Mechanisms Quality Management Representative(s)

5. **ORGANISATIONAL POLICIES AND PROCEDURES

(Emerging Providers should at least provide policy and procedure statements, and process flows)

**Human Resource Management Policy and Procedures **Financial Management Policy and Procedures **Administration Policy and Procedures Occupational Health and Safety Policy and Procedures Marketing, Communication & Customer Service Policy and Procedures

6. LEARNING DEVELOPMENT AND DELIVERY POLICES AND PROCEDURES

(Emerging Providers should at least provide policy and procedure statements, and process flows)

**Learning Programme Design and Development Policy and Procedures **Assessment Policy and Procedures **Moderation Policy and Procedures **Learner Appeals Policy and Procedures **Learner Support Policy and Procedures Recognition of Prior Learning Policy and Procedures Certification Policy and Procedures

7. **LEARNING PROGRAMME EVALUATION **LEARNING PROGRAMME ALIGNMENT TO QUALIFICATION(S) AND/OR UNIT STANDARD(S)

**Title of Learning Programme Evaluated **Outline Outcomes of Training **Purpose and Focus Area of the Programme against the Purpose of the Qualification and/or Unit

Standards **Alignment of Learning Programme to the Qualification(s) and/or Unit Standards **Alignment of Learning Programme to Critical Cross Field Outcomes and Exit Level Outcomes Alignment of Learning Programme Outcomes to the Unit Standard(s) Specific Outcomes,

Assessment Criteria


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8. **LEARNER ENTRY, GUIDANCE AND SUPPORT

**Identified Target Group **Learner Admission and Entry Requirements Learner Registration Process **Fee Structure Communication Channels Programme Orientation/Induction Process Career Orientation/Guidance **Pre-assessment of Learners **Identification and Provision of Support to Learners with Special Needs (e.g. learning and

physical disabilities, etc.) **Remedial Intervention (e.g. re-assessments, re-training, etc.) Provision of Counselling Services Learner Satisfaction Survey

9. **MANAGEMENT OF EXPERIENTIAL LEARNING

(Compulsory for workplace providers)

Induction of learners towards on the job learning Support of Learners during Practical Learning Structure of on the job Experiential learning Liaison between Theoretical and Practical learning sites Provision and management of logbook/PoE system Provision and process of Coaching and Mentoring on the job Structure and process of Work place assessments and moderations Management of Work place assessments and moderations Availability of trained work place Coaches and Mentors

10. **LEARNING PROGRAMME DESIGN AND DEVELOPMENT

Needs Analysis for the Learning programme **Learning Programme developed in-house or outsourced (request agreement if outsourced) **Methodology for the Design and Development of Learning Programme **Learning programme implementation strategy and plan Learning Programme design approach (e.g. Modules, Units, Sections, Chapters, etc.) Learning Programme Outcomes achieved through Modules, Units, Sections, Chapters **Sequence of learning delivery and duration **Integration of theory and practice in the Learning Programme **Methodology and approach in the Design and Development of Learning Material Process in the Design and Development of Materials **Link of Learning Outcomes in the Learning Material to the Learning Programme Outcomes **Learning delivery methods used to achieve the outcomes (esp. should link to the facilitator and

learner guides) Validity of Content and Information of the Learning Material **Relevance and Accuracy of Content in the learning Material (e.g. activities, exercises, etc)


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**Demonstration of integration of theory and practice in the Learning Material (e.g. use of case studies, practical assignments)

**Learning material developed in-house or outsourced (request agreement if outsourced) Use of language and value diversity in the learning material to promote learning List of Training Resources to be used in the delivery of the Learning Programme **Review mechanisms for the learning programme and material **Availability and link of Facilitator and Learner Guides to the learning programme and material

outcomes **Provision and process to develop and manage the logbook/PoE system available

11. **ASSESSMENT AND MODERATION

**Learning Programme captures the principles of assessment and moderation **Assessment and moderation methodology and strategy clearly outlined **Assessment and moderation instruments, tools and methods developed to relate to unit

standards’ assessment criteria and linked to the learning programme **Assessment and moderation implementation process and plan clearly outlined **Process of conducting and monitoring assessments and moderations clearly outlined **Process for Learner Preparation and Support for assessments (incl. Learner readiness,

planning, preparation, etc.) clearly outlined **Assessment and Moderation reports compiled **Planning, Preparation and Support for moderations (incl. Learner readiness, planning,

preparation) specified **Assessment records and scoring procedures outlined and kept **Liaison with External Moderator on the verification of moderated assessments specified **Assessment guides available and linked to the assessment criteria of the unit standards,

learning programme and material **Feedback provided to learners on assessments **Appeals process for assessments clearly outlined

12. **ETDP PRACTITIONERS

**Facilitators, Assessors and Moderators demonstrate the ability to train, assess and moderate against qualification/unit standards

**CVs, qualifications and employment contracts of administrative personnel relevant to the programme available

**CVs, qualifications and employment contracts of Facilitators relevant to the programme available

Facilitator Code of Conduct developed Facilitator/Learner ratio(s) specified **ETDPSETA Endorsement, LGSETA Registration, CVs, qualifications and employment contracts

of Assessors relevant to the programme available Assessor Code of Conduct developed Assessor/Learner ratio(s) clearly specified **ETDPSETA Endorsement, LGSETA Registration, CVs, qualifications and employment contracts

of Assessors relevant to the programme available


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Moderator Code of Conduct developed Moderator/Assessment quota clearly specified

13. **RECOGNITION OF PRIOR LEARNING

**Strategy and Methodology for RPL against qualification/unit standards clearly outlined Methods, tools, and instruments for conducting RPL against qualification/unit standards

developed Guides and support to gather RPL evidence available Trained and/or registered RPL advisors identified

14. **PHYSICAL RESOURCES AND OCCUPATIONAL HEALTH AND SAFETY

**Availability of appropriate facilities, equipment and tools for delivery of the Learning Programme(s)

**Signed contractual agreements available (where facilities and equipment are leased/rented) Maintenance procedures and financial provisioning for improvements/Schedules specified (if

applicable) **OHS Procedures and appropriate emergency signs & evacuation plans specified Reports on OHS Compliance available Trained safety representative identified and appointed (Proof of training attached)

15. **ADMINISTRATION AND MANAGEMENT OF DOCUMENTS AND SYSTEMS

**Capturing learner information and data **Maintenance of document and learner information system **Updating of Management information system **Access control (security) to learner information and records **Verification processes to validate accuracy of information **Identification, storage, protection, retrieval, retention periods and disposition/disposal procedure

of information


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APPENDIX 1

QUALIFICATION(S) APPLIED FOR

TITLE OF LEARNING

PROGRAMME

TITLE OF QUALIFICATION(S)

NLRD NUMBER

NQF LEVEL

NUMBER OF CREDITS

REGISTRATION END DATE

If application is for a full qualification, please indicate the learning programmes linked to each qualification.


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APPENDIX 2

UNIT STANDARD(S) APPLIED FOR

TITLE OF LEARNING

PROGRAMME

TITLE OF UNIT

STANDARD(S)

NLRD NUMBER

NQF LEVEL

FUNDAMENTAL(F) CORE (C)

ELECTIVES (E)

NUMBER OF

CREDITS

REGISTRATION END DATE


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APPENDIX 3

DECLARATION BY PROVIDER

I___________________________________ (Provider Representative) in my capacity as

__________________________________________________ (Position in the organisation)

hereby confirm that all the information provided in this “Accreditation/Programme Approval

Application Form” is a true reflection of _________________________________________

(Organisation Name) legal and operational standing to meet the core criteria for Accreditation or

Programme Approval as stipulated by the LGSETA. I further declare that all the required

information and evidence submitted with the application form is original and remains the intellectual

property of this organisation. Where copyright and/or intellectual property of another organisation

or party has been utilised in the submission of this application, an agreement has been entered

with the other party and a copy is or copies are herewith submitted to the LGSETA for record

purposes. The ________________________________ (Organisation Name) commits to adhere

to all the stipulated requirements for accreditation or programme approval of the LGSETA.

Signature Date

NB. Please note that only the person in authority within the organisation should check and sign this

application form prior to submission.


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APPENDIX 4: LEARNING PROGRAMME ALIGNMENT TEMPLATE (Example)

1. GENERAL INFORMATION

TITLE OF THE LEARNING PROGRAMME

E.g. Supply Chain Management and Public Private Partnership

US ID UNIT STANDARD TITLE(S)

1. 2.

1. 2.

Provider Name NQF Level Credits Unit Standard Type(s)

E.g. Fundamental/Core/Elective

Time Total Notional Hours: Classroom based: Practical Application and Assignments:

Requirements of Level descriptors

This learning programme shall develop learners who demonstrate with regards to: a) Applied competence I. A fundamental knowledge base of the most important areas of one or more fields or disciplines, in addition to the fundamental areas of study II. An informed understanding of the key terms, rules, concepts, established principles and theories in one or more fields or disciplines

III. An understanding of the organization or operating environment as a system within a wider context IV. An ability to apply essential methods, procedures and techniques of the field or discipline V. An ability to apply and carry out actions by interpreting information from text and operational symbols or representations

VI. An ability to use their knowledge to solve common problems within a familiar context VII. An ability to adjust an application of a common solution within relevant parameters to meet the needs of small changes in the problem or

operating context VIII. An ability to motivate the change using relevant evidence

IX. A basic ability in gathering relevant information, analysis and evaluation skills X. An ability to communicate and present information reliably and accurately in writing and verbally


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b) Autonomy of learning I. i. A capacity to take responsibility for their own learning within a supervised environment

II. A capacity to take decisions about and responsibility for actions III. A capacity to evaluate their own performance against given criteria IV. A capacity to take the initiative to address any shortcomings they find

2. PURPOSE OF THE LEARNING PROGRAMME

Overall Purpose of the Programme

US ID: 116353

2.1 Purpose of the Unit Standard

How can this purpose be achieved

What must the learners know

(knowledge)

What must the learners be able to do

(Skills)

What values are embodied in the

purpose (Attitudes)

3. OUTCOMES

UNIT STANDARD CRITICAL OUTCOMES: (Specify the CCFOs of the Unit Standard)

LEARNING PROGRAMME OUTCOMES

SPECIFIC OUTCOME 1:

SPECIFIC OUTCOME 2:


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4. ASSESSMENT

Specific Outcome 1:

Assessment Criteria

List of Formative Assessment Activities

List of Summative Activities

Assessment Criterion 1


Specific Outcome 2:



US ID: 119353

2.1 Purpose of the Unit Standard

How can this purpose be achieved

What must the learners know

(knowledge)

What must the learners be able to do

(Skills)

What values are embodied in the

purpose (Attitudes)


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3. OUTCOMES

UNIT STANDARD CRITICAL OUTCOMES: (Specify the CCFOs of the Unit Standard)

LEARNING PROGRAMME OUTCOMES

SPECIFIC OUTCOME 1:

SPECIFIC OUTCOME 2:

4. ASSESSMENT

Specific Outcome 1:

Assessment Criteria

List of Formative Assessment Activities

List of Summative Activities



Specific Outcome 2:




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5. ACTIVITIES

The learning and teaching activities are derived from the assessment tasks. Before the course commencement, may be a month or so, learners will be pre-assessed or skills audited At the beginning of the course, learners:

1. are registered with each learner completing personal profile questionnaire, which will also seek to understand whether the learner has any learning challenges, such as language, audio visual, etc.

2. are taken through course structure and content, emphasis being onto the skills programmes including the relevant Unit Standards 3. assessment strategy and appeals procedure, which is signed and filed away

ACTIVITY RESOURCES AND MATERIALS REQUIREMENTS

1.

2.

Documents

LGSETA PRIMARY FOCUS OF THE WITHIN AND ......12. **ETDP PRACTITIONERS **Facilitators, Assessors and Moderators demonstrate the ability to train, assess and moderate against qualification/unit

LGSETA PRIMARY FOCUS OF THE WITHIN AND ......12. ETDP PRACTITIONERS Facilitators, Assessors and Moderators demonstrate the ability to train, assess and moderate against qualification/unit