Short programmes offered by publi - Web viewMEETING: SHORT COURSES OFFERED BY THE NWU23-06-2011, 12:30. Table of Content. 1Short programmes offered by public Universities for CPD –

MEETING: SHORT COURSES OFFERED BY THE NWU

23-06-2011, 12:30

Table of Content1 SHORT PROGRAMMES OFFERED BY PUBLIC UNIVERSITIES FOR CPD –

MARCH............................................................................................................................... 42 DBE (SCTE)...................................................................................................................... 203 SACE................................................................................................................................. 23

1 SHORT PROGRAMMES OFFERED BY PUBLIC UNIVERSITIES FOR CPD – MARCH

Short programmes offered by the NWU for the Continuing Professional Development of Teachers1. Name of University: NWU. University2. Contact person(s) for Continuing Professional Development programmes at your University (provide

for all campuses if appropriate by adding rows to the table).Name of Campus:Potchefstroom

Name: Sampie LundieEmail address: [email protected] number: 018 299 4736/0832999004

Name of short programme

Brief description of purpose and contents

Duration (contact hours/credits)

Offered/planned

ACCREDITED ASSESSOR COURSE: CONDUCT OUTCOME-BASED ASSESSMENT:SAQA UNIT STANDARD 115753,DESIGN AND DEVELOP OUTCOME-BASED ASSESSMENT:SAQA UNIT STANDARD115755

PURPOSEThe purpose of the Assessment Course is to make assessment as practically achievable as possible for educators within schools. The content and quality of the training material has been compiled in such a way that it enables the educators, who have completed this course, to apply the newly acquired knowledge and skills directly to their specific learning areas/subjects and also apply such as quality instruction and supporting material.

PROGRAMME CONTENTStudy unit 1:Theoretical underpinning of AssessmentStudy unit 2:Planning and preparing for assessment, Assessment Plan, Programme and StrategiesStudy unit 3:Analysis, Recording and Reporting, Assessment Practices, IQMSStudy unit 4:Review of Assessment, Assessment Policy

DURATIONSemester course, which includes four one-day contact sessions, scheduled over the course of four months during the semester.

CREDITS Registration as

an accredited assessor.

This short course is accredited and certified by the NWU as well as the ETQA (ETDP SETA).

The level 7, 32-credit course leads to the mastering of other qualifications, such as a BEd degree, PGCE, BTD degree as well as an Advanced Certificate of Education (ACE).

The course is endorsed by the South African Council for Educators (SACE).

CREDITS

OFFEREDThe NWU is currently in the process of training officials (subject advisors, circuit managers and psychologists) and teachers in various provinces (Western Cape, North West, Gauteng, Mpumalanga, Free State and KZN) and in Namibia.• 1 000 teachers are trained per annum.

This is a Level 6, 16-credits short course.

Registration as an accredited moderator.

This short course is accredited and certified by the NWU as well as the ETQA (ETDP SETA).

The course is endorsed by the South African Council for Educators (SACE).

CONDUCT MODERATION WITHIN AN OUTCOME-BASED ASSESSMENT SYSTEM:SAQA UNIT STANDARD 115759

PURPOSEThe purpose of the short course is to maintain the quality of standards in schools and education departments by implementing an Integrated QualityManagement System (IQMS). The content and the quality of the training material have been compiled in such a manner that assessors, who have completed this course, can apply the newly acquired knowledge and skills directly to the verification of Assessment, which includes continuous, internal and external moderation.

PROGRAMME CONTENTThe programme outcomes aim to enable the learners to understand and conduct

moderation within the context of the Outcomes-based Assessment system;

demonstrate an understanding of Moderation within an Outcomes-based Assessment System;

plan and prepare for moderation; conduct moderation; advise and support assessors; report, record and administrate

moderation; and reflect on moderation systems and

processes.

DURATION Semester

course, which includes three one-day contact sessions, scheduled over the course of three months during the semester.

OFFEREDThe NWU is currently in the process of training officials (subject advisors, circuit managers and psychologists) and teachers in various provinces (Western Cape, North West, Gauteng, Mpumalanga, Free State and KZN) and in Namibia.

MENTOR SCHOOL MANAGERS AND MANAGEMENTORING PROGRAMMES IN SCHOOLS:SAQA UNIT STANDARD 115432

PURPOSEThe Mentorship Course was compiled to provide stimulating, relevant, as well as useful mentor guidance, of school-based teachers-in-training.

PROGRAMME CONTENTStudy unit 1:The meaning of the concept “mentor”Study unit 2:The importance of the mentor within school-based trainingStudy unit 3:

DURATION The Mentorship

Course consists of three one-day contact sessions, scheduled over the course of four months during the semester.

The contact sessions (09:00-16:00) are

OFFEREDTo NWU members of the School management team, as well as to WCED district officials.

The concept “learnership” and its importance for teacher trainingStudy unit 4:Globalization and the gradual shift towards school-based trainingStudy unit 5:Characteristics and functions of the teacher-training mentorStudy unit 6:The place and role of the “coach” in teaching mentorshipStudy unit 7:Determining how teaching skills should be utilisedStudy unit 8:Reflection

structured according to demand.

CREDITS The certificate,

issued upon completion of the mentorship course, is accredited by the NWU as well as the ETDP SETA.

This 16-credit course contributes credits toward the acquisition of an Advanced Certificate in Education (ACE).

Participants are registered as accredited mentors.

Applied Learner Support(APLS 673)

PURPOSETo gain knowledge, skill and appropriate values regarding the support of various barriers to learning that learners may experience in terms of assessment and support approaches and techniques in various contexts in inclusive education.

PROGRAMME CONTENTStudy unit 1:The theoretical perspectives on learner supportIdentification and support of various needs and barriers to learning (self-study)Study unit 2:Supporting programme development and structuringThe role of SIAS in the supportProcessing other support programmesStudy unit 3:Learner support practice

DURATIONYear course, which includes two one-day contact sessions, scheduled over the course of four months during the semester.

CREDITS 32 credits

awarded to this short course.

This short course is certified by the NWU.The 32 credits can serve as RPL within the NQF Level 7, Hons BEd in Learner Support.

OFFEREDBecause the NWU SCTE is an Open Distance Learning institution, the dates will be determined by demand.

PLANThe NWU SCTE has facilitators all over the country and therefore this short course can be offered at any one of our 36 contact centres all over South Africa.

INCLUSIVE EDUCATION: Disabilities and Learning difficulties in Education(LSDL 528)

PURPOSETo give educators an overview of disabilities and learning difficulties that may prevent learners from functioning optimally in educational context and enable them to support learners experiencing these and other similar barriers to learning.

PROGRAMME CONTENT:Study unit 1:Physical and intellectual disabilitiesStudy unit 2:Sensory disabilitiesStudy unit 3:Learning impairmentStudy unit 4:Learning differencesStudy unit 5:Oral and second-language difficultiesStudy unit 6:Reading difficultiesStudy unit 7:Written language difficultiesStudy unit 8:Difficulties in mathematical literacy and mathematics (MLM)


CREDITS 16 credits


This short course is certified by the NWU.

The 16 credits can serve as RPL within the NQF Level 7, Hons BEd Degree Programme.



LEARNER SUPPORT: Inclusive Education: A policy perspective(LSIE 518)

PURPOSEThis course provides an overview of the policy on inclusive education, with specific reference to an inclusive support structure, the role of the parents and the community in supporting learners experiencing barriers to learning and development, inclusive classroom practices and procedures, curriculum support, the screening, identification and assessment procedures, and the relationship between inclusive education and outcomes-based education (OBE).

PROGRAMME CONTENT:Study unit 1:A theoretical framework for inclusive educationStudy unit 2:Inclusive education – A policy

perspectiveStudy unit 3:National strategy on Screening, Identification, Assessment and Support – SIASStudy unit 4:An inclusive partnershipStudy unit 5:The inclusive classroomStudy unit 6:Learner support and the curriculumStudy unit 7:An inclusive assessment and support strategy


CREDITS 16 credits



The 16 credits can serve as RPL within the NQF Level 7, Hons BEd Degree Qualification.



Human Relations and School Development(EDSM 522)

PURPOSEThis short course enables the teacher to understand the dynamics of human relations in the school today. This should supplement the learning process and contribute in such a way that it should lead to the holistic development of the learner.

PROGRAMME CONTENTOn completion of the module, educators will be able to:Understand and apply principles of resource administration; andput into practice appropriate interpersonal relationships (with learners, parents, staff) that contribute positively to school development.

Study unit 1:Concept Human RelationsStudy unit 2:Administrative approachStudy unit 3:Groups and teams in the organisation and classroomStudy unit 4:Collaborative team work in the classroom

DURATIONA 6-months’ course, which includes two one-day contact sessions, scheduled over the course of four months during the semester.

CREDITS 12 credits



The 12 credits can serve as RPL within the NQF Level 6, ACE Qualification.



School and personnel management(EDSM 524)

PURPOSETo enable the student to demonstrate certain skills and competencies (among others critical problem solving, functioning in groups, integrating acquired knowledge effectively into the education situation) in Curriculum and Professional Development.To strive for values (among others excellence in education, integrity in the education situation) on the grounds of his or her studies in Curriculum and Professional Development.To enable the candidates to demonstrate practical competence in selecting, designing, planning, implementing and evaluating, appropriate and effective projects, as well as procedures and/or programmes on Curriculum and Professional Development; and a commitment to set, and aspire to achieve, high standards in curriculum practice.To achieve ongoing professional improvement regarding management of educational institutions and a capacity to critically analyse relevant materials, resources and practices regarding education aspects as in the light of a conceptual understanding of this particular specialist area of study.To apply contemporary trends in core educational aspects such as the NCS (National Curriculum Statement), CASS (continuous assessment) and education leadership.

PROGRAMME CONTENT

Study unit 1:School Performance Management: Principles and ProcessesStudy unit 2:Building Staff Commitment and confidenceStudy unit 3:The school as learning organisationStudy unit 4:School pastoral care, including career management


CREDITS 6 credits






Decision-making and Accountability(EDSM 525)

PURPOSETo enable the student to: demonstrate an understanding

regarding the process of decision-making and how it affects school operations;

participate in decision-making effectively;

apply democratic principles and procedures in decision-making;

identify the interactive relationships between accountability and decision-making; and

demonstrate a clear understanding of the use of data and evidence for evaluating results of curriculum/professional decisions in the school.

PROGRAMME CONTENTStudy unit 1:Decision-making theoryStudy unit 2:A process of effective decision-makingStudy unit 3:Models of decision-makingStudy unit 4:Basic guidelines to problem solving and decision-makingStudy unit 5:Participation in decision-makingStudy unit 6:AccountabilityStudy unit 7:Guiding principles on addressing accountability challenges


CREDITS 12 credits






Leadership, Communication and Service(EDSM 526)

PURPOSEAfter successful completion of this module the student should demonstrate critical understanding of leadership and communication theories, apply them in the classroom situation and show confidence, commitment, initiative and creativity in playing a leadership and service role in the school situation.

PROGRAMME CONTENTWhat is leadership?Leadership styles: traditional and emergingTrait-situation dilemmaContingency approachesGroup dynamics in leadership

Communication: what is communication?Theories of communicationChannels of communicationThe role of communication in leadershipBarriers to communication


CREDITS 12 credits






Education Management Development(EDSM 527)

PURPOSEOn completion trainees should be able to: define the functions of

management; explain how an educational policy

is formulated; apply the various approaches to

educational planning and management; and

outline the role of strategic planning in successful education management.

PROGRAMME CONTENTStudy unit 1:Strategic ManagementStudy unit 2:School Project ManagementStudy unit 3:School Finance ManagementStudy unit 4:Communication Skills


CREDITS 12 credits






Lesson Planning, Preparation and Presentation(EDTM 514)

PURPOSEOn completion of the module, educators will be able to: effectively prepare and plan OBE

lessons in coherent and logical steps;

prepare a learning programme, work schedule and lesson plan according to OBE specifications; and

demonstrate effective record keeping of planning and learner progress.

PROGRAMME CONTENT

Study unit 1:Principles of Teaching and LearningStudy unit 2:Learning ProgrammesWork SchedulesLesson PlansStudy unit 3:The main steps in Lesson PreparationStudy unit 4:Innovative TeachingStudy unit 5:Lesson Presentation in the ClassroomStudy unit 5:Selected Readings on Lesson Planning and Presentation


CREDITS 6 credits






Assessment and Learner Achievement(EDTM 515)

PURPOSEOn completion of the module, educators will be able to: effectively use assessment

techniques that promote effective teaching and learning;

effectively monitor the progress of learners and enhance individual growth and development through effective record-keeping and the


CREDITS


PLANThe NWU SCTE has

application of a variety of techniques; and

use a variety of assessment techniques.

PROGRAMME CONTENTStudy unit 1:Understanding AssessmentStudy unit 2:Using AssessmentStudy unit 3:Types, Methods and Techniques of AssessmentStudy unit 4:Feedback and AssessmentStudy unit 5:Legislation and Policy

12 credits awarded to this short course.



facilitators all over the country and therefore this short course can be offered at any one of our 36 contact centres all over South Africa.

End-User Computing for Educators(EUCE 511)

PURPOSEOn completion of the module, the educators should: be knowledgeable regarding all

relevant aspects related to basic computer literacy (e.g. definition of a computer; components of a computer; use of the components; etc.);

demonstrate the effective and efficient use of: a word processor programa spreadsheet programa graphics programan email programa browser and search engines

understand and explain the use of computers in education; and

understand and explain aspects regarding the safe and ethical use of computers.

PROGRAMME CONTENTStudy unit 1:Word processing: MS WordStudy unit 2:Spreadsheets (MS Office: Excel)Study unit 3:PowerPointStudy unit 4:Theory: Introduction to computersStudy unit 5:The operational systemStudy unit 6:Internet and electronic mailStudy unit 7:Computers in education


CREDITS 8 credits






Develop a portfolio to demonstrate competence in school leadership and management(PCPO 522)

PURPOSEOn completion of the module, the educators should: understand how the portfolio can

be used as a flexible assessment instrument within the context of the outcomes-based assessment system in South Africa;

understand the use of professional development


CREDITS


PLANThe NWU SCTE has

portfolios in the professional development and developmental appraisal of educators, particularly those responsible for school leadership and management;

draw up an action plan for compiling a portfolio of evidence relevant to the core exit level outcomes of the ACE qualification; and

compile a portfolio, which will include relevant evidence, links between the evidence and the core exit level outcomes, reflective commentary, and a personal and organisational development plan.

PROGRAMME CONTENTStudy unit 1:The PortfolioStudy unit 2:Planning the PortfolioStudy unit 3:Completing the Portfolio

20 credits awarded to this short course.



facilitators all over the country and therefore this short course can be offered at any one of our 36 contact centres all over South Africa.

Manage Policy, Planning, School Development and Governance(PCDG 572)

PURPOSEOn completion of the module, the educators should: demonstrate the personal qualities

necessary for effective management of policy, planning, school development and governance;

develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these;

develop and maintain sound working relationships with the school governing body, as well as parents, learners, the community and the department; and

understand and be able to apply relevant content knowledge in leading and managing people.

PROGRAMME CONTENTStudy unit 1:The constitution and general principles of law in the education contextStudy unit 2:Education law, regulations and policyStudy unit 3:Governance and management assessmentStudy unit 4:Development and communication of school values, vision and missionStudy unit 5:Leading and managing school self-evaluation, strategic and development planning


CREDITS 20 credits






Understand School Leadership and Management in the South African Context(PCLM 521)

PURPOSEAfter successful completion of this module the student should: provide an overview of the

course content; demonstrate a basic

understanding of what is involved in school management and leadership in South Africa; and

make an assessment of own abilities in management and leadership (in terms of current notions of competence and relevance in South Africa in relation to management and leadership).

PROGRAMME CONTENTStudy unit 1:You as future principalStudy unit 2:You and your teamStudy unit 3:You and your context assessment


CREDITS 10 credits






Lead and Manage People(PCMP 571)

PURPOSEOn completion of the module, the educators should: demonstrate the personal qualities

necessary for effective leadership and management of people; plan, allocate, support and evaluate work undertaken by groups, teams and individuals (ensuring clear delegation of tasks and devolution of responsibilities);

develop the professional skills of self, groups and individuals to enhance their performance (and that of the school);

create an environment conducive to collective bargaining, collaboration and negotiation (and conflict resolution); and

understand and be able to apply relevant content knowledge in leading and managing people.

PROGRAMME CONTENTStudy unit 1:Personal qualities for effective leadership and management of peopleStudy unit 2:Managing oneself and othersStudy unit 3:StaffingStudy unit 4:Labour Relations


CREDITS 20 credits






Manage Organisational Systems, Physical and Financial Resources(PCSR 571)

PURPOSEOn completion of the module, the educators should: demonstrate the personal and

professional qualities and skills necessary for effective management of organisational systems and financial and physical resources;

set up, implement, maintain and evaluate organisational systems for the school (where possible making use of appropriate information and communication technology (ICT));

manage the financial resources of the school in a transparent and accountable way; and

understand and be able to apply relevant content knowledge and skills in the management of organisational systems, and physical and financial resources.

PROGRAMME CONTENTStudy unit 1:Introduction to managing organisational and financial resourcesStudy unit 2:Managing financial resourcesStudy unit 3:Managing physical resources


CREDITS 20 credits






Manage Teaching and Learning(PCTL 572)

PURPOSEOn completion of the module, the educators should: demonstrate the personal and

professional qualities necessary for effective management of teaching and learning;

manage the planning and implementation and monitoring/evaluation of teaching (to ensure quality learning for all in the context of national, provincial and school policy);

understand and be able to apply relevant content knowledge (in the design, implementation and evaluation of teaching and learning and the organisation of the school environment); and

create, manage and sustain a safe, caring and disciplined environment (and show commitment to following this through in the way in which teaching and learning is organised).

PROGRAMME CONTENTStudy unit 1:Leading and managing a school as a learning organisationStudy unit 2:Plan and implement a curriculum


CREDITS 20 credits






Study unit 3:Skills and processes for managing teaching and learning assessment

Lead and Manage a Learning Area, Subject or Phase(PELP 512)

PURPOSEOn completion of the module, the educators should: demonstrate a clear understanding

of the nature, purpose and function of assessment in general;

know and understand how outcomes-based education and quality assurance fits into the South African education and training system;

recognise the differences and similarities between outcomes-based and other forms of assessment;

develop and implement a sound school assessment plan and/or system;

prepare all those involved in assessment for assessment events/processes;

conduct fair, valid and reliable assessments;

record and report assessment results in ways that are fair and culturally sensitive; and

be able and willing to evaluate their own assessment procedures and to adjust these where necessary.

PROGRAMME CONTENTStudy unit 1:How is curriculum managed at school and classroom level?Study unit 2:How do we plan this event?Study unit 3:How can we manage our classrooms effectively?Study unit 4:How do we ensure continuous improvement?


CREDITS 12 credits






Moderate Assessment(PEMA 512)

PURPOSEOn completion of the module, the educators should have: an understanding of moderation

within the context of an outcomes-based assessment system;

the ability to plan and prepare for moderation;

the ability to conduct moderation and to manage moderation processes and procedures;

the ability to record and report moderation results in ways that support and develop educators’ ability to plan and conduct quality assessments;

the ability to manage moderation at various institutional levels; and

the ability to conduct reviews of


CREDITS 10 credits



The 10 credits can serve as RPL within the



own and others’ moderation systems and processes.

PROGRAMME CONTENTStudy unit 1:Moderation and outcomes-based educationStudy unit 2:How do we moderate?Study unit 3:Managing internal moderation

NQF Level 6, ACE Qualification.

Mentor School Managers and Manage Mentoring Programmes in Schools(PEMM 512)

PURPOSEOn completion of the module, the educators should: demonstrate the skills and personal

qualities for successful mentoring; manage the establishment,

monitoring and evaluation of a mentoring and coaching programme; and

understand and be able to apply relevant content knowledge in mentoring.

PROGRAMME CONTENTStudy unit 1:Introduction to mentoringStudy unit 2:Personal and professional qualities of effective mentorsStudy unit 3:Manage the establishment, monitoring and evaluation of a school mentoring programme


CREDITS 12 credits






Plan and Conduct Outcomes-Based Assessment(PEPA 512)

PURPOSEOn completion of the module, the educators should: demonstrate understanding of

outcomes-based assessment; prepare for assessments; conduct assessments; provide feedback on assessments;

and review assessments.

PROGRAMME CONTENTStudy unit 1:Introducing OBAStudy unit 2:Planning OBAStudy unit 3:Coordinating OBAStudy unit 4:Monitoring OBA: a question of accountabilityStudy unit 5:The operational system


CREDITS 15 credits






Basic Computer Literacy in School Management(PFCL 521)

PURPOSEOn completion of the module, the educators should: identify and describe the hardware

and software of a computer; use a word processor,

spreadsheet, email and browser effectively and efficiently;

use a database program (e.g. Microsoft Access) effectively;

demonstrate, effective and efficient use of a browser and search engines;

understand and explain the use of computers in education; and

understand and explain aspects regarding the safe and ethical use of computers.

PROGRAMME CONTENTStudy unit 1:Why should we have computers in school?Study unit 2:How can schools benefit from computers in schools?Study unit 3:How can computers be used for teaching and learning?Study unit 4:Can all schools use computers in all the possible ways?Study unit 5:How can a school build a shared vision for ICT use?


CREDITS 10 credits






Language Skills in School Management and Leadership(PFLS 511)

PURPOSEOn completion of the module, the educators should:demonstrate competence in reading, writing, listening, and speaking skills necessary for effective management in schools.

PROGRAMME CONTENTStudy unit 1:Words, Words, WordsStudy unit 2:Let’s talk!Study unit 3:Writing as a management activityStudy unit 4:Leading through readingStudy unit 5:Leading with policy


CREDITS 6 credits






All the above short courses have been submitted at SACE for CPTD points.

2 DBE (SCTE)

ADDENDUM A

Information on all activities for endorsement

List of Programmes submitted for the CPTD by NWU SCTEDetails to be viewed in the Calendar for 2011

ADVANCED CERTIFICATE IN EDUCATION

Curriculums NQFLeve

l

Credits

School Leadership 6 130

English Education 6 128

Mathematical Literacy 6 128

Foundation Phase 6 128

Technology Education 6 128

Geography Education 6 128

List of short courses offered by NWU SCTEAttached to this list the ICAS forms for each of these short courses

APPROVED SCTE SHORT COURSES

Course abbreviation

Description NQF level

Credits

APLS 673 Applied Learning Support 8 32

LSIE 518 Inclusive Education: A Policy Perspective 6 16

LSDL 528 Disabilities and Learning Difficulties in Education 6 16

EDTM 513 Curriculum and the administration of resources and records 6 6

EDTM 514 Lesson Planning, Preparation and Presentation 6 6

EDTM 515 Assessment and Learner Achievement 6 12

EDSM 522 Human Relations and School Development 6 12

EDSM 524 School and Personnel Management 6 6

EDSM 525 Decision-making and Accountability 6 12

EDSM 526 Leadership, Communication and Service 6 12

EDSM 527 Education Management Development 6 12

EUCE 511 End-user Computing for Educators 6 8

PCDG 572 Manage Policy, Planning, School Development and Governance 6 20

PCLM 521 Understanding School Leadership & Management in the South African Context

6 10

PCMP 571 Lead and Manage People 6 20

PCPO 522 Portfolio to Demonstrate School Management and Leadership 5 10

PCSR 571 Manage Organisational Systems, Physical and Financial Resources 6 20

PCTL 572 Manage Teaching and Learning 6 20

PELP 512 Lead and Manage a Learning Area, Subject or Phase 6 12

PEMA 512 Moderate Assessment 6 10

PEMM 512 Mentor school managers and mentoring programmes in schools 6 12

PEPA 512 Plan and Conduct Assessment 6 15

PFCL 521 Basic Computer Literacy in School Management 5 10

PFLS 511 Language Skill in School Management and Leadership 5 6

3 SACE

SACE is currently in the process of capturing the data. It will be available within a month or two.

Documents

Short programmes offered by publi - Web viewMEETING: SHORT COURSES OFFERED BY THE NWU23-06-2011, 12:30. Table of Content. 1Short programmes offered by public Universities for CPD –