Author Topic: Appeals procedures, SAQA Provider Accreditation Guidelines  (Read 1954 times)

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Appeals procedures, SAQA Provider Accreditation Guidelines
« on: August 28, 2015, 10:28:19 AM »
A critical issue supporting good assessment systems design and management is that of appeals. This involves ensuring that learners have access to appeal an assessment outcome either to the facilitator of learning and/or assessment and if unsatisfied to the management of the provider and, in the final instance, to the ETQA.

Reporting procedures

The following requirements have been placed upon ETQAs for reporting to SAQA. While ETQAs may add requirements, providers would be expected to report to ETQAs in keeping with the SAQA reporting requirements.

Learner records: Every provider will be required to demonstrate that they have a system and the facilities for maintaining and updating detailed information about past, present and potential learners. This requirement is essential in order to be able to meet the ETQA reporting requirements and should include the following learner information:
• Name and unique learner number (possibly an ID number or a SAQA generated number)
• Contact details
• Demographic information (age, race, gender, geographical location, occupation – if applicable)
• Education and training background and experience (prior qualifications; prior learning and previous learning experiences; learning skills; language skills and preference)
• Special learning needs (relevant disabilities or learning difficulties)
• Additional learning needs (necessary experience and knowledge of relevant technology)
• Resource factors (place and time of learning, access to resources including electricity and technology, financial resources for additional learning or support materials)
• Motivation for entering a programme of learning
• Programme/s for which the learner is registered
• Performance during the programme (internal and continuous assessment)
• Achievement during and at the end of the programme (internal and external assessment, final assessment, award achieved)

In addition to enabling the ETQA and SAQA to maintain accurate information on national learner and learning profiles, this information can serve many of the quality requirements for the provider including the evaluation of the its policies and practices.

Knowledge of learners and their needs is essentially what drives the purpose and policies of the provider. This information is also used to design learning programmes, modules or courses within programmes or to NQF standards, materials, and learner support systems and services. Updating and reviewing this information in a formal and regular way allows the provider to develop a flexible and learner-centred approach to learning provision and learner assessment.

One of the issues that must be borne in mind by all providers, both in designing systems to store learner information and for reporting, is that of learner confidentiality. Such systems should be designed taking the needs of different users into account.
Reporting and information storage requirements need to address at least two broad groupings. The first grouping is the accreditation and quality assurance bodies. Within this, the first user would be the learner herself. Then, in direct relation to the quality of the learning interaction, would be the teacher, tutor, lecturer, educator or trainer. Closing this information loop would be the institution and then the institution’s reporting process to the ETQA body.

The information transfer to the ETQA needs to be designed with security of learner information in mind. Providers also need to have policies in place for the learner information they release, for example, to someone sponsoring the learner. With respect to reporting on learners and learner achievements, the constitutional right to privacy needs to be taken into account when designing what and how information will be stored for each learner.

The second grouping is also directly related to the quality of the learning experience but require general information about learners for improving the quality of the learning experience. These are those bodies involved in the design and development of assessments, learning materials, courses, programmes and systems – to the extent that these are separate from the teacher, tutor, lecturer, educator or trainer.

Refer page 26 of this SAQA Policy. - Must login to download.
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