Table of Content
Table of Content ............................................................................................................... 1
About the Programme ...................................................................................................... 3
1.
Introduction ................................................................................................................................ 3
2.
About Alignment ......................................................................................................................... 3
2.1
Programme Structure ......................................................................................................... 3
2.2
Qualification Alignment ...................................................................................................... 4
2.3
Unit Standard Alignment .................................................................................................... 6
2.3.1
Learning Unit 1 ............................................................................................................ 6
Learning Unit (enter unit nr): (enter learning unit title) ......................................................... 6
Learning Unit (enter unit nr): (enter learning unit title) ......................................................... 6
3.
4.
5.
About the Programme Structure ............................................................................................ 8
3.1
The Programme Pack .......................................................................................................... 8
3.2
Programme Modules per Learning Unit ............................................................................. 8
About Assessment..................................................................................................................... 15
4.1
Formative Assessment ...................................................................................................... 15
4.2
Summative Assessment .................................................................................................... 15
4.3
Fundamentals Assessment - CAT ...................................................................................... 16
About Delivery .......................................................................................................................... 17
5.1
Facilitator Credentials ....................................................................................................... 17
5.2
Facilitator Conduct ............................................................................................................ 17
5.3
Learner Support ................................................................................................................ 17
5.4
Standard Administration ................................................................................................... 18
About Delivery & Facilitation .......................................................................................... 19
1.
2.
3.
Delivery Strategy ....................................................................................................................... 19
1.1
Notional Hours .................................................................................................................. 19
1.2
Structured Delivery Plan ................................................................................................... 19
1.3
CAT (Credit Award Transfer) ............................................................................................. 28
Facilitation Strategy .................................................................................................................. 29
2.1
Formative Assessment Activities ...................................................................................... 29
2.2
Facilitation Planners .......................................................................................................... 29
Administration .......................................................................................................................... 36
3.1
Learner Administration ..................................................................................................... 36
3.2
Facilitator Administration ................................................................................................. 36
Facilitator Report ........................................................................................................... 37
Attendance Register ....................................................................................................... 41
About the Programme
1.
Introduction
Welcome to the Further Education and Training Certificate / National Certificate (delete not
applicable) in (enter qualification name) – this is an NQF registered qualification (SAQA Reg. No
enter ID nr) Level (enter level).
Facilitators Note:
This Qualification is for any individual who is, or wishes to be involved in the
(enter industry type) industry, and it serves to support and advance the
functioning of individuals in this industry.
The purpose of this guide is to provide the facilitator with guidelines about the presentation and
learner support requirements for the (enter title) qualification. This Facilitator’s Guide will enable
the appointed facilitator to plan, prepare, conduct and evaluate the facilitation activities required of
him/her for this programme.
2.
About Alignment
2.1
Programme Structure
Based on the qualification description and requirements, the (enter title)
Qualification is divided into (enter quantity) Learning Units with modular subdivisions, (delete sub-divisions if your programme does not hold these
divisions) based on the exit level outcomes and related assessment criteria.
(enter title of programme) Modular Structure
(where there is no subdivision of learning units delete the additional blocks)
2.2
Qualification Alignment
Facilitators Note:
For a full copy of the (enter ID nr) qualification description document, please
refer to the Learner Orientation Guide.
The alignment of the qualification to the programme material will be discussed
in this section.
Tip:
The (enter title) qualification has (enter quantity) exit level outcomes with
related assessment criteria that must be achieved by the learner for certification
against the (enter title) Qualification, as is indicated on the following page.
Exit Level
Outcomes
Assessment
criteria
1. (enter the exit level
outcome)
1.1 (enter all assessment
criteria associated with
the above exit level
outcome)
1.2
1.3
1.4
2. (enter the exit level
outcome)
2.1 (enter all assessment
criteria associated with the
above exit level outcome)
2.2
2.3
2.4
3. (enter the exit level
outcome)
3.1(enter all assessment
criteria associated with
the above exit level
outcome)
3.2
3.3
3.4
(DELETE OR ADD COLUMNS AS NEEDED DEPENDING ON THE NUMBER OF EXIT LEVEL OUTCOMES)
2.3
Unit Standard Alignment
2.3.1
Learning Unit 1
(where a learning unit is sub-divided into e.g. 1.1 and 1.2 etc use the following template.
Alternatively delete the sub-division and prepare as main learning unit only)
This Learning Unit has (enter quantity) sections to it: (delete this sentence if learning unit is not subdivided)
(delete the above graphic if the learning unit is not sub-divided)
Learning Unit (enter unit nr): (enter learning unit title)
ELO
1. (insert the
ELO as stated in
the
qualification)
US Type
(enter US
type e.g.
core)
(enter US
type e.g.
core)
NLRD
US Title
(enter
US nr)
(enter US title)
(enter
US nr)
(enter US title)
Level
Level (X
– enter
level)
Level (X
– enter
level)
Credits
(enter
nr of
credits)
(enter
nr of
credits)
(enter
total
credit
value)
Level
Level (X
– enter
level)
Level (X
– enter
level)
Credits
(enter
nr of
credits)
(enter
nr of
credits)
(enter
total
credit
value)
TOTAL CREDIT VALUE
Learning Unit (enter unit nr): (enter learning unit title)
ELO
1. (insert the
ELO as stated in
the
qualification)
US Type
(enter US
type e.g.
core)
(enter US
type e.g.
core)
NLRD
US Title
(enter
US nr)
(enter US title)
(enter
US nr)
(enter US title)
TOTAL CREDIT VALUE
(COMPLETE ONE TABLE FOR EACH LEARNING UNIT WITHIN THE DEVELOPMENT INCLUDING THE
ELECTIVE STREAMS)
(The following detailed alignment should be evident where a FETC programme is being developed
which requires at least 20 credits developed in a second language. The tip and the table thereafter
must be placed directly underneath the learning unit table in which the 2nd language division is
evident. E.g . if the 2nd language is developed in LU 2 the information below must be placed directly
underneath the alignment table of LU 2 and before the table of LU 3. Delete the information for
National Certificate development or any other qualification to which the rule does not apply)
Key Principle:
According to the SAQA Policy on FETC, Clause 5 of Executive Summary:1
5.1 The 20 compulsory credits in Language and Communication must be
obtained in one of the eleven official languages provided for by the SA
Constitution of 1996 (Act 108 of 1996) at level 4. All holders of an FETC will have
achieved the same outcomes as indicated by the 20 compulsory credits but
these may be achieved in any one of the eleven official languages.
5.2 To address the need to develop citizens who can participate effectively in a
multi-lingual society, a further 20 credits in Language and Communication must
be obtained in a second official language at a minimum of level 3. All holders of
an FETC will have achieved the same outcomes as indicated by the 20
compulsory credits but these may be achieved in any one of the eleven official
languages.
(DELETE THE ABOVE TIP FOR PROGRAMMES THAT DO NOT HAVE TO ADHERE TO THE ABOVE
REQUIREMENTS)
The following unit standards will be presented in English (or any other SA language at level 4) –
Modules (enter module nr’s)
Picture
US Type
NLRD
US Title
(enter US
type)
(enter
nr)
(enter US title)
(enter US
type)
(enter
nr)
(enter US title)
Level
Credits
Level
(enter
level)
Level
(enter
level)
(enter
nr of
credits)
(enter
nr of
credits)
20
The following unit standard will be presented in Afrikaans (or any other SA Language at Level 3) –
Modules (enter module nr’s)
Picture
US Type
NLRD
US Title
(enter US type)
(enter
nr)
(enter US title)
(enter US type)
(enter
nr)
(enter US title)
Level
Credits
Level
(enter
level)
Level
(enter
level)
(enter
nr of
credits)
(enter
nr of
credits)
20
1
www.saqa.org.za Policy FETC
(DELETE THE ABOVE TABLE’S WHERE THE PROGRAMME DOES NOT HAVE TO ADHERE TO THE 2ND
LANGAUGE REQUIREMENTS)
3.
About the Programme Structure
This section will orientate the Facilitator on what to expect for the overall qualification and per
Learning Unit.
3.1
The Programme Pack
The Programme Pack for the (enter qualification nr and title) contains the following documents for
the overall qualification:
Programme Masters:
 Programme Strategy
 Learner Orientation Guide
 Facilitator Guide
 Assessment Strategy
(delete or add additional master documents as required)
The Programme Pack for the (enter qualification nr and title) contains the following documents per
Learning Unit:
Learning Unit Guides:
 Learner Guide
 Resource Guide
 Portfolio Guide
 Assessment Guide
(delete or add additional documents as required)
3.2
Programme Modules per Learning Unit
Facilitators Note:
The following modules and learning topics are covered per Learning Unit.
(enter all other information you regard as critical to enable the facilitator to
navigate his/her way through the learning units)
The programme has been clustered in a modular structure of the following components:
(the 2nd language component shown under the unit standard alignment must also be evident in this
section. The template is found at the end of this section. For FETC programmes copy the tables and
paste with the relevant LU in which the 2nd language is evident)
(enter LU nr and title)
Module 1: (enter module title)

(enter main topic titles in module)


Module 2: (enter module title)

(enter main topic titles in module)


Module 3: (enter module title)


(enter main topic titles in module)



(ADD OR DELETE ROWS IF NEEDED FOR ADDITIONAL OR LESS MODULES)
(enter LU nr and title)
Module 1: (enter module title)

(enter main topic titles in module)


Module 2: (enter module title)


(enter main topic titles in module)


Module 3: (enter module title)

(enter main topic titles in module)



(ADD OR DELETE ROWS IF NEEDED FOR ADDITIONAL OR LESS MODULES)
(enter LU nr and title)
Module 1: (enter module title)

(enter main topic titles in module)


Module 2: (enter module title)

(enter main topic titles in module)


Module 3: (enter module title)


(enter main topic titles in module)



(ADD OR DELETE ROWS IF NEEDED FOR ADDITIONAL OR LESS MODULES)
(enter LU nr and title)
Module 1: (enter module title)

(enter main topic titles in module)


Module 2: (enter module title)

(enter main topic titles in module)


Module 3: (enter module title)


(enter main topic titles in module)



(ADD OR DELETE ROWS IF NEEDED FOR ADDITIONAL OR LESS MODULES)
(enter LU nr and title)
Module 1: (enter module title)

(enter main topic titles in module)


Module 2: (enter module title)

(enter main topic titles in module)


Module 3: (enter module title)


(enter main topic titles in module)



(ADD OR DELETE ROWS IF NEEDED FOR ADDITIONAL OR LESS MODULES)
(enter LU nr and title)
Module 1: (enter module title)

(enter main topic titles in module)


Module 2: (enter module title)




(enter main topic titles in module)
Module 3: (enter module title)

(enter main topic titles in module)



(ADD OR DELETE ROWS IF NEEDED FOR ADDITIONAL OR LESS MODULES)
(enter LU nr and title)
Module 1: (enter module title)

(enter main topic titles in module)


Module 2: (enter module title)

(enter main topic titles in module)


Module 3: (enter module title)


(enter main topic titles in module)



(ADD OR DELETE ROWS IF NEEDED FOR ADDITIONAL OR LESS MODULES)
(enter LU nr and title)
Module 1: (enter module title)

(enter main topic titles in module)


Module 2: (enter module title)

(enter main topic titles in module)


Module 3: (enter module title)


(enter main topic titles in module)



(ADD OR DELETE ROWS IF NEEDED FOR ADDITIONAL OR LESS MODULES)
(ADD OR DELETE TABLES FOR ADDITIONAL OR LESS LEARNING UNITS – FOR ADDITIONAL TABLES
USE THE NUMBER TEMPLATE PROVIDED BELOW TO NUMBER THE UNITS –DELETE THE NUMBER
TEMPLATE ONCE YOU HAVE COMPLETED ALL LEARNING UNIT TABLES)
(the following table refers to the modular breakdown of the LU in which the 2nd language
component is evident for FETC programmes. Ensure that the table is completed and placed with the
relevant LU table. Where the programme being developed does not require a 2nd language
development – delete the table)
Module (enter nr):
(enter module title)


(enter main topic titles in module)

Module (enter nr):
(enter module title)


(enter main topic titles in module)



Module (enter nr):
(enter module title)

(enter main topic titles in module)


Module (enter nr):
(enter module title)


(enter main topic titles in module)



4.
About Assessment
Portfolio Activity:
Please refer to the overall Assessment Strategy and respective Learning Units’
Portfolio Guides for details on assessment.
4.1
Formative Assessment
In each Learner Guide, several activities are spaced within the content to assist the learner in
understanding the material through application. Please make sure that you review the activities in
preparation for facilitation, and make sure you advise learners that ALL activities in the Learner
Guide must be completed, whether it was done in the contact session, or not! It is vitally important
to delineate activities that are for conceptual knowledge development as well as for type of
assessment be it formative, workplace, summative etc.
4.2
Summative Assessment
Facilitators Note:
It is a ETDP SETA requirement that a FSA (Final Summative Assessment) is
conducted on each of the exit level outcomes per Learning Unit or on the overall
qualification at the end of the learning and assessment period. The candidate
will therefore be required to write (enter quantity) FSA assessments in the form
of a Test / Examination.
Candidates are therefore required to complete the following summative assessment activities per
Learning Unit:
 Portfolio of Evidence
 FSA (Final Summative Assessment )
The Portfolios of Evidence will contain a variety of tasks and activities that are applicable to each
Learning Unit. The following assessment activities are standard across all the Learning Units:
1. (insert the task and or activities required for each learning unit e.g. Knowledge / Practical /
CCFO Assignment)
2.
3.
4.3
Fundamentals Assessment - CAT
Facilitators Note:
The qualification is intended to equip candidate with the necessary skills to
perform their (enter the functional area of the candidates e.g. estate agents)
functions with professionalism and confidence.
It is acknowledged that many of the candidates will have come from different
backgrounds, and with different scholastic achievements already in place – it is
therefore appropriate that prior scholastic qualifications be recognised.
CAT
CAT is the acronym for “Credit Accumulation Transfer”, and is based in a model
developed by SAQA that will be used to determine whether CAT (Credit Award
Transfer) will be implemented to recognise school / FET qualifications and sector
qualifications.
The following is the model proposed by SAQA:
National Qualification
Grade 12 with Mathematics
Grade 12 without Mathematics
Literacy /
Communication
Numeracy / Mathematics
2nd Language
Level 3
Yes
Level 4
Yes
Level 3
Yes
Level 4
Yes
Yes
Yes
Yes
No
No
Yes
Grade 11 with Mathematics
Yes
No
Yes
No
Yes
Grade 11 without Mathematics
Yes
No
No
No
Yes
Grade 10 with Mathematics
No
No
No
No
No
Grade 10 without Mathematics
Grade 9
No
No
No
No
No
No
No
No
No
No
Tip:
Learners will therefore be able to receive credits towards all or portions of the
fundamental unit standards, depending on the scholastic match they have to the
proposed model above.
5.
About Delivery
The quality management system of each individual provider will govern the roll out and
implementation of this facilitated learning programme,
However, there are some requirements that are standard across all providers:
5.1
Facilitator Credentials
In order to facilitate / present this learning programme or portions thereof, the Facilitator must
show Subject Matter Expertise in the following:
Learning Unit (insert nr)
Learning Unit (insert nr)
Learning Unit (insert nr)
 (insert the subject matter expertise required by the facilitator)



 (insert the subject matter expertise required by the facilitator)



 (insert the subject matter expertise required by the facilitator)



(ADD OR DELETE ROWS FOR ADDITIONAL OR LESS LEARNING UNITS)
5.2
Facilitator Conduct
The provider will have a Facilitator Code of Conduct and standard Service Level Agreement that
needs to be discussed and agreement signed before commencement of this learning programme.
Make sure that these legal documents are in place before embarking on the facilitation of this
programme.
5.3
Learner Support
Please remember that this programme is Outcomes Based – this implies the following:

The Learner is responsible for his/her own learning – as Facilitator you are required to make sure
he/she has exposure to structured, highly participative contact sessions, and that he/she
provides input to contact sessions activities where required.

Activities are learner driven – make sure you assist the learner in using the Learner Guide and
Portfolio Guide in the manner intended, and are familiar with the requirements for summative
assessment.

Due to the vocational nature of the qualification / learning programme, the Facilitator is
required to facilitate all practical activities as closely as possible to actual working conditions,
and to cover all formative activities in the Learner Guides.

Assessment Support – Facilitators are required to provide support to learners in identifying
coaching and mentoring requirements, and provide support to learners between facilitated
sessions. Learners will return to the workplace for a period of time between each facilitated
contact session, and must complete their Portfolios of Evidence as well as FSA in that period.
5.4
Standard Administration
The administration requirements are subject to the quality management system of the provider –
however, there are certain documents that are critical to the success of the qualification / learning
programme.
As facilitator you are required to follow the rules below carefully to assist us in
remaining compliant with ETDP SETA accreditation requirements.
Please take a moment to familiarize yourself with the requirements.
1. Attendance Register: Candidates are required to sign the Attendance Register every day of
attendance.
2. Learner Registration Form: Each learner must complete a Learner Registration Form during
Orientation of the programme.
3. Learner Evaluation Form: Learners are required to complete an Evaluation Form at the end
of each Learning Unit contact session.
4. Copy of ID: Each candidate must submit a copy of his ID Document before the end of the
contact session – please inform candidates accordingly!
Facilitators Note:
Without the Learner Registration and ID Documents the provider will not be
able to register the learners with ETDP SETA for certification purposes.
Your assistance is highly appreciated!
Good Luck!
About Delivery & Facilitation
1.
Delivery Strategy
Facilitators Note:
This programme is presented over a period of (enter period), and includes the
attendance of facilitated blocks of class room attendance. The programme also
lends itself towards mentored self-study.
1.1
Notional Hours
The roll out strategy below indicates the relationship between theory, practical, workplace and FSA
component:
Refer to alignment strategy and copy
Learning
Unit
Credits
Notional
Hours
Days
Contact Session
30%
Theory
(enter
LU nr)
(enter
(enter
credits) notional
hrs)
(enter
nr of
days)
TOTALS
1.2
Structured Delivery Plan
(enter
nr of
days)
Practical
(enter
nr of
days)
Experiential
Learning
70%
WPE
Ass
Prep
FSA
TOTAL
(enter (enter (enter (enter
nr of nr of nr of
nr of
days) days) days) days)
Facilitators Note:
The following section acts as a guide to the Facilitator on the total days that
should be spent per learning activity per learning unit.
The roll out strategy assumes that all learners will attend all blocks, and is based
on the total notional hours of the qualification.
Learning Unit
Days
(enter
nr of
days)
Learning
Activity
(enter
learning
activity)
Resources
Curriculum
(enter the resources to
be used)
(enter the details of where in
the resource the facilitator
will find the information)
(enter LU title)
(enter
total
nr of
days)
Facilitators Note:
Use the space below to prepare for your facilitation on this Learning Unit
Facilitator Notes on Preparation:
Learning Unit
Days
(enter
nr of
days)
Learning
Activity
(enter
learning
activity)
Resources
Curriculum
(enter the resources to
be used)
(enter the details of where in
the resource the facilitator
will find the information)
(enter LU title)
(enter
total
nr of
days)
Facilitators Note:
Use the space below to prepare for your facilitation on this Learning Unit
Facilitator Notes on Preparation:
Learning Unit
Days
(enter
nr of
days)
Learning
Activity
(enter
learning
activity)
Resources
Curriculum
(enter the resources to
be used)
(enter the details of where in
the resource the facilitator
will find the information)
(enter LU title)
(enter
total nr
of
days)
Facilitators Note:
Use the space below to prepare for your facilitation on this Learning Unit
Facilitator Notes on Preparation:
Learning Unit
Days
(enter
nr of
days)
Learning
Activity
(enter
learning
activity)
Resources
Curriculum
(enter the resources to
be used)
(enter the details of where in
the resource the facilitator
will find the information)
(enter LU title)
(enter
total
nr of
days)
Facilitators Note:
Use the space below to prepare for your facilitation on this Learning Unit
Facilitator Notes on Preparation:
Learning Unit
Days
(enter
nr of
days)
Learning
Activity
(enter
learning
activity)
Resources
Curriculum
(enter the resources to
be used)
(enter the details of where in
the resource the facilitator
will find the information)
(enter LU title)
(enter
total
nr of
days)
Facilitators Note:
Use the space below to prepare for your facilitation on this Learning Unit
Facilitator Notes on Preparation:
Learning Unit
Days
(enter
nr of
days)
Learning
Activity
(enter
learning
activity)
Resources
Curriculum
(enter the resources to
be used)
(enter the details of where in
the resource the facilitator
will find the information)
(enter LU title)
(enter
total
nr of
days)
Facilitators Note:
Use the space below to prepare for your facilitation on this Learning Unit
Facilitator Notes on Preparation:
Learning Unit
Days
(enter
nr of
days)
Learning
Activity
(enter
learning
activity)
Resources
Curriculum
(enter the resources to
be used)
(enter the details of where in
the resource the facilitator
will find the information)
(enter LU title)
(enter
total
nr of
days)
Facilitators Note:
Use the space below to prepare for your facilitation on this Learning Unit
Facilitator Notes on Preparation:
Learning Unit
Days
(enter
nr of
days)
Learning
Activity
(enter
learning
activity)
Resources
Curriculum
(enter the resources to
be used)
(enter the details of where in
the resource the facilitator
will find the information)
(enter LU title)
(enter
total
nr of
days)
Facilitators Note:
Use the space below to prepare for your facilitation on this Learning Unit
Facilitator Notes on Preparation:
(ADD OR DELETE TABLES FOR ADDITIONAL OR LESS LEARNING UNITS – FOR ADDITIONAL TABLES
USE THE NUMBER TEMPLATE PROVIDED BELOW TO NUMBER THE UNITS –DELETE THE NUMBER
TEMPLATE ONCE YOU HAVE COMPLETED ALL LEARNING UNIT TABLES)
1.3
CAT (Credit Award Transfer)
Facilitators Note:
CAT:
Should a learner qualify for CAT (Credit Award Transfer) for one or both of the
fundamental Learning Units, the notional hours and roll out plan for structured
learning on the qualification may be shortened proportionately by up to (enter
qty) days:
Learning Unit
Credits
(enter LU nr (enter
in which the credits)
applicable
fundamental
US is
developed)
(enter LU nr (enter
in which the credits)
Notional
Hours
Days
Contact Session
30%
Theory
Practical
Experiential
Learning
70%
WPE
Ass
Prep
FSA
TOTAL
(enter
hours)
(enter
days)
(enter
days)
(enter
days)
(enter
days)
(enter
days)
0
(enter
days)
(enter
hours)
(enter
days)
(enter
days)
(enter
days)
(enter
days)
(enter
days)
0
(enter
days)
applicable
fundamental
US is
developed)
TOTAL
(enter (enter (enter (enter (enter (enter (enter
total) total) total) total) total) total) total)
0
(enter
total)
(ADD OR DELETE ADDITIONAL LINES AS NEEDED)
2.
Facilitation Strategy
Facilitators Note:
As Facilitator of the programme you are required to do your own Facilitation
Planning per Learning Unit. The Facilitation Plan provided below covers the
actual facilitated contact session only.
The Facilitation Planners on the next few pages is intended as a guide only, and provides a
foundation for the planning and roll out of the qualification.
The provider will schedule the dates on a qualification calendar for the period of roll out following
the guidelines on total days and structuring of learning activities.
2.1
Formative Assessment Activities
Tip:
Refer to the Table of Content of each Learner Guide for the activities per blocks
of content – make sure you have prepared yourself thoroughly on the use of the
activities, and are able to integrate the formative assessment activities
successfully into your facilitation plan.
2.2
Facilitation Planners
(enter LU nr and title)
Day
Module
1
(enter module nr and title)
2
(enter module nr and title)
(enter
activity nr’s)
3
(enter module nr and title)
(enter
activity nr’s)
4
Formative
Activities
(enter
activity nr’s)
Guide
Pages
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter page
nr’s)
(enter page
nr’s)
(enter page
nr’s)
Day
Module
Formative
Activities
Guide
5
(ADD OR DELETE ADDITIONAL LINES AS NEEDED)
Pages
(enter LU nr and title)
Day
Module
Formative
Activities
(enter
activity nr’s)
1
(enter module nr and title)
2
(enter module nr and title)
(enter
activity nr’s)
3
(enter module nr and title)
(enter
activity nr’s)
Guide
Pages
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter page
nr’s)
(enter page
nr’s)
(enter page
nr’s)
4
5
(ADD OR DELETE ADDITIONAL LINES AS NEEDED)
(enter LU nr and title)
Day
Module
Formative
Activities
(enter
activity nr’s)
1
(enter module nr and title)
2
(enter module nr and title)
(enter
activity nr’s)
3
(enter module nr and title)
(enter
activity nr’s)
Guide
Pages
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter page
nr’s)
4
5
(ADD OR DELETE ADDITIONAL LINES AS NEEDED)
(enter page
nr’s)
(enter page
nr’s)
(enter LU nr and title)
Day
Module
Formative
Activities
(enter
activity nr’s)
1
(enter module nr and title)
2
(enter module nr and title)
(enter
activity nr’s)
3
(enter module nr and title)
(enter
activity nr’s)
Guide
Pages
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter page
nr’s)
(enter page
nr’s)
(enter page
nr’s)
4
5
(ADD OR DELETE ADDITIONAL LINES AS NEEDED)
(enter LU nr and title)
Day
Module
Formative
Activities
(enter
activity nr’s)
1
(enter module nr and title)
2
(enter module nr and title)
(enter
activity nr’s)
3
(enter module nr and title)
(enter
activity nr’s)
Guide
Pages
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter page
nr’s)
4
5
(ADD OR DELETE ADDITIONAL LINES AS NEEDED)
(enter page
nr’s)
(enter page
nr’s)
(enter LU nr and title)
Day
Module
Formative
Activities
(enter
activity nr’s)
1
(enter module nr and title)
2
(enter module nr and title)
(enter
activity nr’s)
3
(enter module nr and title)
(enter
activity nr’s)
Guide
Pages
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter page
nr’s)
(enter page
nr’s)
(enter page
nr’s)
4
5
(ADD OR DELETE ADDITIONAL LINES AS NEEDED)
(enter LU nr and title)
Day
Module
Formative
Activities
(enter
activity nr’s)
1
(enter module nr and title)
2
(enter module nr and title)
(enter
activity nr’s)
3
(enter module nr and title)
(enter
activity nr’s)
Guide
Pages
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter page
nr’s)
4
5
(ADD OR DELETE ADDITIONAL LINES AS NEEDED)
(enter page
nr’s)
(enter page
nr’s)
(enter LU nr and title)
Day
Module
Formative
Activities
(enter
activity nr’s)
1
(enter module nr and title)
2
(enter module nr and title)
(enter
activity nr’s)
3
(enter module nr and title)
(enter
activity nr’s)
Guide
Pages
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter guide to be
uitilised e.g. learner
guide)
(enter page
nr’s)
(enter page
nr’s)
(enter page
nr’s)
4
5
(ADD OR DELETE ADDITIONAL LINES AS NEEDED)
(ADD OR DELETE TABLES FOR ADDITIONAL OR LESS LEARNING UNITS – FOR ADDITIONAL TABLES
USE THE NUMBER TEMPLATE PROVIDED BELOW TO NUMBER THE UNITS –DELETE THE NUMBER
TEMPLATE ONCE YOU HAVE COMPLETED ALL LEARNING UNIT TABLES)
3.
Administration
3.1
Learner Administration
Tip:
Please refer to the last section of the Learner Orientation Guide for the learner
administration that needs to be completed – this is essential in registration as a
learner for the (enter qualification title) Qualification with ETDP SETA.
The learner administration which must be completed and submitted are as follows:
1. Learner Registration Form
2. Submission of certified ID copy
3. Provision and Assessment Contract
3.2
Facilitator Administration
Please make sure that you complete the following documents and submit to the provider at the end
of the facilitation session:
1. Attendance Registers
2. Facilitator Report
Facilitator Report
Tip:
The Facilitator is required to complete a Facilitator Report for the facilitated
contact session per Learning Unit.
The provider will have a Facilitator Report as part of the standard facilitation
administration – alternatively, the Facilitator Report below may be used:
Learning
Programme Name
Learning Unit
Dates of
Facilitation
(enter programme ID
and title)
Facilitator Name
Learning Unit
Name
Date of Report
Self Assessment:
Please complete the Facilitator Report as accurately and honestly as possible.
Please take time to add your comment on every subsection, in order for us to
continuously improve our training quality!
The purpose of the Facilitation Report is to evaluate the following:
 logistics and support
 facilitation
 training material
 assessment
Your honest and detailed input is therefore of great value to us, and we
appreciate your assistance in completing this evaluation form!
3
4
Excellent
Excellent
Above
Standard
5
Above Standard
Sufficient
4
Sufficient
No
2
3
Below Standard
4
1
2
1
2
3
4
5
Was communication regarding attendance of the
programme efficient and effective?
Was the Programme Coordinator helpful and efficient?
Was the training equipment and material used effective
and prepared?
Was the training venue conducive to learning (set-up for
convenience of learners, comfortable in terms of
temperature, etc.)?
Additional Comments on Logistics and Support
2
3
B
1
Poor
1
Below
Standard
Criteria / Question
Poor
No
Criteria / Question
Facilitator Evaluation
Learners were prepared and motivated to attend the
programme
Learners participated well and provided constructive
input
The programme allows for the use of a variety of
methods, exercises, activities and discussions
Learners were punctual and kept to the schedule
Additional Comments on Facilitation
C
1
2
3
4
5
6
7
Below
Standard
Sufficient
Above
Standard
Excellent
Criteria / Question
Poor
No
1
2
3
4
5
Learning Programme Evaluation
The learning outcomes of the programme are relevant
and suitable.
The content of the programme was relevant and
suitable for the target group.
The length of the facilitation was suitable for the
programme.
The learning material assisted in learning new
knowledge and skills to apply in a practical manner.
The Learning Material was free from spelling and
grammar errors
Handouts and Exercises are clear, concise and relevant
to the outcomes and content.
Learning material is generally of a high standard, and
user friendly
Trainer/Learner File, etc.
Spelling/ Grammatical Errors
Section/Page
Additional Comments on Learning Material
What?
E
1
2
3
Below Standard
Sufficient
Above Standard
Excellent
Criteria / Question
Poor
No
1
2
3
4
5
Assessment Evaluation
A clear overview provided of the assessment
requirements of the programme was provided
The assessment process and time lines were clearly
explained
All assessment activities and activities were discussed
Additional Comments on Assessment
Further Comments:
(Please note any relevant information, difficulties incurred, etc. that you regard as important.)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________
Facilitator Sign:
Date:
Attendance Register
Programme Name
Facilitator Name
Dates of Attendance
Venue
Name & Surname
ID Number
Contact Details
1
2
3
4
5