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  • Skills Development Act amendment 15 Dec2017
    by TUCT on January 18, 2018 at 12:02 pm

    The minister of Higher Education published a proposal to change the Skills Development Act, comments due before the 31st of January 2018. Some highlights of these amendments propose to: The good: 1.   Remove SETA regional offices and create one central sharing system/office to be more effective. 2.   Sharing of resources, such as IT and HR. 3.   SETAs to … Continue reading "Skills Development Act amendment 15 Dec2017" […]

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QCTO Assessment Quality Partner (AQP) principles and values

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Identify Content and Learning Sequence

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The Resource Packs offer a large amount of content material on a number of different critical issues, as well as material on foundation topics. The facilitator and the planning group will have to take decisions, based on the identified learning objectives, about which parts of which Resource Packs will be relevant to a particular group of participants. All parts of a Resource Pack are never intended to be used in a single training session.

The planning group should:

• Decide which parts of which Resource Packs will be relevant to the learning needs of the target group;

• Separate the content to be used into what participants must know, should know, and could know;

• Ensure that the training session is of appropriate length to accommodate the must know section of the contents (obviously, if there is more time available, the should know and the could know can also be accommodated).

In planning the sequence of learning, the planning group should be mindful that learners learn best in situations where they start with what they know and move in gradual steps towards the unknown. It is worth planning in a stage at the beginning of the workshop where the participants identify and establish what they know about a particular topic and then plan to build new ideas on to this existing understanding. As if building a house from bricks, the principle is to establish a solid base first and then begin adding successive levels. Once the learners have assimilated (and feel comfortable with) the latest new ideas, they are ready to be introduced to the next new idea.

Consideration should be given to matching the type of content used to the type of participant being trained. For example, senior managers may prefer to work with policy guidelines, executive summaries, and statements of key principles, whereas a technical audience may benefit more from training with case studies and discussion group work based on their recent experiences.