0825507946

Disciplinary Hearing Training

Disciplinary Hearing Training
Disciplinary Hearing Training PUBLIC Schedule for this course:  Click here COURSE SUMMARY Short name: Disciplinary Hearing Training Full description: Conduct a disciplinary hearing Accredited: Yes, Public SETA NQF Accredited SETA: Public Education & Training Authority (P Seta)  www.pseta.org.za NQF: 5 Credits: 15 Duration: 3 days Re-Assessment fees: None Assignment extensions: Up to 18 months at no additional cost. Hidden […]
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Link: Disciplinary Hearing Training
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Originally posted 2015-07-18 16:24:20. Republished by Blog Post Promoter

Training Planner

Training Planner
This guide provides suggestions and advice on how to facilitate a planning process. It is based on the introductory guide to Planning that outlines a systematic approach to planning and eight basic planning steps. This section is part of the planning guide which is broken into four sections. Section 1 is an introduction to planning. […]
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Link: Training Planner
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Originally posted 2015-07-02 07:41:57. Republished by Blog Post Promoter

Disciplinary Hearing Training

Disciplinary Hearing Training
Disciplinary Hearing Training PUBLIC Schedule for this course:  Click here COURSE SUMMARY Short name: Disciplinary Hearing Training Full description: Conduct a disciplinary hearing Accredited: Yes, Public SETA NQF Accredited SETA: Public Education & Training Authority (P Seta)  www.pseta.org.za NQF: 5 Credits: 15 Duration: 3 days Re-Assessment fees: None Assignment extensions: Up to 18 months at no additional cost. Hidden […]
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Link: Disciplinary Hearing Training
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Originally posted 2015-06-18 16:24:19. Republished by Blog Post Promoter

Budget: Education given heftiest slice of the pie

Vocational+Education+xxxEDUCATION will continue to receive the lion’s share of the national budget, with Finance Minister Nhlanhla Nene announcing that expenditure as a proportion of the budget will decline over the next three years.

Mr Nene said on Wednesday both carrot and stick would be used as billions are spent improving school infrastructure.

The basic education system has been allocated R640bn over the next three years, while higher education will receive R195bn over this period.

Nominal expenditure for the post-school system will grow on average 7.1% over three years, and that of basic education 6.3% in the period.

The education infrastructure grant for the next three years will total R29.6bn, but will be accompanied by stricter controls over public-sector supply chain management.

From May this year, school building plans will be standardised and the costs of construction controlled, said Mr Nene.

“Too often and for too long we have paid too much for school building projects,” he said.

“Routine maintenance of school buildings and minor construction works will be decentralised. This will be accompanied by measures to combat inefficiency and corruption at district and school level.”

In the post-school sector, the skills levy is expected to post average growth of 10% over the period with skills development institutions — including the 21 Sector Education and Training Authorities (Setas) — expected to receive just under R52bn over the period.

Options for improving the skills funding system — based largely on the 1% payroll levy for medium and large companies — would be reviewed in the period ahead, he said.

Democratic Alliance (DA) higher education spokeswoman Belinda Bozzoli said on Wednesday that much of the money raised through the skills levy continued to be wasted and was expected to remain a “source of disillusionment and dissatisfaction among the employers who pay for it”.

The DA was working on a proposal to “radically shift” the scheme towards demand-driven initiatives, she added.

Funding for the National Student Financial Aid Scheme (NSFAS) will rise to R11.9bn in 2017-18, which is expected to support additional enrolment of students at universities and technical and vocational colleges, Mr Nene said.

According to the budget, the 8.8% average nominal growth in NSFAS over the period will support an increase in enrolments in the tertiary sector to 2.2-million students in three years, from the current 1.7-million students.

Lobby group the Higher Education Transformation Network said that it welcomed the announcement of a clampdown on irregularities.


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Originally posted 2015-02-27 05:11:55. Republished by Blog Post Promoter

Only 1 in 8 students will find a place at university

Wits+university+campus+University+of+the+WitwatersrandAbout 200 000 first-year students will sit for their first lectures at South Africa’s 24 universities this week while a multitude of unsuccessful candidates will be dealing with rejection, either because they did not meet the requirements, or because the institutions of learning are full.

“First-year university applications tend to far outnumber vacancies,” said researchers at the Institute of Race Relations in the 2014-15 South Africa Survey, released last week.

This is in spite of an increase of almost 55000 available spaces at universities over the past decade.

According to the report, 145238 first-year students enrolled in 2004, compared with 169765 in 2012.

Figures provided by universities this week showed that the highest demand, and highest rejection rate, was in KwaZulu-Natal.

At the University of Zululand, 82800 applicants jostled for just 6500 first-year places, which means that only one in 13 made it.

At the Durban University of Technology and the Mangosuthu University of Technology, just one in 11 applicants was accepted.

At the University of KwaZulu-Natal, one in 10 was successful.

Although it looks slightly better elsewhere, the picture is still grim .

At the University of Johannesburg, applicants had a 10% success rate.

More than 51000 applied at the University of the Witwatersrand, which can accept only 6255.

One in five applicants for Rhodes University in Grahamstown in the Eastern Cape will fill the available 1800 places, and at the University of the Western Cape, 4000 of the 25000 applicants were accepted.

The Cape Peninsula University of Technology had 32000 applications for 9000 places, and at Stellenbosch University only 5000 of the 22700 applicants have been placed.

Carl Herman, director of admissions at the University of Cape Town, said that across the country and internationally there had been a sharp increase in the number of applications. “Until about 10 years ago, students could apply through walk-ins. This has changed because so many prospective students meet admission criteria. It has become much more difficult ,” he said.

The best success ratio was achieved at Walter Sisulu University in Mthatha in the Eastern Cape, where 8840 of the 22000 who applied got in.

There was a one-in-four chance of being accepted at the University of Pretoria, where 10500 of the 42000 applications were successful.

Tuks spokeswoman Sanku Tsunke said it was vital for students to apply early. Applications open as early as March for the next year’s intake. “Students must apply as early as possible. Many students are denied because there are no places available in their chosen field – sometimes even very good students ,” she said.

University of Johannesburg registrar Professor Kinta Burger said those who were not accepted needed support.

“It is essential that they regain a sense of perspective and … consider alternative options provided by both public and private institutions.”

According to the Wits website, “meeting the likely admissions levels of acceptance does not guarantee you a place”.

It states that the number of places available as opposed to the number of applications is a national issue.

But Khaye Nkwanyana, a spokesman for the Department of Higher Education, said a lack of space was not the only factor.

“The number of [first-year] spaces at universities in 2015 is in the order of 200000, which is significant.

“It is clear that not all applicants who do apply for university study fulfil the minimum requirements to enter into the programmes they have applied for.

“A large majority of those applicants should be considering other options.”

Source: http://skillsjobs.co.za/feed

Originally posted 2015-02-08 11:45:57. Republished by Blog Post Promoter

Why qualified Trainers or Facilitators?

Why qualified Trainers or Facilitators?
What is a Facilitator or Trainer? The “facilitator” or “Trainer” is a guide or “discussion leader” for the group. The process of facilitation or training is a way of providing leadership without taking the reigns. A facilitator or also known as a trainer’s job is to get others to assume responsibility and take the lead. […]
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Link: Why qualified Trainers or Facilitators?
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Originally posted 2015-05-15 09:51:18. Republished by Blog Post Promoter

Assessors Training Course Importance

Why Is Assessment Important?

Asking students to demonstrate their understanding of the subject matter is critical to the learning process; it is essential to evaluate whether the educational goals and standards of the lessons are being met.

Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. Assessment inspire us to ask these hard questions: “Are we teaching what we think we are teaching?” “Are students learning what they are supposed to be learning?” “Is there a way to teach the subject better, thereby promoting better learning?”

Today’s students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. They must be able to think critically, to analyze, and to make inferences. Changes in the skills base and knowledge our students need require new learning goals; these new learning goals change the relationship between assessment and instruction. Teachers need to take an active role in making decisions about the purpose of assessment and the content that is being assessed.

When assessment works best, it does the following:

Provides diagnostic feedback

  • What is the student’s knowledge base?
  • What is the student’s performance base?
  • What are the student’s needs?
  • What has to be taught?

Helps educators set standards

  • What performance demonstrates understanding?
  • What performance demonstrates knowledge?
  • What performance demonstrates mastery?

Evaluates progress

  • How is the student doing?
  • What teaching methods or approaches are most effective?
  • What changes or modifications to a lesson are needed to help the student?

Relates to a student’s progress

  • What has the student learned?
  • Can the student talk about the new knowledge?
  • Can the student demonstrate and use the new skills in other projects?

Motivates performance
For student self-evaluation:

  • Now that I’m in charge of my learning, how am I doing?
  • Now that I know how I’m doing, how can I do better?
  • What else would I like to learn?

For teacher self-evaluation:

  • What is working for the students?
  • What can I do to help the students more?
  • In what direction should we go next?

Read more about Assessor Jobs Opportunities here.

What Are Some Types of Assessment?

There are many alternatives to traditional standardized tests that offer a variety of ways to measure student understanding.

In the early theories of learning, it was believed that complex higher-order thinking skills were acquired in small pieces, breaking down learning into a series of prerequisite skills. After these pieces were memorized, the learner would be able to assemble them into complex understanding and insight — the puzzle could be arranged to form a coherent picture.

Today, we know learning requires that the learner engage in problem-solving to actively build mental models. Knowledge is attained not just by receiving information, but also by interpreting the information and relating it to the learner’s knowledge base. What is important, and therefore should be assessed, is the learner’s ability to organize, structure, and use information in context to solve complex problems.

Standardized Assessment

Almost every school district now administers state-mandated standardized tests. Every student at a particular grade level is required to take the same test. Everything about the test is standard — from the questions themselves, to the length of time students have to complete it (although some exceptions may be made for students with learning or physical disabilities), to the time of year in which the test is taken. Throughout the country, and with the passage of the Elementary and Secondary Education Act, commonly known as the No Child Left Behind Act (which requires research-based assessment), student performance on these tests has become the basis for such critical decisions as student promotion from one grade to the next, and compensation for teachers and administrators.

Standardized tests should not be confused with the standards movement, which advocates specific grade-level content and performance standards in key subject areas. Often, in fact, standardized tests are not aligned with state and district content standards, causing considerable disconnect between what is being taught and what is being tested.

Alternative Assessment

Alternative assessment, often called authentic, comprehensive, or performance assessment, is usually designed by the teacher to gauge students’ understanding of material. Examples of these measurements are open-ended questions, written compositions, oral presentations, projects, experiments, and portfolios of student work. Alternative assessments are designed so that the content of the assessment matches the content of the instruction.

Effective assessments give students feedback on how well they understand the information and on what they need to improve, while helping teachers better design instruction. Assessment becomes even more relevant when students become involved in their own assessment. Students taking an active role in developing the scoring criteria, self-evaluation, and goal setting, more readily accept that the assessment is adequately measuring their learning.

Authentic assessment can include many of the following:

  • Observation
  • Essays
  • Interviews
  • Performance tasks
  • Exhibitions and demonstrations
  • Portfolios
  • Journals
  • Teacher-created tests
  • Rubrics
  • Self- and peer-evaluation

Read more about our Assessor Training Courses by TRAINYOUCAN

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Originally posted 2015-01-30 15:01:52. Republished by Blog Post Promoter

Assessor Course

Why Is assessment or assessor training Important?

Asking students to demonstrate their understanding of the subject matter is critical to the learning process; it is essential to evaluate whether the educational goals and standards of the lessons are being met.

assessment or assessor training is an integral part of instruction, as it determines whether or not the goals of education are being met. assessment or assessor training affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. assessment or assessor training inspire us to ask these hard questions: “Are we teaching what we think we are teaching?” “Are students learning what they are supposed to be learning?” “Is there a way to teach the subject better, thereby promoting better learning?”

Today’s students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. They must be able to think critically, to analyze, and to make inferences. Changes in the skills base and knowledge our students need require new learning goals; these new learning goals change the relationship between assessment or assessor training and instruction. Teachers need to take an active role in making decisions about the purpose of assessment or assessor training and the content that is being assessed.

When assessment or assessor training works best, it does the following:

Provides diagnostic feedback

  • What is the student’s knowledge base?
  • What is the student’s performance base?
  • What are the student’s needs?
  • What has to be taught?

Helps educators set standards

  • What performance demonstrates understanding?
  • What performance demonstrates knowledge?
  • What performance demonstrates mastery?

Evaluates progress

  • How is the student doing?
  • What teaching methods or approaches are most effective?
  • What changes or modifications to a lesson are needed to help the student?

Relates to a student’s progress

  • What has the student learned?
  • Can the student talk about the new knowledge?
  • Can the student demonstrate and use the new skills in other projects?

Motivates performance
For student self-evaluation:

  • Now that I’m in charge of my learning, how am I doing?
  • Now that I know how I’m doing, how can I do better?
  • What else would I like to learn?

For teacher self-evaluation:

  • What is working for the students?
  • What can I do to help the students more?
  • In what direction should we go next?

Read more about assessor training Jobs Opportunities here.

What Are Some Types of assessment or assessor training?

There are many alternatives to traditional standardized tests that offer a variety of ways to measure student understanding.

In the early theories of learning, it was believed that complex higher-order thinking skills were acquired in small pieces, breaking down learning into a series of prerequisite skills. After these pieces were memorized, the learner would be able to assemble them into complex understanding and insight — the puzzle could be arranged to form a coherent picture.

Today, we know learning requires that the learner engage in problem-solving to actively build mental models. Knowledge is attained not just by receiving information, but also by interpreting the information and relating it to the learner’s knowledge base. What is important, and therefore should be assessed, is the learner’s ability to organize, structure, and use information in context to solve complex problems.

Standardized assessment or assessor training

Almost every school district now administers state-mandated standardized tests. Every student at a particular grade level is required to take the same test. Everything about the test is standard — from the questions themselves, to the length of time students have to complete it (although some exceptions may be made for students with learning or physical disabilities), to the time of year in which the test is taken. Throughout the country, and with the passage of the Elementary and Secondary Education Act, commonly known as the No Child Left Behind Act (which requires research-based assessment or assessor training), student performance on these tests has become the basis for such critical decisions as student promotion from one grade to the next, and compensation for teachers and administrators.

Standardized tests should not be confused with the standards movement, which advocates specific grade-level content and performance standards in key subject areas. Often, in fact, standardized tests are not aligned with state and district content standards, causing considerable disconnect between what is being taught and what is being tested.

Alternative assessment or assessor training

Alternative assessment or assessor training, often called authentic, comprehensive, or performance assessment or assessor training, is usually designed by the teacher to gauge students’ understanding of material. Examples of these measurements are open-ended questions, written compositions, oral presentations, projects, experiments, and portfolios of student work. Alternative assessment or assessor trainings are designed so that the content of the assessment or assessor training matches the content of the instruction.

Effective assessment or assessor trainings give students feedback on how well they understand the information and on what they need to improve, while helping teachers better design instruction. assessment or assessor training becomes even more relevant when students become involved in their own assessment or assessor training. Students taking an active role in developing the scoring criteria, self-evaluation, and goal setting, more readily accept that the assessment or assessor training is adequately measuring their learning.

Authentic assessment or assessor training can include many of the following:

  • Observation
  • Essays
  • Interviews
  • Performance tasks
  • Exhibitions and demonstrations
  • Portfolios
  • Journals
  • Teacher-created tests
  • Rubrics
  • Self- and peer-evaluation

Read more about our <a href="http://www.speedygonzales.co.za/accredited/assessor training/” target=”_blank”>assessor training Training Courses by TRAINYOUCAN

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Originally posted 2015-01-22 16:53:46. Republished by Blog Post Promoter

What is an Assessment: Definition, Objective and Principles

What is an Assessment: Definition, Objective and Principles
Assessment itself can be defined and interpreted in several ways like financial, educational or even psychological assessment however, for the sake of the current discussion we shall stick to the context of HR and define assessments within it. Assessments are systematic methods of gathering data under standardized conditions and reaching a conclusion regarding the knowledge, […]
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Link: What is an Assessment: Definition, Objective and Principles
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Originally posted 2015-08-03 12:16:35. Republished by Blog Post Promoter

Terms used in Training

Terms used in Training
Terms used in Training Accountability means that all role-players can provide evidence of the development and moderation of assessment tasks and processes, and that these tasks and processes are aligned with National Policy and Criteria for Designing and Implementing Assessment as well as sectoral policies derived from the national policy. Accredited provider means a legally […]
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Link: Terms used in Training
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Originally posted 2015-05-28 07:02:18. Republished by Blog Post Promoter

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