SAS WFD QMS

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APPENDIX E
OF TRG SOP NO 16/16
DD AUG 16

FLOWCHART OF A SUCCESSFUL MENTORING/COACHING PROGRAMME

Stage 1
Building a
Relationship

Stage 2
Understanding

Learner
Requirements

Stage 3
Developing an

Action Plan
(mentoring
contract)

Stage 4
Providing
Learner Support

Stage 5
Evaluation and

Recording

Competent Learners

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 17/18

Issued by

96719489MC CDR B. GOUSSARD
ACTING TRAINING COMMANDER SAS WINGFIELD

Telephone: 021 590 2665 SAS WINGFIELD
SSN: 820 2665 Private Bag X1
Facsimile: 021 590 2662 Goodwood
Enquiries: WO 1 S.R. Tilley 7459

January 2018

APPEALS PROCEDURE

Reference A: DODI 01/2010 (Latest Edition)

Reference B: DODI No 00006/2003 (Latest Edition)

Appendix A: Flowchart of Appeals Procedure

INTRODUCTION

1. SAS WINGFIELD consists of a number of Training Sections, which are
geographically dispersed, and it is therefore important that clear instructions are
issued concerning the management of Curricula.

2. Although effectively managed, it creates challenges with configuration control.
This instruction is aimed at alleviating these challenges and provides a process to
ensure effective safekeeping and configuration control of the Appeals Procedure.

AIM

3. The aim of this SOP is to promulgate a standardised process for the Appeals
Procedure.

APPEALS PROCEDURE

4. If a learner is not satisfied with his/her assessment decision, he or she may
appeal on the following grounds:

a. Circumstances exist that materially affected the learner’s performance,
which were not known to the assessor when an assessment was made
and which were reasonably impractical for the learner to make known to
the assessor beforehand.

b. Procedural irregularities occurred in the conduct of assessments, which
were of such a nature as to create a reasonable possibility that the result
might have been different had the irregularities not occurred.

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c. Evidence of prejudice, bias or inadequate assessment on the part of one
or more assessors.

d. In the case of circumstances beyond the learner’s control (illness, death,
accident etc), which might influence the learner’s performance; the
learner must inform the assessor prior to the assessment, to reschedule
the assessment. A medical certificate from a registered medical
practitioner must support the citing of a medical factor.

PROCEDURE FOR LEARNER APPEAL

5. Documentary proof of the appeal is imperative. See appeal
procedure/document below to be used for all assessment appeals. All the assessment
documents/records should be attached to the appeal document.

6. A learner with a complaint about an assessment matter should raise this
concern with the assessor as soon as possible (immediately after the assessment).
Completion of Appeal Document, Stage 1, is imperative.

7. The assessor should respond by giving a clear explanation of the decision.
8. Alter the assessment or remain with the initial decision.
9. This aspect must be dealt with within 36 hours.
10. If the learner still disagrees with the assessment, the appeal will proceed.

11. The assessor forwards the complaint for further action to an internal moderator
of the Provider. Complete Appeal Document, Stage 2.

12. The internal moderator must provide the learner with the reconsidered decision
within 36 hours after a thorough evaluation of:

a. the learner’s evidence and associated records;
b. the assessor’s rationale for the decision; and
c. the learner’s opinion.
d. The internal moderator has two options:

e. Alter the assessment if an error of judgment has been identified.
f. Request a re-assessment (It is advisable to use a different assessor).
13. If the appellant is still dissatisfied with the decision of the internal moderator,
the learner may appeal to the external moderator at the applicable ETQA the Provider
is accredited with. The ETQA will prescribe the appeal procedure.

14. If dissatisfaction still exists, the learner can appeal to the South African
Qualifications Authority, which is the final level of appeal.

15. If the learner accepts the assessment decision at any stage, the final stage of
the appeal must be completed.

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APPENDIX A
TO TRG SOP 17/16

Start

Assessor

Learner found
NYC

Did the Yes
Learner
Learner appeal?

No Learner to
complete
relevant appeal

forms

2 Chance rule OC-WFD Chairman
board TC-WFD
ATO-WFD
Learner No
at fault? Assessor-Facilitator
Internal Moderator-Senior Facilitator
Board
Members Verifiers - QA WFD

Learner to be
re-assessed or

attempt first
chance

Yes

Possible Trg
intervention and/or

second
attempt/removal from

LO

END

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16. Candidates who disagree with the assessment decision can approach the
assessor for re-evaluation of the assessment decision. The candidate must complete
the formal appeals form. The assessor must receive the appeal for re-evaluation
within 5 working days.

17. The assessor will consider the request and re-evaluate evidence.

18. Comments and re-evaluation decision will be written in the appropriate section
on the appeals form. If applicable, the learner's record will be amended. The
outcome of the re-evaluation will be formally communicated in writing to the candidate.

19. Should the candidate still be dissatisfied with the outcome of the re-evaluation
decision, the assessor will forward the appeals form, the original assessment record
and candidate evidence to the internal moderator (within 14 days of the evaluation
decision).

20. The internal moderator will communicate the moderating decision to the
candidate in writing. The moderator will complete the relevant section on the appeals
form and an amendment will be made to the learner's records.

21. Should the candidate still be dissatisfied, the internal moderator will forward the
candidate appeals form, assessment records and written comments to an
investigatory panel (which could include a representative from the ETQA) within 10
working days after the internal moderator completed the re-evaluation of evidence.

22. The panel will evaluate and inform the candidate of the outcome within 5
working days. The decision of the panel is final and will be communicated in writing to
the candidate.

23, All documentation pertaining to the appeals process will be recorded,
authorized and retained for a period of 3 (three) years for ETQA audit purposes.

CONCLUSION

24. The appeals procedure supported by standardised procedures is important for
the configuration control.

DATE OF EXECUTION

25. This SOP comes into effect immediately, and will be reviewed one year after
the date of implementation.

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 18/18

Issued by

96719489MC CDR B. GOUSSARD
TRAINING COMMANDER SAS WINGFIELD

Telephone: 021 590 2665 SAS WINGFIELD
SSN: 820 2665 Private Bag X1
Facsimile: 021 590 2662 Goodwood
Enquiries: WO1 S. Tilley 7459

January 2018

GENERAL INSTRUCTION PERTAINING TO SAS WINGFIELD TRAINING

Reference A: Naval Order 01/2016: Naval Order on the management of the
technical family in the SA Navy

B: Naval Order Plans 01/2004: Organisational excellence through
effective delivery

C: Naval Order General 2/2002

INTRODUCTION
1. The aim of this order is to promulgate processes wrt the general instructions
pertaining to training at SAS WINGFIELD.
EXECUTION
2. The process must be followed so as to ensure the effective and efficient
training takes place at SAS WINGFIELD.
SCOPE
3. This SOP covers the following items:

a. Facilitator/Learner Association (Fraternisation).
b. Dress Codes during formal and information functions.
c. Contact with higher authorities.
d. Medical Incapacity during learning opportunities.
e. Pregnancy.

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f. Development.

g. Delivery and Evaluation.

h. Use of Social Media and Instant Messaging.

FACILITATOR/LEARNER ASSOCIATION

4. The Course Officer must compile a set of rules for facilitator/learner
association. This may vary from situation to situation and is dependent upon the
target group, level and social commitment of the course. Socialising to the detriment
of course standards and general discipline will thus not be tolerated.

5. The following rules are applicable to facilitator/learner association:

a. Relationships of a personal nature between facilitators and learners are
unacceptable and disciplinary action will be considered against
offenders.

b. To avoid unnecessary misperceptions or rumours, it is essential that
personal contact between facilitators and learners, facilitator and
facilitator, as well as learner and learner be on a professional level.

c. Where a facilitator and a learner are friends, the onus will be upon the
facilitator to maintain objectivity at all times and to maintain an unbiased
professional approach towards the learner.

d. Harassment and/or intimidation of any nature, especially by facilitators
on learners are unacceptable and will not be tolerated. Disciplinary
action will be instituted against offenders.

e. Facilitators may address students of equal or lower rank by their first
name. Learners of higher rank will be addressed accordingly.

6. Fraternisation with learners. Fraternisation and inappropriate interactions
between staff and learners is to the detriment of discipline. Learners and staff should
not socialize and the relationship must at all times be done with the appropriate
military conduct and professionalism.

DRESS CODES DURING FORMAL AND INFORMAL FUNCTIONS

7. When appropriate, the SF or DO will distribute the rules for such occasions as
planned for the LO.

8. The dress for members will be promulgated via Daily Orders.

9. All learners in workshops are to wear the correct Personal Protective
Equipment and adhere to Occupational Health and Safety Regulations.

10. All members using military transport must be in uniform. Theoretical Classes

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are to be attended in Uniform. Practical/Skills Training is to be attended in Action
Working Dress or Overalls.

CONTACT WITH HIGHER AUTHORITIES

11. Effective liaison between FOF, DFHR and WFD is vital.

12. The OC and TC must be informed. It is imperative that all liaisons between
DFHR and WFD that impacts on training, training staff or members under training are
done either through the OC or the TC or, if it is not possible or feasible, the OC and
TC should be notified as soon as possible, and kept in the picture.

13. All correspondence leaving WFD must be signed by the OC. In the event that
emails are being sent, the OC and TC are to be CCd and the email must also be sent
to [email protected] (Training Administration Office).

14. All correspondence leaving WFD must be correct in terms of the Conventions
of Service Writing (CSW) and addressed to the Director or Officer Commanding of
the receiving unit.

15. If staff members of an external directorate or unit require actions, the staff
member is to be listed for attention in the Distribution Block.

16. In the event that the OC is not available for signature, the TC or XO are to be
requested to sign pp (As Directed). A copy of the correspondence must be placed in
the OCs in tray for info and the copy must be placed on file.

17. All correspondence must be placed on file and the correct file reference must
be used.

Note 1: The use of e-mail and private email addresses to conduct official
business should be avoided where possible. E-mails send and received
relating to work related matters should be printed out and placed on the
General Training File 103/2/3 (or relevant section file) and booked out to the
OC/TC so that the information is at least visible to more than just the
sender/receiver. When leaving the unit, members receiving correspondence
should inform the sender to send the E-Mails to [email protected].

Note 2: Most external providers (Universities, Universities of Technology,
Colleges and private companies) makes use of e-mail for registration,
invoicing, proof of payment, queries, quotes etc. When official
correspondence is send, ensure that [email protected] is CCd or that
received correspondence is forwarded to [email protected].

MEDICAL INCAPACITY DURING LEARNING OPPORTUNITIES

18 Learners, from to time, become medical unfit through a variety of reasons.
This sometimes affects their careers as the restrictions imposed upon them, by the
medical Boards, prevent them from completing their training in the Technical
environment. This implies that an apprentice can only be withdrawn from training

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when the final medical classification is issued to the member. The following
procedure is to be followed:

a. Recommend that the learner report to the Sickbay for a medical
examination.

b. The SF is to follow up on results of the medical examination. A
Comprehensive Medical Report must be made available in the event
that uncertainty exists wrt the members ability to complete the required
training program.

c. The SF of affected learner must compile a Confidential Report iro work
performance.

d. The learner is to appear before a Medical Board as determined by the
relevant authorities.

e. The recommendations of the Medical Board are to be implemented

19. Where the recommendations of the Medical Board negatively affect the
training and future utilisation of the apprentice, Director Fleet Human Resources is to
determine the future of the learner. The OC and TC must be informed of the
progress made at all times.

20. The following guidelines must be implemented when dealing with any learner
who is Sick or injured:

a. Report to sickbay. Sickness and injury is to be confirmed by a Sick
report. If the student is able to continue with essential activities then he
must be given every opportunity to continue with the course.

b. Report to section. All learners are to report to their SF or DO and
Work Attendance Register holder before 0730B. After the visit to
sickbay has taken place, the learner is to physically report to the SF or
DO so that the recommendation of the doctor can be noted.

c. Withdrawal from course. Should essential tasks/activities arise whilst
the student is incapacitated then he should be withdrawn from the
course. If a student should be incapacitated by factors beyond his/her
control, then every effort will be made for a withdrawn student to
resume where he/she left off on the next course.

d. Frequent sick reporting. Where a student repeatedly reports Sick on
course, especially during periods when non-essential tasks are being
done, or to avoid unpleasant activities, then the student is to be
recommended to withdraw from the course until his general health
improves. Due to the high costs associated with technical training, the
SF or DO is to closely monitor members who frequently report sick.

e. Maximum period of absence. On Short Courses a continuous and

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intermittent absence exceeding 10% of the total duration of the course
may be considered to be long enough to disqualify a candidate from a
course due to medical incapacity.

21. Incapacitation due to illness. Where an incapacitated student is unable to
achieve the required standard of neatness in a task (i.e. working against time or
tolerance), then he/she should not be penalised therefore. The SF or DO must be
very diligent in their observations and conscientious in their actions, when assisting
students who are experiencing medical problems whilst on course.

22. In the event that learners are medically incapacitated to complete a LO, the
final assessment should be rescheduled once the member recovered.

PREGNANCY

23. Women are compelled to report pregnancy to the Officer Commanding (OC)
as soon as the pregnancy is either suspected by the learner herself or confirmed by a
medical officer.

24. The pregnancy must be reported by means of a statement and the date of
conception and estimated date of birth must be indicated.

25. Female learners will be withdrawn from further training at six months (24
weeks) in order to prevent occupational injuries. The TC will in writing request that
the learner be re-appointed to another unit until the learner is ready to resume
training.

26. Women who are withdrawn from courses due to pregnancy or being on
maternity leave must request to continue with technical training.

27. As the apprentice programme requires members to obtain experiential
experience onboard operational vessels pregnancy prior to qualifying, as artisan is
discouraged.

28. Military Skills Development Learners will be administered in terms of the latest
guidelines from the Director Fleet Human Resources.

DEVELOPMENT

29. Learning Programme Design Methodology. Learning programmes will be
flexible and designed with national needs as well as the needs of prospective
learners and the SA Navy/DOD in mind.

30. Assessments, where possible, will be designed to ensure authenticity of
learner work during the assessment.

31. The form and structure of the learning programmes will encourage access and
will be responsive to changing environments.

32. Learning and assessment methods will be appropriate to the aims and

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purposes of the programme.

33. The elements of the learning programme will clearly describe its relationship to
the registered standards and/or qualifications in respect of learning outcomes, its
purpose, as well as the assessment and accreditation requirements.

34. Relevancy and viability of learning programmes will be determined through
needs analyses of learners and the end-user environment that the learner must be
able to function in. The audit will include a review and analysis of existing pro-
grammes, market research activities, national and provincial priorities and liaison with
other education and training institutions, occupational and/or professional bodies.

35. Learning programmes will be designed to include theoretical and practical
learning components and, wherever possible and appropriate, experiential learning.

36. The learning programmes' design will outline and reflect the integration of the
relevant critical cross-field outcomes, particularly those specified in the standard or
qualification.

37. Entry requirements for the learning programmes should be as open as pos-
sible and will make provision for the recognition of prior learning and exemptions.

38. Learning programme design will be piloted and revised to ensure that the
intended purposes will be achieved.

39. The unit will engage in continuous research activities to stay abreast of new
developments in the specific learning field and to adjust learning programmes
accordingly.

40. Facilitators will interact with the workplace and HRD practitioners of the end-
user to ensure continuous alignment with and relevancy of learning programmes.

41. Quality Requirements. Each learning programme will be described in the
format prescribed by SAQA to ensure that it fully complies with the quality
requirements:

a. The title of the learning programme.

b. The specific learning field and subfield (NSB learning fields).

c. The notional hours and the learning activities that make up these hours.

d. The credit value assigned to the programme.

e. The purpose of the learning programme which describes the expected
applied competence that should be achieved and therefore will be
assessed. The purpose will provide a brief description of the planned
combination of learning outcomes and the targeted learner audience.

f. The link with other qualification(s) or unit standards (where applicable).

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g. Description of value added to the qualifying learner in terms of enrichment
of the person through the provision of status, recognition, credentials and
licensing, enhancement of marketability and employability, and access
routes to additional education and training.

h. Entry-level and exit-level requirements.
i. Learning assumptions on entry-level.

j. Recognition of prior learning.

k. The specific outcome or outcomes of the learning programme.

l. The assessment criteria for each outcome, which describe the level of
complexity and quality of the learners' performance expected in assess-
ment.

m. The range statement for each outcome which describes the particular
scope and range of contexts for the learners' performance and assess-
ment, the kinds of methods and activities applicable and the kinds of
evidence to be collected.

n. The accreditation process and moderation of the assessment process will
be designed to ensure fairness, validity, reliability and practicability,

o. Learning facilitation/tuition method.

q. Language of learning facilitation/tuition.

r. Qualifications and experience of facilitators/tutors responsible for
coordination and delivering learning programme.

DELIVERY AND EVALUATION

42. Delivery. Learning facilitation will be learner-centered, culture-free, non-
discriminatory and conducive to learning.

43. Learning activities will encourage a dialogue between learners and learners,
and learners and facilitator.

44. Learners will be coached and supported to achieve the specified learning
outcomes.

45. Evaluation. Formative assessment methodologies, which include learner self-
assessment activities, will be utilised to measure learner progress toward achieve-
ment of learning outcomes.

46. Effectiveness of learning programmes will be measured by using valid, reliable
and fair assessment instruments.

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47. Home units/divisional officers and learners will receive formal reports on
learner achievements and learning programme effectiveness, which are useful and
relevant.

48. Reports are delivered within the prescribed time units.

49. Reports will include recommendations on improvements and possible future
actions.

USE OF SOCIAL MEDIA AND INSTANT MESSAGING

50. The use of Social Media (Facebook, Twitter) and Instant Messaging
(WhatsApp, Messanger) to discuss work or work related matters is strictly prohibited.

51. Where groups are formed eg the Senior Facilitator Group, the person
identified as the administrator (Apprentice Training Officer) must ensure that the
information on the messaging system remains for co-ordination only and that NO
CLASSIFIED information is posted by any member on the group.

RESPONSIBILITY FOR EXECUTION

52. The TC and ATO are responsible to see that this instruction is complied with.

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 19/18

Issued by

96719489MC CDR B. GOUSSARD
TRAINING COMMANDER SAS WINGFIELD

Telephone: 021 590 2665 SAS WINGFIELD
SSN: 820 2665 Private Bag X1
Facsimile: 021 590 2662 Goodwood
Enquiries: WO1 S. Tilley 7459

January 2018

TRADE TESTING

INTRODUCTION

1. The aim of this order is to promulgate processes wrt the trade testing at SAS
WINGFIELD.

EXECUTION

2. The process must be followed so as to ensure the effective and efficient trade
testing takes place at SAS WINGFIELD. National Trade Testing and Navy Trade
Test (End Level Tests) are to be administered as two separate evaluations.

EXECUTION DATE

3. This SOP comes into with immediate effect, and will be reviewed one year
after the date of implementation.

TRADE TESTING (As per ETQA Guidelines)

4. Trade Testing will be conducted at WFD or at an accredited Trade Testing
Centre as per the requirements of the Fleet (Navy Trade Test Panel) and MERSETA.
Where required specific Fleet trade test requirements will be assessed as electives to
the National Trade Test through the Navy Trade Test (End Level Test).

5. WFD will be the authority for certifying that SA Navy apprentices have met the
requirements for trade testing. WFD will additionally be the authority to verify RPL
(old Section 28) applications which are submitted by members from the fleet ie
historical members who did not complete the apprenticeship through Section 13.

6. WFD will be responsible for the administration and scheduling of Trade Tests
in conjunction with the SETA regional office Client Liaison Officer.

7. Approval for the Trade Test will be given by the SETA.

8. The payments for the Trade Tests will be done through FHRD contract
management and the original invoice and Trade Tests results will be retained for

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auditing purposes. WFD is responsible to make the necessary bookings and assist
the Trade Testing Centre with registration as vendor of services to the state through
the Simon’s Town Procurement Service (SPSC) center.

FINANCIAL, ADMINISTRATIVE AND PHYSICAL RESOURCES REQUIRED FOR
TRADE TESTING

9. Financial Administration. WFD will be responsible for the compilation,

submission and execution of financial resources in terms of the Annual Performance

Plan (APP). Budgets will be based on potential benefits relating to learning

provision, profitability, quality of service and programmes. Trade Testing

requirements will be included in the APP.

10. The unit will, in consultation with DFHR and DFL (Budget), ensure that it has
sufficient resources (competent staff, financial and administrative infrastructure,
learner and administrative support, facilities, equipment, tools and material) to sustain
the assessment as required.

11. The management team of the unit will continuously (a minimum of three
months) strategically review its spending against budget targets, competence levels
of staff, financial and administrative infrastructure, learner and administrative support,
and facilities and equipment to ensure that the unit meets the challenge of the
learning provision requirements.

12. Maintenance of Equipment. WFD will be responsible for the provisioning and
maintenance of trade testing facilities, equipment, tools and material.

Note 1: Trade Testing remains a Trade Test Panel and FMU Responsibility as
per SANGP1D Chap 15. The SAS WINGFIELD Trade Test Centre is to be seen
as an interim solution to provide end level evaluations for SA Navy apprentices
in order to reclassify them as apprentices.

13. An asset register will be maintained by means of the Distribution Account
System. The assets will be mustered as per the requirements of the applicable Log
Pamphlets. The asset register will be available for inspection on request.

14. The normal Stores Demand and Return Procedure will be adhered to for
obtaining additional resources. In the event that items are to be procured for Trade
Tests, the normal procurement procedure will be followed.

15. Qualified Staff. WFD will ensure that Assessors and Moderators are
registered with the MERSETA to conduct trade tests. All facilitators and senior
facilitators staffed at WFD will be required to register with MERSETA within 12
months of being staffed to conduct Trade Tests.

16. The assessor will be responsible to ensure that the facilities, equipment, tools
and materials are available for the trade test.

17. The assessor will be responsible for conducting the trade test as per the Trade
Test SOP. The Trade Test SOP is attached as an appendix to the CBMT Course
Admin SOP.

18. The assessor will ensure that the OHS Act is complied with and that all
emergency contact numbers will be clearly displayed in the trade test facility.

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TRADE TESTING PROCEDURES

19. The SA Navy will be liable for the payment of first attempt at the trade test and
the apprentice will pay for further attempts if need be. A learner will be afforded a
maximum of three attempts as per SANDF/LOG/1/98.

20. An apprentice that has completed all the modules as per the Training
Schedule and has 80 practical weeks of training may qualify to undertake the
trade test. WFD shall be responsible for the following:

a. The trade test application form must be completed in full.

b. Certified copy of the apprentice identity document and NATED
certificate/s, maths and trade theory are compulsory subjects and an
additional two relevant subjects e.g. technical drawing and science, or
equivalent qualification or higher, must be attached to the application
forms.

c. Letter from the employer stating that the apprentice has completed 80
practical weeks of training.

d. Completed Training Schedule for National Trade Tests.

e. All the above must be submitted to the MERSETA Central
Administration office for processing.

21. Should an apprentice pass the qualifying trade test, WFD will send the results
to the SETA who will conduct the external moderation of the Trade Test.

22. WFD is responsible for the management of apprentice contracts (Section 13
Trade Tests).

23. The apprentice is deemed a qualified artisan 14 days after the last day of the
trade test.

24. The SETA will issue the trade test certificate within three months after the
trade test results have been received.

25. All Section 28 Trade Test submissions will be administered by WFD and
submitted to the MERSETA regional office for evaluation against the relevant Trade
Criteria.

26. Induction (Pre-Assessment Meeting). The Trade Test Assessor will be
responsible for conducting a pre-assessment meeting. During the pre-assessment
meeting the apprentice will be briefed wrt the following:

a. The venue, date, time and routines applicable to the trade test.

b. The assessment and moderation procedure and assessment criteria as
per MERSETA requirements. (The assessment and moderation
procedure is captured in the CBMT SOP.)

c. The appeals procedure.

27. Safety. The Trade Test Assessor will be the Safety Officer during trade tests.
The Assessor will be responsible to ensure that all trade test candidates are fully
briefed wrt the Occupational Health and Safety regulations applicable to the relevant
trade test facility.

28. The Trade Test Assessor will report all injuries or safety related incidents to

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the Officer Commanding and the Training Commander. The Assessor will compile a
detailed report wrt the injury or incident and submit the report to the OC and TC for
further action in terms of the OHS Act. The Occupational Health and Safety
coordinator at WFD will conduct an investigation and complete Annexure 1, the
NOTICAS signal and Injury on Duty Report.

29. A formal Board of Inquiry will be convened in the event of death, serious injury
(booked of 14 days or more from work) or machinery running out of control to identify
the cause of all safety-related incidents and injuries in order to ensure that the correct
remedial actions are implemented to prevent future re-occurrences.

30. Dealing with Injuries. The Trade Test Assessor will be First Aid Medical
(FAM) Part 1 qualified. The assessor will be responsible for the immediate treatment
of injuries at the trade test venue. In the event of a candidate being injured in such a
way that FAM Part 1 treatment is sufficient; the assessor is to immediately escort the
injured learner to the WFD Sickbay to seek medical attention. Depending on the
nature of the injury the Sickbay will ensure that the candidate is treated or transferred
to 2 Military Hospital.

Note 2: Trade Testing is not to take place when the Sickbay is not open to
attend to injuries on duty. If a private ambulance or medical evacuation via
helicopter is required, prior approval from 2 Military hospital via the Sickbay is
to be obtained as members could be held liable for private expense if prior
approval for private medical services has not been obtained.

31. Appeal Procedure. In terms of Section 41 of the Manpower Training Act,
1981 (as amended) an employer, prospective employer, apprentice, prospective
apprentice or minor (hereinafter referred to as the appellant) who feels aggrieved by
a decision taken by the SETA may appeal through the SETA.

32. An appellant, who feels aggrieved by a decision of the registrar, may appeal to
the Minister.

Note 3: Before any complaint is lodged with the SETA the conflicting parties
must, as a first step, follow the normal company disciplinary / grievance
procedure and advise the SETA of the decision they propose to implement.

33. If a learner is not satisfied with his/her assessment decision, he or she may
appeal on the following grounds:

a. Circumstances exist that materially affected the learner’s
performance, which were not known to the assessor when an
assessment was made and which were reasonably impractical for the
learner to make known to the assessor beforehand.

b. Procedural irregularities occurred in the conduct of assessments,
which were of such a nature as to create a reasonable possibility that
the result might have been different had the irregularities not occurred.

c. Evidence of prejudice, bias or inadequate assessment on the part of
one or more assessors.

d. In the case of circumstances beyond the learner’s control (illness,
death, accident etc), which might influence the learner’s performance,
the learner must inform the assessor prior to the assessment, to
reschedule the assessment. A medical certificate from a registered

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medical practitioner must support the citing of a medical factor.

34. Documentary Proof. Documentary proof of the appeal is imperative. See
appeal procedure/document below to be used for all assessment appeals. All the
assessment documents/records should be attached to the appeal document.

35. The Appeals Procedure (Appeal SOP). A learner with a complaint about an
assessment matter should raise this concern with the assessor as soon as possible
(immediately after the assessment). Completion of Appeal Document, Stage 1, is
imperative.

a. The assessor should respond by giving a clear explanation of the
decision.

b. Alter the assessment or remain with the initial decision.

c. This aspect must be dealt with within 36 hours.

d. If the learner still disagrees with the assessment, the appeal will
proceed.

e. The assessor forwards the complaint for further action to an internal
moderator of the Provider. Complete Appeal Document, Stage 2.

f. The internal moderator must provide the learner with the reconsidered
decision within 36 hours after a thorough evaluation of the learner’s
evidence and associated records, the assessor’s rationale for the
decision; and the learner’s opinion.

g. The internal moderator has two options; Alter the assessment if an error
of judgement has been identified or Request a re-assessment (It is
advisable to use a different assessor).

h. If the appellant is still dissatisfied with the decision of the internal
moderator, the learner may appeal to the external moderator at the
applicable ETQA the Provider is accredited with. The ETQA will
prescribe the appeal procedure.

i. If dissatisfaction still exists, the learner can appeal to the South African
Qualifications Authority, which is the final level of appeal.

j. If the learner accepts the assessment decision at any stage, the final
stage of the appeal must be completed.

36. Document Procedure. The Trade Test Assessor informs the TAO via memo
three working days in advance of which planned trade test is required. The memo
must contain the following information:

a. Trade Test Number.

b. Number of copies.

c. Date required.

d. Instructor performing the assessment.

e. Candidate names.

f. Date, Time and Venue.

37. The TAO compiles the Trade Test pack according to the memo. The
assessor’s name is typed in on the cover of the Trade Test paper by the TAO.

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38. Once the Trade Test is completed the assessor marks the completed
assessment against the Answer Key and compiles an assessment report as per the
Assessment SOP (Part of the CBMT SOP). The moderator moderates the
assessment report. Feedback is given to the learner on the assessment results. The
moderated assessment pack is to be returned to the TAO within five working days.

39. Reports, Moderation Documentation and Student Participation Forms must
accompany the Trade Test Instruments to the TAO for verification by TE. The TAO
must make the respective documents available for external moderation by the
MERSETA when required.

40. Configuration control of Trade Tests. The Training Evaluator will maintain a
paper and electronic copy of all trade tests and record the version number and date
received from the MERSETA. The Training Evaluator will advise by the TAO in
writing of all changes and supply an electronic copy of the Trade Test to the TAO.

41. On completion of a Trade Test, all documentation will be returned to the TAO.
The TAO will be responsible for the submission of the assessment results to the
MERSETA for certification.

TRADE TESTING OF SA NAVY APPRENTICES

42. The Trade Test Panel (TTP) will identify and document the definition of a
subject area, module, sub-module, etc

43. The Learner will be afforded a maximum of three attempts at the Trade Test
iaw SANDF/LOG/1/98: Career Development Policy for the SANDFs’ Technical
Family.

44. Learners will be afforded two attempts to complete a module iaw DODI
6/2003: Management of Learner Assessment by Providers in the DoD.

45. The TTP will develop a bank of tests/questions/projects that will be used for
the final assessment.

46. The standards to which Learners are trained and tested during the Trade Test
will be clearly defined and documented by the TTP. This specification will state the
tools, techniques, range of materials and sizes and time requirements. Ie Construct
a 250mm arc welding joint using a given mild steel plate (thickness between 2 – 10
mm) in 30 minutes.

47. All completed Trade Test Assessment Documentation will be forwarded to
WFD for moderation and verification and for inclusion into the training file. This is in
order to meet the requirements of the Quality Management System (QMS) of an
accredited training provider iaw DODI 4/2001: Overarching Policy for ETD in the
DoD.

48. WFD must be the authority declaring a learner ready for trade testing.

49. WFD must forward all relevant documentation to the TTP prior to the learner
reporting for the trade test.

RESPONSIBILITY FOR EXCECUTION

50. The TC and ATO are responsible to see that this instruction is complied with.

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 20/18

Issued by

96719489MC CDR B. GOUSSARD
TRAINING COMMANDER SAS WINGFIELD

Telephone: 021 590 2665 SAS WINGFIELD
SSN: 820 2665 Private Bag X1
Facsimile: 021 590 2662 Goodwood
Enquiries: WO1 S. Tilley 7459

January 2018

LEARNER ASSESSMENT AT SAS WINGFIELD

INTRODUCTION

1. The aim of this order is to promulgate processes wrt the learner assessment at
SAS WINGFIELD.

EXECUTION

2. The process must be followed so as to ensure the effective and learner
assessment takes place at SAS WINGFIELD.

EXECUTION DATE

3. This SOP comes into with immediate effect, and will be reviewed one year
after the date of implementation.

LEARNER ASSESSMENT

Reference 1: Trg No 00006/2003 Edition 2

4. All assessors will adhere to the SOP for Assessment

5. Integrity of Assessments. WFD recognises that assessment is central to the
recognition of learner achievements, therefore all assessment activities will be
monitored for compliance with quality requirements, in order to provide credible certi-
fication of learners.

6. Assessment Credibility. Credibility in learner assessment will be assured
through assessment procedures and practices being governed by the following
principles:

a. Fairness. Fairness refers to assessment that does not in any way hinder
or advantage the learner. All assessment approaches, methods,
instruments and materials will take into account potential biases such as
ethnic, gender, age, disability, social class and race.

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b. Validity. Validity refers to assessment measuring what it says it is
measuring, be it knowledge, understanding, subject content, skills,
information or behaviour. Assessment procedures, methods, instruments
and materials will be matched to what is being assessed.

c. Reliability. Reliability refers to consistency in assessment, that is, the
same judgements being made in the same or similar contexts each time a
particular assessment for specified stated intentions is administered. To
avoid variance in judgement (results), assessors will ensure that each time
an assessment is administered, the same or similar conditions prevail and
the procedures, methods, instruments and practices are the same or
similar. In addition:

i. Assessors will give clear, consistent an unambiguous instructions to
learners.

ii. Assessment criteria and guidelines for unit standards and qualifica-
tions will be adhered to.

iii. Assessors will meet and talk to each other.

iv. Assessors will have knowledge of their learning field.

v. Clear and systematic recording system will be in place.

vi. Where possible, more than one assessor will be involved in the
assessment of one learner.

vii. Assessors will use checklists where applicable.

d. Practicability. Practicability refers to ensuring that assessment takes into
account available financial resources, facilities, equipment and time.

7. The principles of assessment will be applied ethically and responsibly.

8. Assessment results will be formalised and made available to learners and
employers within one month after final evidence collection.

9. The awarding of certificates will be conducted in a manner that prevents
fraudulent practices and ensures the currency of certificates.

10. All administration matters related to assessments will be audited for integrity in
respect of assessment, processes and procedures.

11. Assessments and responses will be handled responsibly and accountably by
and between assessors and moderators.

12. Assessments and marking frameworks for each programme will be moderated
and evidence to this effect will be available.

13. A representative sample of assessment responses will be moderated and
evidence to this effect will be available.

SCHEDULING OF ASSESSMENTS

14. An assessment schedule will be drafted for each culminating assessment
which indicates the duration and other requirements for each assessment.

15. The assessment schedule will be adhered to and will be made available to all
learners as timeously as possible.

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16. The nature, duration and rationale of assessments will be clearly described
and documented to be available to the relevant ETQA body.

ADMISSION TO AND CONDUCT OF FINAL ASSESSMENTS

17. Admission requirements to assessments will be clearly described and
approved by the relevant ETQA body.

18. Where applicable and appropriate, the integrity of the culminating assessment
will be ensured through applying adequate invigilation procedures.

19. The criteria for the appointment of invigilators, clear prescriptions and
instructions for invigilation and the handling of misconduct during an assessment
session will be documented.

ASSESSMENT OF ACHIEVEMENTS AND THE AWARD OF CERTIFICATES

20. Awards of achievements will be issued in the form of certificates and will
comply with the prescriptions of the ETQA body.

21. A record shall be maintained of all assessment achievements and certificates
in an approved record of learning (recording) system.

22. The layout and final appearance of certificates will be submitted to the relevant
ETQA body for approval.

23. WFD will report to the ETQA body in the prescribed time the full particulars of
all certificates issued to candidates during the previous year.

24. A candidate will have successfully completed a programme and will qualify for
the award of the certificate for the qualification concerned when he/she has proved
competence against all assessment criteria.

COMPONENTS OF ASSESSMENT

25. The culminating achievement of a candidate in a programme is determined by
means of a final assessment result (best practice, competent, not yet competent), in
accordance with the assessment criteria of the learning programme (as approved by
the ETQA body). This will include a range of combinations of formative and
summative forms of assessment.

MARKING AND REMARKING OF ASSESSMENTS

26. The following guidelines are to be adhered to in the marking and remarking of
assessments and re-examinations. Any deviation from this should be brought under
the attention of the ATO who must notify the TC and, if necessary, the OC.

27. Marking. Marking of assessments is critical, as it measures the reliability,
objectivity and validity of the examination or test.

28. One assessor should mark all the tasks in order to ensure consistency.

29. To ensure standardised evaluation techniques, the following should be
implemented:

a. Tasks should be marked in red pen. Corrections should be annotated
in the Side line. Remarks should be written down on the reverse Side
of the previous page.

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b. Written and Practical Tasks. These tasks must be evaluated on the
prescribed forms. Before the final marks are made available, the SF
should compare the results to ensure a fair and consistent standard.

30. Remarking. Whenever possible, all assessments should be re-marked. This
decision rests with the TOs, who may decide which specific tasks will be re-marked,
e.g. the top five and the lowest five attempts. The marking and re-marking of tasks
and examinations are encouraged to facilitate the maintenance of standards. Re-
assessment is allowed according to special circumstances and the discretion of the
unit.

31. A candidate who is not satisfied with the results of an assessment may apply
for the assessment to be re-evaluated. The appointed moderator for the assessment
shall re-evaluate such assessments. Re-evaluation will be conducted in accordance
with the unit’s appeals procedure.

32. The following rules are to be adhered to when tasks, tests or examinations are
re-marked:

a. If the differences between the two marks are less than 3%, the mean
average will be the final mark.

b. If the difference is greater than 3% the SF must discuss the answer in
detail the assessor and reach a consensus.

c. Where a consensus cannot be reached, the respective Quality
Assurance member will be the arbiter to reach a final mark.

33. The assessor should, after each assessment, re-mark a random selection of
papers to ensure that the standards are maintained to his satisfaction.

34. In the case of examination papers/model answer keys the SF will be
responsible for moderation and the QA section will verify once the examination
papers/model answer keys have been returned to the TAO.

35. In the case when discrepancies have been found in the examination
papers/model answer keys the QA Section will issue a Non-conformance
Report/Corrective Action Instruction to the relevant SF who must set a date for the
correction thereof or conform to whatever action did not take place.

INVIGILATION DURING EXAMINATIONS OR TESTS

Reference 1: SANGP1C Chapter 14 Appendix D Par. 14D13

36. To prevent learners from making themselves guilty of dishonesty during formal
examinations or tests, the following procedures must be implemented when
examinations or tests are written:

a. Learners are to be seated in the examination hall in such a way as to
prevent one learner copying another learner’s work.

b. Invigilators are to inform learners prior to the commencement of the
examination that no unauthorised reference material is allowed into the
examination hall. Learners must be afforded the opportunity to dispose
of unauthorised reference material prior to the examination
commencing.

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c. Invigilators are to inform learners that there no conversation between
learners will be tolerated once the question papers have been handed
out. Any questions that a learner may have, must be directed to the
invigilator only.

37. The learner who is in a mere possession of any material not specifically
authorised for an examination will be considered to be sufficient evidence for a prima
facie case of dishonesty against him/her.

38. An informal investigation, however, into the matter must still be held. If the
investigation establishes a prima facie case, then a Disciplinary Hearing must try the
offender.

39. Any candidate, who is found guilty of such an offence, whilst undergoing
formal training, will be removed from such training.

40. Should a candidate, however, be caught violating any of the other instructions,
i.e. conversing with any of the other learners or copying, the trial is to be preceded by
an informal investigation, which need not necessarily be a Board of Inquiry.

41. Assessors are to report all cases of misconduct to the TC as soon as possible.
Learners are not to be withdrawn from courses without the approval of higher
authority.

RESPONSIBILITY FOR EXCECUTION

42. The TC and ATO are responsible to see that this instruction is complied with.

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 21/18

Issued by

96719489MC CDR B. GOUSSARD
TRAINING COMMANDER SAS WINGFIELD

Telephone: 021 590 2665 SAS WINGFIELD
SSN: 820 2665 Private Bag X1
Facsimile: 021 590 2662 Goodwood
Enquiries: WO1 S. Tilley 7459

January 2018

CON FIGURATION CONTROL AT SAS WINGFIELD

INTRODUCTION

1. The aim of this order is to promulgate processes wrt the configuration control
at SAS WINGFIELD.

EXECUTION

2. The process must be followed so as to ensure the effective configuration
control takes place at SAS WINGFIELD.

EXECUTION DATE

3. This SOP comes into with immediate effect, and will be reviewed one year
after the date of implementation.

CONFIGURATION CONTROL

1. In order to ensure clarity, curricula are divided into the following categories:

a. Pilot Curriculum: A pilot curriculum is developed when a new
intervention/training requirement has been identified. The curriculum is
only valid for the duration of the learning opportunity it was designed for
and should then be revised and re-submitted for approval.

b. Approved Curriculum: An approved curriculum must be validated by all
role-players and is enforced for three years before it must be reviewed.
It must be noted that the curriculum has to be evaluated on completion
of each learning opportunity.

2. Curricula. The TE is responsible for the configuration control of all WFD
curricula. Curricula must be formally reviewed and submitted for approval on a 3
yearly basis. The TE is to maintain an electronic and paper master copy of all WFD
curricula. The TE will submit curricula for approval to FHRD (Attn: SSO FETD).
DFHR is the approval authority for all WFD Curricula. Curricula must be handled as a
controlled document to ensure that the document is not misplaced or lost.

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3. Request for amendments to Curricula. The SF is responsible for
amendments to curricula. When amendments to curricula are required, the TE will
provide the SF with a copy of the electronic master copy in order to affect the
changes. All curricula changes will be reflected in an Amendment List. Any
recommendations in respect of amendments to any curricula are to be directed to the
SANTPAC.

4. Training Material. The R&D Section of WFD will archive and control all
master copies of training material. WFD is the configuration management authority
for all apprentices technical training material used in the SAN.

5. Training Material is to be submitted in electronic as well as printed format.
The R&D Section will make required corrections on the printed format where possible
and submit the corrections to the respective SF for updating the learning material.
Where learning material is only available in electronic format ie videos, the electronic
copy must be submitted to the R&D section for review.

Note 1: The Learning Material and Curricula must always be available from the
Training Evaluator at the QA Section for SMEs and interested parties to review
and evaluate. Requirements for amendments or changes are to be formally
communicated to the Functional Competency Authority (DFL), Subject Matter
Expert (as appointed by DFL) and DFHR with WFD as the for action addressee.

RESPONSIBILITY FOR EXCECUTION

6. The TC and ATO are responsible to see that this instruction is complied with.

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 22/18
Issued by

96719489MC CDR B. GOUSSARD
TRAINING COMMANDER SAS WINGFIELD

Telephone: 021 590 2665 SAS WINGFIELD
SSN: 820 2665 Private Bag X1
Facsimile: 021 590 2662 Goodwood
Enquiries: WO1 S. Tilley
January 2018

STANDARD OPERATING PROCEDURE FOR THE ASSESSMENT PROCESS AT
SAS WINGFIELD

INTRODUCTION

1. The aim of this order is to promulgate processes wrt the learner assessment at
SAS WINGFIELD.

EXECUTION

2. The process must be followed so as to ensure the effective and learner
assessment takes place at SAS WINGFIELD.

EXECUTION DATE

3. This SOP comes into with immediate effect, and will be reviewed one year
after the date of implementation.

INTRODUCTION

1. Assessment is the process whereby judgment is made on evidence collected.
This judgment is based on the assessment of knowledge, skills and attitude, as well
as the achievement of outcomes. Outcomes are emphasised in the form of specific
outcomes and competence measured by means of assessment criteria, which is
reflected in the unit standard.

2. Assessment is done against the standard that is stated in terms of specific
outcomes and the accompanying assessment criteria. Candidates are deemed
competent or not yet competent on the basis of their assessment against the set
standard.

3. Integrated assessment is incorporated to ensure that the purpose of the
qualification is achieved and such an assessment includes formative as well as
summative assessment during the learning programme. All specific outcomes as
well as the associated assessment criteria specified in the unit standard or
qualification has to be assessed in order to gain credits. The candidate can only be

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declared competent and credited if the whole unit standard or qualification is
successfully completed.

ASSESSOR QUALIFICATIONS

4. The Assessor, in order to assess a candidate, must be registered with
MERSETA for the relevant unit standard that he/she will be assessing the candidate
against. The minimum requirement that a assessor must comply with is the South
African Qualifications Authority Unit Standard ID 115753 “Conduct Outcomes-based
Assessment”. No unqualified assessor will be allowed to assess. The Assessor must
be competent in the unit standard that he/she will assess against.

FUNCTIONS OF THE ASSESSMENT PROCESS

5. The following steps must be followed by the Assessor:

6. Step 1. Plan and prepare for assessment.

7. Step 2. Conduct the assessment.

8. Step 3. Evaluate and record evidence and make a judgment.

9. Step 4. Provide feedback to relevant parties.

10. Step 5. Identify further development needs of the candidate.

11. Step 6. Review the assessment.

PLAN AND PREPARE FOR ASSESSMENT

12. The following procedures need to be followed for the Planning and
Preparation for Assessment:

13. Ensure that a candidate profile (Appendix A) is completed.

14. Ensure that a pre assessment meeting is held and that the candidate applies

for assessment. (Appendix B). An assessment plan

(Appendix C) must be available and must be completed by the assessor.

15. Confirm the Assessment SOP is available.

16. Confirm the Unit Standard and its Assessment Guide.

17. Plan the scope and nature of the assessment activities (Assessment Plan).

18. Clarify the context of the assessment and the assessment process with all
relevant role players (Assessment Plan).

19. Ensure that preparations are made to establish what, why, where, when and
how the assessment will take place (Assessment Plan).

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20. Confirm physical and human resources needed for the assessment and that it
is cost effective and manageable (time) (Assessment Plan).

21. Prepare the following documentation that is in line with the assessment
system/process:

22. The Assessment Instrument, Assessment Plan (Appendix C).

23. Review of Assessment documentation (Appendix J).

24. Plan and conduct a pre-assessment meeting with the candidate
(Appendix D) and ensure the following:

25. Contact candidate and establish time, date, venue and date of interview and
confirm that he/she applied for assessment and filled in the form.

26. The candidate knows how he/she is going to be assessed and what criteria
and assessment instrument will be used.

27. Inform the candidate about the Appeals Policy and Procedure.

28. Candidate signs the Pre-assessment Meeting Minute’s Agreement form
(Appendix D).

29. Discuss the candidate’s rights with him/her; free consent to assessment,
impartial observer/translator if necessary, appeals procedure and confidentiality.

30. The Review of the Assessment Plan must be completed by the assessor
(Appendix E).

CONDUCT THE ASSESSMENT

LEARNER ASSESSMENT, MODERATION, AND VERIFICATION PROCEDURE
31. The SF/Facilitator informs the TAO via memo 3 working days in advance of
which planned assessment is required. The memo must contain the following
information:

a. Task number.
b. Number of copies.
c. Date required.
d. Facilitator performing the assessment.
e. Learner names.
f. Time required.
32. The TAO compiles the assessment pack according to the memo. The
assessor’s name is typed in on the cover of the exam paper by the TAO. No exam
paper produced before 2013 will be issued by the TAO. SFs are to ensure that all
assessment packs are updated to ensure that no assessment is older than five
years. TAO will determine which test paper (A, B or C) will be issued. The assessor
collects and checks the exam paper on the day of the assessment against signature.

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33. Once the assessment is completed the assessor marks the completed
Assessment against the Answer Key. The SF moderates the assessment report.
Feedback is given to the learner on the assessment results. The moderated
assessment pack is to be returned to the TAO within 5 working days.
34. QA collects the exam papers from TAO against signature and verifies for
quality control. QA returns the moderated exam papers to TAO against signature.
QA informs the ATO if there are any discrepancies.
35. Assessment Reports, Moderation Documentation and Learner Participation
Form must accompany the Assessment Instruments to the TAO for verification by
TE.

36. The following procedures must be followed to Conduct the Assessment:

37. Ensure that the assessment is conducted in accordance with the assessment
plan (Appendix C).

38. Check and judge the assessment process and instruments according to the
principles of assessment (validity, authenticity, currency, reliability and sufficiency)
(VACRS).

39. Ensure that enough evidence (direct, indirect and historical) is gathered.

40. Make sure decisions are consistent.

41. Ensure that special needs of candidates have been provided without
compromising the required standards.

Actions to be Taken When Dishonesty is Suspected (As extracted from DODI
TRG NO 00006/2003 (Edition 2)

42. When an invigilator has watched a learner carefully and he/she and the co-
invigilator agree that the learner is transgressing the assessment rules as stated in
Appendix H, the actions to be taken by the invigilators are as follows:

43. Inform the learner that you suspect dishonesty.

44. Confiscate the unauthorised notes or any object (if applicable) from the learner
for the necessary evidence.

45. Allow the learner to continue with the assessment, but mark the answer book
at the exact point of suspected dishonesty/unacceptable behavior with the following:

46. Time of incident.

47. Short description of the confiscated material, if applicable.

48. Names and signatures of invigilators.

49. Names of any witnesses.

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50. The name of the learner allegedly copied from, if applicable.

51. Do not confiscate any documents from any other learner from whom
assistance was obtained unless the latter also violated the assessment regulations.

52. Do not dismiss the learner from the room or permit him/her to leave voluntarily
before the whole procedure has been completed.

53. A detailed written report of the circumstances must be compiled by the
invigilators without delay. Their behavior towards the learner from the moment he/she
is suspected of dishonesty, the confiscation of unauthorized material, as well as any
confessions (admissions) made to the invigilators by the learner, must be noted. The
co-invigilator must submit a separate written report, giving information of the actions
taken by him/her during this occasion.

EVALUATE AND RECORD EVIDENCE AND MAKE A JUDGEMENT

54. The following procedures must be followed to Evaluate and Record
Evidence and Make the Judgment:

55. Specific outcomes on the unit standard must be assessed. This is what the
candidate needs to demonstrate at a specific level as a capability, within context of
the job or task.

56. Assessment criteria must be met that are concise statements of the standards
to which the candidate needs to perform to show competence. This acts as a guide
to the assessor whether to award credits to a candidate for the unit standard.

57. The criteria include knowledge and understanding of underpinning theory.

58. The range statements on the unit standard provide the parameters or
conditions under which the candidate is expected to perform and provides guidance
on the scope, level and context.

59. The candidates need essential embedded knowledge and critical outcomes to
demonstrate the understanding and application of knowledge and ability to adapt to
new circumstances.

60. Ensure consistency of assessments and evidence.

61. Make a judgment and keep record.

PROVIDE FEEDBACK TO RELEVANT PARTIES

62. The following procedures must be followed to Provide Feedback to Relevant
Parties:

63. Report findings to all relevant parties, within time-frames and according to the
ETQA requirements.

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64. Records are kept and maintained according to the ETQA requirements.

65. Confidentiality of information relating to candidates is preserved in accordance
to the ETQA requirements.

66. Candidate feedback from assessor on each outcome assessed (Appendix F).

67. Feedback must be positive, negative (if necessary), giving strengths,
weaknesses and then positive inputs on how to improve.

68. Obtain feedback from the candidate and observer regarding the assessment
process (Appendix H).

69. Assessor must assure that a record of communication between him/her and
the candidate is kept up to date (Appendix I).

IDENTIFY FURTHER DEVELOPMENT NEEDS OF THE CANDIDATE

70. The following procedures must be followed to Identify the Further
Development Needs of the Candidate:

71. After feedback on each outcome assessed have been discussed with
candidate (Appendix F). The candidate’s weaknesses are pointed out.

72. To provide candidate with information on how to improve on weaknesses, or
to obtain additional/further evidence required for competency (Appendix G).

REVIEW THE ASSESSMENT

73. The following procedures must be followed to Review the Assessment:

74. The assessor must complete the assessment review form (Appendix J) which
include the following:

75. Review feedback from all relevant parties on the assessment process.

76. Weaknesses in the assessment design and process that could have
compromised the fairness of assessment are identified and must be dealt with.

77. Review the unit standard if weaknesses in the assessment arise from poor
quality of unit standards.

78. Review the assessment instrument.

79. Ensure that the assessment and NQF principles are adhered to.

80. Forward Review Report to Quality Assurance Section for further action.

REFERENCE LIST

Department of Defence Instruction: TRG No 6/2003 (Edition 2)

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SAS WINGFIELD Quality Assurance Manual

SA Navy Training Instruction No 05/09: Re-assessment

Note 1: When CBMT Modules are assessed the Pro Forma Heading must be
changed from Unit Standard to CBMT Modules.

Note 2: The signing of training schedules is also a form of competency based
assessment in that the apprentice must demonstrate that he/she can complete
the module against the specified criteria of the training schedule.

RESPONSIBILITY FOR EXCECUTION

81. The TC and ATO are responsible to see that this instruction is complied with.

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PROCEDURE FOR ASSESSMENT

Purpose Procedure is intended to promote fair and reliable assessments.

Forms and Appendix A: Profile of Candidate
Documentation Appendix B: Application for Assessment
Appendix C: Assessment Plan
Appendix D: Pre-assessment Meeting and Minutes
Appendix E: Review of Assessment Plan
Appendix F: Assessment Feedback from Assessor to Candidate
Appendix G: Collect Additional Evidence
Appendix H: Candidate’s Feedback regarding Assessment Process
Appendix I: Record of Communication between Assessor and

Candidate
Appendix J: Assessment Review Form

Step Plan and Prepare for Assessment. This is done by the assessor as soon
1 as a candidate applies for assessment (Appendix A+ B) or receives a block
programme. The Assessor plans (Appendix C) and conducts a pre-assessment
interview with the candidate and informs him/her of their rights and the appeals
procedure. The Assessor gives the candidate the pre-assessment (Appendix D)
agreement to complete. The Assessor completes the Review Assessment Plan
Form (Appendix E).

Step Conduct the Assessment. The Assessor conducts the assessment as
2 discussed with the candidate and according to the assessment guide and plan.
(According to times scheduled on block programme). Refer to Guidelines for
Actions to be taken when Dishonesty is suspected.

Step Evaluate and Record Evidence and make a Judgment. Assessor
3 evaluates the assessment and the evidence; makes a judgment and records it.

(Feedback within 2-3 days)

Step Provide Feedback to Relevant Parties. Feedback on the assessment
4 results must be given to all parties involved (Appendix F, G, J), feedback must
also be given to the assessor by all the parties involved (Appendix H).
Step Feedback and signatures must be obtained in 2 days.
5
Identify Further Development Needs of the Candidate. The Assessor
Step provides the candidate with recommendations on how to improve areas of
6 weakness and extra evidence that might be required. (Direct after feedback)

Review the Assessment. Feedback received from all relevant parties is used
to review the assessment. Relevant parties are to sign the Review Report
(Appendix J). (Within 7 days after the assessment)

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ASSESSMENT BOARD DUTIES CHECKLIST

SERIAL DUTIES YES NO REMARKS
NO

a bc d

Assessor

1. Were the following personnel officially
invited 21 Days in advance?
FHRD (SSO FETD Chairperson)
FHRD (Career Manager)
TE Navy
OC
XO
TC
ATO
TE
RD
Facilitators (including outsourced
Training Providers)
NYC Learners

2. Were the following policies conveyed to
the learners prior to the commencement
of the Learning Opportunity? Were
these policies made available at the
board?
Administration Order 2/1/98 (Two
Chance Rule)
SANFO/LOG/1/98 Trade Test
Assessment
SANGP 1D Chapter 16
DODI 6/2003

3. Was a Confidential Report generated by
the SF for the NYC Learners and did it
include the following?
Learning opportunity content
Progress of learner on the full
apprenticeship
Prognosis wrt potential of the learner
Indication of future utilisation
Cost of training
TSCO

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SERIAL DUTIES YES NO REMARKS
NO b c d
4. a
5. Was the documentary process quality
assured?
6. Were the duties of the Secretary
captured in his/her Delegation of duties?
7. QA
8. Was the Assessment Policy complied
with ito ETQA QMS?
9. TE
Was the Progress Board Checklist
10. received from the Assessor?
11. Confirmed that the Assessment and
Moderation process was conducted
12. according to policy?
Verified that the Learner was informed
13. of all relevant policies and orders
14. (Evaluation board Check list)
Did the Learner, Facilitator/Assessor
15. sign the documents?
16.
17. Set a preliminary date with the ATO to
18. determine actual date of board at SAEM
19.
20. Informed all relevant personnel that the
21. board will take place ie Secretary/TSS

Determined the cost of the LO
Make recommendations ito
Administration Order 2/1/98 dd 2 Jul 98
and DODI 6/2003
Ensured that all documentation was
signed and placed on file
Ensured that the members medical
status was in date
Ensured that the members security
clearance was in date
Determined that the Learner passed
Safety module
Determined that the Learner passed all
Evaluation modules
Determined that the Learner obtained N-
qualification or equivalent
Determined that the Learner passed
mathematics SG E or higher

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SERIAL DUTIES YES NO REMARKS
NO
a bc d
22. Determined that the Learner passed
Science SG E or higher

23. Briefed the Learner on the dress/routine
and drill for the board

24. Evaluation Board Booklet submitted to
QA for Quality Assurance at least 2
days before the board commences

25. Ensures that the Yuppie Data Base
results are available at the board

26. Ensured that the Learner has signed
acknowledgement of his/her career path

Facilitator/Assessor

27. Determined the progress/potential/social
issues/dress and bearing/discipline of
the Learner

28. Ensure that the Learner completes the
Evaluation Board Check list

29. Determined if the learner was
AWK/Ships Acquaintance qualified

Secretary

30. Provided all relevant ETD regulations
31. Distributed drafts and agenda s
32. Compiled and distributed minutes
33. Ensured that the Board preparation

check list was completed 2 days before
the board
34. Reported anomalies to TC/ATO

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APPENDIX A

TO SOP FOR ASSESSMENT PROCESS

DATED JANUARY 2016

PROFILE OF CANDIDATE

Surname:
First Names:
ID Number:
Age:
Gender:
Race:
Tel No:
Cell No:
Home Address:

Qualifications:
Organisation:
Current Position:
Work Experience:

Future Learning Plans:

________________________
CANDIDATE’S SIGNATURE

DATE: ______________

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RESTRICTED B-1

APPENDIX B

TO SOP FOR ASSESSMENT PROCESS

DATED JANUARY 2016

APPLICATION FOR ASSESSMENT BY CANDIDATE

CANDIDATE ASSESSMENT CONTRACT

Candidate’s Name:

Assessor’s Name:

Unit Standard:
Specific Outcomes:

Date:

Your Rights as a Candidate Check

You have the right to appeal against any judgment given as a result of
any assessment. You must have valid reasons for doing this.

You have the right to an interpreter if you need one to perform this
function. However if one of the learning assumptions for the standard is
that you are competent within the language of assessment you may not
gave an interpreter.

You can ask that an impartial observer attend any assessment.
This observer may not take any part in the assessment.

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Your Rights as a Candidate Check
If you do not agree with the assessment you have the right to have
your assessment internally moderated. If you still do not agree with
the result of the assessment you can ask that the ETQA perform an
external moderated on the assessment. If any verification upholds the
assessment findings you have been aggrieved as a result of the
assessment, your assessor will be liable for all cost of verification.

If during the assessment you are found “not yet competent”, your
assessor will encourage you to master the areas where you have
not reached competency and this will be recorded on a development
plan. You are required to arrange with the assessor for a new
assessment schedule. The assessor can only permit one such re-
assessment. If a candidate has not reached competency after the
additional attempt, the candidate will appear in front of a Progress Board
who reserves the right to remove the candidate from the program.

Once the assessment is complete, application will be made to register
and certify you for that standard with MERSETA.

CONFIDENTIALITY

Each assessment application, the outcomes, results and review will be
treated as a confidential matter by candidates, assessors and
moderators. No reference will be made to anyone or any organisation
outside the SETA about the status of an application during the
assessment process.

CONSENT

I, _____________________________, the candidate, hereby state that

I have read the above and understood the contents thereof. I was given

the opportunity to clarify any issues relating to the assessment process

and my assessment plan. I have requested this assessment in

accordance with my own free will and without duress.

Candidate’s Signature: Date:

Assessor’s Signature: Date:

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RESTRICTED C-1

APPENDIX C

TO SOP FOR ASSESSMENT PROCESS

DATED JANUARY 2016

ASSESSMENT PLAN

UNIT STANDARD

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD

SAQA US ID UNIT STANDARD TITLE

SGB NAME NSB PROVIDER NAME

FIELD SUBFIELD

ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS

REGISTRATION REGISTRATION START DATE REGISTRATION SAQA DECISION
STATUS
END DATE NUMBER

GENERAL OUTCOMES ASSESSMENT PLAN

Question Answer Corrective
Measures
No by

Candidate

Yes No

1 What is to be assessed?

 Do you have a copy of the Unit Standard?

 Do you have a checklist of the Unit Standard?

 Was the standard explained to you in detail?

 Was the criteria (outcomes) explained to you in detail?

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No Question Answer Corrective
by Measures
2 How will you be assessed?
 Do you know who will be assessing you? Candidate
 Do you know where you will be assessed? Yes No
 Do you know when you will be assessed?
 What arrangements do you need for your assessment?
 Have you been provided an opportunity to make special
arrangements?

3 What you need to do to prove your competence?
 Do you know where to obtain evidence of your
qualifications/knowledge/skills?
 Do you know what evidence to obtain?
 Do you know what evidence you need?
 Do you know what assessment method will be used?

4 How will your competence be judged?
 Do you know how your competence will be measured and
judged?
 Do you know how your feedback will be done?
 Do you have special needs, and have they been taken into
consideration for the assessment?

5 What rights do you have?
 Do you have a copy of the policies and procedures?
 Do you understand the appeals process?
 Do you understand that you take assessment voluntarily?
 Do you understand that your assessment will be kept
confidential?

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SPECIFIC OUTCOMES ASSESSMENT PLAN

No Specific Outcomes Evidence Gathering Date Date Competent/
Not Yet
SO 1 Method Required Achieved
SO 2 Competent
SO 3 (Refer to Matrix 1) C NYC
SO 4
SO 5
SO 6
SO 7
SO 8
SO 9
SO 10
SO 11
SO 12
SO 13

Assessor: Signature:

Date:

Candidate: Signature:

Date:

Section Head: Signature:

Date:

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RESTRICTED D-1

APPENDIX D

TO SOP FOR ASSESSMENT PROCESS

DATED JANUARY 2016

PRE-ASSESSMENT MEETING & MINUTES

PURPOSE OF PRE-ASSESSMENT MEETING
The purpose of the pre-assessment meeting: To give candidates the information they
need in order for them to be able to prepare for their assessment. The candidates must
clearly understand what is expected from them.

LEARNING PROGRAMME DETAIL

Number:

Name of module:

Unit standard Number: NQF Level: Credits:

Unit Standard Title:

Date of programme: Venue:

Name of Coordinator:

Contact detail of Coordinator:

Date & Time: PRE-ASSESSMENT MEETING DETAIL
Venue:
Assessor’s
Name: ATTENDEE’S
Force Number: Learner’si
Assessor Number: Name:
Force Number:
Learner Number:

AGENDA AND MINUTES

No Explanation/Activity Note of What was Yes/ No
/X
Said/Done

START OF SESSION – INTRODUCTION TO MEETING

1 Candidate welcomed and put at ease.

2 Candidate is given an overview of what
is going to happen during this session
(Complete assessment plan of which
format is included in Assessment
Guide).

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RESTRICTED Note of What was D-2
Said/Done
No Explanation/Activity Yes/ No
/X
3 Explain the appeals procedure.
Confirm understanding by candidate.
(Provide learner with copy if it was not
included in the assessment guide for
the learner.)

4 Confirm if candidate has the learning
resources needed.

5 Determine if the candidate has any
special needs.

ASSESSMENT
6 Explain where the unit standard to be

assessed fits into the qualification.

7 Discuss the unit standard to be
assessed. (Ensure that learner have
copy of unit standard.)

8 Discuss the assessment tool/checklist
that will be used. (Copy handed to
learner.)

9 Discuss the declaration of competence
of the unit standard and process to
accreditation.

10 Discuss the evidence needed for
satisfying the specific outcomes of the
unit standard.

11 Discuss the workbook/test for essential
embedded knowledge.

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RESTRICTED Note of What was D-3
Said/Done
No Explanation/Activity Yes/ No
/X
12 Discuss the way to reflect on
achievement of critical cross-field
outcomes.

13 Conclude by asking the candidate to
explain what is needed. (Check
understanding of candidate.)

CONCLUSION
14 Make sure that all the relevant

documentation is completed:

o Assessment plan
o Learner registration form
o Assessor-Learner agreement

form
15 Confirm the date and time of the

assessment in assessment plan.

14 Confirm the site/venue of the
assessment – in assessment plan.

15 Ask if there is any special equipment
needed.

16 Confirm your availability for
questions/support.

17 Thank the candidate(s).

_________________________________________________
SIGNATURE OF ASSESSOR WHO CONDUCTED MEETING

NAME OF ASSESSOR: __________________________________________
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RESTRIC
LEARNER: ASSES

Assessor Detail CONTRO
Name:
Force Number: Information
Assessor Number:
Unit:
Contact Number:
Sign
Date

No
1 Do you want to apply for RPL?

2 Did you analyse the relevant unit standard?

3 Did you and the assessor complete an assessment plan that includes th
venue and assessor name?

4 Do you understand the purpose of the assessment?

5 Do you have a clear understanding of the evidence you have to provide
you meet the criteria for the unit standard?

6 Did you receive an assessment guide that explains the assessment pro
assessment tasks, and contain the assessment tools/instruments?

RESTR

CTED D-4
Comments
SSOR AGREEMENT

Learner Detail
Name:
Force Number:
Learner Number:
Unit:
Contact Number:
Sign
Date

OL SHEET

Yes No

he time,

e to show that
ocedure,
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RESTRIC

No Information
7 Are the assessment criteria clear to you?
8 Was the assessment of the critical cross-field outcomes explained to yo
9 Was the activity of reflection explained to you?
10 Was the assessment of essential embedded knowledge explained to yo
11 Is the assessment process clear to you?

12 Are there any special needs that the assessor has to take into considera
regarding your assessment?

13 Do you understand the appeals procedure?

14 Do you understand your organisational requirements regarding assessm

15 Do you understand that it is and offence if you do not hand in your own
assessment?

16 Will you participate in feedbag and a review session regarding the asse

17 Do you understand that you are being assessed by your own choice

18 Do you understand the confidentially concept regarding the assessment

19 Do you understand that it is your own responsibility to deliver assignment son t
your programme?

RESTR

CTED D-5

ou? Yes No Comments
ou?

ation

ment?
work for
essment?

time as per

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