SAS WFD QMS

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 04/18

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: WO 1 S.R. Tilley 7459

January 2018

RECOGNITION OF PRIOR LEARNING MANAGEMENT AND PROCESS

Appendix A: Steps in the RPL Process.
B: Application form for RPL.
C Candidate confirmation of assessor explanation.
D: Evidence cover page.
E: Application for recognition of prior learning (RPL) service.
F: Glossary.

INTRODUCTION

1. The concept of Recognition of Prior Learning (RPL) was initiated to support the
transformation of the education and training system by redressing past educational
barriers to learning and assessment. The RPL process formally recognises previously
acquired learning, whether achieved formally, informally or non-formally. The training
delivery at SAS WINGFIELD rests upon a number of key components, of which the
management of RPL forms a critical part of the ETD process.

AIM

2. The aim of this SOP is to promulgate the management and process related to
outcomes for the establishment of Recognition of Prior Learning at SAS WINGFIELD.

SCOPE

3. The following aspects will be covered in this SOP:

a. Definition of RPL.

b. The right to RPL/Exemption.

c. RPL Process.

b. Holistic Integrated Approach to RPL.

c. Context within which RPL is implemented.

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d. Role Players in the RPL Process.

e. Role of the RPL Candidate and his/her rights.

f. Assistance to Candidates.

g. Application Process

h. Processes and methods of Assessment.

i. Flow Chart of Assessment Process.

j. RPL and Quality Management.

k. Portfolio of Evidence.

l. Recording of RPL results.

m. Accepted military qualifications where RPL will be considered.

n. Glossary.

DEFINITION OF RPL

4. RPL is the process of assessing and accrediting the acquired knowledge and/or
capabilities of a person, gained in formal, informal or non-formal learning, against a set of
outcomes in a formal course of study or against a set of workplace competencies.
Exemption is the recognition of previous learning where the learning has been accredited
by a recognized (accredited) ETD provider.
Note 1: Exemption is where a the statement of results is viewed as equivalent for
the outcomes in a formal course for which exemption is applied for eg Grade 12
Mathematics may be viewed as equivalent to N3 Mathematics. Exemptions are to be
applied for where possible to minimize the risk of failure of modules.
Note 2: RPL for apprentice’s ito National Trade Testing (old Section 28 applications)
are to be applied for through the relevant SETA. The detailed supporting
documents must include record of previous work experience, post profile, duty
sheet and a detailed covering letter wrt work experience and formal learning
completed.
Note 3: Where RPL is requested for IBT apprentices, it is to be confirmed that formal
training for knowledge and skills as well as the previous work experience is relevant
to the trade, specifically where the learner will complete the national trade test at the
end of the apprenticeship.
THE RIGHT TO RPL/EXEMPTION

5. WFD recognises the right of Learners and all Staff to access the process of RPL.
We acknowledge the expressed intention of the SAQA to include the RPL in the
attainment of outcomes in learning programs. WFD perceives itself as an institution

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providing technical concepts which are Military Standard Based and eventually qualify as
an artisan. The methodology used is Competency-Based Modular Training (CBMT).

RPL PROCESS

6. The purpose of the RPL process is to recognize experiential learning as a valid form
of learning at an appropriate level and to affirm that learning has taken place through
valid and reliable assessment. The process of RPL is about the following:

a. Identifying what the candidate knows and can do.

b. Matching the candidate’s skills, knowledge and experience to specific
registered unit standards, qualifications or training specification.

c. Assessing the candidate against registered unit standards or qualifications.

d. Crediting the candidate for skills, knowledge and experience acquired
through formal, informal and non – formal learning that occurred in the past.

e. Recommending additional training and providing support.

7. Learning is assessed to establish whether candidates are competent in the
following:

a. Foundational Competence. Foundational competence is the understanding
of what the candidates are doing and why they are doing it, in other words
that theoretical knowledge they have.

b. Practical Competence. Practical competence is the candidate’s ability to
perform a set of tasks and making decisions.

c. Reflexive Competence. Reflexive competence is the candidate’s ability to
integrate or connect their knowledge and skills so that they learn from their
actions and are able to adapt to changes and unforeseen circumstances.

d. Applied Competence. Applied competence is how the candidates put their
knowledge into practice. Applied competence is the overarching term for
foundational, practical and reflexive competence.

HOLLISTIC INTERGRATED APPROACH TO RPL

8. A holistic approach to RPL takes as a starting point the standpoint of critical theory,
which challenges the socio structural conditions of the curriculum.

9. A holistic approach to RPL recognises the rich diversity of knowledge and learning
styles, which learners bring into an assessment situation.

10. Assessment within both the RPL process and learning program itself needs to be
flexible, participative and integrated.

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CONTEXT WITHIN WHICH RPL IS IMPLEMENTED

11. RPL is done against unit standards, unit standard based qualifications, as well as
against the learning outcomes of whole qualifications.

12. The contexts within which RPL are practiced will be linked to the varied purposes
for embarking on a RPL process. Different purposes for RPL may include candidates
wanting

a. personal development and/or certification of current skills without progressing
into a learning program;

b. progression into a program, using RPL for advance progression through the
learning program;

c. promotion; and

d. career or job change.

13. RPL is done at WFD for the following reasons:
a. To recognize pervious learner achievements where the learner has
successfully obtained knowledge, skills or expertise.
b. To redress the historical disadvantages like exclusion of many people from
education and training because of regulations used by institutions,
exclusions from certain jobs of certain population groups, etc.
c. To validate people’s skills and knowledge for broader development of
individuals.
d. To facilitate access to jobs and progression in career paths.
e. For recognition in terms of promotion.
f. To promote employment equity.
g. RPL for access. In this case access to a Learning Opportunity is permitted
through any one of, or a combination of, academic qualifications, practical
skills and experiential learning.
h. RPL for workplace competencies. In this case recognition for past
experience and informal or non-formal training is granted to Candidates in
order to enhance their promotability or for them to qualify for promotion or
access to training.

ROLE PLAYERS IN THE RPL PROCESS

14. Role players will be suitably trained and qualified for the roles they fulfill. (RPL
Advisor –Unit Standard 116587).

15. The following personnel are involved in the RPL process:

a. Supporting Personnel. It is important to sensitise the personnel of SAS
WINGFIELD, especially the career manager who will be directly involved with

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RPL candidates, to support the RPL process. Career manager must provide
personal and administrative support.

b. Key Personnel. Key personnel involved during the RPL process must
facilitate a holistic, learner – centered RPL service that is in keeping with the
objectives of the NQF and related policies.

16. Key personnel involved in the RPL process are the following:

a. Evidence facilitators/advisors.

b. Assessors.

c. Moderators.

d. QA(M), QA(E) and all SFs from the Mechanical and Electrical departments.

17. Evidence facilitation and assessment are critical and distinctive in the provision of
RPL services to the candidates. There must be a close consultative relationship between
the RPL candidate, the evidence facilitator/ advisor and the assessor.

18. During Summative assessment the role of the evidence facilitator and the assessor
must be kept separately.
19. Evidence facilitation is part of the pre – assessment stage, which consists of at least
two separate steps namely, the screening and the pre – assessment. The role of the
evidence facilitator is the following:

a. Provide information to candidates about assessment in general and their
assessment in particular.

b. Advise and support candidates to prepare organize and present evidence.
c. Evaluate and give feedback on candidate’s evidence.

20. The role of the assessor is the following:

a. Inform the candidate about the requirements of qualifications or unit
standards.

b. Guide the candidate in the collection of evidence.

c. Help the candidate plan for the assessment.

d. Inform the candidate about the date, time, venue, method, outcomes and
criteria of the assessment.

e. Conduct the assessment.

f. Provide feedback.

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g. Certify competency or recommend training.

ROLE OF THE RPL CANDIDATE AND HIS/HER RIGHTS

21 It is the candidate’s responsibility to indicate his/her prior learning and indicate/
proof that it matches the learning outcomes for the particular learning opportunity that
forms part of a programme leading to a desired qualification. It is the candidate’s
responsibility to proof that he/she has learned what he/she claims to have learned.

22. The candidate is entitled to the following:

a. Fair and transparent processes.

b. Have access to the unit standards or outcomes and criteria, which will be
used for the assessment.

c. Access to competent ETDP’s and assessors.

d. An impartial observer and an interpreter during assessment, where
applicable.

e. Be assessed by means of assessment methods, which are flexible,
appropriate to the subject and tailored to the needs of the candidate.

f. Have prior learning assessed for credits towards a qualification within a
reasonable period of time.

g. Transfer credits gained by means of the RPL process.

ASSISTANCE TO CANDIDATES

23. The RPL advisors will explain to the candidates the purpose and process of RPL
assessment.
24. It is important that the RPL process takes place well before a Learner commences
with his/her learning opportunity. This will give the SF of each section the opportunity to
class-up their respective learners and RPL Candidates correctly so that the Learners can
complete their training in the minimum time to qualify.
25. Candidates who apply for RPL will be screened against predetermined criteria
available to candidates before enrolment of the programme.
26. Candidates will receive structured guidance on the assessment criteria and
evidence to be provided.
27. Candidates will receive counseling and coaching on preparing for the RPL
assessment. The assessment plan, collection of evidence, assessment method and
process will be explained to the candidate.
28. Candidates will be assessed in accordance with the unit’s learner assessment
policy.

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29. Candidates will receive credits for the specific units for which they have
demonstrated (provided evidence) the required skills, knowledge and behaviour/attitude.
30. The candidates will be assisted in identifying future training and development
needs.
31. Exemption and recognition of candidates from assessments for particular
components of programmes will be based on RPL assessment results and will be
recorded on the candidate's record of learning as well as on the certificate issued to the
successful candidate.
32. Learners and staff should form part of an ongoing evaluation exercise. In particular,
Learners should be encouraged to provide feedback on the entire RPL process on
completion of the personal RPL undertaking. QA(M), QA(E) and all Senior Facilitators
need to monitor and adapt the RPL services and assessments in order to make the
process more effective and efficient, and to ensure that the RPL process is in line with
national standards and developmental objectives.

APPLICATION PROCESS

33. A request for RPL can originate from anywhere, internally or externally. The
channel of command must be followed to submit such a request. SAS WINGFIELD must
provide the formal RPL application for the specific requested RPL assessment. Experts
are to determine the viability of it and must screen this application.

PROCESSES AND METHODS OF ASSESSMENT

34. Assessment for the purpose of RPL is a systematic, flexible, collaborative and
transparent process involving the candidate and assessor within a specific context and stir,
such as the workplace.

35. Challenges in assessment for RPL are when the knowledge and skills of candidates
are not certificated and are rooted in prior experimental learning that does not show direct
correspondence to the outcomes specified in registered unit standards, curricula or
qualifications. In such cases the assessor must be assisted by subject matter experts
and/or the relevant ETQA to assist them in making decisions concerning the nature, level
and equivalence of the knowledge and skills of candidates.

RPL AND QUALITY MANAGEMENT

36. The integrity and development of a holistic approach to RPL requires a
comprehensive system of quality assurance.

37. Proper moderation and verification are vital to the functioning of a quality
management system.

38. RPL assessment is subject to the following principles:

a. Credible assessment

b. The quality of evidence.

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c. An assessment planned and designed on the basis of understanding the
requirement of the unit standard, part qualification or whole qualification.

d. The use of various methods and instruments.

e. The requirement for credible assessment process.

f. Moderation and quality assurance of assessment.

39. Evaluation of the RPL system takes place at three levels with different purposes,
namely:

a. Formative. This occurs at the workplace and ETD provider throughout the
assessment process. Assessment of the advising, evidence facilitation,
planning, assessment and feedback phase should take place at regular
scheduled intervals.

b. Summative. Overall evaluation of the degree to which outcomes has been
met, once RPL assessment process has been completed.

c. Diagnostic. Occurs at both formative and summative stages, so that
changes to the process may happen at applicable points. The quality
assurance process must be reliant on evaluation processes and feedback
loops at all points.

PORTFOLIO OF EVIDENCE (POE)

40. Demonstrate a skill, examples of work done, assessment results testimonies or
relevant documentation that proves competence and especially currency. Evidence must
be relevant to the learning claims.

RECORDING OF RPL RESULTS

41. Management of Learners (RPL and results etc) will be followed and recorded on the
Unit’s data-base. RPL Advisors and Senior Facilitators are to forward results to the staff of
the Training Admin Office (TAO) for recording purposes.
ACCEPTED MILITARY QUALIFICATIONS
42. All Learners and Staff are to be offered the opportunity to gain RPL. Learners fall
under the following category:

a. Apprentices.
b. Engine Room Attendant (ERATT).
c. Naval Technical Officers (NTO).
d. Naval Engineering Officers (NEO).
e. All relevant technical sea-going certificates (Ship’s Acquaintance, Duty

Technician, Duty Electrician, Auxiliary Watch keeping, Marine Engineering
Officers Charge Certificate etc).

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GLOSSARY
43. A glossary of applicable terms and their definitions is attached as Appendix D of this
document.
CONCLUSION
44. RPL is an important part of the ETD process, and it is vital therefore that the
necessary preparation is done prior to conducting the RPL assessment, and that all
training sections at SAS WINGFIELD adhere to the standardised pro forma.
DATE OF EXECUTION
45. This SOP comes into effect immediately, and will be reviewed one year after the
date of implementation.

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APPENDIX A
TO TRG SOP NO 04/16

STEPS IN THE RPL PROCESS

SAS WINGFIELD provides information about qualifications, standards and the
RPL process

Facilitator assists candidates with the gathering and presentation of evidence in
portfolio of evidence

Candidate draws up portfolio of evidence

Assessor assesses evidence/portfolio

Assessor accepts evidence Assessor requires more evidence

Assessor declares candidate Assessor selects more assessment
competent against the activities
standard/module
Assessor recommends alternative
Assessor records results learning pathway

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APPENDIX B
TO TRG SOP NO 04/16

APPLICATION FOR ASSESSMENT

Assessment Candidate Name:________________________________________

ID No.: _____________________ Unit Standard No.: ___________________

Title: ___________________________________________________________

Learnership: ___________________ Skills Programme: _________________

First Attempt  Second attempt  Third attempt  RPL 

Observer/Witness required: YES  NO  Name: __________________

Contact No.: _______________________

Interpreter required: YES  NO  Name: _______________

Contact No.: ______________________

Signature of Applicant (candidate): __________________ Date: ___________

RECOMMENDATION FOR ASSESSMENT

The above applicant has completed his/her training, has prepared for the
assessment and is now ready to be assessed.

Name: ________________________ Designation: _______________________

I believe that the candidate is ready for the assessment because
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Signature: _________________________ Date: ________________________
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APPENDIX C
TO TRG SOP NO 04/16

CANDIDATE CONFIRMATION OF ASSESSOR EXPLANATION

Tick off Yes or No
Please take note that the term “unit standard” can be interchanged with term
“training specification”

Explained, yes or no? Yes No

The assessor explained to me how the National ETD Structure works
including

• the SAQA structure
• the national qualifications framework (NQF)
• how my assessment is linked to the NQF
• the national learners record database (NLRD)
• my career options after this assessment

The assessor explained to me the assessment process including

• the unit standard/ I was to be assessed against
• the use of unit standards
• the assessment against assessment criteria
• the sequence of activities
• the assessment methods for this assessment
• the feedback process and appeals procedure

The assessor informed me of the following

• any barriers that could affect the fairness of the assessment
• any special assessment requirements with regard to language

preference or disabilities (indicate details below)
• the appeals procedure to follow it I am not satisfied with the way

the assessment is done or the results thereof

The assessor gave me

• a copy of the unit standard to be assessed against
• the assessment instruments to be used for the assessment
• an opportunity to contribute to the process by suggesting other methods of

assessment and pointing out any special needs I may have

Assessor signature: ________________________ Date: __________________

Candidate signature: _______________________ Date ___________________

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The assessor must complete the following:

Special assessment requirements (language, physical disabilities, etc)

______________________________________ NQF level _____________________
Title of skills programme / learnership: _____________________________________

What methods and instruments will be used in this assessment? Mark and complete those
you are going to use for this assessment.

Assessment instrument

(Tick applicable block)

Assessment method Instrument Must design Must get help to
already
available own instrument design or review

instrument

Case study
Personal interview
Practical exercises / demonstrations
Projects
Assignments
Role plays
Simulations
Examinations / tests
Logbooks
Portfolios
Questionnaires:

Alternative response questions
Assertion / reason questions
Completion questions
Extended response questions

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Grid questions
Matching questions
Multiple choice questions
Restricted response questions
Short answer questions

Assessor signature: _________________________ Date: ___________________
Assessment confirmed on: ________________/__________/20____
Date to revise this plan if necessary: ________________/__________/20____
(where applicable)
Feedback on assessment to be given in on: ________________/__________/20____

CANDIDATE, PLEASE NOTE:
IF YOU DO NOT AGREE WITH THIS ASSESSMENT PLAN, PLEASE DISCUSS YOUR
OBJECTIONS WITH YOUR ASSESSOR.

I, ____________________________________________________________________
The undersigned, agree with this pre-assessment plan. I also understand the appeals
process to follow in case I disagree with the assessment results. I am ready to continue
with the assessment.

Candidate signature: ______________________________
Date: ________/ _______ / 20_

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APPENDIX D
TO TRG SOP NO 04/16

Evidence No: ______/____/____
Candidate no / Month / Year

Recognition of Prior Learning
Evidence

_____________________________ ______________________________
Date of evidence submission Signature of RPL candidate

Description of Evidence: ______________________________________________

Type of Evidence: (Choose the correct type of evidence)

Direct Evidence Indirect Evidence Historical Evidence

Date of Evidence: ____________________________________________________

Unit Standard:
_______________________________________________________

Specific Outcome: ____________________________________________________

Assessment Criteria:
__________________________________________________

Comments by RPL candidate: (Describe the context of evidence/self-assessment/
comment regarding validity, sufficiency, currency, fairness, practicability)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

__________________________
Signature of Supervisor

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Comments by Evidence Facilitator: (regarding authenticity, validity, sufficiency
and currency).
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Recommendations from Evidence Facilitator:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

________________________________ __________________
Evidence Facilitator Signature Date

Comments by Assessor:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

_____________________ _________________ Date
___________________ Assessor No
Assessor Signature

Comments by Moderator:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

____________________ _________________ ________________
Moderator Signature Moderator No Date

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SAS WING
APPLICATION FOR RECOGNITION OF

Attach the following documentation:
• Extended Curriculum Vitae.
• Certified copy of the minimum qualification for admis
• Certified copy of marriage certificate or divorce pape
• Certified copy of identity document, passport or birth

PERSONAL INFORMATION
ID NUMBER
NAME
ADDRESS
ORGANISATION
DATE OF BIRTH

LANGUAGE
CONTACT INFORMATION TEL (W)

CELL

RESTR

E-1

APPENDIX E
TO TRG SOP NO 04/16

GFIELD
PRIOR LEARNING (RPL) SERVICE

ssion for the desired qualification.
ers (where applicable).
h certificate.

ETHNIC
GROUP
NATIONALITY
TEL (H)
E-MAIL

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RPL SERVICE REQUIRED
UNIT STANDARD TITLE
OR TRAINING
SPECIFICATION

NUMBER

NQF LEVEL

CREDIT VALUE

PRIOR LEARNING DETAILS

ACADEMIC AND OTHER QUALIFICATIONS

QUALIFICATION WHERE DATE MAIN SUB
OBTAINED
NAME OBTAINED

RESTR

E-2

BJECTS/TOPICS
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COURSES ATTENDED
NAME OF COURSE

WORK AND OTHER EXPERIENCE ORGANISATION
TYPE OF WORK EXPERIENCE

RESTR

INSTITUTION E-3

DATE AWARDED

PERIOD POST HELD

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INFORMAL STUDIES/HOBBIES/COMMUNITY OR VOLUNTEER WO

TYPE OF EXPERIENCE LEVEL OF EXPERIE

LEARNER TYPE INFORMATION MY BRAIN PREFERENCE
LEFT BRAIN
MY LEARNING TYPE IS: RIGHT BRAIN
REFLECTOR BALANCED
THEORIST
PRAGMATIST
ACTIVIST

RESTR

ORK E-4

ENCE PERIOD OF ORGANISATION INVOLVED
EXPOSURE (WHERE APPLICABLE)

E IS: MY LEARNING MODE IS:
VISIAL
AUDITORY
KINEASTHETIC

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LEARNER BARRIERS

INDICATE WHICH OF THE FOLLOWING BARRIERS YOU WILL PRO

THE RPL ASSESSMENT

LANGUAGE OBTAINING EV

TIME IDENTIFYING

TERMINOLOGY EVIDENCE MA

COMMUNICATION LEARNING FO

OTHER__________________________________________________

MOTIVATIONAL INFORMATION
WHY DID YOU APPLY FOR THE RPL SERVICE?

HOW IS THE APPLICATION RELATED TO YOUR WORK.

WHAT IS YOUR ATTITUDE TOWARDS THE RPL SERVICE?
DESCRIBE YOUR HOPES AND FEARS REGARDING THIS
APPLICATION.

SIGNATURE OF APPLICANT
DATE OF APPLICATION

RESTR

E-5

OBABLY EXPERIENCE DURING THE PREPARATION FOR
VIDENCE
OF EVIDENCE VALIDITY
ATCHING WITH UNIT STANDARD
OR THE KNOWLEDGE ASSESSMENT
__________________________________________________

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FOR OFFICIAL USE ONLY
NAME OF APPOINTED EVIDENCE
FACILITATOR
DATE OF INTERVIEW
FINDINGS/RECOMMENDATIONS/ACTION
TAKEN
SIGNATURE OF EVIDENCE FACILITATOR
SIGNATURE OF TRAINING MANAGER

RESTR

E-6

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APPENDIX F
TO TRG SOP NO 04/16

GLOSSARY Example
Heading
Refers to self-directed learning.
Adult Learning
Assessment Refers to a task set out to obtain evidence about a
Assessment Instruments learner’s performance.
Assessment Methods
Assessment Plan Refers to the nature of the assessment tasks given to
Assessor the learner to do.

Candidates Assessment methods that an assessor engages in as
Continuous Assessment he/she assesses a learner and a learner’s work.
Criterion-referenced
Assessment A detailed and professional document describing what
Critical Cross-field Outcomes the assessor proposes to assess.

Diagnostic Assessment Is a person who has undergone formal training and was
Direct Evidence found to be competent on the unit standard “Plan and
Evidence Conduct Assessment” (ASSMTO1). Individuals
registered with an ETQA to assess learners’ evidence.

Employees seeking assessment.

Assessment takes place on and off throughout a period
of learning.

The learner’s performance is judged against
predetermined standards.

Outcomes that apply across all learning fields ie the
core performance abilities that learners will use in their
careers and throughout their lives.

Means assessment that helps learners and their
supervisors to determine education and training needs.

The actual evidence produced by the candidate.

The proof produced by a learner that shows that he/she
complies with the requirements of the criteria of the
standard for which he/she wishes to gain credits.

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External Moderator Appointed by equality assurance authority to monitor
the assessment and internal quality assurance of
providers accredited by the ETQA.

Formative Assessment Information is gathered during the learning process to
monitor progress and diagnose learning problems.

Integrated Assessment Refers to that form of assessment that permits the
candidate to demonstrate applied competence and
which uses a range of formative and summative
assessment methods.

Internal Moderator Appointed by an accredited provider to ensure
consistency and quality of assessment conducted by
providers.

Learner A person who masters knowledge, skills, values, tasks
and the final outcome. Employees taking part in an
education, training and development programme.

Moderating Body Means a body specifically appointed by SAQA for the
purpose of moderation.

Moderator A moderator is a person that has to ensure that the
assessment is conducted in accordance with the
applicable unit standard and assessment principles. A
moderator might be appointed internally or externally.

Outcomes An outcome results in a product, a service or a
decision. The contextually demonstrated end products
of the learning process.

Outcomes-Based Education and The emphasis is placed on what the learner should be

Training (OBET) able to do on completion of a learning event.

Practical Competence The demonstrated ability to perform a set of tasks and
actions in the real-life and practical situation.

Pre-assessment Interview A formalized procedure used by the assessor to obtain
information from a learner by using predetermined
questions.

Recognition of Prior Learning Giving credit to what learners already know and can do
regardless of whether this learning was achieved
formally, informally or non-formally.

Reflexive Competence The demonstrated ability to connect our understanding
with our performance so that we can learn from our
actions and are able to adapt to new situations.

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RPL Adviser Advisers assisting the candidate in preparing for the
Self Assessment assessment.
Specific Outcomes
Standard Learners are asked to assess themselves against given
Stereotyping outcomes.
Sub-Outcomes
Summative Assessment Refer to the knowledge, attitudes and skills that a
learner needs to demonstrate at the end of a learning
Training Specification event.
Unit Standard
A statement of the outcomes that are to be achieved by
an individual in order to obtain credit for the unit.

Judgments are made about a trainee based upon a
characteristic of the trainee rather than the performance
itself.

Refer to the short-term outcomes. It is a small step that
a learner should take in order to achieve the specific
outcome.

The type of assessment that takes place at the end of a
learning experience. A general assessment of the
degree to which outcomes have been attained over an
entire learning programme or some substantial part of
it.

See Unit Standard. The only exception is that it is not
NQF registered but SAN approved.

Means registered statements of desired education and
training outcomes and their associated assessment
criteria together with administrative and other
information as specified in these regulations.

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 5/18

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 R. Williams 7459

January 2018

PROCESSES OF EVALUATION

Appendix A: Evaluation of Presentation (Presentation Skills)
B: Evaluation of Presentation (Facilitation Skills)
C: Learner Feedback: Evaluation of Facilitation
D: Learner Feedback: Evaluation of Learning Opportunity
E: Evaluation of the Management of Examinations/Assessments Process
F: Evaluation Feedback (SWOT Analysis): Presentation Skills
G: Evaluation Feedback (SWOT Analysis): Learning Opportunity
H: Report on Evaluation
I: Client/Fleet Feedback (Proforma Letter)
J: Client/Fleet Feedback Evaluation Form

INTRODUCTION

1. Evaluation is the systematic process of gathering and analysing data to determine
the quality, value and effectiveness of a learning intervention. It is not just a problem-solving
exercise; it should provide guidance on the quality of the training wrt the knowledge, skills
and attitude gained by the learner. The evaluation of the learning programme should focus
on two aspects, namely: effectiveness (whether the correct type of training has been
facilitated) and efficiency (whether the correct methods and techniques were used).

2. Therefore the learning intervention being evaluated will lead to a significant, meaning
and coherent outcome of learning that is in line with SAQA’s definition of competence ie

embraces foundational, practical and reflective dimensions of competence. The training

delivery at SAS WINGFIELD rests upon a number of key components, of which the

management of evaluation forms a critical part of the ETD process.

3. 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 evaluation process.

AIM

4. The aim of this SOP is to focus on Level 1 and 2 of training evaluation and to
promulgate the process to be followed to ensure sound evaluation practices at
SAS WINGFIELD.

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5. The following aspects of training evaluation will be covered by this SOP:

a. Evaluation of Presentation. Includes evaluation of

i. Presentation Skills (Appendix A); and

ii. Facilitation Skills (Appendix B).

b. Learner Feedback Evaluation. Includes evaluation of

i. Facilitation (Appendix C);

ii. Learning Opportunity (Appendix D).

c. Evaluation of the Management of Examination/Assessment Process
(Appendix E).

d. Evaluation Feedback (SWOT) Analysis). Includes evaluation of

i. Presentation Skills (Appendix F); and

ii. Learning Opportunity (Appendix G).

e. Report on Evaluation (Appendix H).

f. Client/Fleet Feedback (Proforma Letter) (Appendix I).

g. Client/Fleet Feedback Evaluation Form (Appendix J).

EVALUATION OF PRESENTATION

6. The Evaluation of Presentation Skills (Appendix A) evaluates the preparedness of
the specific learning environment, the introduction to presenting a specific module or
subject, the body content of the specific module or subject presented.

7. The body language and personal styles, the closure of the presentation as well as
the verbal and non-verbal communication is also evaluated.

8. The Evaluation of Facilitation Skills (Appendix B) evaluates the availability of the
required learning material and equipment necessary to enhance the transfer of learning to
the learner.

9. Personal dimensions of the facilitator, his/her method of presentation as well as the
learning environment is also evaluated.

LEARNER FEEDBACK EVALUATION

10. The Learner Feedback Evaluation of Facilitation (Appendix C) evaluates a variety
of aspects including the availability of the curriculum in the classroom, the preparedness of
the facilitator, the sufficient of training aids, etc.

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11. The Learner Feedback Evaluation of the Learning Opportunity or module
(Appendix D) evaluates fundamental aspects of learning such as the amount of information
gained by the learner, the relevancy of the learning opportunity or module to the learner’s
job and whether the learning opportunity or module was a good investment at the time.

12. The duration of the Learning Opportunity, the standard of the training venue and
whether learners were informed of the assessment process and appeals procedure is also
evaluated.

EVALUATION OF THE MANAGEMENT OF EXAMINATIONS/ASSESSMENT PROCESS

13. The Evaluation of the Management of Examinations/Assessments Process
(Appendix E) is to ensure that the process protect the integrity of assessments.

14. Verify whether Assessment/Moderation Process has been accomplished.

EVALUATION FEEDBACK (SWOT ANALYSIS)

15. The Evaluation Feedback of Presentation Skills (Appendix F) evaluates the
strengths, weakness, opportunities and threats during the presentation in the aspects of the
preparedness of the learning environment, the introduction to presenting a specific module
or subject, the body content of the specific module or subject presented, the body language
and personal styles, the closure of the presentation as well as the verbal and non-verbal
communication is also evaluated.

16. The Evaluation Feedback of the Learning Opportunity (Appendix G) evaluates
the strengths, weakness, opportunities and threats before, during and after evaluation.

REPORT ON EVALUATION

17. The Report on Evaluation (Appendix H) is the mechanism whereby the Unit
Training Evaluator (TEVO) reports to the Unit Officer Commanding (OC) on aspects of a
specific facilitator and Learning Opportunity.

18. The report must include the facilitator’s ability to prepare for a specific learning
environment, his/her ability to introduce a specific module or subject at the beginning of a
presentation as well as presenting the body content of the specific module or subject.

19. The observed body language and personal styles, the closure of the presentation as
well as the verbal and non-verbal communication must also be commented upon in the
report.

EVALUATION OF STAKEHOLDER SATISFACTION

20. Client/Fleet feedback is an important part of the ETD process. To give a true
reflection of training, the training managers are to take cognisance of the reflective feedback
provided from the fleet to SAS WINGFIELD.

ACTION TO BE TAKEN ON COMPLETION OF A LEARNING OPPORTUNITY

21. On completion of each Learning Opportunity (LO) or Learning Programme (LP), the
SF/TSO is to submit a class list, complete with number, rank, name, post and unit of each
member along with contact details and address of his/her supervisor, to the Research and
Development Electrical/Mechanical (RDE, RDM) Warrant Officer (WO).

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22. The RDE/RDM WO must log this information in a database, which will give a prompt
two months after the completion date of the LO/LP.

CLIENT FEEDBACK ASSESSMENT FORM

23. On receiving the prompt, the RDE/RDM WO will dispatch all the client feedback
evaluation forms to the registry, under covering letter (Client/Fleet Feedback Proforma letter
Appendix I) for distribution to the various directorates/units/ships.

24. The client/fleet will then complete the evaluation form and return it to
SAS WINGFIELD within one month of receipt of the assessment form. An example of the
Client Feedback Evaluation Form is attached as Appendix J.

ACTIONS TO BE TAKEN ON RECEIPT OF THE COMPLETED EVALUATION FORM

25. The completed Client Feedback Evaluation Form must be returned to the RDE/RDM
WO.

26. The RDE/RDM WO will then capture the feedback in a database, and provide
feedback to the various sections, with a view to updating/amending the curriculum.

27. The RDE/RDM WO will also make recommendations to the Training Commander
concerning the feedback received.

CONCLUSION

28. Evaluation is an important part of the ETD process, therefore it is vital that the
necessary preparation is done prior to conducting evaluation, and that all facilitator’s at
SAS WINGFIELD adhere to the standardised pro forma.

29. Client/fleet feedback is an important part of the ETD process. To give a true
reflection of training, the training managers are to take cognisance of the reflective feedback
provided from the fleet to SAS WINGFIELD.

DATE OF EXECUTION

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

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TRAINING UNIT:
EVALUATION OF PRESENTAT

Training Section:
Learning Opportunity:
Learning Opportunity Number:
Duration of Learning Opportunity:
Module / Sub Module Evaluated:
Unit Standard Title & Number:
Unit Standard Level & Credits:

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SAS WINGFIELD APPENDIX A
TION (PRESENTATION SKILLS) TO TRAINING SOP 5/16
DD AUG 16

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Name of Facilitator:
Qualifications of Facilitator ito ETD
Requirements (Fac/Assess/Mod etc):
Name of Training Evaluator:
Date of Evaluation:

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MATERIAL

LESSON PLAN

CURRICULUM

HANDOUTS

ATTENDANCE REGISTER / CLASS
REGISTER

PRESENTATION TRAINING AIDS USED:
TRAINING METHODS USED:

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FINDINGS/COMMENTS

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EVALUATION OF

Criteria Yes
1 Prepare the Learning Environment
1.1 The venue was prepared prior to the presentation.

1.2 The equipment is in working condition.

1.3 The seating arrangement is suitable for the learning event.

1.4 A climate of trust is established with the learners.

1.5 The display surface(s) is visible to all the learners.

2 Introduction
2.1 The outcome is introduced verbally and stated clearly.

2.2 The outcome is displayed visually.

2.3 An interest stimulus is introduced.

2.4 The sub-outcomes consist of all the main headings and are
visually displayed.

2.5 The sub-outcomes points flow into a logical sequence.

2.6 The importance of the learning activity is stated.

2.7 Ground rules are established and confirmed.

3 Body

3.1 The method used is presented on the level of the learner
group.

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F PRESENTATION Comments
No

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Criteria Yes

3.2 The sub-outcomes point under discussion is indicated
throughout.

3.3 Appropriate examples are used to explain the learning
content.

3.4 At least two learning aids are used.

3.5 The learning aids are effective in supporting the learning
content.

3.6 The learning aids are visible/audible to all the learners.

3.7 Activities are included to obtain maximum learner
participation.

3.8 Learners are allowed time to ask questions and comment.

3.9 Control is exercised over disruptive learners.

3.10 Did the facilitator utilize any of the following methods:
Theory lesson
Group Discussion
Coaching
Role-play
Brainstorming
Problem solving
Syndicate groups
Demonstration Lesson

3.11 Was the integration of the method done smoothly?
3.12 The integration of the method was conducive to the learning

process.

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No
Comments

N/A
N/A

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Criteria Yes
3.13 Did the facilitator use two or more methods?

4 Body Language and Personal Styles
4.1 Does facilitator maintain eye contact with learners?

4.2 Facilitator uses natural and non-distracting gestures and
movements.

4.3 Facilitator speaks in a clear and audible voice.

4.4 Facilitator demonstrates a positive attitude towards the
subject matter.

4.5 Facilitator uses words that the learners understand or
explain words that they are not familiar with.

4.6 Facilitator encourages participation.

4.7 Facilitator refers to learners by name.

4.8 Facilitator uses positive reinforcement techniques.

4.9 Facilitator puts learners at ease.

4.10 Facilitator uses participants as resources.

4.11 Facilitator uses non-discriminatory language and treats
4.12 learners in an unbiased way.
4.13 Facilitator handles problems in classroom in an appropriate
4.14 manner.
4.15 Facilitator turns negative classroom situation into positive
learning experiences.
Facilitator provides opportunities for questions and reviews
from learners.
Facilitator uses closed questions to end discussion.

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No Comments
N/A

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Criteria Yes

4.16 Facilitator uses question to test knowledge, skills, and
4.17 attitudes.
4.18 Facilitator occasionally guides learners to reach answers
themselves.
Facilitator uses paraphrase to elicit answers.

4.19 Facilitator handles irrelevant questions appropriately.

4.20 Facilitator answers questions non-defensively.

5 Closure
5.1 Refer to the outcomes.

5.2 Each scope point is summarised.

5.3 Important aspects are emphasised.

5.4 Learners are assessed through questioning to determine
whether the outcomes have been achieved.

5.5 Different types of questions are asked.

5.6 Inappropriate questions are avoided.

5.7 Questions are directed to all the learners.

5.8 Question and answers of the learners are reinforced.

5.9 Constructive feedback is given to the learners.

5.10 Allow activities to be performed to enable the learners to
5.11 reflect on the content.
A practical example is given to apply the theory to the
practical situation.

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No
Comments

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Criteria Yes
5.12 An interest stimulus is given for a forthcoming presentation.

6 Verbal Communication
6.1 Dialogue with the learners occurs.

6.2 Language used is appropriate to the different cultural
groups.

6.3 Jargon and slang are avoided.

6.4 The voice of the facilitator is audible.

6.5 Monotonous use of voice is avoided.

6.6 Pace is controlled (not to fast, not slow).

6.7 Written material is neat and in sequence.

7 Non Verbal Communication
7.1 The facilitator has a relaxed appearance and friendly

appearance.
7.2 Irritating gestures are avoided.

7.3 Appropriate eye contact is maintained.

7.4 The facilitator avoids gazing at one learner all the time.

7.5 Effective micro-skills are used throughout the facilitation.
7.6 The facilitator’s behavior is professional.

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