qcto

QCTO

Now you can also visit the public discussion on QCTO related topics here.

About the QCTO 

Quality Council for Trades & Occupations

The QCTO is one of the three Quality Councils provided for in the National Qualifications Framework Act (NQF Act No. 67 of 2008).

The QCTO was established under the Skills Development Act as amended in 2008 and became operational on the 1st April 2010 following the publication of Government Gazette No 33059, 1st April 2010

1. Vision

    QCTO vision is to qualify a skilled and capable workforce.

2. Mission

    The QCTO’s mission is to effectively and efficiently manage the occupational qualifications sub-framework in order to set standards, develop and quality assure national occupational qualifications for all who want a trade or occupation and, where appropriate, professions.

3. Values

Innovation and Excellence

    We rise to opportunities and challenges, we continuously learn, we are innovative and we consistently produce work of distinction and fine quality, on time, and in line with our clients’ needs.

Empowerment and Recognition

    • We enable people to make things happen, we encourage and support one another when and where needed, and we celebrate successful accomplishment of work.

 

Respect and Dignity

    We value and show consideration for all the people we work with, treat one another with kindness and thoughtfulness, and embrace inclusivity.

Ethics and Integrity

    We embrace and practice a moral code of trustworthiness, honesty and truthfulness in everything we say and do, and we honour our promises and commitments.

Ownership and Accountability

    We take ownership of our responsibilities and we answer for our decisions and actions.

Authenticity

    We protect the public by issuing authentic, quality qualifications.

Provided by www.trainyoucan.co.za
Now you can also visit the public discussion on QCTO related topics here.

QCTO

Now you can also visit the public discussion on QCTO related topics here.

About the QCTO 

Quality Council for Trades & Occupations

The QCTO is one of the three Quality Councils provided for in the National Qualifications Framework Act (NQF Act No. 67 of 2008).

The QCTO was established under the Skills Development Act as amended in 2008 and became operational on the 1st April 2010 following the publication of Government Gazette No 33059, 1st April 2010

1. Vision

    QCTO vision is to qualify a skilled and capable workforce.

2. Mission

    The QCTO’s mission is to effectively and efficiently manage the occupational qualifications sub-framework in order to set standards, develop and quality assure national occupational qualifications for all who want a trade or occupation and, where appropriate, professions.

3. Values

Innovation and Excellence

    We rise to opportunities and challenges, we continuously learn, we are innovative and we consistently produce work of distinction and fine quality, on time, and in line with our clients’ needs.

Empowerment and Recognition

    • We enable people to make things happen, we encourage and support one another when and where needed, and we celebrate successful accomplishment of work.

 

Respect and Dignity

    We value and show consideration for all the people we work with, treat one another with kindness and thoughtfulness, and embrace inclusivity.

Ethics and Integrity

    We embrace and practice a moral code of trustworthiness, honesty and truthfulness in everything we say and do, and we honour our promises and commitments.

Ownership and Accountability

    We take ownership of our responsibilities and we answer for our decisions and actions.

Authenticity

    We protect the public by issuing authentic, quality qualifications.

Provided by www.trainyoucan.co.za
Now you can also visit the public discussion on QCTO related topics here.

QCTO: Work Based Learning and Development Practitioner.

This new QCTO Occupation Qualifications will replace the old Assessors  course in June 2018.

Mayor changes that will affect you:

  • You will no longer be able to enroll for the old unit standards after June 2018.
  • Difference in credits. (Your old certificate will not expire.)
  • Your certificate will not be issued by the SETA, but the QCTO.
  • You must complete the Knowledge, Practical + Workplace experience through the Training Provider.
  • You will write a final assessment with an EISA (External Integrated Summative Assessment Centre) before the credits will be issued.

Title: Work Based Learning and Development Practitioner, NQF Level 5, Credits 30

Purpose: A Work Based Learning and Development Practitioner plan for, conduct and administer work based learning interventions.

Entry Requirements: NQF level 4 with Communication (Equal to reading and writing skills of a matriculate.)

Approved Body: QCTO (Moved over from the SETAs)

Duration:

  • Knowledge estimated 5 days.
  • Practical estimated 2 to 3 weeks.
  • Workplace estimated 2 to 3 weeks.
  • Excluding final assessment with the EISA Centre.

Who should attend: Any person planning on developing accredited learning material.

TRAINYOUCAN Supporting Structures:

  • Manned helpdesk Monday to Friday with telephone, WhatsAPP and email support.
  • Members FORUM with over 17000 discussions.
  • We 100% online and automated. No manual transactions.
  • Extended support up to 24 months.
  • Free JOB and related resources.
  • Check-out our reviews: www.trainyoucanreviews.co.za

Applicable Modules (Rules of Combination)

Knowledge Modules:
• 242401001-KM-04, Facilitation of learning in an occupational contexts, NQF Level 5, Credits 8
• 242401001-KM-07, Work based learning, NQF Level 5, Credits 6

Practical Skill Modules:
• 242401001-PM-05, Facilitate experiential work based learning, NQF Level 5, Credits 8

This qualification also requires the following Work Experience Modules:
• 242401001-WM-05, Facilitate a work based learning and development process, NQF Level 5, Credits 8

 

QCTO: Skills Development Facilitation Practitioner

This new QCTO Occupation Qualifications will replace the old Assessors  course in June 2018.

Mayor changes that will affect you:

  • You will no longer be able to enroll for the old unit standards after June 2018.
  • Difference in credits. (Your old certificate will not expire.)
  • Your certificate will not be issued by the SETA, but the QCTO.
  • You must complete the Knowledge, Practical + Workplace experience through the Training Provider.
  • You will write a final assessment with an EISA (External Integrated Summative Assessment Centre) before the credits will be issued.

Title: Skills Development Facilitation Practitioner, NQF Level 5, Credits 40

Purpose: A Skills Development Facilitation Practitioner plans for, conducts and administers skills development planning in an occupational context.

Entry Requirements: NQF level 4 with Communication (Equal to reading and writing skills of a matriculate.)

Approved Body: QCTO (Moved over from the SETAs)

Duration:

  • Knowledge estimated 5 days.
  • Practical estimated 2 to 3 weeks.
  • Workplace estimated 2 to 3 weeks.
  • Excluding final assessment with the EISA Centre.

Who should attend: Any person who planning on working with the SETAs, grants, training plans, budgets and educational projects.

TRAINYOUCAN Supporting Structures:

  • Manned helpdesk Monday to Friday with telephone, WhatsAPP and email support.
  • Members FORUM with over 17000 discussions.
  • We 100% online and automated. No manual transactions.
  • Extended support up to 24 months.
  • Free JOB and related resources.
  • Check-out our reviews: www.trainyoucanreviews.co.za

Applicable Modules (Rules of Combination)

Knowledge Modules:
• 242401001-KM-01, The statutory learning and development environment, NQF Level 5, Credits 8
• 242401001-KM-06, Workplace learning and development planning, evaluation and reporting, NQF Level 5, Credits 8

Practical Skill Modules:
• 242401001-PM-02, Plan, conduct and report on a learning and development needs analysis, NQF Level 5, Credits 16

This qualification also requires the following Work Experience Modules:
• 242401001-WM-02, Conduct skills development facilitation (SDF) processes as required for mandatory grant payments, NQF Level 5, Credits 8

 

QCTO: Assessment Practitioner

This new QCTO Occupation Qualifications will replace the old Assessors  course in June 2018.

Mayor changes that will affect you:

  • You will no longer be able to enroll for the old unit standards after June 2018.
  • Difference in credits. (Your old certificate will not expire.)
  • Your certificate will not be issued by the SETA, but the QCTO.
  • You must complete the Knowledge, Practical + Workplace experience through the Training Provider.
  • You will write a final assessment with an EISA (External Integrated Summative Assessment Centre) before the credits will be issued.

Title: Assessment Practitioner, NQF Level 5, Credits 20

Purpose: An Assessment Practitioner plans for, conducts and administers assessment of learner competence in an occupational context.

Entry Requirements: NQF level 4 with Communication (Equal to reading and writing skills of a matriculate.)

Approved Body: QCTO (Moved over from the SETAs)

Duration:

  • Knowledge estimated 4 days.
  • Practical estimated 1 to 2 weeks.
  • Workplace estimated 1 to 2 weeks.
  • Excluding final assessment with the EISA Centre.

Who should attend: Any person who want to work with an accredited provider or an external integrated assessment centre (EISA).

TRAINYOUCAN Supporting Structures:

  • Manned helpdesk Monday to Friday with telephone, WhatsAPP and email support.
  • Members FORUM with over 17000 discussions.
  • We 100% online and automated. No manual transactions.
  • Extended support up to 24 months.
  • Free JOB and related resources.
  • Check-out our reviews: www.trainyoucanreviews.co.za

Applicable Modules (Rules of Combination)

Knowledge Modules:
• 242401001-KM-05, Assessment principles and practices, NQF Level 5, Credits 4

Practical Skill Modules:
• 242401001-PM-06, Plan and conduct the assessment of learner competencies, NQF Level 5, Credits 8

This qualification also requires the following Work Experience Modules:
• 242401001-WM-06, Conduct assessments of learner competence, NQF Level 5, Credits 8

 

QCTO: Learning and Development Facilitator

This new QCTO Occupation Qualifications will replace the old Assessors  course in June 2018.

Mayor changes that will affect you:

  • You will no longer be able to enroll for the old unit standards after June 2018.
  • Difference in credits. (Your old certificate will not expire.)
  • Your certificate will not be issued by the SETA, but the QCTO.
  • You must complete the Knowledge, Practical + Workplace experience through the Training Provider.
  • You will write a final assessment with an EISA (External Integrated Summative Assessment Centre) before the credits will be issued.

Title: Learning and Development Facilitator, NQF Level 5, Credits 36

Purpose: A Learning and Development Facilitator plans, selects and adapts learning resources required for the delivery of learning interventions in an occupational context.

Entry Requirements: NQF level 4 with Communication (Equal to reading and writing skills of a matriculate.)

Approved Body: QCTO (Moved over from the SETAs)

Duration:

  • Knowledge estimated 5 days.
  • Practical estimated 2 to 3 weeks.
  • Workplace estimated 2 to 3 weeks.
  • Excluding final assessment with the EISA Centre.

Who should attend: Any person who want to work with an accredited provider and want to facilitate learners in a class.

TRAINYOUCAN Supporting Structures:

  • Manned helpdesk Monday to Friday with telephone, WhatsAPP and email support.
  • Members FORUM with over 17000 discussions.
  • We 100% online and automated. No manual transactions.
  • Extended support up to 24 months.
  • Free JOB and related resources.
  • Check-out our reviews: www.trainyoucanreviews.co.za

Applicable Modules (Rules of Combination)

Knowledge Modules:
• 242401001-KM-01, The statutory learning and development environment, NQF Level 5, Credits 8
• 242401001-KM-04, Facilitation of learning in an occupational contexts, NQF Level 5, Credits 8

Practical Skill Modules:
• 242401001-PM-04, Facilitate different methodologies, training styles and techniques within an occupational learning context, NQF Level 5, Credits 12

This qualification also requires the following Work Experience Modules:
• 242401001-WM-04, Facilitate an occupational learning session, NQF Level 5, Credits 8

QCTO elearning policy guidelines

QCTO is committed to quality assuring all forms of assessment of programmes and qualifications within the sub- framework. To this end, there is recognition of the prevalence of use of technology not only in delivering training programmes within this sector, but also in assessing students.

E-assessment is any type of assessment that has an electronic component and incorporates one or more of e-testing, e-portfolios and e-marking. Examples of e-assessment include:

  • Assessments that are distributed, completed, marked automatically and administered electronically using local intranets/networks and individual workstation
  • Assessments that are distributed, completed, marked automatically and administered electronically using the internet.
  • Assessments comprising a combination of automatic marking and manual.
  • Electronic test delivery, with all marking completed manually on screen or on paper.
  • A range of multimedia formats for submitting assessment
  • Electronic scanning of completed assessments for marking.
  • Tests downloaded from the internet by the centre.
  • Delivery of assessments and submission of completed assessments by secure e
  • E-portfolios to store and manage candidates’ evidence electronic
  • Assessments that are automatically marked and react adaptively to student performance

Validity of e-Assessments

Assessment Quality Partners should ensure that:

  • Students who pass the programme demonstrate the graduate competences indicated in the purpose and exit level outcomes of the programme.
  • Where relevant, practical competences are adequately assessed
  • Systems have been put in place to ensure reliability, rigour and security of the e- assessment system for remote students
  • Assessment activities are sufficiently varied for the programme purpose and level and the diversity of its student bod Appropriate constructs as covered in the relevant courses are adequately covered in the assessment.
  • Where students submit assessment individually by electronic means from homes or workplaces, and not from a recognized assessment centre, the programme has the necessary security systems for electronic assessment.
  • Programmes delivered exclusively or mainly through electronic learning methods do not narrow the range of assessment to the assessment of factual knowledge (which is most easily assessed), rather than the full range of outcomes and depth of knowledge required for the particular programme of stud In technology supported distance education delivery, there is the danger of limiting assessment tasks to low level cognitive skills (e.g. simple multiple choice questions [MCQs] that can be computer-marked) at the expense of high level skills (usually requiring more open-ended written and practical assignments) that enhance deep and critical engagement with concepts. Higher order thinking skills like application, analyses, evaluation and creation should be covered in the assessment.
  • There is evidence of staff development to familiarise academic staff with online assessment strategies that take high level cognitive skills into account thereby ensuring credible online assessment.

Management of e-Assessment

  • There is evidence that the assessment body understands the importance of feedback on formative assessment in e-learnin
  • There is evidence of an assessment management system to ensure that feedback on assessment is confidential and reaches the right students timeousl Systems are in place to communicate feedback and results quickly, efficiently and securely to a distributed student body.
  • Adequate systems to guarantee the integrity and security of the assessment system and the authenticity of student submissions (including means to discourage plagiarism from online sources) are in place.
  • E-assessment systems are tested to ensure proper functionality and any shortcomings identified are fully addressed prior to full implement
  • There is regular monitoring and checking of the smooth functioning of e-assessment systems to make sure that the assessment system is not compromised in any way.
  • The e-assessment body has enough competent staff to address any technical problems students face with the assessment system to ensure the assessment process runs smoothly and does not in any way disadvantage the studen
  • The assessment body does not pass on unnecessary costs to students.
  • There is a policy on external moderation of the e-assessment and the policy is effectively implemented.
  • External moderation reports are used to improve the various aspects of the e- assessment process, like the validity of the assessment instruments, the quality of student performance, and the reliability of the marking process.
  • Assessment partners must have effective quality assurance measures in place to ensure the integrity of the assessment data.
  • E –assessment systems must have capacity to generate key information like system error reports and data that demonstrates regulatory compliance.
  • Where Assessment Partners enter into partnership arrangements with any other provider, formal service level agreements with clearly stated roles and responsibilities must be signed.

Teaching / Learning value of e-Assessments

  • The central role of formative assessment and feedback in online learning is formally recognised and there is evidence of an appropriate (1)number and variety of formative assessment tasks, and (2) mechanisms for the monitoring and (3) quality assurance of feedback and (4) minimum turn-around time are in place.
  • Accurate and reliable records of student e-assessment are kept and can easily be retrieved as when there is need.
  • The potential of the electronic environment for the use of ongoing formative assessment of different kinds (self-, peer- and tutor assessment) is exploited appropr

 

User friendliness of e-Assessment System

  • The rules and regulations governing assessment are published and clearly communicated to students and relevant stakeholders.
  • Evidence is provided to demonstrate that these rules are widely adhered t
  • Breaches of assessment regulations are dealt with effectively and timeously.
  • Students are provided with information and guidance on their rights and responsibilities regarding e-assessment processes (for example, definitions and regulations on plagiarism, penalties, terms of appeal, supplementary examinations, etc.).
  • Student appeals procedures are explicit, fair and effect
  • There are clear and consistent published guidelines/regulations for:
    • Marking and grading of result
    • Aggregation of marks and grad
    • Progression and final award
    • Credit allocation and articulation.
  • As much as possible, e-assessment systems should operate on inclusive principles and therefore accommodate learners with various forms of physical challenges.
  • E-assessment systems are designed in such a way that they are easy for learners to navigat Assessment partners should ensure that learners do not spend much time grappling with system issues instead of with the content of the assessment.
  • Mechanisms are in place to support learners who are less competent in working with technologies so they can gain the necessary skills and gain sufficient confidence in working with the technology; and
  • Ensure that there is fair and equal treatment of all undertaking e-assessment, irrespective of geographical location, time of assessment and course.

Use of e-portfolios for assessment

In addition to regulatory principles, e-portfolio systems should (1) store and (2) maintain performance evidence for access by (3) all required parties securely, meet the (4) evidence needs for a range of qualification types and (5) enable learners to move their portfolios from one centre to another.

  • E-portfolio systems must have the capabilities to store and maintain a variety of forms of performance evidence or coursework for secure access by the learner, assessors, verifiers and moderators based on a robust authentication proc
  • As far as is practicable, awarding bodies must give due consideration to the need to support a degree of inter-operability in the e-portfolio systems that they develop or endorse to enable learners to move their portfolios from one centre to anothe

NOTE WELL:

The qualification assessment specifications must spell out clearly the internal and external assessment modes identifying whether the assessment will be practical, paper based, electronic or blended.

The e-assessment instruments must be designed and developed in accordance with the QCTO Guide for developing assessment tools.

Administration of e-assessments and technical support

  • All staff undertaking e-assessment processes at assessment centres must be familiar with the on-line environment and have undergone appropriate training prior to gaining access to the syst
  • Accredited Assessment centres should have plans in place to manage every aspect of the e-assessment procedure, ensuring that the process is robust, reliable, fair and efficient and that robust contingency plans are in place to mitigate against technical failure.
  • In the case of technical failure occurring within the first 80% of the scheduled time of the assessment, it is recommended that the EISA be rescheduled. If a technical failure occurs within the last 20% of the scheduled time, the assessment may be concluded (provided the previous 80% has been saved), and the marks gained may, at the discretion of the AQP and the QCTO be standardised accordingly.
  • In cases of serious technical failure which affects the whole group assessments may be rescheduled or where appropriate students offered the assessment in paper for In either case, the QCTO should be immediately informed of the new arrangements by telephone and a written communication should be sent to the QCTO soon after the assessment.
  • Learners must be given access to and be familiar with the assessment format, question types and the technology prior to the summative examination.

Occupation Qualification elearning criteria set by the QCTO

QCTO is committed to quality assuring all forms of assessment of programmes and qualifications within the sub- framework. To this end, there is recognition of the prevalence of use of technology not only in delivering training programmes within this sector, but also in assessing students.

E-assessment is any type of assessment that has an electronic component and incorporates one or more of e-testing, e-portfolios and e-marking. Examples of e-assessment include:

  • Assessments that are distributed, completed, marked automatically and administered electronically using local intranets/networks and individual workstation
  • Assessments that are distributed, completed, marked automatically and administered electronically using the internet.
  • Assessments comprising a combination of automatic marking and manual.
  • Electronic test delivery, with all marking completed manually on screen or on paper.
  • A range of multimedia formats for submitting assessment
  • Electronic scanning of completed assessments for marking.
  • Tests downloaded from the internet by the centre.
  • Delivery of assessments and submission of completed assessments by secure e
  • E-portfolios to store and manage candidates’ evidence electronic
  • Assessments that are automatically marked and react adaptively to student performance

Validity of e-Assessments

Assessment Quality Partners should ensure that:

  • Students who pass the programme demonstrate the graduate competences indicated in the purpose and exit level outcomes of the programme.
  • Where relevant, practical competences are adequately assessed
  • Systems have been put in place to ensure reliability, rigour and security of the e- assessment system for remote students
  • Assessment activities are sufficiently varied for the programme purpose and level and the diversity of its student bod Appropriate constructs as covered in the relevant courses are adequately covered in the assessment.
  • Where students submit assessment individually by electronic means from homes or workplaces, and not from a recognized assessment centre, the programme has the necessary security systems for electronic assessment.
  • Programmes delivered exclusively or mainly through electronic learning methods do not narrow the range of assessment to the assessment of factual knowledge (which is most easily assessed), rather than the full range of outcomes and depth of knowledge required for the particular programme of stud In technology supported distance education delivery, there is the danger of limiting assessment tasks to low level cognitive skills (e.g. simple multiple choice questions [MCQs] that can be computer-marked) at the expense of high level skills (usually requiring more open-ended written and practical assignments) that enhance deep and critical engagement with concepts. Higher order thinking skills like application, analyses, evaluation and creation should be covered in the assessment.
  • There is evidence of staff development to familiarise academic staff with online assessment strategies that take high level cognitive skills into account thereby ensuring credible online assessment.

Management of e-Assessment

  • There is evidence that the assessment body understands the importance of feedback on formative assessment in e-learnin
  • There is evidence of an assessment management system to ensure that feedback on assessment is confidential and reaches the right students timeousl Systems are in place to communicate feedback and results quickly, efficiently and securely to a distributed student body.
  • Adequate systems to guarantee the integrity and security of the assessment system and the authenticity of student submissions (including means to discourage plagiarism from online sources) are in place.
  • E-assessment systems are tested to ensure proper functionality and any shortcomings identified are fully addressed prior to full implement
  • There is regular monitoring and checking of the smooth functioning of e-assessment systems to make sure that the assessment system is not compromised in any way.
  • The e-assessment body has enough competent staff to address any technical problems students face with the assessment system to ensure the assessment process runs smoothly and does not in any way disadvantage the studen
  • The assessment body does not pass on unnecessary costs to students.
  • There is a policy on external moderation of the e-assessment and the policy is effectively implemented.
  • External moderation reports are used to improve the various aspects of the e- assessment process, like the validity of the assessment instruments, the quality of student performance, and the reliability of the marking process.
  • Assessment partners must have effective quality assurance measures in place to ensure the integrity of the assessment data.
  • E –assessment systems must have capacity to generate key information like system error reports and data that demonstrates regulatory compliance.
  • Where Assessment Partners enter into partnership arrangements with any other provider, formal service level agreements with clearly stated roles and responsibilities must be signed.

Teaching / Learning value of e-Assessments

  • The central role of formative assessment and feedback in online learning is formally recognised and there is evidence of an appropriate (1)number and variety of formative assessment tasks, and (2) mechanisms for the monitoring and (3) quality assurance of feedback and (4) minimum turn-around time are in place.
  • Accurate and reliable records of student e-assessment are kept and can easily be retrieved as when there is need.
  • The potential of the electronic environment for the use of ongoing formative assessment of different kinds (self-, peer- and tutor assessment) is exploited appropr

 

User friendliness of e-Assessment System

  • The rules and regulations governing assessment are published and clearly communicated to students and relevant stakeholders.
  • Evidence is provided to demonstrate that these rules are widely adhered t
  • Breaches of assessment regulations are dealt with effectively and timeously.
  • Students are provided with information and guidance on their rights and responsibilities regarding e-assessment processes (for example, definitions and regulations on plagiarism, penalties, terms of appeal, supplementary examinations, etc.).
  • Student appeals procedures are explicit, fair and effect
  • There are clear and consistent published guidelines/regulations for:
    • Marking and grading of result
    • Aggregation of marks and grad
    • Progression and final award
    • Credit allocation and articulation.
  • As much as possible, e-assessment systems should operate on inclusive principles and therefore accommodate learners with various forms of physical challenges.
  • E-assessment systems are designed in such a way that they are easy for learners to navigat Assessment partners should ensure that learners do not spend much time grappling with system issues instead of with the content of the assessment.
  • Mechanisms are in place to support learners who are less competent in working with technologies so they can gain the necessary skills and gain sufficient confidence in working with the technology; and
  • Ensure that there is fair and equal treatment of all undertaking e-assessment, irrespective of geographical location, time of assessment and course.

Use of e-portfolios for assessment

In addition to regulatory principles, e-portfolio systems should (1) store and (2) maintain performance evidence for access by (3) all required parties securely, meet the (4) evidence needs for a range of qualification types and (5) enable learners to move their portfolios from one centre to another.

  • E-portfolio systems must have the capabilities to store and maintain a variety of forms of performance evidence or coursework for secure access by the learner, assessors, verifiers and moderators based on a robust authentication proc
  • As far as is practicable, awarding bodies must give due consideration to the need to support a degree of inter-operability in the e-portfolio systems that they develop or endorse to enable learners to move their portfolios from one centre to anothe

NOTE WELL:

The qualification assessment specifications must spell out clearly the internal and external assessment modes identifying whether the assessment will be practical, paper based, electronic or blended.

The e-assessment instruments must be designed and developed in accordance with the QCTO Guide for developing assessment tools.

Administration of e-assessments and technical support

  • All staff undertaking e-assessment processes at assessment centres must be familiar with the on-line environment and have undergone appropriate training prior to gaining access to the syst
  • Accredited Assessment centres should have plans in place to manage every aspect of the e-assessment procedure, ensuring that the process is robust, reliable, fair and efficient and that robust contingency plans are in place to mitigate against technical failure.
  • In the case of technical failure occurring within the first 80% of the scheduled time of the assessment, it is recommended that the EISA be rescheduled. If a technical failure occurs within the last 20% of the scheduled time, the assessment may be concluded (provided the previous 80% has been saved), and the marks gained may, at the discretion of the AQP and the QCTO be standardised accordingly.
  • In cases of serious technical failure which affects the whole group assessments may be rescheduled or where appropriate students offered the assessment in paper for In either case, the QCTO should be immediately informed of the new arrangements by telephone and a written communication should be sent to the QCTO soon after the assessment.
  • Learners must be given access to and be familiar with the assessment format, question types and the technology prior to the summative examination.

QCTO Code of Conduct for Development Quality Partners (DQP) and Assessment Quality Partners (AQP)

The QCTO Code of Conduct for Development Quality Partners (DQP) and

Assessment Quality Partners (AQP)

We, the undersigned, wish to be appointed by the QCTO as a DQP/AQP. We agree that, if the QCTO delegates such functions to us, we hereby commit ourselves to abide by the QCTO’s Code of Conduct in relation to all our work.

The Code of Conduct to which we agree is as follows:

i.      promoting the objectives of the NQF;

ii.      dealing   fairly,   professionally   and   equitably   with   stakeholders   whilst accelerating the redress of past unfair discrimination;

iii.      consulting  with  all  relevant  stakeholders  that  have  an  interest  in  the development and assessment of occupational qualifications and sharing of best practice;

iv.     executing our responsibilities  and  accountabilities  timeously and  with  due regard to the accountability to our constituents  that we are committed to serve;

v.      seeking at all times to create a positive environment for the development and assessment process and respect the historical diversity of learners’ cultural, linguistic and educational backgrounds;

vi.    declaring any conflict of interest that may infringe on the execution of our delegated responsibilities;

vii.    recuse ourselves from any decision-making process which may result in improper personal gain that will impact negatively on the values cherished by the QCTO;

viii.     recognising the public’s rights of access to information, excluding information that is specifically protected by the law;

ix.    acting in a manner that will respect, promote and protect the goodwill and reputation of occupational qualification family;

x.      reporting all relevant information about best practices and irregularities in the development and assessment process of which we become aware.

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