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SACE Provider Guidelines

Guidlines to filling in the sace forms

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101 views

SACE Provider Guidelines

Guidlines to filling in the sace forms

Uploaded by

Anonymous PhXiJJq2
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 5

PROVIDER GUIDELINES

Before you start

This request for endorsement of your professional development activity by SACE will be evaluated independently
by 3 evaluators. These evaluators are education specialists, but are most likely not familiar with your programme.
Therefore, respond as clearly and concisely as possible. Don’t exceed the maximum allowed number of words
where this is specified.
This submission process is more than an administrative procedure to get your professional activity endorsed by
SACE. Rather, it aims at encouraging you to reflect upon and discuss the professional development that you’re
offering. It is an opportunity to think through the professional development activity and identify areas for
improvement in content, methodologies, target group, resources, communication etc.
The request for endorsement should be submitted in a separate document, preferably following the same
structure as this guideline. This means: 1. General Information; 2. Summary of the proposed activity; 3. Criteria
with 3.1 Relevance etc. For each criterion, information is provided. Reference can be made to additional
documents in annex, if necessary. If your programme is not applicable for a criterion or sub-criterion, just write
‘not applicable and include optionally a short motivation.

1. General Information

1.1.1 General provider information


Name Provider

Contact Person

Postal Address

E-mail Address

Phone number

Company Registration Number

Name Activity

Date of Activity

Location (site) of delivery

1.1.2. Are you a recognized provider? (Yes/ No)


1.1.3. If yes, who is recognizing authority? Please provide proof in your submission
1.1.4. Do you have a certificate of accreditation for providing course? (Yes/ No)
1.1.5. If yes, who is the accrediting authority? Please provide proof in your submission.

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PROVIDER GUIDELINES

1.1.6. Does the programme lead to the achievement of a Registered Unit Standard or qualification? (Yes/ No)
1.1.7. If yes, which and accredited by whom?
1.1.8. Briefly describe your expertise and experience in offering the programme. You may refer to the curriculum
vitae of the facilitators and course developers.

2. Summary of the Proposed Activity


The provider is requested to write a short abstract of the proposed activity, not exceeding 300 words. The
headings below give an indication of the content that needs to be covered in the abstract.
2.1.1. What is the purpose of the activity?
2.1.2. What is/are the target group(s) for the activity?
2.1.3. What is the NQF level of the activity?
2.1.4. What is the format of the activity?
 Unit standard, qualification, short course, workshop…?

 Duration of the activity

 Mode (face-to-face, mixed mode, distance education)

2.1.5. Summary of content and learning activities


2.1.6. Summary of assessment methods that will be used.

3. Evaluation criteria
Criterion: Relevance
3.1.1. What is the rationale of the programme with reference to education policies, ANA diagnostic reports,
current curriculum practice or any other system assessments (e.g. National Curriculum Statement – CAPS)?
How does your programme contribute to the realization of any of these?
3.1.2. What is the target group of the programme (specify as much as possible, incl. phase, grade, subject etc.
where relevant)? Is any required prior knowledge clearly specified in the admission requirements of your
programme?
3.1.3. What are the outcomes of the programme? Make sure they’re clearly defined, realistic and appropriate for
target group and system needs.
3.1.4. Does your programme contain a clear time planning relating activities to outcomes? Is the time allocated
per activity reasonable and realistic? Is the number and duration of activities suitable to achieve each learning
outcome?
3.1.6. Explain how your programme strengthens competences of prospective participants (subject matter
knowledge, pedagogical content knowledge, knowledge of learning and curriculum, general pedagogical
knowledge, knowledge of learners, management and leadership competence, class management,
communication skills, assessment, team working skills, 21st century skills, ICT skills…).
3.1.7. Does your programme strengthen professional commitment and attitude of participants?
31.8 The name of the programme must reflect content covered in the activity.

Criterion: Teaching Methods

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PROVIDER GUIDELINES

3.2.1. Does your programme use active teaching and learning methods (collaboration, reasoning, active writing,
games, role playing…)? If yes, specify which methods are used.
3.2.2. Does your programme deal in its teaching methods with diversity in backgrounds, experience, prior
knowledge, learning preferences etc.? If yes, specify how this is done.
3.2.3. Does your programme include a discussion or reflection on how new skills and knowledge can be applied
by participants to their individual learning environments?
3.2.4. In designing the activity and the assessment do you consider the target groups’ prior knowledge, needs
and interests?

Criterion: Learning and Teaching Support Materials


 Materials support the learning outcomes

 Up-to-date with current developments in the field

 Correct spelling and grammar

 Readability and legibility

 Consistent and clear structure

 Sources acknowledged and compliance with copyright legislation and intellectual property

 Easy to use in a variety of learning environments

Criterion: Learning and Teaching Support Materials


Refer to materials in annex where relevant.
3.3.1. Indicate how training materials support the learning objectives.
3.3.2. Are the materials you use sufficiently up-to-date with the current state of research (refer to theories,
publications, references on which your programme is based)?
3.3.3. Are materials easily readable for participants (fonts, numbering, layout, use of figures and tables, table of
contents, consistent use of headings and sub-headings, active sentences…)?
3.3.4. Are materials consistent and do they have a clear structure, adapted and relating to the CPTD activity?
3.3.5. Do materials have correct spelling and grammar?
3.3.6. Do the materials acknowledge sources and show respect for copyright and intellectual property? Do you
have written approval for use of copyrighted resources and pictures? Can the materials be adapted and re-used
by participants?
3.3.7. Are materials and activities easy to apply by participants in a variety of classrooms and learning
environments?

Criterion: Equity
How do you intend to deal with the following?

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PROVIDER GUIDELINES

 Efforts to promote access to all groups in society

 Financially

 Geographically

 Other: e.g. by targeted marketing

Criterion: Assessment
3.5.1. Are assessment tasks that are used in your programme authentic? In other words, do they get as close as
possible to the real context where the knowledge, skills will be applied?
3.5.2. Does your activity design, plan for the assessment and use of participants prior knowledge needs and
interest? (Please attach your assessment tools):
3.5.3. Is assessment in your programme linked to learning outcomes?

 Authentic assessment

 Lesson plan, action plan…

 Linked to intended learning outcomes

 Various methods

 Short plenary Q&A

 Feedback on a task

 Reflection

3.5.3 Do the skills to be assessed relate to the intended outcomes, skills, values and attitudes?

3.6. Monitoring and Evaluation


3.6.1. How do you collect feedback (about content, method, pace…) from your participants (both qualitative and
quantitative)? What tools do you use?
3.6.2. How do you plan to use participant feedback in order to improve the CPD activity?
3.6.3. What changes to the activity have you made, based on learner feedback and site visits (relevant for re-
submissions only)?

3.7. Learner Support

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PROVIDER GUIDELINES

3.7.1. Have you integrated follow-up support to your activity such as the possibility to contact the provider with
questions afterwards or the organisation of a follow-up session a few months after the training?
3.7.2. Have you included ideas and directions for participants to find additional resources (for further study)?
3.7.3. Does your activity contain links with school-based Professional Learning Communities (PLCs), such as
encouraging participants to engage in PLCs, using training content in PLCs…?

4. Supporting Information
Please include in your application as many materials as possible which you will use in your activity or
programme, including:
 Course outline or programme

 Presentations

 Learning materials or description of learning activities

 Assessment tasks

 Assessment tools and training manuals

You may indicate when materials are still under development of have draft status. Any materials submitted will
not be passed on to third parties.
Please also provide the curriculum vitae of the facilitators.

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