NATIONAL CERTIFICATES (VOCATIONAL . - Life Orientation
NATIONAL CERTIFICATES (VOCATIONAL)ASSESSMENT GUIDELINESLIFE ORIENTATIONNQF LEVEL 2IMPLEMENTATION: JANUARY 2013
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)CONTENTSSECTION A: PURPOSE OF THE ASSESSMENT GUIDELINESSECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)1Assessment in the National Certificates (Vocational)2Assessment framework for vocational qualifications2.1 Internal continuous assessment (ICASS)2.2 External summative assessment (ESASS)3Moderation of assessment3.1 Internal moderation3.2 External moderation4Period of validity of internal continuous assessment (ICASS)5Assessor requirements6Types of assessment76.1Baseline assessment6.2Diagnostic assessment6.3Formative assessment6.4Summative assessmentPlanning assessment7.1Collecting evidence7.2Recording87.3 ReportingMethods of assessment9Instruments and tools for collecting evidence10 Tools for assessing student performance11 Selecting and/or designing recording and reporting systems12 Competence descriptions13 Strategies for collecting evidence13.1 Record sheets13.2 ChecklistsSECTION C: ASSESSMENT IN LIFE ORIENTATION1Assessment schedule and requirements2Recording and reporting3Internal assessment of Outcomes in Life Orientation – Level 24Specifications for the external assessment in Life Orientation – Level 2ANNEXURE A: Guidelines for marking assignments1Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINESThis document provides the lecturer with guidelines to develop and implement a coherent, integratedassessment system for Life Orientation in the National Certificates (Vocational). It must be read with theNational Policy Regarding Further Education and Training Programmes: Approval of the Documents, Policyfor the National Certificates (Vocational) Qualifications at Levels 2 to 4 on the National QualificationsFramework (NQF).This document explains the requirements for the internal and external subject assessment. The lecturer mustuse this document with the Subject Guidelines: Life Orientation Level 2 to prepare for and deliver the subject.Lecturers should use a variety of resources and apply a range of assessment skills in the setting, markingand recording of assessment tasks.SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)1ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)Assessment in the National Certificates (Vocational) is underpinned by the objectives of the NationalQualifications Framework (NQF). These objectives are to: Create an integrated national framework for learning achievements.Facilitate access to and progression within education, training and career paths.Enhance the quality of education and training.Redress unfair discrimination and past imbalances and thereby accelerate employment opportunities.Contribute to the holistic development of the student by addressing: social adjustment and responsibility;moral accountability and ethical work orientation;economic participation; andnation-building.The principles that drive these objectives are: IntegrationTo adopt a unified approach to education and training that will strengthen the human resources and developthe capacity of the nation. RelevanceTo be dynamic and responsive to national development needs. CredibilityTo demonstrate recognition of competencies and skills acquired, national and international added value andrecognition of the acquired qualification CoherenceTo work within a consistent framework of principles and certification. FlexibilityTo allow for creativity and resourcefulness when achieving Learning Outcomes, to cater for different learningstyles and use a range of assessment methods, instruments and techniques. ParticipationTo enable stakeholders to participate in the setting of standards and the co-ordination of the achievementsrequired for the qualification. AccessTo address barriers to learning experienced on different levels and to facilitate the students’ progress.2Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational) ProgressionTo ensure the qualification framework permits individuals to move through the levels of the nationalqualification via different, appropriate combinations of the components of the delivery system. PortabilityTo enable students to transfer credits obtained within a qualification from one learning institution and/oremployer to another institution or employer. ArticulationTo allow for vertical and horizontal mobility in the educational system on condition that accredited prerequisites have been successfully completed. Recognition of Prior LearningTo grant credits for a unit of learning following an assessment process or where a student possesses thecapabilities as specified in the outcomes. Validity of assessmentsTo ensure assessment covers a broad range of knowledge, skills, values and attitudes (SKVAs) needed todemonstrate applied competency. This is achieved through: clearly stating the outcome to be assessed; selecting the appropriate or suitable evidence; matching the evidence with a compatible or appropriate method of assessment; and selecting and constructing an instrument(s) of assessment.Topics should be assessed individually and then cumulatively with other topics. There should be a finalsummative internal assessment prior to the external assessment. ReliabilityTo assure assessment practices are consistent so that the same result or judgment is arrived at if theassessment is replicated in the same context. This demands consistency in the interpretation of evidence;therefore, careful monitoring of assessment is vital. Cumulative and summative assessments must be weighted more than single topic tests for theinternal mark. There should be at least one standardised or norm test in each term All standardised or norm tests must be moderated by a subject specialist. Fairness and transparencyTo verify that assessment processes and/or method(s) used neither hinder nor unfairly advantage anystudent. The following could constitute unfairness in assessment: Inequality of opportunities, resources or teaching and learning approaches Bias based on ethnicity, race, gender, age, disability or social class Lack of clarity regarding Learning Outcome being assessed Comparison of students’ work with other students, based on learning styles and languageAssessment in Life Orientation must take into consideration that the process or method carries more weightthan the final answer. Practicability and cost-effectivenessTo integrate assessment tasks and/practices within an outcomes-based education and training system tostrive for cost and time-effective assessment.3Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)2ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONSThe assessment structure for the National Certificates (Vocational) qualification is as follows:2.1Internal continuous assessment (ICASS)Knowledge, skills, values, and attitudes (SKVAs) are assessed throughout the year using assessmentinstruments such as projects, tests, assignments, investigations, role-play and case studies. All internalcontinuous assessment (ICASS) evidence is kept in a Portfolio of Evidence (PoE) and must be readilyavailable for monitoring, moderation and verification purposes. This component is moderated and qualityassured both internally and externally.2.2External summative assessment (ESASS)The external summative assessment comprises TWO papers set to meet the requirements of the Subjectand Learning Outcomes. It is administered according to relevant assessment policies and requirements.External summative assessments will be conducted annually between October and December, withprovision made for supplementary sittings.33.1MODERATION OF ASSESSMENTInternal moderationAssessment must be moderated according to the internal moderation policy of the Further Education andTraining (FET) College. Internal college moderation is a continuous process. The moderator’s involvementstarts with the planning of assessment methods and instruments and follows with continuous collaborationwith and support to the assessors. Internal moderation creates common understanding of AssessmentStandards and maintains these across vocational programmes.3.2External moderationExternal moderation is conducted according to relevant quality assurance bodies’ standards, policies, andrequirements (currently the South African Qualifications Authority [SAQA] and Umalusi).The external moderator: monitors and evaluates the standard of all summative assessments;maintains standards by exercising appropriate influence and control over assessors;ensures proper procedures are followed;ensures summative integrated assessments are correctly administered;observes a minimum sample of ten (10) to twenty-five (25) percent of summative assessments;gives written feedback to the relevant quality assurer; andmoderates in case of a dispute between an assessor and a student.Policy on inclusive education requires that assessment procedures for students who experience barriers tolearning be customised and supported to enable these students to achieve their maximum potential.4PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS)The period of validity of the internal continuous assessment mark is determined by the National Policy on theConduct, Administration and Management of the Assessment of the National Certificates (Vocational).The internal continuous assessment (ICASS) must be re-submitted with each examination enrolment forwhich it constitutes a component.4Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)5ASSESSOR REQUIREMENTSAssessors must be subject specialists and a competent assessor.6 TYPES OF ASSESSMENTAssessment benefits the student and the lecturer. It informs students about their progress and helpslecturers make informed decisions at different stages of the learning process. Depending on the intendedpurpose, different types of assessment can be used.6.1Baseline assessmentAt the beginning of a level or learning experience, baseline assessment establishes the knowledge, skills,values and attitudes (SKVAs) that students bring to the classroom. This knowledge assists lecturers to planlearning programmes and learning activities.6.2Diagnostic assessmentThis assessment diagnoses the nature and causes of learning barriers experienced by specific students. It isfollowed by guidance, appropriate support and intervention strategies. This type of assessment is useful tomake referrals for students requiring specialist help.6.3Formative assessmentThis assessment monitors and supports teaching and learning. It determines student strengths andweaknesses and provides feedback on progress. It determines if a student is ready for summativeassessment.6.4Summative assessmentThis type of assessment gives an overall picture of student progress at a given time. It determines whetherthe student is sufficiently competent to progress to the next level.7PLANNING ASSESSMENTAn assessment plan should cover three main processes:7.1Collecting evidenceThe assessment plan indicates which Subject Outcomes and Assessment Standards will be assessed, whatassessment method or activity will be used and when this assessment will be conducted.7.2RecordingRecording refers to the assessment instruments or tools with which the assessment will be captured orrecorded. Therefore, appropriate assessment instruments must be developed or adapted.7.3ReportingAll the evidence is put together in a report to deliver a decision for the subject.8METHODS OF ASSESSMENTMethods of assessment refer to who carries out the assessment and includes lecturer assessment, selfassessment, peer assessment and group assessment.The lecturer assesses students’ performance against given criteria inLECTURER ASSESSMENTdifferent contexts, such as individual work, group work, etc.Students assess their own performance against given criteria in differentSELF-ASSESSMENTcontexts, such as individual work, group work, etc.5Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)Students assess another student or group of students’ performanceagainst given criteria in different contexts, such as individual work, groupwork, etc.Students assess the individual performance of other students within agroup or the overall performance of a group of students against givencriteria.PEER ASSESSMENTGROUP ASSESSMENT9INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCEAll evidence collected for summative assessment purposes (ICASS) is kept or recorded in the student’sPortfolio of Evidence (PoE).The table that follows summarises a variety of methods and instruments for collecting evidence. A methodand instrument is chosen to give students ample opportunity to demonstrate the Subject Outcome has beenattained. This will only be possible if the chosen methods and instruments are appropriate for the targetgroup and the Specific Outcome being assessed.METHODS FOR COLLECTING EVIDENCEObservation-based(Less structured)AssessmentinstrumentsAssessment toolsEvidenceTask-based(Structured)Test-based(More structured) Observation Class questions Lecturer, student,parent discussions Assignments or tasks Projects Investigations orresearch Case studies Practical exercises Demonstrations Role-play Interviews Examinations Class tests Practicalexaminations Oral tests Open-book tests Observation sheets Lecturer’s notes Comments Marks (e.g. %) Rating scales (1-7) Focus on individualstudents Subjective evidencebased on lecturerobservations andimpressionsChecklistsRating scalesRubricsOpen middle:Students produce thesame evidence but indifferent ways. Open end: Studentsuse same process toachieve differentresults. Students answer thesame questions in thesame way, within thesame time.10 TOOLS FOR ASSESSING STUDENT PERFORMANCERating scales are marking systems where a symbol (such as 1 to 7) or a mark (such as 5/10 or 50%) isdefined in detail. The detail is as important as the coded score. Traditional marking, assessment andevaluation mostly used rating scales without details such as what was right or wrong, weak or strong, etc.Task lists and checklists show the student what needs to be done. They consist of short statementsdescribing the expected performance in a particular task. The statements on the checklist can be ticked offwhen the student has adequately achieved the criterion. Checklists and task lists are useful in peer or groupassessment activities.6Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)Rubrics are a hierarchy (graded levels) of criteria with benchmarks that describe the minimum level ofacceptable performance or achievement for each criterion. It is a different way of assessment and cannot becompared to tests. Each criterion described in the rubric must be assessed separately. Mainly, two types ofrubrics, namely holistic and analytical, are used.11 SELECTING AND/OR DESIGNING RECORDING AND REPORTING SYSTEMSThe selection or design of recording and reporting systems depends on the purpose of recording andreporting student achievement. Why particular information is recorded and how it is recorded determinewhich instrument will be used.Computer-based systems, for example spreadsheets, are cost and time effective. The recording systemshould be user-friendly and information should be easily accessed and retrieved.12 COMPETENCE DESCRIPTIONSAll assessment should award marks to evaluate specific assessment tasks. However, marks should beawarded against the marking guidelines (memoranda/rubrics/checklists) and not simply be a total of ticks forright answers. Rubrics should explain the competence level descriptors for the skills, knowledge, values andattitudes (SKVAs) a student must demonstrate to achieve each level of the rating scale.When lecturers or assessors prepare an assessment task or question, they must ensure that the task orquestion addresses an aspect of a Subject Outcome. The relevant Assessment Standard must be used tocreate the rubric to assess the task or question. The descriptions must clearly indicate the minimum level ofattainment for each category on the rating scale.13 STRATEGIES FOR COLLECTING EVIDENCEA number of different assessment instruments may be used to collect and record evidence. Examples ofinstruments that can be (adapted and) used in the classroom include:13.1 Record sheetsThe lecturer observes students working in a group. These observations are recorded in a summary table atthe end of each project. The lecturer can design a record sheet to observe students’ interactive and problemsolving skills, attitudes towards group work and involvement in a group activity.13.2 ChecklistsChecklists should have clear categories to ensure that the objectives are effectively met. The categoriesshould describe how the activities are evaluated and against what criteria they are evaluated. Space forcomments is essential.7Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)ASSESSMENT OF LIFE ORIENTATIONLEVEL 28Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)1ASSESSMENT SCHEDULE AND REQUIREMENTSInternal and external assessments are conducted and the results of both are contributing to the final mark ofa student in the subjectThe internal continuous assessment (ICASS) mark accounts for 25 percent and the external examinationmark for 75 percent of the final mark. A student needs a minimum final mark of 40 percent to enable a passin the subject.1.1Internal assessmentLecturers must compile a detailed assessment plan/schedule of formal assessments to be undertaken duringthe year in the subject. (e.g. date, assessment task/or activity, rating code/marks allocated, assessor,moderator.)Formal assessments are then conducted according to the plan/schedule using appropriate assessmentinstruments and tools for each assessment task (e.g. tests, assignments, practical tasks/projects andmemorandum, rubric, checklist)The marks allocated to both the practical and written formal assessment tasks conducted during the internalcontinuous assessment (ICASS) are kept and recorded in the Portfolio of Evidence (PoE) which is subjectedto internal and external moderation.A year mark out of 100 is calculated from the ICASS marks contained in the PoE and submitted to theDepartment on the due date towards the end of the year.1 RECORDING AND REPORTINGLife Orientation is assessed according to seven levels of competence. The level descriptions are explainedin the following table.Scale of achievement for the Fundamental componentRATING AdequateModerateElementaryNot achievedMARKS (%)80 – 10070 – 7960 – 6950 – 5940 – 4930 – 390 – 29The planned/scheduled assessment should be recorded in the Lecturer’s Portfolio of Assessment (PoA) foreach subject. The minimum requirements for the Lecturer’s Portfolio of Assessment should be as follows: Lecturer information A contents page Subject and Assessment Guidelines A subject Year plan /Work scheme/Pace Setter A subject assessment plan Instrument(s) (tests, assignments, practical) and tools (memorandum, rubric, checklist) for eachassessment task A completed pre-moderation checklist for each of the ICASS tasks and their accompanyingassessment tools A completed pos-moderation checklist once the task has been administered and assessed9Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational) Subject record sheets per level/class reflecting the marks achieved by students in the ICASStasks completed Evidence of review – diagnostic and statistical analysis, including notes on improvement of thetask for future useThe college could standardise these documents.The minimum requirements for the student’s Portfolio of Evidence (PoE) should be as follows: Student information/identification Declaration of authenticity form – duly completed (signed and dated) A contents page/list of content (for accessibility) A subject assessment schedule The evidence of marked assessment tasks and feedback according to the assessment schedule A record/summary/ of results showing all the marks achieved per assessment for the subject Evidence of moderation (only where applicable for student’s whose tasks were moderated) Where tasks cannot be contained as evidence in the Portfolio of Evidence (PoE), its exactlocation must be recorded and it must be readily available for moderation purposes.Internal assessment in the form of the Portfolio of Evidence (PoE) at Level 2 will comprise the followingSEVEN tasks:TERMPORTFOLIO ASSESSMENT Personal and Career DevelopmentLearning skills3: Practical assignment Word processing practicalHealth and Well-being4: Practical assignment Excel practical5: Project assignment Citizenship PowerPoint and Internet and Emailpractical Internal examination Paper 1 andPaper 2 on topics completed to dateTerm 11: Practical assignmentTerm 1Term 22: Practical assignmentTerm 2Term 3Term 3TOPIC6: Practical assignment7: Internal ExaminationThe Portfolio of Evidence (PoE) is externally moderated.The following internal assessment units guide the life skills component (Topics 1-4) assessment of t TaskPractical Assignment 1:Individual task example1.1Students compile a SWOTanalysis to identify theirstrengths and al andcareerdevelopment%contribution to theICASSmark15%Learning skills10Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates aphs to explain thebenefits of being confidentand having a positive selfimage. (8)Students set and prioritisetwo SMART goals in termsof their academic progressat college (8)Students makesuggestions on how toovercome challenges togoal achievement. (8)Students submit a studytimetableorplanillustrating the optimal useof their time. (14)Students compile an electronicdocument to submit the above1.1-1.5.22Practical Assignment 2:Individual task example50Health and wellbeing15%70Citizenship15%Students use the computer tocreate an interactive, youthfriendly and relevant task such asa poster or brochure or leaflet orPPT with at least 10 slides, topromote substance abuseprevention. Focus on tobaccoproducts, alcohol or illegal drugs.33Project:Students work in a small group ofthree to four per group.3.1 Participate in a communityvolunteer project. (30)3.1.1 Students’ participationshould be for a minimum of fivehours. This can be, for example,either one-hour sessions over fiveweeks, or on a weekend for fivehours.3.2 Students indicate what theydid to assist the community inneed. (20)3.3 Students report on what they11Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)learnt about their teamwork andleadership skills. (20)3.4 Students submit anelectronically compiled report ontheir volunteer project, describingthe components as indicatedabove.ORStudents initiate an environmentalprotection awareness campaignat college (for example,organising recycling bins,ensuring taps don’t leak, plantingtrees, starting an organic foodgarden, applying measures toreduce electricity consumption).Students submit an electronicallycompiled report on this project.4Internal Examination Paper 1100marks Personal andCareerDevelopment Learningskills Health andwell-being Citizenship2 hours15%Total contribution to ICASS for Life Skills60%Please see Annexure A: Marking guidelines for internal assessment of the life skills component.The following internal assessment units guide the ICT (Topics 5 -9) assessment of Life OrientationNUMBER OFUNITS111ASSESSMENTTime and MarkAllocationAssignment1 hourWord processing50 marksAssignment/Test1 hourSpreadsheets50 marksPractical1 hourPowerPoint,COVERAGE% contribution tothe ICASS markTopic 6 (Content ofdocumentsintegrates withTopic 1 .and 2)10%Topic 7 (Contentintegrates withTopic 3)10%Topics 8 and 9(Content integrates10%12Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)Internet and e-mail50 markswith Topics 3 and4)Example:1. Use the Internetto obtaininformation oncitizenship2. Design aPowerPointpresentation basedon this information(e.g. 6 slides)3. E-mail yourfriend to informthem about thepresentation.1INTERNAL EXAM2hoursPaper 2100 marksTopics 6, 7 and 8Total contribution to ICASS for ICT3.10%40%INTERNAL ASSESSMENT OF OUTCOMES IN LIFE ORIENTATION – LEVEL 2Topic 1: Personal and Career DevelopmentSUBJECT OUTCOME1.1 Profile personal strengths and abilities to demonstrate self-awareness and to promote selfmotivation in choosing a career path.ASSESSMENT STANDARDLEARNING OUTCOMES Personal strengths and abilities to demonstrate 1.1.1 Explain the benefits of being confident andhaving a positive self imageself-awareness and to promote self-motivation1.1.2 Identify strengths and abilities in a personalin terms of chosen career path are profiled.SWOT analysis The benefits of being confident and having a1.1.3 Identify factors that detract from selfpositive self image are explainedesteem and suggest how to counter these Factors that detract from self-esteem areidentified and suggestions made how to counter 1.1.4 Explain the meaning and value of selfmotivationthese1.1.5 Provide examples of self-motivation andstrategies to motivate oneself1.1.6 Identify sources for own job opportunities,and collect information about a range ofpossible careersASSESSMENT TASKS OR ACTIVITIES13Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational) Students compile a SWOT analysis to identify strengths and abilities, and explain the benefits of beingconfident and having a positive self-image Students provide examples of self motivation and strategies to motivate oneself. This could includeproviding evidence of attendance in lectures, punctuality, timely submission of tasks and participation incollege based activities Students collect sources for job opportunities such as newspaper adverts, Department of Labourbulletins and visit online career websites.SUBJECT OUTCOME 1.2 Set realistic goals for personal development, studies and careerASSESSMENT STANDARDLEARNING OUTCOMESRealistic goals for personal development, 1.2.1 Set SMART goals (SMART: specific,measurable, achievable, realistic and timestudies and career are set, according andbound) for personal development andprioritised to SMART criteriastudiesAttitudes, values and skills that impactpositively on the achievement of goals in 1.2.2 Prioritise goals1.2.3 Identify examples of perseverance in selfrelation to goals set, are explainedand othersFactors that impact negatively on the1.2.4Explainattitudes, values and skills thatachievement of goals are identifiedandimpact positively on the achievement ofcontingency measures to overcome thesegoals in relation to goals setobstacles are suggestedRange not limited to but including: Selfmotivation, perseverance, positive thinkingand self image, ambition, responsibility,punctuality1.2.5 Identify factors that impact negatively onthe achievement of goals and contingencymeasures to overcome these obstaclesRange of factors not limited to but include:Absenteeism, late coming, laziness,unplanned pregnancy, poverty, taking careof minors, peer pressure, making harmfulchoicesASSESSMENT TASKS OR ACTIVITIES Students set and prioritise SMART goals, indicating how they will overcome obstacles to achievingthese goals.SUBJECT OUTCOME 1.3 Plan and manage time in terms of selected activities and responsibilitiesASSESSMENT STANDARDLEARNING OUTCOMES1.3.1Identifyand describe the principles of timeThe principles of time management aremanagement.identified and described.1.3.2Explain the importance of punctuality andThe importance of punctuality and due datesdue dates(deadlines)(deadlines) is explained1.3.3DescribethenegativeeffectsofThe negative effects of procrastination areprocrastinationdescribed1.3.4Identify common time wasters and suggestCommon time wasters are identified andways to counter these14Department of Higher Education and Training
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational) suggestions made to counter theseTime management tools are used to plan on ashort, medium and long term basis1.3.5Identify and use time management tools toplan on a short, medium and long termbasisASSESSMENT TASKS OR ACTIVITIES Students make a basic elementary pie chart using Word to show how they spend their time per dayand week. They identify time wasters and suggest practical strategies to counter time wasters.Students use time management tools as obtainable in computer programmes and elsewhere to giveevidence of their use of these toolsSUBJECT OUTCOME1.4 Discover ways to manage emotions and personal relationships intelligentlyASSESSMENT STANDARD The
Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational) 5 Department of Higher Education and Training 5 ASSESSOR REQUIREMENTS Assessors must be subject specialists and a competent assessor. 6 TYPES OF ASS
Life Orientation (Level 4) Assessment Guidelines (January 2015) National Certificates (Vocational) 3 Department of Higher Education and Training Version 04_09_2014 Progression To ensure that the qualification framework permits individuals to move through the levels of the national
Arrangements Document: Personal and Vocational Skills at SCQF level 3 (GF9F 43) and Personal and Vocational Skills at SCQF level 4 (GF99 44) 1 1 Introduction This is the Arrangements Document for the National Certificates (NC) in Personal and Vocational Skills (at SCQF levels 3 and 4) which were validated in June 2012.
This Teacher Guide for Life Orientation has been developed to assist teachers with the teaching of Life Orientation in Grade 11. As a guide it provides a broad outline of activities and a suggested sequence for the content of Life Orientation (Life Orientation Subject Statement, DoE 2003). A similar Teacher Guide was
5.12 Traditional Turkish Arts Vocational High School Being Founded in Istanbul 108 5.13 MoNE Will Establish Centers Of Excellence In Vocational Education 109 5.14 Elevator Academy Opened at Vocational High School 110 5.15 Compliance of National Occupational Standards for Vocational Education Completed 110
27 Components of a Certification System Request and issue certificates (different categories) with verification of identity Storage of certificates Publishing/distribution of certificates (LDAP, HTTP) Pre-installation of root certificates in a trusted environment Support by OS platforms, applications and services Maintenance of database of issued certificates (no private
State of the College -David Potash, President of Wilbur Wright College Programs at Humboldt Park Vocational Education Center . David Potash, President, Wilbur Wright College. Metric Target Actual Completion 12% 14% Total Degrees 820 Degrees 861 Degrees Total Certificates 761 Certificates 770 Certificates
DOCUMENT RESUME. VT 018 017. Trends in Vocational; Education. Bureau of Adult, Vocational , and Technical Education . The tables and graphs show that vocational education has experienced significant growth, particularly after the Vocational Education Act . dental labora-tory technician, medical laboratory
Designation: C 1116/C 1116M – 06 Standard Specification for Fiber-Reinforced Concrete1 This standard is issued under the fixed designation C 1116/C 1116M; the number immediately following the designation indicates the year of original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A superscript epsilon (e .
