South African outcomes-based training model in steps?
STEP 1: Conduct a training
- needs analysis
- WApp
- IMDb
- Brainscape: What would you like
STEP 2: COLCampus
- Determine learning outcomes based on unit standards
- Brainscape
- SafetyCloud Online.
- Paraphrasing
STEP 3: Develop lesson plans and training materials
STEP 4: Design assessments based on assessment criteria
STEP 5: Construct the training programme and choose training methods
STEP 6: Conduct the training
STEP 7: Assess and moderate the trainees’ evidence pr
STEP 8: Evaluate the training process
Outcomes-based education (OBE) means exactly what it says. It is education (or in our case, training) that is based on the achievement of?
a certain outcome or goal.
Outcomes-based education OBE is based on three premises?
- All students have the potential to succeed, but not in the same way or within the same time frames.
- Successful learning creates a drive to learn more, and thus leads to even more successful learning.
- Learning environments (schools, universities, institutions etc.) control the conditions that directly affect learning. Simply put, instructors and the classroom environment also contribute to learner’s ability to achieve learning outcomes.
In order to design a curriculum (course or training) around specific outcomes that learners can demonstrate, you need to consider a few elements. Spady (1994: 21) suggests the following four elements, which he refers to as OBE’s power principles?
Clarity of focus: This element refers to the curriculum designer’s responsibility to ensure that all activities and efforts within the curriculum are focused on enabling the learner to achieve the outcomes successfully. This means that the outcomes, content, activities, and even the instructor’s teaching style and personality, should all contribute to the achievement of the outcomes.
- Expanded opportunity: This element refers to the curriculum designer’s responsibility to provide opportunities for all learners to perform and achieve the outcomes. Not all learners can learn in the same way, and an OBE curriculum should accommodate all learners’ learning styles.
- High expectations: This element refers to the curriculum designer’s responsibility to ensure that the standards for achievement of the outcomes are set high. This will challenge and encourage learners to use their expanded opportunities to achieve all of the outcomes.
- Design down: Simply put, this means that curriculum designers must always start at the simplest, clearest point – the learning outcome. Once the outcomes are established and clearly defined, the curriculum designer can move to other instructional elements that will contribute to the learner’s achievement of the outcomes.
training designers should also:
- identify labour market needs through analysing sector, enterprise and workplace skills plans;
- analyse the employment context in which trainees will be applying their competence, by reviewing the nature of their work as well as the outcomes of the unit standards on which they will be trained; and
- analyse how trainees can progress to further qualifications.
Learners accredited with this unit standard will be capable of?
- Using verbal/oral communication skills to make an effective presentation.
- Using non-verbal communication effectively to reach audience.
- Using and maintaining a good poise during a presentation.
- Handling questions and overcoming any objections effectively.
What is the unit standard title?
Demonstrate an understanding of essential basic engineering principles that are applicable to the mining environment
At what NQF level is this unit standard positioned?
NQF Level 4
State one purpose of the unit standard?
- Demonstrate knowledge of lifting equipment.
- Demonstrate knowledge of mining machinery.
- Demonstrate knowledge of belt conveyor systems.
- Demonstrate knowledge of basic electricity.
How many credits will a trainee gain toward a full qualification if they attain competency in this unit standard?
4 credits
State Specific Outcome 1 of the unit standard and Assessment Criterion 2 for this particular outcome?
- Specific Outcome 1: Describe the different types of water pumps, their principle of operation, and application.
- Assessment Criterion 2: Operation and application of different types of pumps are explained in terms of operational requirements.
What is the range for Assessment Criterion 7 of Specific Outcome 2?
The basic principles of rigging include but are not limited to:
- Rigging equipment
- Application
- Inspections
- Mass estimation
- Anchoring of lifting equipment
- Safety precautions
State one of the EEKs of this unit standard?
- Types of water pumps, their principles of operation and applications
- Knowledge of lifting equipment
- Types of mechanised mining machinery and their application
- Hazards, risks and controls for mechanised mining machinery
- Knowledge of belt conveyor systems
- Knowledge of basic electricity
- Knowledge of compressed air and relevant equipment
- Knowledge of chairlift installation
State one CCFO that is relevant to this unit standard?
Unit Standard CCFO Working
Work effectively with others as members of a team, group, organisation or community:
The ability and willingness of the learner to accept and interpret work instructions correctly.
Unit Standard CCFO Organising
Organise and manage themselves and their activities responsibly and effectively:
The ability of the learner to indicate what methods, tools and personal protective equipment is required and communicate to fellow workers his/her intentions and assistance required.
Unit Standard CCFO Communicating
Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations:
The appropriate communication with the relevant personnel with regard to the reporting of hazards and substandard conditions will indicate his/her proficiency in effective communication.
Unit Standard CCFO Demonstrating
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation:
The ability of the learner to safely understand the consequences of not adhering to standards in terms of the safety of all persons working underground.
Toward which full qualification does this unit standard relate, in terms of credit value obtained, should a trainee attain competence in it?
Further Education and Training Certificate: Mining Operations
Three forms of competence must be assessed by such procedures, according to South Africa’s outcomes-based approach to training, namely?
Foundational, practical and reflexive competence.
Explain Bloom’s taxonomy – quick reference guide?
- Remembering
Ability to recall information, Describe, name, relate, list, write, find, tell, define, duplicate, state
- Examples:
Name the …
Define the …
List the …
Find the … - Understanding
Ability to explain ideas and concepts Explain, compare, discuss, predict, summarise, outline, restate, recognise, translate, paraphrase
- Examples:
Explain in your own words …
Discuss the …
Summarise the …
Compare the … - Applying
Ability to use information in a new way, Show, complete, use, classify, illustrate, solve, calculate
- Examples:
Calculate the cost …
Provide examples …
True or false - Analysing
Ability to understand relationships and distinguish between different parts, Compare, explain, examine, categories, contrast, investigate, identify, test, distinguish, differentiate Case studies
- Examples:
Distinguish between …
Examine the …
Construct a graph of … - Evaluating
Ability to make judgements / justify a decision Assess, justify, prioritise, recommend, rate, decide, choose, argue, defend, criticise, evaluate
- Examples:
Defend the statement …
Do you think that … ?
Defend the claim that … - Creating
Ability to create new ideas, products etc. Create, invent, compose, construct, design, imagine, develop, formulate, plan, assemble
- Examples:
Design a lesson …
Create a …
Develop a …
Plan an event …
Invent a
There is no point in setting an outcome if you cannot assess or measure the learner’s achievement thereof. To help you evaluate your outcomes, ask yourself questions, such as?
- Is it clear?
- Is it specific?
- Can it be observed and measured?
- Is it realistic?
- Will the learner be able to achieve it?
- Is it essential and meaningful?
The best way to think about unit standards is to?
- picture them as smaller pieces that form part of a bigger whole, like the pieces of a puzzle.
A qualification is the completed puzzle, whereas the unit standards are the individual puzzle pieces.
SAQA defines a unit standard as?
a ‘registered statement of desired education and training outcomes and its associated assessment criteria together with administrative and other information as specified in the regulations’.
The states that each unit standard describes, in detail?
- specific outcomes: the knowledge and skills that a learner must acquire in order to be declared ‘competent’;
- assessment criteria: the knowledge and skills that a learner must be assessed against to be declared ‘competent’; and
- various other requirements.
A curriculum is a?
- programme, course or training intervention aimed to meet a certain need.
In this case, the need you will address will be discovered in step one of the training design process – the TNA.
Outcomes-based education (OBE) means?
exactly what it says.
OBE is based on three premises?
- All students have the potential to succeed, but not in the same way or within the same time frames.
- Successful learning creates a drive to learn more, and thus leads to even more successful learning.
- Learning environments (schools, universities, institutions etc.) control the conditions that directly affect learning. Simply put, instructors and the classroom environment also contribute to learner’s ability to achieve learning outcomes.
