How to become a registered assessor and unit standards for merSETA


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This topic contains 5 replies, has 4 voices, and was last updated by  Des Squire 1 week, 6 days ago.

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  • #6684

    If anyone could please advise me  on this, thanks

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  • #6687

    Des Squire
    Participant

    You must first complete the training as an assessor and complete a Portfolio of Evidence for assessment. on being declared competent the ETDP SETA will issue a certificate of competency. You would then apply to the Merseta to register as an assessor against specific qualifications or unit standards for which you are seen to be a subject matter expert. The Seta will then register you as a constituent assessor. 

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  • #6686

    Thank you for the response and the great information Des. Greatly appreciate it.

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    • #68573

      Diane Govender
      Participant

      Hi Des

      In regards to the above when you applying to merSETA for accreditation as an assessor or moderator does this mean that we must have completed unit standards that fall under merSETA to be a subject matter expert.

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  • #6685

    Hi Shammeg. Did you mange to register with Merseta. Am struggling to get the list of qualifications for motor vehicle mechanics to enable me to register.

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  • #68580

    Des Squire
    Participant

    Hi Diane. you can register with any SETA for any of their programmes. Yes, to register you would first have to qualify in unit standard 115753 and on receipt of your statement of Results from ETDP SETA you can then register for unit standards and/or qualification where you consider yourself to be a subject matter expert. You must be qualified at at least one level above the levels you wish to assess. The same will apply to moderators. Hope this helps.

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One thought on “How to become a registered assessor and unit standards for merSETA

  • Wessel PIETERS

    On Andreas comments:
    Dysfunctionality lies in the system of processes that are either dysfunctional in themselves or not aligned with the legislation or the legislation is dogmatic and not pragmatic, and not in personalities.
    The fact that the government of the day whether NP or ANC or DA means that they are completely responsible and accountable for the allocation of resources and quality of resources, guidelines and eventually the system of processes. This happens all over the world like that and to “blame’ the NP with rot is just looking for somebody to blame. It is a fact that Bantu education did a far better job in terms of literacy and numeracy performance than the present system, and shows without much controvey that the present education sytem is the worst in the SADC region if not the world. Why? In my opinion because the education technocrats were sidelined in favour of politicians like Bengu and Asmal and their struggle friends (not education technocrats). For instance (Bengu with 35 children in a class teaching 6 -8 years old children in non-mother tongue languages) and (Asmal – Outcomes based disaster and how on earth can you merge a university and a techikon into one university when the objectives and culture of the seperate organizations are and must be different. This is crazy but the whole cabinet approved these policies and there was no debate on the change. Asmal just resigned overnight – pretty much like Mary.
    For the rest you make good points that the political tasks are oversight and general policy and guidelines. Unfortunately the implementers were sidelined so that the privileged few are from the ANC cadres who received struggle benefits. If you do not belong to the party then you are send to Siberia. Why are the communists so welcomed in the government if the world knows they promoted and supported a dysfunctional philosophy?
    On Bernadette favouring Labour as the custodian of skills development:
    Skills = knowledge (education) + applied knowledge in the workplace (experience).
    This means appropiate education and a period of pupilage in the workplace as was done with artisans prior to 1994.
    Today it means a professional body or trade body (not trade union) that influence the content of the education cirriculae and guidance in the workplace (company – not Labour or trade union) about the practical work that needs to be objectively assessed as a portfolio of evidence and / or a trade test. This is therefore an joint alignment of educational aspects and the requirements of a trade body. Educations lies with Dept of Education and not with Labour. The trade test does not lie with the education minister, but he could take the lead how to organize it and perhaps convince Dept of Labour to strengthen the professional/trade bodies to fullfil their tasks. Before 1994, this trade task was done by Telkom and the likes of the old SA Railways as a public service (social responsibility) task. This model is now acknowledged as a good model and will be mirrored in the future new like in the “occupational-competence” policy.

    In summary, skills development is a multi-departemental integration of systems that requires a super minister that have a systems understanding and political will to create the environment for these aspects and interested parties to play their respective roles and achieve a coherent outcome. The DG’s and there deputies must likewise be aligned to a common understanding of objectives and performance that such an environments can delivery. This is the task of Blade et al. Do they have the intelelctual capacity to achieve that? and where to obtain the intellectual capability to manage that? I will not be surprised that Mary somehow got an understanding of what to do and had such fright that she just packed in. It is one thing to oppose Apartheid and blame the NP. It is another thing to run a country with diverse cultures and values especially in eduacation matters.

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