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At the cutting edge of skills development
BrochureInformation
- ETDP SETA at a g lance
- Achiev ing the Inst i tut ional Mechanism for Ski l ls P lanning
- Sk i l ls Development Support for Publ ic Schools, TVET Col leges and Higher Educat ion Inst i tut ions
- TVET Col lege lecturers supported to gain industry exposure - WIL
- Supports Youth Development inc luding Youth With Disabi l i t ies
- Recogni t ion of Pr ior Learn ing (RPL)
E d u c a t i o n , Tr a i n i n g a n d D e v e l o p m e n t P r a c t i c e s , S e c t o r E d u c a t i o n a n d Tr a i n i n g A u t h o r i t y
E T D P S E T A I N F O R M A T I O N B R O C H U R E
At a glance
Overview
The Education, Training and Development Practices
Sector Education and Training Authority (ETDP SETA) was
established in March 2000 and re-established in November
2010 for 2011 – 2016 in terms of the Skil ls Development
Act (No. 97 of 1998) (as amended). The SETAs were further
re-established from 01 April 2018 to 31 March 2020.
Our mandate is to promote and facil itate skil ls development
in the Education, Training and Development (ETD) sector
for the benefit of employers, workers and employees in the
sector to enable our people to participate actively in the
South African economy.
In short, the ETDP SETA is tasked with aligning the ETD
sector’s skil ls need with appropriate and relevant training
and development.
Vision, Mission & Values
The vision of the ETDP SETA is to be a promoter and
facil itator in the development and improvement of the
skil ls profi le of the sector’s workforce in order to benefit
employers, workers and employees in the sector.
The ETDP SETA holds as its mission, the promotion,
facil itation and development of an education, training and
development sector in which:
• The skil l levels of employees and workers are raised
• There is a healthy balance between supply and
demand in the labour market
• There are diverse, flexible routes for initial and in-
service education and training
• A variety of career paths are available
• The quality of education and training provision is
improved
• The levy grant scheme is efficiently administered
ETDP SETA
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
• There is regular l iaison with providers, other SETAs,
the Department of Higher Education and Training, the
Department of Basic Education, the National Skil ls
Authority and South African Qualif ications Authority
• Internal and external communication is effective in
order to advance national human and resource skil ls
development
• Dialogue and interaction between public and private
entities in the sector with regard to skil ls transfer and
training delivery is encouraged, and
• Employers, workers and employees in the sector
benefit from quality training, high productivity and
harmonious mutual dependencies.
We commit ourselves to:
• Transparency and fair conduct
• Honesty and integrity
• Courteousness and caring
• Honouring deadlines
• Promoting equity amongst all our stakeholders
• Cooperative governance, and
• Striving for continuous improvement.
Service Delivery Credo
To be at the cutting edge of Skil ls Development within
the ETD sector, contributing to the social and economic
development of the people of South Africa.
Programmes
The ETDP SETA’s skil ls development interventions are
offered through Learnerships, Graduate Internships,
Student Internships (Workplace Experience) and Skil ls
Programmes. The following are the ETDP SETA’s primary
focus learnerships and qualif ications:
In short, the ETDP SETA is tasked with aligning the ETD sector’s skills need with appropriate and relevant training and development.“
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
• Adult Education and Training (AET)
• Early Childhood Development (ECD)
• Occupationally Directed Education and Training (OD - ETD)
• Community Development Practices
• Youth Development Practices; and
• Trade Union Practice.
In addition to the learnerships, the ETDP SETA offers a
variety of skil ls development programmes which have
primary and non primary focus. The ETDP SETA’s primary
focus skil ls programmes include:
• Mentorship
• Assessor
• Moderator
• Skil ls Development Facil itator Training
• Facil itation of Learning
• Material and Curriculum Development Training.
The non primary focus skil ls programmes include:
• Leadership and Management
• Project Management, and
• Financial Management.
Careers in the Education, Training and Development Sector
Careers in this sector include but are not l imited to:
• Teaching and Management Development
• Trade Union Practitioner
• Community Development Practitioner
• Assessor, Moderator and Coaching
• Youth Development Practitioner
• Subject Advisor and Curriculum Developer
• Skil ls Development Facil itator
• Quality Assurance Specialist, and
• AET and ECD Practitioners.
Work Skills Plan (WSP)
All employers and organisations in the ETD Sector are
required to submit their Workplace Skil ls Plan and Reports
(WSPRs) in order to receive the Mandatory Grant. These
are submitted on or before 30 April of each year.
Skills Planning - Sector Skills Plan
The ETDP SETA’s approach to skil ls development needs
and assessment in the ETD sector is inclusive and
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informed by its constituencies. The organisation
conducts extensive research annually to
determine skil ls gaps and training needs within the
ETD sector. This approach ensures that the ETDP
SETA develops training programmes that address
constituency needs and enters into partnerships with
accredited institutions to promote and facil itate training.
The findings of the research conducted are documented
in the Sector Skil ls Plan, published annually by the ETDP
SETA.
Education, Training and Development Quality Assurance
It is equally crucial that the ETDP SETA facil itates
and promotes the training of accredited training and
development providers to guarantee quality. Thus, the
ETDP SETA accredits training providers to ensure that
world class programmes are delivered across
all offerings. Moreover, the ETDP SETA
continually monitors and evaluates
all training and development
programmes within its
scope.
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
The ETDP SETA f ive-year Strategic Outcome Goal 2
states that the SETA wil l “Labour market information
(LMI) mechanism in place to inform sector ski l ls planning
through credible and empir ical research.” In achieving
this Strategic Goal, the ETDP SETA identi f ied the need
to become a centre of excel lence in providing evidence-
based intel l igence about ski l ls demand and supply for i ts
stakeholders and constituencies to have a Sector Ski l ls
Plan (SSP) that is used as a tool for planning.
This has been achieved through the establ ishment of six
Research Chairs in publ ic higher education institutions
spread across f ive provinces. Each Research Chair is
assisted by two research interns, one at Masters and the
other at PhD level:
Eastern Cape Research ChairName of Research Chair
Youth Unemployment, Employment and Empowerment
Research Chair – Nelson Mandela Metropol itan University
(NMMU).
Research Focus Area/s
To conduct research on access and avai labi l i ty of training
oppor tunities and jobs; suppor t mechanisms; types of
youth development programmes and del ivery models for
out of school youth.
Gauteng Research ChairName of Research Chair
TVET College lecturer development Research Chair –
University of Witwatersrand (Wits).
Research Focus Areas
To conduct Technical Vocational Education and Training
(TVET) empir ical research relating to ski l ls planning and
TVET lecturer professional development.
The Institutional Mechanism For Skills Planning
Achieving
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
KwaZulu-Natal Research ChairName of Research Chair
Monitor ing, Evaluation and Impact Assessment Research
Chair – University of KwaZulu Natal (UKZN).
Research Focus Area/s
To provide exper tise in conducting evaluation and impact
studies on ETDP SETA funded and non-funded learning
programmes.
North West Research ChairName of Research Chair
ECD and Schooling Research Chair – Nor th West
University (NWU).
Research Focus Area/s
To conduct empir ical research relating to publ ic
and pr ivate schools including Grade R; and teacher
professional development.
Western Cape Research ChairName of Research Chair
Work Integrated Learning (WIL) and Recognition of Pr ior
Knowledge (RPL) Research Chair – Cape Peninsula
University of Technology (CPUT).
Research Focus Area/s
Work Integrated Learning (WIL), and to conduct research
in the context of vocational education and training
including Recognition Prior Learning (RPL).
Each Research Chair is assisted by two research interns, one at Masters and the other at PhD level.“
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
Support For Public Schools, TVET Colleges and Higher Education Institutions
Skills Development
One of the goals of the ETDP SETA’s Five Year Strategic
Plan (2015/16 - 2019/20) is to adequately capacitate ed-
ucators and lecturers for ef fective teaching and learning
in schools, publ ic TVET col leges and Higher Educations
Institutions. The ETDP SETA’s Annual Per formance Plan
(APP) has a dedicated programme focusing on the pub-
l ic TVET col leges, ti t led “Qual ity teaching and learning
in Schools, TVET col leges and Higher Education Institu-
tions”.
Over the past seven years of implementing the extend-
ed NSDS II I, the ETDP SETA has through Programme
2 has implemented and continues to implement ski l ls
development projects aimed at strengthening the public
schooling, TVET col lege and HEI systems. It is envisaged
that this approach wil l contr ibute to the achievement of
national economic and industr ial development goals and
plans as outl ined in the Medium Term Strategic Frame-
work (MST) 2014 - 2019 targets and the National Devel-
opment Plan – Vision 2030 goals. These projects include
amongst others, the fol lowing:
• Placement and training of school administrators in
publ ic schools
• Enrolment of key and strategic government of f icials in
publ ic administration and management development
programmes
• Training of teachers in ICT ski l ls programmes and
ICT learnerships
• Enrolment of TVET College senior management
in Leadership and Management Development
Programme
• Development of a National Curr iculum Framework for
one TVET College Lecturer Qual i f ication
• TVET College lecturers suppor ted to gain industry
exposure through Work Integrated Learning (WIL).
• TVET College lecturers development on scarce and
cr it ical ski l ls programmes.
• Placement and training of 313 Career Development
Of f icers in the 50 TVET Colleges
• Suppor t for HEIs for lecturer development
• Suppor t for academics in research or HEIs at Masters
and PhD levels (NGAP)
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
In implementing these projects, the ETDP SETA adopted
the par tnership approach. To this end, the SETA has
entered into par tnership agreements with the South
Afr ican College Principal Organisation (SACPO) and
indiv idual publ ic TVET Colleges; the Universit ies South
Afr ica (USAf ) and the indiv idual Higher education
Institutions at a provincial level. The implementation
of al l these projects are coordinated through the
ETDP SETA’s nine provincial of f ices.
To implement these projects, the ETDP SETA
adopted the par tnership approach. To this end
it has entered into par tnership agreements
with the South Afr ican College Principal
Organisation (SACPO) and indiv idual provincial
TVET Colleges; the Universit ies South Afr ica (USA)
and the indiv idual HE institutions at a provincial level. Al l
projects are implemented by the ETDP SETA provincial
of f ices.
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
supported to gain industry exposure - Work Integrated Learning (WIL)
TVET College lecturers
The White Paper For Post-School Education and Training
published in November 2013, places Work Integrated
Learning central to the core business of the SETAs and
the TVET col leges.
“Within the context of the ETDP SETA, workplace
experience required by lecturers will also be prioritised
over the next few years to ensure that their training is up
to date with workplace needs and to provide lecturers with
a better understanding of the needs of employers in their
respective fields.”
Industry based WIL for TVET col lege lecturers is a
form of cumulative init ia l and continuing professional
development that takes place through periodic industry
placements and other forms of on-site engagement with
employers.
Understanding Work Integrated Learning (WIL) for lecturers
• WIL is an umbrel la term for any purposeful ly-designed
learning programme that integrates theoretical
knowledge with authentic practice in the workplace.
• The workplace-based component of a WIL
programme involves learning in and from real
workplaces through industry v isits, placements and
other types of interaction.
• TVET lecturer WIL programmes include professional
qual i f ications and continuing professional
development (CPD) programmes.
• The WIL component of professional qual i f ications
includes a classroom-based element and a workplace
or industry-based element.
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
Why WIL for lecturers?
• It exposes lecturers to current technology, processes
and systems in their industry.
• Lecturers gain update knowledge and ski l ls in l ine
with industry practice.
The overal l goal for the WIL project for lecturers is to
enable TVET col leges to provide qual i ty education and
training that is al igned to industry and prepares students
for the world of work.
A broader understanding of WIL for lecturers
• It is not only a f ive day placement in a workplace
• It is not once of f but cumulative and includes per iodic
placement and other forms of on-site engagement
with employers
• It can vary in length and involve a var iety of activ it ies
• The type and length should be suitable to the
purpose.
The White Paper For Post-School Education and Training published in November 2013, places Work Integrated Learning central to the core business of the SETAs and the TVET colleges.“
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
Types of WIL engagements
TYPE LENGTH ACTIVITIES
Type 1: Study trip Exploratory or orientation-focused visit to a workplace
½ - 1 day Workplace visit/excursionInduction/orientationAttending meeting or seminar Monitoring students on WILFocused observation or engagement in practical activities
Type 2: Short placement A few days spent in a workplace to experience and understand what is done there
2-5 days Can include above elements. Longer time allows for a number of activities to be completed or more time on an activity.
Type 3: Lengthy placement Extended period in workplace to develop skills / competence in that industry or type of work
Weeks or months
Can include above elements. More practical engagement. Can include training
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E T D P S E T A I N F O R M A T I O N B R O C H U R EE T D P S E T A I N F O R M A T I O N B R O C H U R E
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Supports Youth Development; including youth with disabilities
ETDP SETA
The ETDP SETA has a focused strategy to address
transformational and developmental goals prescribed
in the National Skil ls Development Strategy (NSDS III)
relating to women; youth; rurality; black and people with
disabil it ies. In addressing the youth employabil ity and
disabil ity challenges, it has set itself a target to have 5% of
all its skil ls development programmes’ beneficiaries being
people with disabil it ies, 60% of which must be young
people.
In terms of youth development, the ETDP SETA has a
dedicated programme for unemployed youth in its Annual
Performance Plan (APP) called “Programme 4 – Access,
success and progression into high level skil ls and support
for work experiential learning “. and progression into high
level skil ls and support for work. The Programme has a
number of projects (sub-programmes) aimed at developing
young people for employabil ity or self employment.
In achieving the transformational and developmental
goals, the ETDP SETA is currently implementing the
following projects:
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
• Providing unemployed youth who have successfully
completed Grade 12 with bursaries, to further their
studies towards higher certif icates, diplomas and
degrees in their chosen fields of study
• Placement of TVET College and Universities of
Technology (UoTs) students in workplace experience
to satisfy the requirements of their learning
programmes for successful completion
• Affording young people who failed Grade 12 a
second chance through the Matric Second Chance/
Re-write Programme.
• Increasing youth employabil ity through the placement
of young people in Internships to enable them to
gain workplace experience; and
• Enroll ing of young people, with a special focus
on youth with disabil it ies, in various learnership
programmes to enable them to acquire a qualif ication
while gaining workplace experience. In this project
young people are a paid a monthly stipend and
additional financial support is provided for youth with
disabil it ies towards reasonable accommodation.
In addressing the youth employability and disability challenges, it has set itself a target to have 5% of all its skills development programmes’ beneficiaries being people with disabilities.“
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
What is RPL
The National Pol icy for the Implementation of the
Recognition of Pr ior Learning (SAQA, 2013:5) explains
RPL as the ‘pr inciples and the processes through which
the pr ior knowledge and or ski l ls of a person are made
visible, mediated and are assessed for the purposes
of alternative access and admission, recognition and
cer ti f ication, or fur ther learning and development’.
Therefore, RPL can be regarded as an assessment
process of an indiv idual’s learning achieved outside
the formal education and training environment. The
main purpose is to determine and conf irm the extent to
which a candidate has achieved the required learning
outcomes or competency standards associated with
a specif ic qual i f ication. The term ‘recognition’ covers
acknowledgement of current competencies regardless of
how, when or where learning took place. This means also
recognizing learning which has its source in l i fe and work
experience, including learning gained through non-formal
learning and training programmes in the workplace.
Scope
The ETDP SETA has init iated a pi lot project on the
Recognition of Pr ior Learning (RPL). The scope of the
pi lot project covers two NQF Level 4 programmes, namely
the Fur ther Education and Training Cer ti f icate: Ear ly
Chi ldhood Development (ECD) and the Fur ther Education
and Training Cer ti f icate: Community Development. In
both cases, there are thousands of workers and/or
practit ioners who have years of experience working in
these sectors without formal qual i f ications. Some work
independently or under government, whi le others work
within the NGO sector. This is the pr imary target group for
the pi lot project. During the f irst phase of the pi lot project,
eight Technical, Vocational Education and Training (TVET)
col leges signed Service Level Agreements to par tner
with the ETDP SETA in the introduction of the RPL project
of which seven institutions have achieved accreditation
as RPL Assessment Centres.
Learning (RPL) - Information about the Early Childhood Development (ECD) and Community Development (Commdev) Pilot Project
Recognition Of Prior
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
Two of the eight TVET col leges were involved with the
pi lot for Community Development, whi lst the remaining
six were involved with the ECD RPL pi lot dur ing the f irst
phase of the project. Candidates were enrol led at the
var ious col leges. As par t of the implementation of the
second phase of the project, learners have been enrol led
at 7 of the col leges. Table 1 below presents the summary
of the scope of the project.
Table 1
Scope of the pilot projectCandidates
Phase 1 Phase 2
Western Cape
Boland TVET College
Qualif ication: ECD Level 4
35 40
College Of Cape Town TVET College
Qualification: ECD Level 450 40
Nor thl ink TVET Col lege
Qualification: ECD Level 435 40
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
Scope of the pilot projectCandidates
Phase 1 Phase 2
Eastern Cape
Eastcape Midlands
TVET College
Qualification: ECD Level 4
100 40
Buffalo City TVET College
Qualification: ECD Level 4100 -
North West
Orbit TVET Col lege
Qualification: CommDev Level 4
100 50
Vuselela TVET Col lege
Programme: CommDev100 50
KwaZulu-Natal
Umgungundlovu TVET Col lege
Qualification: ECD Level 4
115 40
Qualification Structure
Both qual i f ications have three components, namely:
• Fundamentals
• Core
• Electives.
NB: To be declared competent, candidates wil l have to
achieve competency against the Exit Level Outcomes
(ELOs) of the qual i f ications. The gap analyses conducted
as par t of the RPL screening process wil l determine unit
standards that would have to be studied by the candidates
in order to ful f i l the integrated assessment of the ELOs.
The RPL System
Once completed, the envisaged framework for the RPL
system wil l have four elements, namely:
• The RPL Policy
• The Recognition Procedures
• RPL Tools and Instruments
• Qual ity Assurance Guidel ines.
It is expected that al l RPL processes wil l adhere to the
requirements as determined by the SAQA pol icy as wel l
as the pol icies of the ETDPSETA as the qual i ty assurance
body for these qual i f ications.
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Selection of Candidates
To select RPL candidates the fol lowing cr iter ia are used:
• Highest educational standard (at least grade 9)
• Age (18 – 45 years)
• at least 3 years relevant experience in the sector
• Relevant training courses/workshops attended
• South Afr ican cit izenship and resident in the
targeted municipal distr ict.
Support for Candidates
RPL is a form of competency-based assessment and rel ies
mainly on col lecting and presenting evidence. The rules
of evidence require that evidence must be relevant, val id,
suf f icient, current and authentic. Candidates wil l receive
suppor t and guidance from well-trained RPL assessors/
faci l i tators throughout the recognition process. This wil l
be provided through:
• Structured indiv idual interviews or group tutor ials
and meetings
• Writ ten study guides, handbooks and assessment
tasks and activ it ies and structured feedback
• E-communication such as via emails, discussion
forums, and video-conferencing [when centres are
ful ly establ ished].
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
Recognition Process
In l ine with the pol icy (SAQA, 2013) RPL wil l be conducted
as a mediated process to determine the extent to which
candidates wil l be able to demonstrate the required
learning outcomes or competency standards associated
with the specif ic qual i f ication. The RPL methodology
wil l use both the standardised diagnostic and integrated
summative assessments. Assessment of practical ski l ls
at the workplace or in simulated environments wil l a lso be
conducted. Ultimately, the por t fol io of evidence (PoE) wil l
be the main instrument used to present evidence.
Portfolio of Evidence (PoE)
RPL assessors/faci l i tators must assist candidates
in developing their PoEs. Detai led guidel ines and
instructions for gather ing and presenting evidence are
provided to both assessors and candidates. Samples of
formative assessments wil l be included in the PoE and a
statement of results wil l be prepared by each assessor/
faci l i tator. Examples of documents that wi l l be contained
in the PoE are:
• Val id South Afr ican Identity Document
• Curr iculum vitae, testimonials or let ters of reference
• Copies of academic records/cer ti f icates
• Repor ts/ Testimonials from supervisors
• Life experience information through essays,
interviews, etc.
• Training record including examples of assignments
and or research repor ts writ ten by the candidate
• Record of assessments and statements of results
• Ref lections, work journal/diar ies.
NB: In the end, assessors wil l base the f inal per formance
decisions on balanced evidence (combination of new
learning as per the gap analysis and histor ical evidence /
natural ly occurr ing evidence) that covers the ful l spectrum
of the qual i f ication.
Pathways
General ly, there are two main pathways by which RPL
can be done. The f irst combines training ( learning) and
assessment. The other is the assessment only pathway.
In l ine with the national pol icy, the RPL process wil l use
the combination pathway as shown below:
a) Steps in the RPL Process
The RPL process has three steps, namely:
STEP 1: Screening and selection
• Pre-registration information
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E T D P S E T A I N F O R M A T I O N B R O C H U R E
• Selection and developing candidate prof i les
• Groups of candidates assigned to assessors/
faci l i tators
• Conduct an induction and or ientation programme,
including administration of the Prof i l ing Instrument.
STEP 2: Evidence and assessment
• A range of diagnostic assessment activ it ies is done
• Assessor/faci l i tator guides candidates about what
and how to col lect evidence
• Summative assessments are done against each Exit
Level Outcome and its cluster of unit standards as
prescr ibed in the qual i f ication
• Por t fol io of Evidence (PoE) is developed by each
candidate
• PoE is submit ted and marked by the assessor
• Assessor prepares and submits the mark-sheets for
the three components of the qual i f ication
• Successful candidates are al lowed to write the f inal
exit integrated summative assessment
• Moderation and ver i f ication of al l results takes
place.
STEP 3: Feedback, Decision-making and judgment
• Constructive feedback is given to al l candidates
regardless of the outcome of assessment
• Successful candidates are awarded credits/a ful l
qual i f ication
• Unsuccessful candidates undergo fur ther
learning and development, i.e. remediation and
intervention(s). Fol low-up suppor t is also given to
help candidates
• Candidates get a second chance to resubmit PoE
• If successful, candidates get a second chance
to write the f inal exit integrated summative
assessment.
• Candidates that are found ‘competent’ receive
credits for a par t or a ful l qual i f ication.
Final Exit Integrated Summative Assessment
A standardized instrument wil l be used for the f inal
RPL exit integrated summative assessment that wi l l be
conducted.
Certificates
The cer ti f icates wil l be issued to candidates who have
been found competent. The RPL assessments must be
compliant with al l appl icable assessment, moderation and
ver i f ication pol icies and procedures of the ETDP SETA as
well as those of SAQA in order to be endorsed. For more
information about the ETDP SETA and its of fer ings, v isit
www.etdpseta.org.za
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