A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa

Autor/inn/en	Damons, Deonita; le Grange, Jason J.; Mason, Roger B.; Louw, Steven W.
Titel	A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa
Quelle	In: Africa Education Review, 16 (2019) 4, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224588
Schlagwörter	Foreign Countries; Summative Evaluation; Retailing; Quality Assurance; Models; Accreditation (Institutions); Private Sector; Vocational Schools; Employment Qualifications; Cost Effectiveness; Vocational Evaluation; Assessment Centers (Personnel); South Africa; Bangladesh; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Warenwirtschaft; Qualitätssicherung; Analogiemodell; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Privater Sektor; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Bangladesch; Großbritannien
Abstract	South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01