SayPro Online Course SAQA 11516622904

Description

In a practical situation, a simulated situation, or a situation that combines the practical, the simulated and the written, in the area of environmental education, training and development practices (in a particular organisational context and/or environment), the learner will:
Generate, explore and consider options for appropriate educative action in a given environment or context;
Identity the most appropriate course of educative action in relation to the particular environment or context and identify available resources;
Explain the reasons for that particular selection, by drawing appropriate theories and by considering contextual factors, and explain what was taken into account in making the selection;
Perform the identified educative action, while continuously monitoring and adapting performance as required;
Explain the reasons for the performance;
Evaluate his/her performance and identify areas for improvement;
Reflect on the performance;
Develop a plan or strategy for future education actions which reflect an integration of what has been learnt through reflection.

Integrated assessment:

In the assessment strategy as a whole, evidence must be demonstrated through a variety of strategies: case studies, problem-solving assignments, practice in simulated and in situ contexts, portfolios of resources and materials, projects, written and oral examinations.

However, the final integrated assessment needs to have the following characteristics:
It should measure applied competence. In other words, it should assess whether learners are able competently to engage in appropriate environmental education and training practices (a practical competence), to understand the theoretical bases for these practices (foundational competence), and reflect on and improve their engagement in such practices (reflexive competence).
It should measure the extent to which learners have integrated the roles and the knowledge and skills delivered through the different courses/modules which make up the programme.
It should be designed in such a way that a variety of roles are assessed in practice in the area of environmental education, training and development practices.
It should assess the extent to which learners can work competently, flexibly, responsively and effectively in the area of environmental education, training and development practices, in appropriate organizational contexts.