Competencies, Accreditation, Certification and Evaluation
is a term widely used throughout the world to describe the required level or standards of
performance and abilities of educators. In many contexts, especially in the United States,
these competencies are required to be demonstrated for educator certification programmes.
The educators are then certified to teach in the applicable states or school districts.
In the context of this framework, given the influence of Outcomes-Based Education, competencies could be described as a set of desired outcomes. The assessment of these competencies would be carried out with reference to a set of performance indicators, within the reference framework of foundational, practical and reflexive competencies.
Given the absence of appropriate, accepted unit standards in the field of educator development for ICT, certification options would have to be sought from sources other than current SAQA-approved programmes. This may eventually lead to the development of a set of unit standards for this purpose. However, accreditation for more limited ICT competencies could be obtained from current SAQA-approved programmes.
Evaluation of the impact of SchoolNet educator development programmes would form an integral part of a more holistic evaluation of the project, but the success of the project could depend to large extent on the educators having achieved the desired competencies and on their ability to eventually integrate ICT in their teaching practice. As the findings of the ACOT project point out, this may take time.
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