The General Learner
Selection, Entry, Guidance
and Support Policy


The purpose of this document is to describe the policy that will apply in the Workers’ College, in terms of the guidance and support given to learners.


This section is concerned with ways of ensuring that learners have the opportunity to clarify their goals and relate them to the services available; receive comprehensive induction to programmes; and have access to continuing support and advice and pre-exit guidance to assist them in planning their next move. In order to achieve excellent education and training of learners, implemented procedures for learner entry, guidance and support will be adopted and actively pursued.


‘Selection criteria for different programmes will differ depending on the nature of the programme and its positioning on the NQF. Qualifications and unit standards may in themselves stipulate entry criteria.

The Workers College is committed to RPL practice prior to and upon entry to the organisation. Programmes will therefore have stipulated entry criteria but also detail RPL procedures for access, part or full credit.

Selection shall ensure the transformative agenda of the education and skills development framework are met in support of achieving greater employment equity within workplaces and democratic organisations.

As a working class based institution the funding is sought in order to reduce the financial burden of access as far as possible.

Recruitment documentation informs students of the programme accurately and sufficiently, and admission adheres to current legislation. Admission and selection of students are commensurate with the programme’s academic requirements, within a framework of widened access and equity. The number of students selected takes into account the programme’s intended learning outcomes, its capacity to offer good quality education.

Each programme shall have specific admission requirements and may require different selection and or pretesting processes. Each programme must include the following as part of its template for development;

  • Criteria for selection
  • Selection procedure
  • Prior learning considerations and pre entry processes
  • Recruitment process and targets
  • Needs identified that the programme addresses
  • Programme outcomes
  • Module content
  • Progression Rules
  • Assessment Criteria
  • Notional Study hours
  • NQF level or equivalent
  • Cost
  • Enrolment dopportunity ates and requirements


The procedures include requirements relating to the following:

Prior to entering the Workers’ College, the learner will be provided with comprehensive information about

  • the organization,
  • its staff,
  • the available education and training programmes and
  • entry criteria to all learners,

This will be done both prior to entry and during orientation. Learners will have to clarify their requirements and relate them to the products and services offered.


General induction to the organization and induction to separate parts of a programme is an essential part of both employment-based and education and training based vocational education and training programmes. Learners will undergo an induction program to make them feel at home and valued in Workers’ College as well as learn and accept their responsibilities to Workers’ College , particularly with regard to statutory requirements.

The requirement is met when there is evidence of adequate introduction and information for all learners about Workers’ College , its staff, and the training or programme of learning to be undertaken.

Guidance and Support

General orientation to the organization and orientation to the different parts of the learning programmes will be included to ensure learners feel comfortable and confident with the organization.  All monitoring instruments must be reviewed by the designated programme facilitator so as to ensure that they are aligned with the relevant unit standards, are user-friendly, and give the learner sufficient opportunity to demonstrate his/her competence.

The facilitator must prepare regular reports for submission to and review by the Director with specific focus on:

  • General problems experienced by learners and employers
  • Specific problems identified
  • System weaknesses identified
  • Remedial action required

The process of gathering information about the learner’s strengths, difficulties, aspirations, and needs will be undertaken by facilitators in partnership with the learners and will provide regular opportunities for learners to review their progress and make any changes to their personal development plans while they are undertaking their programmes.

will ensure that guidance and support services will include services such as assessment of prior learning and achievements and assessment on demand, and that learners embark on a programme that will enable them to achieve legitimate and realistic outcomes such as to improve their skills, knowledge and competences; to compete more effectively in the labour market, and to progress to other chosen education and training programmes.

Support and guidance will be given to learners in making sense of the training and development, career opportunities and personal development choices, and in understanding, facing, and resolving or adapting to personal problems and difficulties which could inhibit progress.

Learner Guides

A learner guide that supports active learning will be provided as hard copy or in electronic format.  It is not only a course outline.  The learner guide will enhance:

  • Exposure to a range of learning materials
  • Higher order thinking skills
  • Achievement of desired outcomes.

Learner Guides should be prepared bearing in mind the framework provided in Annexure 1 of this policy.

Learning impaired

Any learner, who may be learning impaired, such as learners who are illiterate or dyslexic, will be treated in exactly the same manner and will receive training of the same quality as all other learners. Allowances will be made for the specific disabilities of the learning impaired in that they will be given access to more practical training.  Their training material will be of an increased visual nature and use will be made of aids such as posters, pictures, written and audible resources, training videos and interpreters.  Questioning will be oral rather than written.

Translation and interpretation support

If there is a learner whose first language differs from that of the facilitators/assessors, interpreters may be used and translations may be used during facilitation, assessing and meetings. Our course material is mainly in English but may also be translated to isiZulu.

Learner counselling and support

If the assessor/facilitator identifies a learner who tends towards disruption, it is the responsibility of the assessor/facilitator to identify the problem through discussion with the learner. If this should prove unsuccessful the learner situation will be referred to the principal. The learners will be given all the necessary support, guidance and resources necessary to assist them to overcome the problem. This applies to any problems that may be identified by the facilitators or assessors.

Learner tracking and job placement

We will have a facility to recommend learners to potential employers. Workers’ College will use current social networks such as Facebook & Twitter (and social media networks which will appear in future) to maintain contact with alumni.

Initial Identification of Needs

The process of gathering information about an individual’s strengths, difficulties, aspirations, and needs will be undertaken in partnership with the individual and, where appropriate, others whose views contribute significantly.

The main responsibility for this gathering of information lies with the relevant instructor will ensure that learners access a service, e.g. assessment of prior learning and achievement, assessment on demand, or embark on a programme that will enable them to achieve legitimate and realistic goals to which they subscribe, e.g. to improve their skills, compete more effectively in the labour market, and progress to other education and training programmes.

The requirement is met when there is evidence of a framework which establishes:

  • individual’s strengths, needs, and goals through initial assessment;
  • the best match between the programmes available, and the learner’s goals (this may involve directing the learner to another education and training provider);
  • a means of support for helping learners to gain credit or certification for any previously acquired learning;
  • outcomes agreed by the provider and the learner (an action plan/personal training plan).

The approach to “needs identification” and “action planning” is not linked to any particular context. In some instances learners are taken on, on the basis of recruitment and selection and initial assessments made (or partly made) by others. This can result in initial assessments during induction where the assessments are fine-tuned and related to Workers’ College’s particular provision. In other instances students will be recruited and selected on the basis of their own initial assessments and carry out individual action planning and programme planning after or during selection.

Whatever the circumstances in which initial identification of needs and action planning took place, Workers’ College will assure that the requirements in this section are met. This implies that if some processes are carried out by others, Workers’ College will ensure that the processes are adequate as indicated by the requirements and that top-up approaches are used where needed.

Reviews & Guidance

Learners are likely to have at least two types of needs during programmes which require guidance:

  • making sense of the training and learning, personal development, and career opportunities and choices;
  • understanding, facing, and resolving and adapting to personal problems and difficulties which can inhibit progress.

Regular reviews will be conducted which provide feedback to individual learners on their performance and feedback for staff and managers on learners’ progress and the effectiveness of the training and teaching methods.

Reviews with the learner identify, through consultation, those parts of a learner’s action plan/personal training plan which have been achieved and those, which remain to be completed. They provide guidance on what needs to be emphasized during the forthcoming period and whether the action plan/personal training plan needs to be added to or modified. They also identify the general well-being of the learners.

Regular opportunities will be created for learners to review their progress and make any changes to their action plans/personal training plans while they are undertaking their programmes.

Towards the end of programmes, learners will be supported in their preparation for the next step.

There will be properly designated staff, suitable guidelines on procedures and confidentiality, and appropriate links to specialized services. Arrangements will be reviewed regularly.