An assessment system that is appropriate and serves the objectives of the new learnership system has to be put into place. This assessment system should serve to promote quality into a learning and training as well as to give awards for achieved competencies.
It is recommended that a new system be based on the following guidelines:
In the assessment process, language requirement must encourage the development and use of languages previously discriminated against.
The procedures of the criteria for assessing learner performance should be laid before the assessment takes place.
Assessment in a learnership must, as far as possible, be integrative and not only emphasis practical skills.
A wide range of evidence should be promoted in an assessment. Portfolio-based assessment should be privileged for moderation as this form of assessment makes auditing less costly and the evidence can travel.
The occurrence of external or final test assessment may not be the norm for all kinds of learnerships. Generally, "high-risk" learning should be subjected to this final assessment.
The quality assurance procedures should be developed in consultation of all relevant parties to establish fairness, efficiency and effectiveness.
The determination of learning progress should take place primarily where the learning is taking place. The assessor should be registered as competent with an education and training quality assuror/sector education and training organisation. The assessor may be the learning facilitator or instructor.
Available qualified and competent assessors are as important as competent trainers.