SAQA Qualification ID 50332, NQF Level 4, 120 Credits
Providing training within the workplace is a priority within South Africa, and is supported by legislation, national policies and strategies. Much of the needed skills development is carried out by people who have knowledge and skills within their area of expertise, but lack the required skills in relation to ETD. Many of the skills development objectives, nationally and within companies and organisations, are met through the efforts of ETD practitioners operating at NQF Level 5, and this certificate addresses the key competencies of such practitioners. This qualification provides a means to give recognition to practitioners at an entry level, thus making it possible for practitioners to increase their employment prospects, and at the same time provide a means whereby organisations can appoint practitioners in line with proven competencies.
Qualification Designed For
This qualification will be beneficial to ETD co-ordinators, entry-level trainers, junior training officers, and training administrators.
It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, and are competent in Communication and Mathematical Literacy at NQF level 3 (Grade 11).
- Given learning material and course designs.
- Given administration systems.
- Given evaluation instruments.
- Given Quality Assurance policies, procedures and processes.
- An established learning environment where learners are already identified.
- A guided and supported learning environment.
- Given results from a learning needs analysis.
Module 1: Communicate in a variety of ETD settings
- Communication within and about the ETD process is clearly articulated, understandable and achieves the desired effect.
- Communication of facts, concepts, ideas and principles related to specific learning areas is clearly articulated and consistent with the requirements of the learning area.
Module 2: Use Mathematics Literacy in real life and education, training and development situations
- The tools and concepts of mathematics are used effectively to facilitate planning and management of ETD.
- Applications of Mathematics Literacy in personal and work-related contexts are consistent with the given mathematical processes and principles.
Module 3: Prepare for and facilitate learning
- Learner profiles are developed and used in order to cater for target audience.
- Learner profiles are analysed in order to plan and cater for target audience.
- Preparation to ensure proper facilitation is sufficient to ensure all resources and arrangements are in place and the learning site is fit-for-purpose.
- Facilitation is conducted according to given plans, using appropriate methodologies and in a manner that achieves the learning objectives.
- Facilitation is self-monitored and behaviour is modified to address weaknesses or difficulties.
Module 4: Provide learning support to learners and organisations
- Support is given in a manner that enables learners to define objectives, clarify issues and help manage expectations.
- Support ensures learners experience the maximum benefit from learning, and helps them prepare for and cope with learning.
- Barriers to learning are identified and problems are solved co-operatively within given frameworks. Referrals are made as required.
- Support is provided by creating a safe learning environment which promotes the objectives of learning, principles of assessment and the principle of life-long learning.
- Assessment candidates are adequately supported and assisted in the assessment and/or RPL process, without compromising the assessment process or results.
Module 5: Conduct administration related to learning and contribute to Human Resource Management Practices
- Records are clearly stated, accessible, accurate and up to date.
- Contributions to human resources management practices facilitate an integrated and coherent approach to people management.