SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: Occupationally-Directed Education Training and Development Practices 
SAQA QUAL ID QUALIFICATION TITLE
50332  Further Education and Training Certificate: Occupationally-Directed Education Training and Development Practices 
ORIGINATOR ORIGINATING PROVIDER
SGB Occupationally-directed ETD Practitioners   
QUALITY ASSURING BODY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 0695/12  2012-07-01  2015-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
48870  National Certificate: Occupationally Directed Education Training and Development Practices  Level 4  NQF Level 04  130  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The qualification will be useful to those within the world of work and who provide training in the workplace, or for those who have been practising within the field, but without formal recognition. In particular, this qualification will be useful for:
  • ETD coordinators.
  • Entry-level trainers.
  • Junior Training officers.
  • Training administrators.

    Learners of this qualification will be able to:
  • Prepare for and facilitate learning.
  • Provide learner support.
  • Carry out administration related to learning.
  • Contribute to Human Resource Management Practices.

    Learners will generally carry out their role within the context of:
  • 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.

    Rationale:

    This is an entry-level qualification, and the first in a series, which leads to levels 5 and 6 Qualifications for those who want to enter the field of Education, Training and Development (ETD). Learners of this qualification will have the opportunity to build on this qualification via the certificate or diploma in ODETD at level 5. 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. Education, Training and Development is also a priority area within the South African context and is supported by legislation, national policies and strategies. In order to meet the ETD requirements of the workplace, within the context of a quality assured environment and processes, it is important to be able to identify and recognise competent ETD practitioners at various levels.

    Given the high priority of education, training and development within the South African context, and in particular the emphasis on skills development, trainers are required in all fields of learning. Much of the contribution to skills development is through ETD practitioners who need to have essential knowledge and practical skills in ETD, as defined by this qualification. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    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 at:
  • Communication at NQF level 3 or equivalent.
  • Mathematical Literacy at NQF level 3 or equivalent.

    Recognition of Prior Learning:

    This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.

    Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

    All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment.

    Access to the qualification:

    There is open access to this qualification bearing in mind the learning assumed to be in place. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 120 credits as detailed below.

    Fundamental Component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQf Level 3 to the value of 20 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    All Unit Standards in the Fundamental Component are compulsory.

    Core Component:

    The Core Component consists of Unit Standards to the value of 42 credits all of which are compulsory.

    Elective Component:

    The Elective Component consists of Unit Standards to the value of 47 credits. Learners are to choose Unit Standards to the minimum of 22 credits.

    If learners choose to, it is preferred that the learners achieve the replacement Unit Standard ID 263976 rather than the original ID 114924. 

  • EXIT LEVEL OUTCOMES 
    1. Communicate in a variety of ways in Education Training and Development contexts.
    2. Use Mathematics Literacy in real life and education, training and development situations.
    3. Prepare for and facilitate learning in specific contexts.
    4. Provide learner support in a range of settings.
    5. Conduct administration related to learning and contribute to Human Resource Management Practices.

    Critical Cross-Field Outcomes:

    This qualification addresses the following critical cross-field outcomes:
  • Identifying and solving problems in relation to planning and organising learning opportunities and in relation to learner's difficulties within the ETD context.
  • Working effectively with others as a member of ETD teams in the analysis, design and delivery of ETD.
  • Organising and managing oneself and one's activities responsibly and effectively when preparing oneself, preparing learning resources and setting up the learning environment.
  • Collecting, analysing, organising and critically evaluating information about learners, learning needs, learning resources, organisational requirements and national ETD strategies.
  • Communicating effectively using visual, mathematical and/or language skills when presenting information to learners and discussing the subject matter.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology.
  • Demonstrating an understanding of the world as a set of related systems, and in particular through the linking of ETD and practice within the occupational field.

    Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    The purpose of the Qualification is achieved via demonstration of competence in terms of the exit level outcomes, which in turn are a function of the associated unit standards. The Unit Standards associated with each Exit Level Outcome form a coherent cluster, thus facilitating integrated assessment. The manner in which the unit standards have been clustered is outlined in the section on integrated assessment. Assessment criteria are provided for each exit level outcome mainly to address the need for evidence of integration of competencies.

    1.
  • 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.

    2.
  • 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.

    3.
  • 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.
    > Range: Profile information includes demographics, literacy, learner style, learning factors, motivation factors, barriers, special needs, levels of experience and qualifications, prior learning, time and cost predictions.
  • 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.

    4.
  • 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 cooperatively 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.

    5.
  • 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.

    Integrated assessment:

    Assessment should take place within the context of:
  • Given results from a learning needs analysis.
  • 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.

    Evidence of integration will be gained by designing and conducting assessments that ensure the unit standards are assessed in clusters linked to each exit level outcome as identified below. Assessors are to be guided by the detailed specifications indicated in each of the identified unit standards, and further guided by the assessment criteria specified for each exit level outcome, all within the context of an active ETD environment, dealing with divergent and random demands related to ETD.

    Assessors should note that evidence of integration may be presented by learners when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration at exit level outcome level. Well designed assessments, including formative and summative, should make it possible to gain evidence against the requirements of each unit standard while at the same time gaining evidence of integration at exit level outcome level.

    For the purposes of integration, assessment should be guided by the following relationships between each Exit Level Outcome and the associated Unit Standards:

    3.

    Core Unit Standards:
  • Define target audience profiles and skills gaps.
  • Conduct targeted training and development using given methodologies.
  • Perform one-to-one training on the job.

    Elective Unit Standards:
  • Help learners with language and literacies across the curriculum.
  • Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework.

    4.

    Core Unit Standards:
  • Facilitate the preparation and presentation of evidence for assessment.
  • Assist and support learners to manage their learning experiences.
  • Identify and respond to learners with special needs and barriers to learning.

    Elective Unit Standards
  • Demonstrate knowledge of the foundations of human rights and democracy.

    5.

    Core Unit Standards:
  • Carry out course administration.

    Elective Unit Standards:
  • Conduct skills development administration.
  • Recruit and select candidates to fill defined positions.

    Assessment should be in accordance with the following general and specific principles:
  • The initial assessment activities should focus on gathering evidence in terms of the exit level outcomes and the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, assessment may focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to perform in real situations.
  • All assessments should be conducted in accordance with the following universally accepted principles of assessment:

    > Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations.
    > Judge evidence on the basis of its validity, currency, authenticity and sufficiency.
    > Ensure assessment processes are systematic, open and consistent. 

  • INTERNATIONAL COMPARABILITY 
    International qualifications were examined to ensure that the qualification structure and unit standards proposed are comparable in terms of level, scope of qualifications, and competencies covered. Qualifications and/or programmes from the United Kingdom, United States of America, Australia and New Zealand were selected based on proven best practice within the field of Education and Training. The findings regarding comparisons within each country are as follows:

    United Kingdom: The FETC ODETD matches very closely in terms of qualification purpose, structure and outcomes with the Institute of Training and Occupational Learning (ITOL) Certificate in Training and Occupational Learning; CIPD Certificate in Training Practice; St Martins College Certificate in Development Training and the City and Guilds International Awards NVQ levels 1-4 new approved Learning and Development Units (EMPTNTO). Further favourable comparisons were found in terms of NVQ Level 3 - in Training and Development awards; Training Award (D32); Deliverer Award; Assessor Award (D32, D33); NVQ Level 4 - in Training and Development awards: Human Resource Development; International Teaching and Training Awards (IVQ) - Levels 1 - 2. The FETC ODETD compared very well with the structure of the new NVQ Learning and Development Standards as follows:
  • Learning and Development
  • Direct training and Support
  • Learning and Development
  • Management of Learning and Development Provision
  • Co-ordination of learning and Development Provision
  • Learning and Development

    United States of America: The FETC ODETD compares favourably in terms of purpose, entry level and outcomes with the ASTD (American Society for Training and Development) Training Certificate Programme.

    Australia: The FETC ODETD has a very close match in terms of the key roles and levels with the Southern Cross University Graduate Certificate of Vocational Education and Training and the AQF Certificate IV in Assessment and Workplace Training.

    New Zealand: Comparisons against the Christchurch College of Education Certificate in Adult Literacy Tuition and the NZQA National Certificate in Adult Education and Training (Level 4) revealed that the New Zealand counterparts are at a slightly higher level than the FETC ODETD, but cover the same key roles and competencies.

    Summary concerning comparability
    The FETC ODETD compares favourably with a wide selection of international qualifications as identified above. Where outcomes or competencies are identified within the international qualifications, they are generally quite comparable to the South African qualifications in terms of levels and range of competencies covered. 

  • ARTICULATION OPTIONS 
    Learners can move horizontally by achieving the credits specified in the following qualifications:
  • National Certificate: ABET Practice Level 4, 20828
  • National Certificate: ECD Level 4, 23116
  • FETC: Development Practice Level 4, 23904

    Learners can move vertically by using this qualification as the basis for the following qualifications:
  • National Certificate ODETD Level 5. 50334
  • Diploma ODETD Level 5, 48869
  • Professinal Diploma: Education Level 5, 20478
  • Certificate: Education Level 5, 20160
  • Diploma ABET Practice Level 5, 20159
  • Diploma ECD Level 5, 23118
  • Diploma Development Practice Level 5, 49710 

  • MODERATION OPTIONS 
  • Providers offering learning towards this qualification or the component Unit Standards must be accredited by the appropriate ETQA.
  • Moderation of assessment will be overseen by the appropriate ETQA according to moderation principles and the agreed ETQA procedures. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must be registered in terms of the requirements of SAQA and the appropriate ETQA. 

    NOTES 
    As per the SAQA decision, after consultation with the Quality Councils, to re-register all qualifications and part qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2012.
    This qualification replaces qualification 48870, "National Certificate: Occupationally Directed Education Training and Development Practices", Level 4, 130 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  123393  Carry out course administration  Level 3  NQF Level 03 
    Core  117877  Perform one-to-one training on the job  Level 3  NQF Level 03 
    Core  117865  Assist and support learners to manage their learning experiences  Level 4  NQF Level 04 
    Core  117870  Conduct targeted training and development using given methodologies  Level 4  NQF Level 04  10 
    Core  123396  Define target audience profiles and skills gaps  Level 4  NQF Level 04 
    Core  12544  Facilitate the preparation and presentation of evidence for assessment  Level 4  NQF Level 04 
    Core  10294  Identify and respond to learners with special needs and barriers to learning  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04 
    Elective  15227  Conduct skills development administration in an organisation  Level 4  NQF Level 04 
    Elective  110506  Demonstrate and apply knowledge and understanding of the basic components and fundamental skills of effective communication  Level 4  NQF Level 04 
    Elective  119661  Demonstrate knowledge of the foundations of human rights and democracy  Level 4  NQF Level 04 
    Elective  7389  Help learners with language and literacies across the curriculum  Level 4  NQF Level 04  12 
    Elective  114878  Identify and measure the factors that influence productivity  Level 4  NQF Level 04  10 
    Elective  114215  Mentor a colleague to enhance the individual`s knowledge, skills, values and attitudes in a selected career path  Level 4  NQF Level 04 
    Elective  114924  Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework  Level 5  Level TBA: Pre-2009 was L5 
    Elective  263976  Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12140  Recruit and select candidates to fill defined positions  Level 5  Level TBA: Pre-2009 was L5 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Quality Assuring Bodies have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Quality Assuring Body should be notified if a record appears to be missing from here.
     
    1. Core Training International 
    2. Dabulamanzi & Njabulo Ndaba Consulting cc 
    3. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    4. Indub Trading c.c. 
    5. Institute for Quality - Education, Training & Development 
    6. International Competencies Network (ICN) 
    7. Isamon Integrated 
    8. Learnership Support Systems (Pty) Ltd 
    9. Learning Performance Link 
    10. M3i Skills Development 
    11. Matimba Management and Labour cc 
    12. MENTORNET (PTY) LTD 
    13. MSE TRAINING ACADEMY 
    14. Nkinane Training Institute and Consulting (Pty) Ltd 
    15. Northern Cape Rural Public FET College - Kathu Campus 
    16. PC Educational Holdings 
    17. Resonance Institute of Learning 
    18. SPS Consulting (Pty) Ltd 
    19. The Institute of People Development 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.