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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Diploma: Occupationally Directed Education, Training and Development Practices 
SAQA QUAL ID QUALIFICATION TITLE
50333  National Diploma: Occupationally Directed Education, Training and Development Practices 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 5  NQF Level 05  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2023-06-30  

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
48869  National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  250  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This qualification is for those who want to build on a FETC, or for those learners who have completed the National Certificate: Occupationally Directed Education, Training and Development, Level 5, to enter the field of Occupationally Directed Education, Training and Development as a potential career, and have little or no previous exposure to Education, Training and Development (ETD). The qualification will also be valuable for those who may have been practising within the field, but without formal recognition. In particular, the Diploma will be useful for:
  • Needs analysts.
  • Learning facilitators.
  • Learning designers.
  • Assessors.
  • Learner and learning supporters.
  • Skills Development Facilitators.
  • Standards Writers and Qualification Designers.
  • Education, Training and Development (ETD) Managers

    The qualification addresses general competences across eight key ETD roles, and provides an opportunity for learners to specialise in four key areas in line with possible career opportunities or areas of interest. Recipients will thus meet the general requirements of the following key roles, with the opportunity to specialise in four of the roles:
  • Design and develop learning programmes and processes;
  • Facilitate and evaluate learning;
  • Engage in and promote assessment practices;
  • Provide learning support to learners and organisations;
  • Conduct skills development facilitation;
  • Develop standards and qualifications;
  • Manage and administer education training and development;
  • Engage in general management activities.

    Rationale:

    Education, Training and Development (ETD) is 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. In particular, all training fields require the services of those ETD practitioners who not only have a broad understanding and skills across all ETD roles, but with deeper skills in relation to a selection of several key ETD roles. Such practitioners will be able to provide leadership and management in relation to ETD practices, while providing specialist skills in key areas.

    A survey of the needs of the field yielded overwhelming support for the opportunity for practitioners to be able to select their four specialisations from the full range, without prescribing any one particular role beyond the general component of each role. This means, for example, that not all facilitators need necessarily specialise in design and development and vice versa, but can concentrate on facilitation, assessment, learner support and skills development facilitation. In this way, learners can tailor their specialisations in combination that meet their needs and those of their organisation. Thus the key strength of this qualification is in the choices that learners can make. The Diploma is significantly different from the level 5 Certificate in that the diploma extends the Core component from five ETD roles to eight ETD roles, and requires specialisation in four key roles, whereas the certificate only requires one specialisation. This qualification thus directly meets the needs of the field by providing learners who are competent in the general aspects of eight ETD roles, and with specialist skills in at least four roles.

    This qualification will contribute towards the promotion of well designed and implemented outcomes-based approaches to learning design, facilitation and assessment, within the context of a quality assured system. 

  • 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, at a level required to engage meaningfully in ETD within that field.

    Further learning assumptions are specified within the associated unit standards where required.

    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:

    FETC or equivalent bearing in mind Learning Assumed to be in Place. 

    RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
  • Fundamental: all 20 credits for Communications.
  • Core: all 86 core credits.
  • Elective: 134 credits must be achieved from the possible 222 credits. For the purposes of this qualification to be met, learners should seek to obtain all the elective credits from at least four Exit Level Outcomes and make up the rest of the credits from the Elective unit standards associated with the remaining Exit Level Outcomes. 

  • EXIT LEVEL OUTCOMES 
    1. Communicate in a variety of ETD settings.

    2. Design and develop learning programmes and processes.

    3. Facilitate and evaluate learning.

    4. Engage in and promote assessment practices.

    5. Provide learning support to learners and organisations.

    6. Conduct skills development facilitation.

    7. Define standards and qualifications.

    8. Manage and administer education training and development.

    9. Engage in general management activities.

    Critical Cross-Field Outcomes:

    This qualification addresses the following Critical Cross-Field Outcomes:
  • Identifying and solving problems in relation to designing 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 is carried out using media appropriate to the audience and setting.
  • Communication of facts, concepts, ideas and principles related to specific learning areas is clear and consistent with the requirements of the learning area.
  • Data obtained from a wide range of texts is accessed and processed in line with the various communication needs.
  • Language and communication strategies are used effectively to advance vocational and occupational objectives.

    2:
  • Training needs are clearly defined in terms of outcomes, and are linked to performance requirements on the job.
  • Learning outcomes are aligned with given standards, including unit standards, assessment standards, qualifications or job requirements.

    NOTE: If learners choose this role as one of their FOUR specialisation areas, then the following criteria will also apply:
  • Methodology used is consistent with the outcomes-based approach.
  • The design meets target audience needs, is appropriate to the subject matter and expected facilitator, and takes into account results from previous assessments of learners.
  • The design caters for learners with special needs.
  • Approaches used comply with adult learning principles and are suitable for achieving the defined outcomes.
  • The design includes evaluation strategies capable of revealing the value of programmes or interventions.
  • Learning and assessment design are compatible.
  • Presentation of materials is fit-for-purpose.
  • Design and development teams are supervised to maximise individual areas of expertise within a team approach.
  • Projects are supervised to achieve project objectives.

    3:
  • Preparation is sufficient to ensure all resources and arrangements are in place and the learning site is fit-for-purpose.
  • Formal plans and structures are implemented according to plans, using appropriate methodologies and in a manner that achieves the learning objectives.
  • Facilitation is professional and ensures the physical and psychological safety of the learners.
  • Problems are solved appropriately using a range of techniques.
  • Facilitation provides for application in workplace.
  • Facilitation approach creates opportunities for assessment.
  • Facilitation is self-monitored and behaviour is modified to address weaknesses or difficulties.
  • Facilitation is carried out in a manner that meets the needs of learners with special needs and barriers to learning.

    NOTE: If learners choose this role as one of their FOUR specialisation areas, then the following criteria will also apply:
  • Principles of human rights and democracy are observed in the facilitation of learning.
  • Learning materials and assistive technology is elected to meet the needs of inclusive settings.
  • Evaluation of ETD providers, services and products ensures reliable and useful information for decision making.

    4:
  • Assessees are adequately supported, prepared and assisted in assessment and/or RPL processes, without compromising the assessment process or results.
  • Assessment instruments are fit-for-purpose and facilitate the integration of assessment in learning and work environments.
  • Assessment practices are in line with the principles of outcomes-based assessment.
  • Assessment decisions are reliable and relevant to pre-determined outcomes.
  • Feedback is relevant and is given in a constructive manner.
  • Assessment results are used to improve learning design and facilitation.

    NOTE: If learners choose this role as one of their FOUR specialisation areas, then the following criteria will also apply:
  • Assessment instruments designed are fit-for-purpose and facilitate the integration of assessment in learning and work environments.
  • Moderation practises ensure the fairness and reliability of assessment results while contributing to improved assessment practices.

    5:
  • Learners requiring support are identified proactively and sensitively.
  • Support is given in a manner that enables learners to define objectives, clarify issues, help manage expectations and identify learning path and opportunities.
  • Support assists learners to identify and understand assessment opportunities, processes and benefits, including the nature and benefits of RPL.
  • Support ensures learners experience the maximum benefit from learning and assessment, and helps them prepare for and cope with learning and assessment.
  • Barriers to learning are identified and problems are solved cooperatively within given frameworks. Referrals are made as required.
  • Support helps to create a safe learning environment and promotes the objectives of learning and the principle of life-long learning.
  • Advice is helpful, realistic, relevant, valid, impartial and based on learner needs.

    NOTE: If learners choose this role as one of their FOUR specialisation areas, then the following criteria will also apply:
  • Marginalised and vulnerable individuals are identified and supported in keeping with the principles of supporting those at risk, and appropriate referrals are made where required.
  • Support is in keeping with principles of education for the Deaf in South Africa, where applicable.

    6:
  • Information and advice on skills development issues is consistent with current skills development practices and requirements.
  • Information and advice on skills development issues is in line with the needs of the organisation.

    NOTE: If learners choose this role as one of their FOUR specialisation areas, then the following criteria will also apply:
  • Skills development plans address individual learning needs and are aligned with organisational strategic objectives.
  • Learning is promoted in line with individual and organisational needs, using appropriate and effective communication techniques.
  • Records are clear, accessible, accurate and up to date.
  • ETD interventions are coordinated in line with the skills development plan.
  • Advise on quality management procedures and systems is in line with the national quality principles and the needs of the organisation.

    7.
  • Participation in standards writing and qualification design is in line with the principles and concepts related to an outcomes-based system in general and the requirements of the NQF in particular.

    NOTE: If learners choose this role as one of their FOUR specialisation areas, then the following criteria will also apply:
  • The analysis of stakeholder and sector needs identifies required outcomes of learning for the organisation and/or sector.
  • Standards are defined to meet stakeholder needs and are in line with SAQA requirements.
  • Qualifications are defined to meet stakeholder needs and are in line with SAQA requirements.

    8:
  • Records are clear, accessible, accurate and up to date.
  • Records meet the quality requirements of the organisation.

    NOTE: If learners choose this role as one of their FOUR specialisation areas, then the following criteria will also apply:
  • Plans address individual learning needs and are aligned with organisational strategic objectives.
  • Resources are allocated and used effectively and within budgets.
  • Management of the design, development and review of the human resource information system ensures the information is accessible, up to date and transparent within confidentiality requirements.

    9:
  • Team building activities promote team work and the achievement of organisational or departmental goals and objectives.
  • Management activities utilise and build on the diverse abilities and strengths of team members.

    NOTE: If learners choose this role as one of their FOUR specialisation areas, then the following criteria will also apply:
  • Projects and activities are costed according to sound budgeting principles.
  • General management activities serve to make best use of diversity within the workplace.
  • Management activities enhance organisational productivity.
  • Team building activities facilitate the achievement of set goals and objectives.
  • Team members are empowered by building on strengths and providing scope for development.
  • Conflicts are dealt with according to established conflict management principles and in line with organisational policies and procedures.

    Integrated assessment:

    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:
  • Exit Level Outcome 2:

    > Core Unit Standards:
    > Define target audience profiles and skills gaps.

    > Elective Unit Standards:
    > Develop outcomes-based learning programmes.
    > Supervise a project team of a developmental project to deliver project objectives.
    > Devise interventions for learners who have special needs.
    > Design outcomes-based learning programmes.
  • Exit Level Outcome 3:

    > Core Unit Standards:
    > Facilitate learning using a variety of given methodologies.
    > Facilitate the transfer and application of learning in the workplace.
    > Identify and respond to learners with special needs and barriers to learning.
    > Evaluate a learning intervention using given evaluation instruments.

    > Elective Unit Standards:
    > Demonstrate understanding of the concept of human rights and democracy and its application in society.
    > Select learning support materials and assistive technology for inclusive settings.
    > Evaluate and promote ETD providers, services and products for organisational use.
  • Exit Level Outcome 4:

    > Core Unit Standards:
    > Conduct outcomes-based assessments.

    > Elective Unit Standards:
    > Design and develop outcomes-based assessments.
    > Conduct moderation of outcomes-based assessments.
  • Exit Level Outcome 5:

    > Core Unit Standards:
    > Assist and support learners to manage their learning experiences.
    > Guide learners about their learning, assessment and recognition opportunities.

    > Elective Unit Standards:
    > Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services.
    > Demonstrate knowledge of Deaf culture, the Deaf community and technology, services and education for the Deaf in South Africa.
  • Exit Level Outcome 6:

    > Core Unit Standards:
    > Provide information and advice regarding skills development and related issues.

    > Elective Unit Standards:
    > Promote a learning culture in an organisation.
    > Develop an organisational training and development plan.
    > Coordinate planned skills development interventions in an organisation.
    > Conduct an analysis to determine outcomes of learning for SD and other purposes.
    > Advise on the establishment and implementation of a quality management system for skills development practices in an organisation.
  • Exit Level Outcome 7:

    > Core Unit Standards:
    > Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework.

    > Elective Unit Standards:
    > Conduct an analysis to determine outcomes of learning for SD and other purposes.
    > Define standards for assessment, education, training and development.
    > Design and develop qualifications for assessment, education, training and development.
  • Exit Level Outcome 8:

    > Core Unit Standards:
    > Conduct skills development administration.

    > Elective Unit Standards:
    > Manage the capture, storage and retrieval of human resource information using an information system.
    > Manage learner information using an information management system.
    > Manage the design, development and review of a human resource information system.
  • Exit Level Outcome 9:

    > Core Unit Standards:
    > Build teams to meet set goals and objectives.
    > Harness diversity and build on strengths of a diverse working environment.

    > Elective Unit Standards:
    > Identify and measure the factors that influence productivity.
    > Co-ordinate the improvement of productivity within a functional unit.
    > Record, analyse and prepare cost information.
    > Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks.
    > Recruit and select candidates to fill defined positions.
    > Interpret and manage conflicts within the workplace.

    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, then the assessment can 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 the real situation.
  • 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 in the National Diploma: Occupationally Directed Education, Training and Development, Level 5 are comparable in terms of level, scope and competencies covered. Qualifications and/or programmes from Singapore, 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 are as follows:
  • Singapore:

    The National Diploma: Occupationally Directed Education, Training and Development, Level 5 compares favourably in terms of purpose and outcomes with the University Of Melbourne, Asia Graduate Certificate and Diploma in Training and Development and the Singapore Training and Development Association Professional Diploma in Training and Development. The correlation is very close in terms of the design, development, facilitation and assessment outcomes.
  • United Kingdom:

    There is a close correlation between the National Diploma: Occupationally Directed Education, Training and Development, Level 5 and the University of Leicester Diploma in Training and Development, Civil Service College Advanced Diploma in Training and development.
  • United States of America:

    The National Diploma: Occupationally Directed Education, Training and Development, Level 5 compares favourably in terms of purpose, entry level and outcomes with the Texas A&M University Corpus Christi Graduate Courses in Occupational Training and Development and the ASTD Learning Certificate Programme. (The term 'certificate', appears to be at the level of the SA Diploma). For the first time in the ASTD qualifications, we see assessment being introduced at this level. Greater emphasis is placed on best practice at this level within the ASTD qualification, whereas it is only dealt with at Level 6 in the SA qualification. There is far greater emphasis on learner support and assisting learners to manage their learning experiences in the SA qualification than there is in the ASTD qualification. SA is more aligned in this regard with the City and Guilds International Diploma in Training and Teaching. ASTD merely focuses on learner styles and how the different styles of learning need to be considered in instructional design. No emphasis is placed on defining standards and qualifications in the ASTD qualification. An outline of comparability is given below:
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Demonstrate understanding of outcomes based ETD, human rights and democracy.
  • ASTD Learning Certificate Programme:
    > Understand the best practices in needs assessment methodologies and learning needs identification, adult learning theory, learning design theory, learning technologies, learning information systems, and marketplace resources (note: programme stated outcomes based ETD).
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Provide learner support to learners and organisations.
  • ASTD Learning Certificate Programme:
    > Prepare effectively for a learner-focused training delivery and transfer of the learning to the workplace.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Design and develop learning programmes and processes.
  • ASTD Learning Certificate Programme:
    > Create a design document and a complete lesson package including participant guide, instructor guide, and other necessary materials.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Facilitate and evaluate learning.
  • ASTD Learning Certificate Programme:
    > Measure and evaluate learning solutions and other interventions.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Engage in and promote assessment practices.
  • ASTD Learning Certificate Programme:
    > Identify and describe the various types of assessments.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Conduct skills development facilitation.
  • ASTD Learning Certificate Programme:
    > Measure and evaluate learning solutions and other interventions.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Manage and administer ETD.
  • ASTD Learning Certificate Programme:
    > Understand the current and evolving role of the learning manager in challenging environments.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Define and evaluate standards and qualifications.
  • ASTD Learning Certificate Programme:
    > N/A.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Engage in general management objectives.
  • ASTD Learning Certificate Programme:
    > Establish a vision by creating a compelling picture of how the learning function improves business performance and enables execution of organizational strategy and partner with business leaders to advocate improving performance through learning.
    > Establish strategies; develop long-range learning, development, and human performance initiatives to implement the vision; understand what drives business and how the learning function can best add value.
    > Run the learning function like a business by converting strategies into action plans reconciled with real-life constraints, develop and monitor budgets, and understand staffing and resource deployment.

    The National Diploma: Occupationally Directed Education, Training and Development, Level 5 is very well matched to the USA qualification by the International Board of Standards for Training and Instruction, except once again in the area of learner support. This USA qualification also does not make mention of outcomes based training, and merely speaks of "current theory". No mention is made in the US qualification on standards and qualifications. In this qualification assessment is included. The standards are well aligned in terms of design, delivery, evaluation and assessment. A comparison of key outcomes is given below:
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Provide learner support to learners and organisations.
  • International Board of standards for training and instruction:
    > Respond appropriately to learners' needs for clarification or feedback.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Design and develop learning programmes and processes.
  • International Board of standards for training and instruction:
    > Identify and describe target population characteristics.
    > Design a curriculum or programme.
    > Apply current research and theory to the practice of instructional design.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Facilitate and evaluate learning.
  • International Board of standards for training and instruction:
    > Demonstrate effective facilitation skills.
    > Prepare for instruction.
    > Demonstrate effective facilitation skills.
    > Evaluate instructional effectiveness.
    > Evaluate and assess instruction and its impact.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Engage in and promote assessment practices.
  • International Board of standards for training and instruction:
    > Assess learning and performance.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Conduct skills development facilitation.
    > Manage and administer ETD.
  • International Board of standards for training and instruction:
    > Manage an environment that fosters learning and performance.
    > Develop and monitor a strategic training plan.
    > Apply management skills to the training function.
    > Report on evaluation information.
    > Maintain networks to advocate for and support the training function.
    > Update and improve professional and business knowledge, skills, and attitudes.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Define and evaluate standards and qualifications.
  • International Board of standards for training and instruction:
    > N/A.
  • National Diploma: Occupationally Directed Education, Training and Development, Level 5:
    > Engage in general management objectives.
  • International Board of standards for training and instruction:
    > Apply leadership skills to the training function.
    > Apply management skills to the training function.
    > Apply business skills to the training function.
    > Implement knowledge management solutions.
  • Australia:

    The National Diploma: Occupationally Directed Education, Training and Development, Level 5 has a very close match in terms of the key roles and levels with the AQF Diploma of Training and Assessment Systems.
  • New Zealand:

    Comparisons against the Christchurch College of Education Diploma in Adult Teaching and Learning and the NZQA National Certificate in Adult Education and Training (Level 5).
  • Summary concerning comparability:

    The National Diploma: Occupationally Directed Education, Training and Development, Level 5 compares favourably with a wide selection of international qualifications as identified above, providing a mix of mandatory and optional units that enable candidates to tailor the qualifications to their particular role. Where outcomes or competencies are identified within the international qualifications, they are generally 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:
  • 20159: "National Diploma: ABET Practice", NQF Level 5.
  • 20160: "Certificate: Education", NQF Level 5.
  • 49710: "National Diploma: Development Practice", NQF Level 5.

    Learners can move vertically by using this qualification as the basis for the following qualifications:
  • 50330: "National First Degree: Occupationally Directed Education Training and Development Practices", NQF Level 6.
  • 20161: "Bachelor of Education", NQF Level 6.
  • 20485: "National First Degree in ABET Practice", NQF Level 6. 

  • 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. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    This qualification replaces qualification 48869, "National Diploma: Occupationally Directed Education, Training and Development Practices", Level 5, 250 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  117865  Assist and support learners to manage their learning experiences  Level 4  NQF Level 04 
    Core  15227  Conduct skills development administration in an organisation  Level 4  NQF Level 04 
    Core  123396  Define target audience profiles and skills gaps  Level 4  NQF Level 04 
    Core  15237  Build teams to meet set goals and objectives  Level 5  Level TBA: Pre-2009 was L5 
    Core  115753  Conduct outcomes-based assessment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  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 
    Core  123397  Evaluate a learning intervention using given evaluation instruments  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  117871  Facilitate learning using a variety of given methodologies  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  123398  Facilitate the transfer and application of learning in the workplace  Level 5  Level TBA: Pre-2009 was L5 
    Core  117874  Guide learners about their learning, assessment and recognition opportunities  Level 5  Level TBA: Pre-2009 was L5 
    Core  15233  Harness diversity and build on strengths of a diverse working environment  Level 5  Level TBA: Pre-2009 was L5 
    Core  10294  Identify and respond to learners with special needs and barriers to learning  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  15221  Provide information and advice regarding skills development and related issues  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  115792  Access, process, adapt and use data from a wide range of texts  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  115789  Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  115791  Use language and communication strategies for vocational and occupational learning  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  115790  Write and present for a wide range of purposes, audiences and contexts  Level 5  Level TBA: Pre-2009 was L5 
    Elective  114884  Co-ordinate the improvement of productivity within a functional unit  Level 4  NQF Level 04 
    Elective  115076  Deliver a monologue for a known audience on a familiar topic using South African Sign Language  Level 4  NQF Level 04  10 
    Elective  115073  Demonstrate knowledge of Deaf culture, the Deaf community and technology, services and education for the Deaf in South Africa  Level 4  NQF Level 04 
    Elective  115078  Demonstrate the production and reception of regional South African Fingerspelling  Level 4  NQF Level 04 
    Elective  115074  Engage in short conversations with a Deaf person on a familiar topic using SASL  Level 4  NQF Level 04 
    Elective  115077  Give and ask for directions to places and locations, using South African Sign Language  Level 4  NQF Level 04 
    Elective  114878  Identify and measure the factors that influence productivity  Level 4  NQF Level 04  10 
    Elective  115075  Inform and explain about simple arrangements and processes using South African Sign Language  Level 4  NQF Level 04  10 
    Elective  115079  Perform everyday communicative tasks using South African Sign Language  Level 4  NQF Level 04 
    Elective  119274  Select learning support materials and assistive technology for inclusive settings  Level 4  NQF Level 04  12 
    Elective  119721  Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services  Level 4  NQF Level 04 
    Elective  15228  Advise on the establishment and implementation of a quality management system for skills development practices in an organisation  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  15232  Coordinate planned skills development interventions in an organisation  Level 5  Level TBA: Pre-2009 was L5 
    Elective  119665  Demonstrate understanding of the concept of human rights and democracy and its application in society  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  15217  Develop an organisational training and development plan  Level 5  Level TBA: Pre-2009 was L5 
    Elective  117092  Develop learning styles for facilitation of learning of people who are blind or partially sighted  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  123394  Develop outcomes-based learning programmes  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  15224  Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks  Level 5  Level TBA: Pre-2009 was L5 
    Elective  114226  Interpret and manage conflicts within the workplace  Level 5  Level TBA: Pre-2009 was L5 
    Elective  114925  Manage learner information using an information management system  Level 5  Level TBA: Pre-2009 was L5 
    Elective  10171  Manage the capture, storage and retrieval of human resources information using an information system  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11906  Manage the design, development and review of a human resource information system  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15222  Promote a learning culture in an organisation  Level 5  Level TBA: Pre-2009 was L5 
    Elective  252041  Promote a learning culture in an organisation  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12996  Record, analyse and prepare cost information  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  12140  Recruit and select candidates to fill defined positions  Level 5  Level TBA: Pre-2009 was L5 
    Elective  10146  Supervise a project team of a developmental project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  120388  Supervise a project team of a small project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  15218  Conduct an analysis to determine outcomes of learning for skills development and other purposes  Level 6  Level TBA: Pre-2009 was L6 
    Elective  115759  Conduct moderation of outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  117856  Define standards for assessment, education, training, and development  Level 6  Level TBA: Pre-2009 was L6 
    Elective  115802  Demonstrate knowledge of the structure of South African Sign Language  Level 6  Level TBA: Pre-2009 was L6 
    Elective  115755  Design and develop outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  117858  Design and develop qualifications for assessment, education, training and development  Level 6  Level TBA: Pre-2009 was L6 
    Elective  123401  Design outcomes-based learning programmes  Level 6  Level TBA: Pre-2009 was L6  15 
    Elective  10305  Devise interventions for learners who have special needs  Level 6  Level TBA: Pre-2009 was L6  16 
    Elective  123400  Evaluate and promote education training and development (ETD) providers, services and products for organisational use  Level 6  Level TBA: Pre-2009 was L6 
    Elective  115810  Interview a Deaf person using South African Sign Language  Level 6  Level TBA: Pre-2009 was L6 


    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 Primary or Delegated Quality Assurance Functionaries 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 Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    2. Agency For Re-Innovation And Development 
    3. Amaqamu Project Management and Consulting 
    4. Ariyan and Ariyan Learning Warehouse 
    5. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    6. Bohlali Provider Support 
    7. Boikgantsho Consulting & Events cc 
    8. Chartall Business College 
    9. Colleen Osorio Skills Development Consultancy cc 
    10. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    11. Dabulamanzi & Njabulo Ndaba Consulting cc 
    12. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    13. Haggai Contractors 
    14. Isamon Integrated 
    15. Josmap Training Institute 
    16. Khaas Training Academy 
    17. Learnership Support Systems 
    18. Letlhabile Institute Of Management and Training 
    19. Maccauvlei Learning Academy 
    20. Mako Centre for Health t/a Mako Institute 
    21. MENTORNET (PTY) LTD 
    22. Mgwezane Training and Events Management CC. 
    23. MWG Logistical Services 
    24. Nkinane Trading Enterprise 
    25. OMNI HR CONSULTING PTY LTD 
    26. PRIMESERV CORPORATE SOLUTIONS (PTY) LTD T/A PRIMESERV HR SOLUTIONS 
    27. Regenesys Management (Pty) Ltd 
    28. Resonance Institue of Learning 
    29. Scaw Metals Group T/A Scaw Chain (VEREENIGING) (TP) 
    30. South African Training Academy (Pty) Ltd 
    31. The Institute of People Development 
    32. Thuto Ya Setshaba Training Services (Pty) Ltd 
    33. TMG Quality Services 
    34. UKWAKHILE TRAINING 
    35. Ulwazi Training & Development 
    36. University of Johannesburg 



    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.