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 THAT HAS PASSED THE END DATE: 

National Certificate: Public Sector Employment and Skills Development Practices 
SAQA QUAL ID QUALIFICATION TITLE
57805  National Certificate: Public Sector Employment and Skills Development Practices 
ORIGINATOR
SGB Public Administration and Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
PSETA - Public Service Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 03 - Business, Commerce and Management Studies  Public Administration 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  160  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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
23976  National Certificate: Local Employment and Skills Development Practices  Level 4  NQF Level 04  164  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose

The purpose of the qualification is to enable qualifying learners, responsible for skills development programmes within the public sector to deliver a range of services required to fulfill the skills development objectives of their particular department. The learners should be equipped with the skills to be able to decide on the suitability of training programmes and to direct employees and prospective employees to the appropriate programmes for their needs.

This qualification capacitates the learner to take up the challenge of streamlining skills development practices within his/her department. Upon completion the qualifying learner will be able to:
  • Interpret legislation, relevant to Skills Development Plans.
  • Implement Skills Development initiatives within the public sector.
  • Contract and manage service providers.
  • Engage with stakeholders for successful implementation.
  • Develop and administer implementation plans.

    Rationale:

    Within the public sector in South Africa there is a wide recognition of the need for intensive skills development. This qualification is aimed at learners working in the public sector, involved in facilitating a variety of skills development practices. The practitioners in this field have a vital role to play in implementing the national labour and skills objectives. This qualification supports the competency framework currently evolving in the public sector and enables learners to acquire the necessary skills and knowledge to advance further. It aims at improving the skills situation and contributing to the service delivery objectives in the public sector. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learning assumed to be in place includes:
  • Communication at NQF Level 4.
  • Mathematical Literacy at NQF Level 4.
  • Computer Literacy at NQF Level 3.

    Recognition of Prior Learning:

    The structure of this Unit Standard based Qualification makes the recognition of prior learning possible. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of prior learning will be done by means of an Integrated Assessment as mentioned in the previous paragraph.

    This recognition of prior learning may allow for:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards a Unit Standard in this Qualification.
  • Obtaining this Qualification in whole or in part.

    All recognition of prior learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    Access to the qualification:

    Access is open to learners in possession of an FETC certificate or equivalent qualification at NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification is made up of Unit Standards that are classified as Fundamental, Core and Elective. A minimum of 160 credits is required to complete the qualification.

    In this qualification the credits are allocated as follows:
  • Fundamental: 27 credits
  • Core: 93 credits
  • Electives: 40 credits
  • Total: 160 credits

    Motivation for number of credits assigned to fundamental, core and elective:

    Fundamental Component

    Unit standards of 27 credits are allocated to the subject areas of Communication, Ethics and Self-Development. In Communication 9 credits have been included, focusing on the analysis, interpretation and communication of information. There are 8 credits in Ethics, focusing on the ethical principles and standards within the public sector, along with standards of professional conduct. To address self-development issues within the public sector 10 credits have been allocated.

    All these standards are compulsory.

    Core Component

    The core component of this qualification consists of 93 credits. The core unit standards relate to the integral functions and activities required from a skills development practitioner working in the public sector. These functions include advising on skills development initiatives, developing plans for learnerships and skills programmes, interacting with stakeholders regarding skills initiatives, managing diversity in the different relations that the skills practitioner will engage in , and promoting culture of learning in the public sector.

    All these standards are compulsory.

    Elective Component

    In this component there are unit standards totaling 173 credits. These unit standards focus on learning areas pertinent to skills development practices and will enable learners to gain specialist knowledge and skills. Learners are required to select electives that add up to at least 40 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Interpret legislation and related information that impacts on skills development practices.
    2. Implement skills development initiatives within own public sector context.
    3. Contract and manage service providers.
    4. Engage with stakeholders to ensure effective implementation of skills development initiatives.
    5. Develop and administer implementation plans for learnerships and skills programmes within own public sector context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • An understanding of the framework and overall mechanics of government in the public sector is demonstrated and examples provided within own work context.
  • The skills development and related legislation that applies to the public sector workplace is analysed and interpreted.
  • The transformative elements of HRD (Human Resources Development) legislation is interpreted as it applies to skills initiatives within own public sector context.
  • An understanding of the South African labour market is demonstrated in order to effectively streamline own skills initiatives in a wider economic context.

    2.
  • Skills needs are identified in line with workplace skills plans and sector skills plans.
  • Trends and developments within the skills development arena are tracked, analysed and integrated into own skills development initiatives.
  • Competency audits are coordinated in order to determine where skills gaps are in relation to overall skills priority areas.
  • External factors that influence people with special needs are identified and considered in the drawing up of a skills development strategy.

    3.
  • The nature of service provision required is identified and verified according to skills priorities.
  • Terms of reference are drafted to outline the nature of the service provision.
  • The most appropriate tool to source applications from prospective service providers is identified.
  • Proposals are reviewed in line with original criteria, providers short listed and decision-makers consulted.

    4.
  • Suitable strategies for establishing and maintaining relationships are devised and applied.
  • Matters of diversity are considered and managed in the context of skills practices and initiatives.
  • Stakeholders are advised on the management of skills programmes.
  • Client service techniques are applied to improve service delivery.

    5.
  • Appropriate learnerships and skills programmes are identified.
  • Suitable methodologies for implementing learnerships are identified and a plans drawn up.
  • Resources required to fulfil the requirements of the learnerships and skills programmes are identified and integrated into the overall plans.
  • Relevant stakeholders are consulted to initiate and conclude learner agreements and commitments, roles and responsibilities are clarified in order to ensure that the learnerships and skills programmes are implemented effectively.
  • Resources are allocated, timeframes set and the necessary activities undertaken to initiate the skills programmes and learnerships.
  • A database is maintained to record outcomes of reports, trends, problem areas and recommendations.

    Integrated assessment

    Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification.

    Learning, teaching and assessment are inextricably lined. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.

    Assessment of the communication, language, literacy and strategic analysis and planning competencies should be conducted in conjunction with other aspects and should use authentic municipal development contexts wherever possible.

    A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, appli-ed, foundational and reflective competencies.

    Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. 
    		•

    INTERNATIONAL COMPARABILITY 
    Introduction

    Very few countries in the world have developed qualifications in skills development practices. Namibia however faces similar skills shortages to South Africa and comparisons can be made with the Diploma in Adult Education and Community Development offered by the University of Namibia. It serves a wider purpose than this qualification but a useful comparison can be made. The aim of the diploma is to contribute to the training of middle level manpower for relevant government departments, ministries, the private sector and non-governmental organisations (NGOs). It is particularly intended to help in the professional development of para-professional development workers and trainers in the identified areas. The duration of the programme is two years. The training designed for people already working in the field of adult education as extension officers, training officers in industry, community development practitioners or health educators. Typically, these are middle level personnel from a variety of settings, which includes departments of extension, community development, training centres in non-governmental organisations and the private sector.

    The Programme's aim is to prepare the learners for variety of roles, including:
  • Teaching.
  • Organising.
  • Managing programmes.
  • Conducting research.
  • Mobilising communities for development.
  • Evaluating adult education programmes.

    The Diploma may serve as a basic qualification for professional development of the adult education practitioner and/or as a qualification that may allow the holders to gain admission into approved Bachelor degree programmes of the University of Namibia or other Universities of comparable status.

    Australia, New Zealand and the United Kingdom also do formal skills development and thus enabled the following comparisons to be done.

    New Zealand

    The Wellington Institute of Technology provides a National Certificate in Adult Education and Training (Levels 4 & 5), a qualification designed for people involved in teaching and training of adults in industry, tertiary or community environments. Reference: http://www.cit.ac.nz/adult-education/1cert_adult4.php. This is a generic qualification that does not cater specifically for the needs of the public sector. However it compares with this qualification and covers very similar learning areas.

    Some Qualifications and Unit Standards from New Zealand have been identified as having comparability to specific focus fields within the proposed National Certificate for Local Employment and Skills Development Practices. These are:
  • National Certificate in Employment Skills (NZQA) Level 1.
  • National Certificate in Career Practice (NZQA) (Level 3, Level 4 and Level 5).

    The complete Qualifications are not directly comparable, but rather individual Unit Standards within those Qualifications. Some of these are:
  • Assist client with career information and support in response to inquiries.
  • Listen to gain information in an interactive situation.
  • Assist clients to develop job seeking strategies.
  • Facilitate placement of individuals into education or training.
  • Set up a career display and information area.
  • Apply the principles and processes of community development.
  • Identify support services and resources within the community.
  • Demonstrate knowledge of equal employment opportunities, and describe strategies for positive action.
  • Demonstrate knowledge of one-to-one negotiation.
  • Provide guidance for individual adult trainees.
  • Develop and maintain links, partnerships, and networks in the career industry and community.
  • Provide information on career development and education for a target group.

    United Kingdom & the Commonwealth

    Skills training in the United Kingdom and most commonwealth countries is either part of teachers training or part of human resources development. A specific qualification related to skills development in the public service could not be found. However there is a Certificate in Personnel Practice offered by the Institute of Personnel Development one of the world's largest professional Institute for the management and development with over 75,000 members across United Kingdom and Ireland. The Certificate in Personnel Practice (CPP) has been specifically designed to enable candidates from a variety of backgrounds, including line managers, secretarial/personnel assistants and clerical staff to acquire a wide range of relevant practical personnel skills. CPP programmes include core areas such as interpersonal and interviewing skills, instructional techniques, employment legalisation and personnel records. This is a one year course and includes the following units:
  • Personnel Awareness (including an introduction to the Human Resource Function).
  • Performance Management.
  • Personal Effectiveness.
  • Communication and Negotiation Skills.
  • Personnel Administration (including Recruitment and Selection).
  • Training and Development.
  • Employment Law.
  • Discipline and Grievance Procedures.
  • Personnel Information Systems.
  • Performance Appraisal.
  • Payment Systems and Administration.

    Australia

    Vocational training in Australia falls under the qualifications framework and vocational training by TAFF. A sample course Assessment and Workplace Training - a qualification at certificate level IV (AQF) Training Package: BSZ98 - Assessment and Workplace Training National Code: BSZ40198 Course No: 8388 Nominal Hours: 217; Vocational Area: Business Arts and Info Tech Program Area: Human Resources Management. The course is for people who need to develop skills in the delivery of training and assessment programs required by their work activities or for personal purpose.

    The course exit points are:
  • Students who complete the modules; plan assessment, conduct assessment and review assessment may exit with a Statement of Attainment in Work place Assessment.
  • Students who complete the module Train Small Groups may exit with a Statement of Attainment in Train Small Groups.

    The exit points mentioned above compare well with the exit levels of this qualification keeping in mind the public sector focus.

    Conclusion

    Due to the unique nature of the South African Labour Market, and the context-specific role of the Employment Service Practitioner in that Labour Market, it is difficult to benchmark the certificate in Public Sector Employment and Skills Development Practices. This Qualification addresses the range of knowledge and skills required from the learner to perform in a broad institutional role in the public sector environment. 
    		•

    ARTICULATION OPTIONS 
    This Qualification articulates horizontally with:
  • National Certificate: Public Administration: NQF Level 5, SAQA ID: 50060
  • National Diploma: Human Resources Management and Practices: NQF Level 5, SAQA ID: 49692
  • National Certificate: Management: NQF Level 5, SAQA ID: 36197
  • National Certificate: Municipal Integrated Development Planning: NQF Level 5, SAQA ID: 50205

    This Qualification articulates vertically with the following Qualifications:
  • National Certificate: Public Administration: NQF Level 6, SAQA ID: 18934 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the primary ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the ETQA, according to the ETQA's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as the integrated competence described in the Qualification.

    Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  242899  Analyse the skills development legislation and apply it in the workplace  Level 4  NQF Level 04  4 
    Core  15227  Conduct skills development administration in an organisation  Level 4  NQF Level 04  4 
    Core  242880  Demonstrate an understanding and apply the framework and overall mechanics of government in public sector policy  Level 4  NQF Level 04  6 
    Core  242877  Advise stakeholders on the management of a skills development programmes  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  242873  Advise stakeholders on the roles and functions of the institutions participating in skills development  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  242867  Advise, capacitate and contract service providers  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  9242  Analyse external factors influencing people who have special needs  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  242869  Apply an understanding of the characteristics of the South African Labour Market  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  120310  Apply client service techniques to improve service delivery  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  15238  Devise and apply strategies to establish and maintain relationships  Level 5  Level TBA: Pre-2009 was L5  3 
    Core  242871  Evaluate a skills development proposal  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  116928  Manage diversity in the workplace  Level 5  Level TBA: Pre-2009 was L5  14 
    Core  15222  Promote a learning culture in an organisation  Level 5  Level TBA: Pre-2009 was L5  3 
    Core  15221  Provide information and advice regarding skills development and related issues  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  114926  Develop plans for implementing Learnerships and Skills Programmes within a learning organisation  Level 6  Level TBA: Pre-2009 was L6  5 
    Fundamental  120304  Analyse, interpret and communicate information  Level 5  Level TBA: Pre-2009 was L5  9 
    Fundamental  119342  Apply knowledge of ethical principles, standards and professional conduct in public sector management and administration  Level 5  Level TBA: Pre-2009 was L5  8 
    Fundamental  119332  Manage and develop oneself in the public sector work environment  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  120391  Apply leadership skills to relationship management  Level 4  NQF Level 04  8 
    Elective  120389  Explain and apply the concept, principles and theories of motivation in a leadership context  Level 4  NQF Level 04  6 
    Elective  242861  Participate in budget and general financial management processes within own public sector work context  Level 4  NQF Level 04  6 
    Elective  10978  Recruit and select candidates to fill defined positions  Level 4  NQF Level 04  10 
    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  120305  Analyse the role that emotional intelligence plays in leadership  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  119350  Apply accounting principles and procedures in the preparation of reports and decision making  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  115405  Apply principles of knowledge management to organisational transformation  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  119345  Apply principles, regulations and legislation underlying supply chain management in the public sector  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  120307  Apply South African legislation and policy affecting public administration  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  115407  Apply the principles of change management in the workplace  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  6 
    Elective  15216  Create opportunities for innovation and lead projects to meet innovative ideas  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15217  Develop an organisational training and development plan  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  116949  Establish how a value system underpins organisational transformation  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  242879  Facilitate integrated development planning processes  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  117871  Facilitate learning using a variety of given methodologies  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  116926  Implement skills development as workplace learning to support organisational transformation  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  10146  Supervise a project team of a developmental project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 


    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.
     
    NONE 


    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.