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: 

Certificate: Occupation-directed Education, Training and Development Practice 
SAQA QUAL ID QUALIFICATION TITLE
13740  Certificate: Occupation-directed Education, Training and Development Practice 
ORIGINATOR
SGB Educators Schooling 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was ETDP SETA until Last Date for Achievement  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  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 "Registered" 
SAQA 0532/00  2000-10-11  2003-10-11 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2004-10-11   2007-10-11  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
48873  Higher Certificate: Occupationally Directed Education Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  125   

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Practitioners who have earned this qualification will advance their competence in a range of ETD roles. (The qualification is thus a formative rather than a specialist qualification). They will be capable of making significant contributions to structured and targeted skills development at the level of learning programmes within enterprises or other learning environments.

The qualification will allow practitioners to advance to a Level 5 Diploma in Occupation-directed ETD. It also provides them with credits which they can carry across towards earning any other ETD qualification at the same level. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This is an additional or complementary qualification, as practitioners are assumed to have a prior qualification (or equivalent competence) in an occupational field before applying to be assessed for this qualification.


Recognition of prior learning

This qualification may be achieved in part or in whole through the recognition of prior learning. 

RECOGNISE PREVIOUS LEARNING? 

QUALIFICATION RULES 
In the fundamental component of the qualification, a learner must achieve a minimum of 24 credits by demonstrating the competence required by any standards at level 4 or above in the fields of languages and communication (8 credits); mathematical sciences and numeracy (8 credits); information technology (4 credits); and equity issues in education and training (4 credits).

In the core component of the qualification in any permutation, a learner must achieve the following Level 5 occupation-directed ETD standards: facilitation, planning, assessment design, evaluation, research and occupational development. (Total of 86 credits).

In the elective component of the qualification, a learner must choose one of four possible permutations. These are: training, design, management and assessment.

If learners choose the training permutation, they must elect to do the guidance and counselling standard at level 5 (12 credits).

If learners choose the management permutation, they must elect to do the management standard at level 5 (12 credits).

If learners choose the design permutation, they must elect to do the learning materials design standard at level 5 (12 credits).

If learners choose the assessment permutation, they must elect to do the moderation unit standard at level 5 (12 credits).

In addition, a learner choosing any possible permutation must attain a minimum of 8 credits by achieving any of the Occupation-Directed ETD Level 6 standards.

The elective component of the qualification must therefore total a minimum of 20 credits. 

EXIT LEVEL OUTCOMES 
1. Generate options and possibilities for skills and personal development learning opportunities at the level of learnerships / learning programmes.

2. Identify the most appropriate options for learning opportunities at learnership / learning programme level, and explain the basis for the choice made, which should include enterprise and sector level elements of the Skills Development Strategy.

3. Implement learnerships / learning programmes while continuously monitoring and adapting both the training and own performance.

4. Reflect on what they have learnt about themselves as learners and as practitioners during planning and implementation, and identify strengths, weaknesses and areas for improvement. 

ASSOCIATED ASSESSMENT CRITERIA 
Integrated assessment

Assessors should develop and conduct their own integrated assessment against the specific and critical outcomes in a manner, which takes account of established assessment principles and makes use of a range of formative and summative assessment methods.

Assessment should involve the application of acquired competence in a workplace or other occupationally directed context.

Assessors should specifically check for the following:

1. Practitioners should demonstrate competence in the specific outcomes in context. Such demonstration must include:
  • Making provision for increasing worker access to education and training within the workplace;

    - contributing to more structured and targeted skills development within enterprises or other occupationally directed contexts;
    - taking account of workplace productivity as well as increasing the independence and responsibility of learners; and
  • taking into account the national Skills Development Strategy as well as the enterprise / industry strategies for development.

    2. Oral and/or written explanations of how issues that have not occurred during observed performance would be dealt with.

    3. Written and / or oral self-assessment of the practitioner`s own performance and possible future improvements. 

  • INTERNATIONAL COMPARABILITY 
    International comparability

    This qualification is comparable to the equivalent Australian qualification. 

    MODERATION OPTIONS 
    1. Anyone moderating the assessment of a learner against this qualification must be registered as an assessor with the relevant ETQA.

    2. Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA.

    3. Moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.

    4. 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, which is accredited by the relevant ETQA. 

    NOTES 
    This qualification has been replaced by Qual 48873, "Higher Certificate: Occupationally Directed Education Training and Development Practices", Level 5, 125 credits.

    13740:
    Communication and Languages
    Mathematical Sciences
    Information Technology
    Equity issues in Education

    These fundamental unit standards are unspecified and have not been developed yet. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  9941  Design and conduct research  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  9928  Design integrated assessment for learning programmes  Level 5  Level TBA: Pre-2009 was L5  18 
    Core  9944  Engage in occupational development  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  9938  Evaluate learning programmes  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  9957  Facilitate learning using a variety of methodologies  Level 5  Level TBA: Pre-2009 was L5  18 
    Core  9951  Plan a learning programme  Level 5  Level TBA: Pre-2009 was L5  18 
    Fundamental  8662  Analyse and communicate workplace data  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  8647  Apply workplace communication skills  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  10294  Identify and respond to learners with special needs and barriers to learning  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  9954  Develop training materials  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  9932  Guide and support learners  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  9935  Manage a learnership/learning programme  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  9929  Moderate an assessment  Level 5  Level TBA: Pre-2009 was L5  12 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.