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:

Diploma: Occupation-directed Education, Training and Development Practice

SAQA QUAL ID	QUALIFICATION TITLE
13741	Diploma: 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 Diploma	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	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		2008-10-11

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
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

Practitioners who have achieved this qualification will have achieved an advanced competence in the full spectrum of ETD roles. They will therefore be competent to make significant contributions to structured and targeted skills development, either across learning programmes within an enterprise and / or within learning programmes spanning a number of contexts.

The qualification will allow practitioners to advance to a Level 6 Degree 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. The competence expressed in the level 5 certificate counts as the first half of the level 5 diploma, and may be achieved either prior to or during attainment of the diploma.

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

The level 5 Diploma must total a minimum of 240 credits. The level 5 diploma assumes the prior achievement of the level 5 certificate, or else an equivalent competence must be achieved during the Level 5 diploma. At least 120 credits must be achieved through this. A further 120 credits are allocated for the unit standards indicated in the rules of combination below.

In the fundamental component of the qualification, a learner must achieve a minimum of 54 credits by demonstrating the competence required by any standards at level 4 or above in the fields of languages and communication (20 credits); mathematical sciences and numeracy (20 credits); science and technology (10 credits); and disability issues in education and training (4 credits).

In the core component of the qualification, a learner must achieve all of the level 5 standards not achieved in the level 5 certificate, totalling 36 credits.

In the elective component of the qualification, a learner must choose any of the level 6 standards not yet achieved as part of a level 5 Certificate, totalling a minimum of 30 credits.

EXIT LEVEL OUTCOMES

1. Generate options and possibilities for learning opportunities regarding skills and personal development at the level of learner ships/learning programmes.

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

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

4. Integrate chosen fundamental learning with ETD competence and reflect on the implications for both sets of competence.

5. 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 has no comparable Australian equivalent.

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

13741:
Communication and Languages
Mathematical Sciences
Science and 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	9949	Compile report on workplace skills plan(s)	Level 5	Level TBA: Pre-2009 was L5	20
Core	9948	Design a quality assurance system	Level 5	Level TBA: Pre-2009 was L5	20
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	9946	Develop workplace skills plan(s)	Level 5	Level TBA: Pre-2009 was L5	20
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	9947	Implement workplace skills plan(s)	Level 5	Level TBA: Pre-2009 was L5	20
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	5
Fundamental	9242	Analyse external factors influencing people who have special needs	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	8647	Apply workplace communication skills	Level 5	Level TBA: Pre-2009 was L5	10
Fundamental	14582	Develop and apply academic literacy skills	Level 5	Level TBA: Pre-2009 was L5	25
Fundamental	10043	Develop, implement and manage a project/activity plan	Level 5	Level TBA: Pre-2009 was L5	5
Fundamental	13925	Present information in a public setting	Level 5	Level TBA: Pre-2009 was L5	5
Elective	9933	Guide and counsel learners	Level 6	Level TBA: Pre-2009 was L6	12
Elective	9936	Manage a learning system	Level 6	Level TBA: Pre-2009 was L6	12
Elective	9930	Manage a quality assurance system	Level 6	Level TBA: Pre-2009 was L6	10

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.

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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.

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