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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Occupational Certificate: Training and Development Practitioner 
SAQA QUAL ID QUALIFICATION TITLE
101321  Occupational Certificate: Training and Development Practitioner 
ORIGINATOR
Development Quality Partner - ETDPSETA (Education) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Occupational Certificate  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  190  Not Applicable  NQF Level 05  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to prepare a learner to operate as a Learning and Development Practitioner.

A Learning and Development Practitioner plans, writes learning objectives, selects and adapts learning resources required for the delivery of learning interventions, and facilitates learning in an occupational context.

A qualified learner will be able to:
  • Co-ordinate learning within an occupational context.
  • Establish and refine learning and development needs within occupational contexts.
  • Conceptualise, plan and implement occupationally relevant learning and development interventions.
  • Facilitate learning in a variety of occupational contexts.
  • Evaluate the impact of learning and development interventions within an occupational context.

    Rationale:
    The development of the national skills base within South Africa, as supported by legislation, national policies and strategies is an undisputed priority. Equitable human development that supports an inclusive economic growth path, addresses recognised skills shortages and a reduction in high levels of unemployment, will only be achieved through an educated, skilled and capable South African workforce. This qualification is an essential building block in realising these national priorities.

    Many of the skills development priorities, nationally and within companies and organisations, are met through the efforts of learning and development practitioners, and this qualification addresses the key competencies of such practitioners.

    The qualification will increase the employment prospects of Occupational Learning practitioners, while helping to ensure quality and competence within the Occupational Learning field.

    The qualification further supports the continued development of key established employment opportunities associated with occupationally directed education and training, including, skills development facilitation, assessment practitioners and Skills Development Facilitator (SDF) practitioners as part qualifications.

    The qualification also places emphasis on the educational strategy that provides learners with real-life work experiences where they can apply knowledge and technical skills, and develop their employability through work based learning. This qualification recognises the need for qualified practitioners that are competent in planning and facilitating work based learning interventions, as a part qualification. This will achieve the need for qualified persons who are able to support workplaces and learners with the implementation of work experience components of learnerships, internships and apprenticeships.

    The qualification is designed to meet the competency profile of persons delivering learning and development services, at the interface of the delivery of learning and development services within the occupational qualification framework. This recognises a further need for professional development at higher levels of learning and development research, planning, design and impact assessment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL for access to the external integrated summative assessment: Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a statement of result or certifying a work experience record.

    RPL for access to the qualification: Accredited providers and approved workplaces may recognise prior learning against the relevant access requirements.

    Entry Requirements:
  • Level 4 with Communication. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification is made up of the following compulsory Knowledge and Practical Skill Modules:

    Knowledge Modules:
  • 242401001-KM-01, The statutory learning and development environment, Level 5, 8 Credits.
  • 242401001-KM-02, Learning and development management functions, Level 5, 8 Credits.
  • 242401001-KM-03, Organisational learning and development needs analysis, Level 5, 8 Credits.
  • 242401001-KM-04, Facilitation of learning in an occupational context, Level 5, 8 Credits.
  • 242401001-KM-05, Assessment principles and practices, Level 5, 4 Credits.
  • 242401001-KM-06, Workplace learning and development planning, evaluation and reporting, Level 5, 8 Credits.
  • 242401001-KM-07, Work based learning, Level 5, 6 Credits.
    Total number of credits for Knowledge Modules: 50.

    Practical Skill Modules:
  • 242401001-PM-01, Manage and coordinate logistics, facilities and financial resources, Level 5, 8 Credits.
  • 242401001-PM-02, Plan, conduct and report on a learning and development needs analysis, Level 5, 16 Credits.
  • 242401001-PM-03, Plan the delivery of an occupational learning intervention, Level 5, 16 Credits.
  • 242401001-PM-04, Facilitate different methodologies, training styles and techniques within an occupational learning context, Level 5, 12 Credits.
  • 242401001-PM-05, Facilitate experiential work based learning, Level 5, 8 Credits.
  • 242401001-PM-06, Plan and conduct the assessment of learner competencies, Level 5, 8 Credits.
  • 242401001-PM-07, Evaluate the impact of learning within an occupational context, Level 5, 8 Credits.
    Total number of credits for Practical Skill Modules: 76.

    This qualification also requires the following Work Experience Modules:
  • 242401001-WM-01, Conduct learning and development management practices, Level 5, 12 Credits.
  • 242401001-WM-02, Conduct skills development facilitation (SDF) processes as required for mandatory grant payments, Level 5, 8 Credits.
  • 242401001-WM-03, Conduct learning and development planning and implementation processes, Level 5, 12 Credits.
  • 242401001-WM-04, Facilitate an occupational learning session, Level 5, 8 Credits.
  • 242401001-WM-05, Facilitate a work based learning and development process, Level 5, 8 Credits.
  • 242401001-WM-06, Conduct assessments of learner competence, Level 5, 8 Credits.
  • 242401001-WM-07, Conduct an evaluation of the impact of learning within an occupational context, Level 5, 8 Credits.
    Total number of credits for Work Experience Modules: 64. 

  • EXIT LEVEL OUTCOMES 
    1. Analyse learning and development needs, within an occupational context, compile learning and development plans and reports and guide stakeholders on learning and development trends, practices and quality assurance.
    2. Schedule, coordinate implements and evaluate an occupationally relevant learning and development intervention.
    3. Coordinate and manage learning and development within an occupational context.
    4. Facilitate learning in an occupational context utilising adult learning principles and techniques.
    5. Plan, implement and evaluate work based learning interventions in an occupational context.
    6. Plan and conduct assessments in a variety of occupational contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Learning priorities are established by means of a structured and valid process within the contextual requirements.
  • Data is collected, collated, analysed, interpreted and the findings presented, in terms of the contextual requirements.
  • Consultative processes are facilitated, documented and reported on, as an integral component of the skills development facilitation processes.
  • Information and advice on skills development issues is presented and aligned with current skills development practices and requirements.
  • Learning is promoted in line with individual and organisational needs, using appropriate and effective communication techniques.
  • Learning and development reporting complies with the regulatory requirements of a specific sector education and training authority.
  • Ethical conduct is displayed through adherence to quality and regulatory practices when compiling learning and development plans and reports.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Learning implementation plans are developed, amended to address specific scenarios and aligned with contextual requirements.
  • Learner needs are established and addressed during resource and delivery planning.
  • A learning intervention is structured to meet given outcomes and specific contextual requirements.
  • Resources needed to deliver a learning intervention are sourced in accordance with contextual requirements.
  • A learning intervention is implemented and documented in accordance with contextual requirements.
  • Measurement instruments are selected and applied to context specific requirements.
  • The outcomes achieved through the learning intervention are measured against the needs established and the projected outcomes.
  • Data collected is collated, analysed and reported on in terms of trends recognised, outcomes achieved and proposals on future improvements.
  • Ethical conduct is displayed through the adherence to quality practices when planning and delivering learning intervention.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Compliance with the statutory environment is evident in the management of learning and development.
  • Learning and development budgets are controlled in accordance with contextual requirements.
  • Effective management of learning and development satisfies quality management requirements.
  • Resource management is carried out in accordance with good practice standards.
  • Procurement practices and principles are applied in accordance with good governance standards.
  • Quality assurance is performed and documented, in accordance with policies, procedures and standard documentation.
  • Ethical conduct is displayed through effective and accurate communication with all stakeholders.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Planning of resources and logistics is conducive for efficient and effective learning.
  • Preparations for the facilitation of learning is aligned to adult learning principles and techniques.
  • Barriers to learning are dealt with, in the delivery of the learning intervention.
  • Past experience and prior learning is recognised during the delivery of the learning intervention.
  • Guidance and support of learners enables them to define outcomes, clarify issues, manage expectations and identify learning paths and opportunities.
  • The facilitation plan and process are adapted to meet contextual and learning dynamics.
  • Active learning is facilitated according to contexts and learning styles, by drawing on appropriate learning methodologies.
  • Facilitation is conducted in an organised manner that ensures the physical and psycho-social safety of the learners.
  • Learner progress and effectiveness of the intervention is measured continuously and feedback is provided.
  • The dynamics of the learner group are managed in accordance with contextual requirements.
  • Stakeholder feedback is reflected upon and is used to inform areas of continuous personal development and improvement.
  • Ethical and professional practice is displayed when organisational procedures are followed.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Work based learning opportunities in work processes, are identified and aligned with learning outcomes required from the learners (including, but not limited to interns, students, mentees, coaches, employees, and apprentices).
  • Work based learning is integrated with work processes through collaboration with stakeholders, to ensure minimal disruption.
  • Learning is formulated as specific learning activities and associated targets and standards through a facilitated, collaborative process.
  • Learner performance is evaluated and decisions on further development are made in accordance with evaluation reports.
  • Learning evidence collection methods, tools and instruments are selected to meet contextual requirements.
  • Documentation and records are completed and maintained in accordance with quality management system requirements.
  • Interactive coaching sessions are structured, the delivery monitored and feedback evaluated.
  • Planning of resources and logistics is conducive to efficient and effective learning.
  • Facilitation of learning is aligned to adult learning principles and techniques.
  • Barriers to learning are dealt with, in the delivery of the learning intervention.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Principles of good assessment practices are applied within the occupational learning framework.
  • Evidence collection methods, tools and instruments are evaluated and adapted to meet contextual requirements.
  • Principles of evidence collection are applied within contextual requirements.
  • Assessment decisions are made and feedback formulated in accordance with accepted standards and practices.
  • The domains of reflexive competence is assessed and documented.
  • Documentation and records are completed and maintained in accordance with quality management system requirements.
  • Past experience and prior learning is recognised, during the delivery of the learning intervention.
  • Physical and psycho-social safety of the learners is assured.
  • Learner progress and effectiveness of the intervention is measured continuously and feedback is provided.

    Integrated Assessment:
    Integrated formative assessment:
    The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment leads to entrance into the integrated external summative assessment.

    Integrated summative assessment:
    An external integrated summative assessment, conducted through the relevant Quality (Quality Council for Trades and Occupations) QCTO Assessment Quality Partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the exit level outcomes and associated assessment criteria. 

  • INTERNATIONAL COMPARABILITY 
    Qualifications and/or programmes from the United Kingdom, Australia and Singapore were selected for comparison. Selected areas of learning included in the qualifications that are comparable to this qualification were extracted and included. The findings are as follows:
    United Kingdom:
    Two qualifications registered with the Office of Qualifications and Examinations Regulation were selected for comparison.

    AIM Awards, Diploma in Education and Training (QCF), Level 5, ID 601/0462/4. AIM Awards is a National Awarding Organisation, offering a large number of regulated qualifications at different levels and in a wide range of subject areas. The Diploma in Education and Training offered by AIM includes learning in the following comparable areas:
  • Teaching, learning and assessment in education and training.
  • Theories, principles and models in education and training.
  • Developing teaching, learning and assessment in education and training.
  • Delivering employability skills.
  • Developing learning and development programmes.
  • Evaluating learning programmes.
  • Identifying the learning needs of organisations.
  • Managing learning and development in groups.
  • Preparing for the coaching role.
  • Preparing for the mentoring role.

    City and Guilds, Certificate in Education and Training (QCF), Level 4, ID 601/0253/6. The Certificate includes learning in the following comparable areas:
  • Delivering education and training.
  • Using resources for education and training.
  • Assessing learners in education and training.
  • Planning to meet the needs of learners in education and training.
  • Developing and preparing resources for learning and development.
  • Developing learning and development programmes.
  • Identifying individual learning and development needs.
  • Identifying the learning needs of organisations.
  • Evaluating learning programmes.
  • Preparing for the coaching role.
  • Preparing for the mentoring role.

    Australia:
    TAE40110, Certificate IV in Training and Assessment, registered by the Australian Qualifications Framework, was selected for comparison to this qualification. The Australian qualification includes the following comparable areas of learning:
  • Plan assessment activities and processes.
  • Assess competence.
  • Participate in assessment validation.
  • Plan, organise and deliver group-based learning.
  • Plan, organise and facilitate learning in the workplace.
  • Design and develop learning programs.
  • Provide work skill instruction.
  • Mentor in the workplace.
  • Maintain training and assessment information.

    Singapore:
    Singapore's vocational and technical education has gained much international recognition for its effective training and whole person development. The Singapore Workforce Development Agency (WDA) was established in September 2003 to lead, drive and champion workforce development, enhancing the employability and competitiveness of the workforce of Singapore. The Singapore Workforce Development Agency recognises a 3.5 month Advanced Certificate in Training and Assessment (ACTA).

    ACTA requires learners to complete six modules as follows:
  • M1: Apply Adult Learning Principles in Training.
  • M2: Design a Learning Experience.
  • M3: Prepare and Facilitate a Learning Experience.
  • M4: Interpret the Singapore Workforce Skills Qualifications System.
  • M5: Assess Competence.
  • M6: Prepare for Continuing Professional Development.

    Conclusion:
    The selected countries listed above, as well as a vast number of studies on vocational training and development educator standards, all have a common focus related to the content and scope of qualifications. Key areas of learning identified, to ensure the delivery of quality vocational training programs, are very similar to those included in this qualification. The difference mainly relates to levels of learner achievement, as reflected by Diplomas, Degrees and Postgraduate studies. These include areas of learning such as the design of learning resources, including e-learning systems, the design of curricula and research.

    This qualification is comparable with international trends in the training of learning and development practitioners. 

  • ARTICULATION OPTIONS 
    Systemic Articulation:
    Horizontal Articulation:
  • National Certificate in Generic Management, Level 5, ID: 59201.
  • Higher Certificate in Human Resource Management, Level 5, ID: 96080.
  • Higher Education and Training Certificate in Development Practice, Level 5, ID: 23095.
  • National Diploma in ABET Practice, Level 5, ID: 20159.

    Vertical Articulation:
  • Advanced Certificate in Education, Level 6, ID 20473.
  • National First Degree in Occupationally Directed Education, Training and Development Practices, Level 6, ID 48871.
  • National First Degree in ABET Practice, Level 6, ID 20485. 

  • MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS 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.