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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Occupational Certificate: Learning and Development Professional 
SAQA QUAL ID QUALIFICATION TITLE
121276  Advanced Occupational Certificate: Learning and Development Professional 
ORIGINATOR
Development Quality Partner - ETDP SETA 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Occupational Cert  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  280  Not Applicable  NQF Level 06  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0820/23  2023-11-14  2028-11-14 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-11-14   2032-11-14  

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 function as a Learning and Development Professional.

A Learning and Development Professional communicates, plans, designs and develops, manages, leads teams, guides best practice for diverse learning and development practices and quality assurance to ensure all-inclusive learning in compliance with established principles in line with Education, Training and Development practices (ETDP) legal, regulatory and policy frameworks including standards and guidelines.

Typical graduate attributes of a Learning and Development Professional are the following but not limited to deep discipline knowledge and intellectual breadth; analytical and critical thinking; problem solving; professionalism, teamwork and communication skills.

A qualified learner will be able to:
  • Establish and promote stakeholder networking and collaboration in vocational or occupational learning and development institution.
  • Manage the implementation of workplace-based learning programmes/bursaries.
  • Design and develop learning materials for learning and development interventions.
  • Design and develop quality management system for learning and development provisioning quality assurance.
  • Design and develop Assessment, Moderation and Recognition of Prior Learning Tools.
  • Develop a project(s) and manage project-related processes in an occupational or vocational learning and development intervention context.
  • Evaluate and implement multi-modal leaning interventions.
  • Lead and manage learning and development interventions in occupational or vocational setting.

    Rationale:
    The changing landscape in education, learning/training and development in South Africa has led to the review, re-alignment and development of a number of nationally recognised qualifications to address the skills shortages in the country. Most notably, the growing demographics and economic divide between the rich and the poor requires the key role-players and stakeholders in the education, learning/training and development field to develop and implement skills development interventions to close the existing skills gaps in the labour market and improve the lives of South Africans. This qualification will benefit the learning and development labour market and society as qualifying Learning and Development Professionals will create competency-based learning roadmaps to drive business outcomes, educate and develop skills of individuals increasing the value, efficiency and productivity of labour thus contributing to the economy and social development.

    Currently there are qualifications registered on the National Qualifications Framework at NQF Level 4, 5 and 7 for the learning and development field, hence there is an established need for the Learning and Development Professional to breach the gap between the existing qualifications to allow career pathing.

    The qualification is designed for individuals who wish to practice in learning and development field as Learning and Development Professionals. The qualification will provide learners with requisite knowledge, skills and competencies to execute learning and development strategies, learning materials, tools, policies for quality assurance, lead and manage projects for occupational or vocational learning and development interventions.

    Qualifying learners will find employment opportunities in private companies and public institutions, skills development providers or institutions of learning, not-for-profit organisations or become self-employed as Independent Consultants operating as Learning Materials Developers, Assessors, Moderators, and Recognition of Prior Learning Advisors promoting a learning culture and addressing special needs.

    Currently there are no similar qualifications registered on the National Qualifications Framework (NQF) at this level. No licensing or membership requirements apply to this qualification at the time of development.

    This qualification will enable learners to articulate learning and development or human resources management and development related occupations and/or qualifications. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
  • Learners will gain access to the qualification through RPL for Access as provided for in the QCTO RPL Policy. RPL for access is conducted by accredited education institution, skills development provider or workplace accredited to offer that specific qualification/part qualification.
  • Learners who have acquired competencies of the modules of a qualification or part-qualification will be credited for modules through 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.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Occupational Certificate: Training and Development Practitioner, NQF Level 5; or
  • Human Resources Development or Human Resources Management qualification at NQF Level 5 with minimum 3 years assessed work experience in the Learning and Development field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:

    Knowledge Modules:
  • 242401-003-00-KM-01: Theory of Learning Culture; NQF Level 6, 5 Credits.
  • 242401-003-00-KM-02: Management of Learning Programme Design and development; NQF Level 6, 5 Credits.
  • 242401-003-00-KM-03: Quality Assurance of Learning and Development; NQF Level 6, 10 Credits.
  • 242401-003-00-KM-04: Leadership and Management of learning and development; NQF Level 6, 15 Credits.
  • 242401-003-00-KM-05: Stakeholder Management and Engagement in a Vocational or Occupational Learning Environment; NQF Level 6, 5 Credits.
  • 242401-003-00-KM-06: Project Management; NQF Level 6, 10 Credits.
  • 242401-003-00-KM-07: Moderation Principles and Practices; NQF Level 6, 10 Credits.
  • 242401-003-00-KM-08: Recognition and Prior Learning (RPL) Principles and Processes; NQF Level 7, 10 Credits.

    Total number of credits for Knowledge Modules: 70

    Practical Skill Modules:
  • 242401-003-00-PM-01: Conduct stakeholder analysis, Mapping and Profiling to promote their engagement, collaboration, and a learning culture; NQF Level 6, 10 Credits.
  • 242401-003-00-PM-02: Implement strategy for the management of a Workplace-Based Learning programmes/bursary; NQF Level 6, 15 Credits.
  • 242401-003-00-PM-03: Conduct research and implement Learning Programme Design and Development Best Practice; NQF Level 6, 20 Credits.
  • 242401-003-00-PM-04: Design and develop Policies and Procedures for Learning and Development Quality Assurance; NQF Level 6, 20 Credits.
  • 242401-003-00-PM-05: Initiate and Implement a Project in an Occupational or Vocational Learning and Development Intervention Context; NQF Level 6, 20 Credits.
  • 242401-003-00-PM-06: Conduct Moderation of Assessments; NQF Level 6, 10 Credits.
  • 242401-003-00-PM-07: Conduct RPL; NQF Level 7, 20 Credits.
  • 242401-003-00-PM-08: Lead and Manage Learning and Development in Occupational or Vocational setting; NQF Level 6, 15 Credits.

    Total number of credits for Practical Skill Modules: 130

    Work Experience Modules:
  • 242401-003-00-WM-01: Research and Stakeholder Networking and Collaboration Processes; NQF Level 6, 5 Credits.
  • 242401-003-00-WM-02: Workplace-Based Learning (WBL) Programmes Implementation Processes; NQF Level 6, 20 Credits.
  • 242401-003-00-WM-03: Processes of Quality Management System Design and Development for Learning and Development; NQF Level 6, 15 Credits.
  • 242401-003-00-WM-04: Internal and External Moderation and/or Verification Processes; NQF Level 6, 20 Credits.
  • 242401-003-00-WM-05: Recognition of Prior Learning (RPL) Processes; NQF Level 7, 20 Credits.

    Total number of credits for Work Experience Modules: 80 
    		•

    EXIT LEVEL OUTCOMES 
    1. Lead and manage a team to enhance a positive and constructive quality culture and render a professional quality assurance service.
    2. Evaluate and apply project management techniques in learning and development interventions.
    3. Conduct research and advise an organisation regarding occupational or vocational education, training and development.
    4. Evaluate, design and develop occupational or vocational learning materials, standards, assessments, moderations and RPL instruments.
    5. Evaluate and manage internal and external moderation and/or verification of assessments in an occupational or vocational context.
    6. Support, guide, and coach in an occupational or vocational education, training and development environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply principles of team leadership and management in a learning and development context.
  • Demonstrate the ability to enhance a learning culture in an organisation by applying relevant strategies and methods.
  • Apply communication techniques and principles when interacting with the team and stakeholders in a vocational or occupational learning and development environment.
  • Evaluate and maintain quality assurance requirements by means of continuous quality management.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify and initiate learning and development interventions using appropriate tools.
  • Identify, utilise, and monitor resources efficiently effectively.
  • Develop, implement, administer, monitor and evaluate, and report a project implementation plan with reference to learning and development interventions in occupational or vocational settings.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify, evaluate, and utilize learning and development sources of information for research purposes.
  • Gather and collate information utilising a variety of research methods and instruments.
  • Analyse and interpret data for reporting purposes.
  • Compile a report indicating conclusions and recommendations.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct a needs analysis and findings to inform the design and development of learning materials, assessments, moderation and RPL instruments.
  • Evaluate, select, and apply learning and teaching methodologies in occupational and vocational learning settings at different levels.
  • Quality assure developed learning materials, assessments, moderation and RPL instruments to determine effectiveness and efficiency of learning and development.
  • Identify return-On-Investment (ROI) with risk factors associated with learning materials, assessments, moderation and RPL instruments.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Plan and prepare internal and external moderation or verification, organise and coordinate all documentation and logistics in line with the organisational and statutory requirements.
  • Monitor and evaluate implementation of assessments including RPL practices to ensure that quality assurance and moderation requirements are met.
  • Evaluate evidence of assessments and provide guidance in the assessment process as well as recognition of prior learning.
  • Compile a report in accordance in accordance with organisational, stakeholder and statutory requirements.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select, apply, and evaluate coaching and mentoring methods and techniques to enhance the effectiveness of learning and assessment practices.
  • Provide guidance and advocacy on learning and development practices to promote a positive and effective learning culture in an organisation including RPL practices.

    Integrated Assessment:

    Formative Assessment
    The Skills Development Providers 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.

    Summative Assessment
    An External Integrated Summative Assessment, conducted through the relevant QCTO Assessment Quality Partner is required to issue this qualification. The External Integrated Summative Assessment will focus on the Exit Level Outcomes and Associated Assessment Criteria. Additional to the written assessment the learner must also submit a portfolio of evidence compiled of outcomes achieved in the workplace. 
    		•

    INTERNATIONAL COMPARABILITY 
    Research on international comparability was conducted on national qualifications frameworks, occupational development processes or courses aimed at Learning and Development Professional occupation. The search focused on the nature, scope, content and duration of training to be compared with the South African occupational qualification. The countries searched were Australia and the United States of America (USA).

    Australia
    Canberra Institute of Technology

    Diploma of Training Design and Development

    Canberra Institute of Technology is a Registered Training Organisation providing accredited courses registered on the Australian Qualifications Framework (AQF). This qualification is aimed at training developers and instructional designers responsible for analysing training needs and designing training solutions and products to meet workplace capability requirements. The qualification is typically offered within one to two years and is pitched at AQF Level 5. There are no entry requirements for this qualification. Learners are expected to have access to a real or simulated work environment to demonstrate competencies supported by mentoring and coaching, a model that compares well with the South African model.

    The following topics covered in the qualification are similar to the South African qualification:
  • Design and develop assessment tools (Core)
  • Design and development learning strategies (Core)
  • Design and development learning resources (Core)
  • Evaluate a training program (Core)
  • Undertake organisational training needs analysis (Core)
  • Provide advanced assessment practice (Elective)
  • Lead assessment validation processes (Elective)
  • Develop and implement recognition strategies (Elective)
  • Facilitate e-learning (Elective)
  • Work in partnership with industry, enterprises and community groups (Elective)
  • Address adult language, literacy and numeracy skills (Elective)
  • Access resources and support to address foundation skills (Elective)
  • Integrate foundation skills into vocational training delivery (Elective)
  • Support the development of adult language literacy and numeracy skills (Elective)
  • Maintain and enhance professional practice (Elective)
  • Apply research to training and assessment practice (Elective)
  • Identify and apply current sustainability skills to learning programs (Elective)
  • Develop and implement accessible training and assessment plans for learners with disability (Elective)

    Similarities
    The qualification is similar to the South African qualification in terms of target group, scope, structure and content. The qualification is similar with the Advanced Occupational Certificate in that there is no licensing applicable to this qualification.

    Differences
    This qualification differs in terms of level and duration as it is pegged at AQF Level 5 qualification typically offered within a period of one to two years in which learners are required to complete 10 units (5 core and 5 elective units). There is no qualification pegged at NQF Level 6 aimed at Learning and Development Professional. There are no entry requirements to this qualification.

    United States of America
    Global Skill Development Council (GSDC)

    Certified Learning and Development Professional (CLDP)

    The CLDP is an internationally accredited certification organisation offering L&D professional qualification, amongst others. The L&D qualification is designed for L&D Professionals so that they can create and execute learning strategies and programmes as well as to provide guidance to trainers, assessors and business.

    The qualification content was selected, classified, and organised by esteemed industry experts across the world from prestigious universities such as Stanford, Yale, Harvard, Wharton and MIT and an accredited member with the American National Standards Institute (ANSI).

    The topics covered in the qualification are as follows:
  • Module 1 Training, Development and Education.
  • Module 2 Training Skills and Techniques.
  • Module 3 Learning and Learning Styles.
  • Module 4 Training Policy.
  • Module 5 Training Need Assessment.
  • Module 6 Designing Training Plan.
  • Module 7 Training and Development Programs.
  • Module 8 Competency-Based Training.
  • Module 9 New Employee Training.
  • Module 10 Management Development.
  • Module 11 Mentoring and Coaching.
  • Module 12 Computer-Based Training.
  • Module 13 Evaluation of Training.
  • Module 14 Effective Training and Development.
  • Module 15 Training for Diversity.

    Similarities
    The qualification is similar to the South African qualification in terms of target group, scope and content. The mode of course delivery is blended learning including Practice Exams, Doubt Clarification Session and Certification.

    Differences
    The course differs significantly with the South African qualification as the level and entry requirements are unknown.

    Conclusion
    The Australian and the USA qualifications compare favourably with the South African qualification in terms of target group, scope, content, standards and best practice in the field. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal and vertical articulation options.

    Horizontal Articulation:
  • Occupational Certificate: Correctional Services Manager, NQF Level 6.
  • Advanced Certificate in Further Education and Training Teaching, NQF Level 6.

    Vertical Articulation:
  • Occupational Certificate: Learning and Development Advisor, NQF Level 7.

    Diagonal Articulation:
  • Advanced Diploma in Adult and Community Education and Training Teaching, NQF Level 7. 
    		•

    NOTES 
    Qualifying for External Assessment:
    To qualify for an external assessment, learners must provide proof of completion of all required knowledge and practical modules by means of statements of results and a record of completed work experience.

    Additional Legal or Physical Entry Requirements:
  • None.

    Criteria for the accreditation of providers:
    Accreditation of providers will be done against the criteria as reflected in the relevant curriculum on the QCTO website.

    The curriculum title and code are: Learning and Development Professional: 242401-003-00-00.

    Encompassed Trade:
  • This is not a trade qualification.

    Assessment Quality Partner (AQP)
  • Education, Training and Development Sector Education and Training Authority (ETDPSETA). 
    		•

    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.