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|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|
|Further Education and Training Certificate: Occupationally-Directed Education Training and Development Practices|
|SAQA QUAL ID||QUALIFICATION TITLE|
|50332||Further Education and Training Certificate: Occupationally-Directed Education Training and Development Practices|
|SGB Occupationally-directed ETD Practitioners|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|48870||National Certificate: Occupationally Directed Education Training and Development Practices||Level 4||NQF Level 04||130|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The qualification will be useful to those within the world of work and who provide training in the workplace, or for those who have been practising within the field, but without formal recognition. In particular, this qualification will be useful for:
Learners of this qualification will be able to:
Learners will generally carry out their role within the context of:
This is an entry-level qualification, and the first in a series, which leads to levels 5 and 6 Qualifications for those who want to enter the field of Education, Training and Development (ETD). Learners of this qualification will have the opportunity to build on this qualification via the certificate or diploma in ODETD at level 5. This qualification provides a means to give recognition to practitioners at an entry level, thus making it possible for practitioners to increase their employment prospects, and at the same time provide a means whereby organisations can appoint practitioners in line with proven competencies. Education, Training and Development is also a priority area within the South African context and is supported by legislation, national policies and strategies. In order to meet the ETD requirements of the workplace, within the context of a quality assured environment and processes, it is important to be able to identify and recognise competent ETD practitioners at various levels.
Given the high priority of education, training and development within the South African context, and in particular the emphasis on skills development, trainers are required in all fields of learning. Much of the contribution to skills development is through ETD practitioners who need to have essential knowledge and practical skills in ETD, as defined by this qualification.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, and are competent at:
Recognition of Prior Learning:
This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.
Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.
All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment.
Access to the qualification:
There is open access to this qualification bearing in mind the learning assumed to be in place.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 120 credits as detailed below.
The Fundamental Component consists of Unit Standards in:
It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
All Unit Standards in the Fundamental Component are compulsory.
The Core Component consists of Unit Standards to the value of 42 credits all of which are compulsory.
The Elective Component consists of Unit Standards to the value of 47 credits. Learners are to choose Unit Standards to the minimum of 22 credits.
If learners choose to, it is preferred that the learners achieve the replacement Unit Standard ID 263976 rather than the original ID 114924.
|EXIT LEVEL OUTCOMES|
|1. Communicate in a variety of ways in Education Training and Development contexts.
2. Use Mathematics Literacy in real life and education, training and development situations.
3. Prepare for and facilitate learning in specific contexts.
4. Provide learner support in a range of settings.
5. Conduct administration related to learning and contribute to Human Resource Management Practices.
Critical Cross-Field Outcomes:
This qualification addresses the following critical cross-field outcomes:
Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
|ASSOCIATED ASSESSMENT CRITERIA|
|The purpose of the Qualification is achieved via demonstration of competence in terms of the exit level outcomes, which in turn are a function of the associated unit standards. The Unit Standards associated with each Exit Level Outcome form a coherent cluster, thus facilitating integrated assessment. The manner in which the unit standards have been clustered is outlined in the section on integrated assessment. Assessment criteria are provided for each exit level outcome mainly to address the need for evidence of integration of competencies.
> Range: Profile information includes demographics, literacy, learner style, learning factors, motivation factors, barriers, special needs, levels of experience and qualifications, prior learning, time and cost predictions.
Assessment should take place within the context of:
Evidence of integration will be gained by designing and conducting assessments that ensure the unit standards are assessed in clusters linked to each exit level outcome as identified below. Assessors are to be guided by the detailed specifications indicated in each of the identified unit standards, and further guided by the assessment criteria specified for each exit level outcome, all within the context of an active ETD environment, dealing with divergent and random demands related to ETD.
Assessors should note that evidence of integration may be presented by learners when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration at exit level outcome level. Well designed assessments, including formative and summative, should make it possible to gain evidence against the requirements of each unit standard while at the same time gaining evidence of integration at exit level outcome level.
For the purposes of integration, assessment should be guided by the following relationships between each Exit Level Outcome and the associated Unit Standards:
Core Unit Standards:
Elective Unit Standards:
Core Unit Standards:
Elective Unit Standards
Core Unit Standards:
Elective Unit Standards:
Assessment should be in accordance with the following general and specific principles:
> Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations.
> Judge evidence on the basis of its validity, currency, authenticity and sufficiency.
> Ensure assessment processes are systematic, open and consistent.
|International qualifications were examined to ensure that the qualification structure and unit standards proposed are comparable in terms of level, scope of qualifications, and competencies covered. Qualifications and/or programmes from the United Kingdom, United States of America, Australia and New Zealand were selected based on proven best practice within the field of Education and Training. The findings regarding comparisons within each country are as follows:
United Kingdom: The FETC ODETD matches very closely in terms of qualification purpose, structure and outcomes with the Institute of Training and Occupational Learning (ITOL) Certificate in Training and Occupational Learning; CIPD Certificate in Training Practice; St Martins College Certificate in Development Training and the City and Guilds International Awards NVQ levels 1-4 new approved Learning and Development Units (EMPTNTO). Further favourable comparisons were found in terms of NVQ Level 3 - in Training and Development awards; Training Award (D32); Deliverer Award; Assessor Award (D32, D33); NVQ Level 4 - in Training and Development awards: Human Resource Development; International Teaching and Training Awards (IVQ) - Levels 1 - 2. The FETC ODETD compared very well with the structure of the new NVQ Learning and Development Standards as follows:
United States of America: The FETC ODETD compares favourably in terms of purpose, entry level and outcomes with the ASTD (American Society for Training and Development) Training Certificate Programme.
Australia: The FETC ODETD has a very close match in terms of the key roles and levels with the Southern Cross University Graduate Certificate of Vocational Education and Training and the AQF Certificate IV in Assessment and Workplace Training.
New Zealand: Comparisons against the Christchurch College of Education Certificate in Adult Literacy Tuition and the NZQA National Certificate in Adult Education and Training (Level 4) revealed that the New Zealand counterparts are at a slightly higher level than the FETC ODETD, but cover the same key roles and competencies.
Summary concerning comparability
The FETC ODETD compares favourably with a wide selection of international qualifications as identified above. Where outcomes or competencies are identified within the international qualifications, they are generally quite comparable to the South African qualifications in terms of levels and range of competencies covered.
|Learners can move horizontally by achieving the credits specified in the following qualifications:
Learners can move vertically by using this qualification as the basis for the following qualifications:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Assessors must be registered in terms of the requirements of SAQA and the appropriate ETQA.|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This qualification replaces qualification 48870, "National Certificate: Occupationally Directed Education Training and Development Practices", Level 4, 130 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||123393||Carry out course administration||Level 3||NQF Level 03||3|
|Core||117877||Perform one-to-one training on the job||Level 3||NQF Level 03||4|
|Core||117865||Assist and support learners to manage their learning experiences||Level 4||NQF Level 04||5|
|Core||117870||Conduct targeted training and development using given methodologies||Level 4||NQF Level 04||10|
|Core||123396||Define target audience profiles and skills gaps||Level 4||NQF Level 04||6|
|Core||12544||Facilitate the preparation and presentation of evidence for assessment||Level 4||NQF Level 04||4|
|Core||10294||Identify and respond to learners with special needs and barriers to learning||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||15227||Conduct skills development administration in an organisation||Level 4||NQF Level 04||4|
|Elective||110506||Demonstrate and apply knowledge and understanding of the basic components and fundamental skills of effective communication||Level 4||NQF Level 04||4|
|Elective||119661||Demonstrate knowledge of the foundations of human rights and democracy||Level 4||NQF Level 04||7|
|Elective||7389||Help learners with language and literacies across the curriculum||Level 4||NQF Level 04||12|
|Elective||114878||Identify and measure the factors that influence productivity||Level 4||NQF Level 04||10|
|Elective||114215||Mentor a colleague to enhance the individual`s knowledge, skills, values and attitudes in a selected career path||Level 4||NQF Level 04||3|
|Elective||114924||Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||263976||Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||12140||Recruit and select candidates to fill defined positions||Level 5||Level TBA: Pre-2009 was L5||9|
|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.
|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.
|1.||Aldabri 106 Institute for Quality (Pty) Ltd|
|2.||Aubrey Nyiko Business Enterprise cc|
|3.||Bohlali Provider Support|
|4.||Camblish Training Institute (Pty) Ltd|
|5.||CORE TRAINING INTERNATIONAL|
|6.||Dabulamanzi & Njabulo Ndaba Consulting cc|
|7.||EDUTEL SKILLS DEVELOPMENT PTY LTD|
|8.||Emergence Learning Academy (Pty) Ltd|
|9.||Enjo Consultants (Pty) Ltd|
|10.||GATYANA TRAINING ACADEMY|
|11.||IMVULA SKILLS DEVELOPMENT ACADEMY|
|12.||Isamon Vocational College of Excellence Pty Ltd|
|13.||JPM & Associates|
|14.||Khoali Group of Companies (Pty) Ltd|
|15.||Learnership Support Systems (Pty) Ltd|
|16.||Learning Performance Link|
|17.||Lebzatainment Foundation NPC|
|18.||Leronsa Trading Enterprise|
|19.||M3i Skills Development|
|20.||MACCAUVLEI LEARNING ACADEMY (PTY) LTD|
|21.||Makaota Training Consultants|
|22.||Marematlou Training Institute|
|23.||Matimba Management and Labour cc|
|24.||Meals on Wheels Community Services - South Africa|
|25.||MENTORNET (PTY) LTD|
|26.||Neolebongi Trading Enterprise|
|27.||NOMAKU TRADERS CC|
|28.||Northern Cape Rural TVET College|
|30.||Pachi Global Foundation|
|31.||PC Educational Holdings Pty Ltd|
|32.||Petra institute of Development (PTY) Ltd|
|34.||Resonance Institute of Learning|
|36.||SPS Consulting (Pty) Ltd|
|37.||T Mabuya & Associates (Pty) Ltd|
|38.||The Institute of People Development|
|39.||TMG Quality Services|
|40.||Trainers Without Borders|
|42.||Ulwazi Training & Development|
|43.||University of Johannesburg|
|44.||VEB CELE & Associates (Pty) Ltd|