Learning and Development Facilitator Skills Programme
A Learning and Development Facilitator plans, selects and adapts learning resources required for the delivery of learning interventions in an occupational context
NQF: 5
Entry Requirements: NQF Level 4
Credits: 36
Accreditation: QCTO
Skills Programme: 220319
The Role of a Learning and Development Facilitator Skills Programme
A Learning and Development Facilitator plans, selects, and adapts learning resources required for the delivery of learning interventions within an occupational context. In particular, this skills programme equips individuals with the necessary skill set to facilitate training effectively. Furthermore, it develops core competencies that ensure impactful and well-structured skills development.
As a result, those who achieve competence in this skills programme will be able to confidently plan, select, and adapt appropriate learning resources for diverse learning interventions in occupational settings. In addition, they will be able to apply these skills to improve the overall quality and effectiveness of training delivery.
Moreover, this skills programme replaces the legacy Facilitator Training Programme (Train-the-Trainer). Therefore, it aligns training practice with updated occupational and educational standards while ensuring greater relevance to current workplace learning needs.
Detailed Information
Who Should Attend the Training?
- Those wish to obtain certification as a Learning and Development Facilitator.
- Those who are involved in the facilitation as part of their duties with regards to training and education.
- Those working towards SAQA 101321, Occupational Certificate: Training and Development Practitioner.
- Facilitators, Trainers, Lecturers and Presenters
- Assessors, Moderators and Training Managers will also benefit from this skills programme.
Components Covered
Knowledge Component
242401001-KM-01: The Statutory Learning and Development Environment. NQF Level 5, 8 Credits
- KM-01-KT01: The Statutory Framework that Governs the South African Qualification Authority.
- KM-01-KT02: The Statutory Framework that Governs the Skills Development Environment.
- KM-01-KT03: The Statutory and Regulatory Framework that Governs Skills Development Funding.
- KM-01-KT04: National Occupational Skills Development Structures, Policies and Priorities.
242401001-KM-04: Facilitation of Learning in an Occupational Contexts. NQF Level 5, 8 Credits
- KM-04-KT01: Principles and Models for Facilitation Planning and Preparation.
- KM-04-KT02: Facilitation Principles, Techniques and Tools.
- KM-04-KT03: Evaluating, Reviewing and Reporting on Facilitation.
Application Component
242401001-PM-04: Facilitate Different Methodologies, Training Styles and Techniques within an Occupational Learning Context. NQF Level 5, 12 Credits- PM-04-PS01: Plan and Prepare to Facilitate a Learning Intervention.
- PM-04-PS02: Facilitate the Learning Intervention.
- PM-04-PS03: Reflect on the Effectiveness of Own Facilitator Role.
- WM-04-WE01: Facilitate a Contextualised Learning and Development Session under the Guidance of a Subject Matter Expert.
Exit Level Outcomes (ELO) and Associated Assessment Criteria (AAC)
Firstly, planning of resources and logistics is carried out to ensure efficient and effective learning. In addition, preparation for the facilitation of learning is aligned with adult learning principles and appropriate techniques. Furthermore, potential barriers to learning are identified and addressed throughout the delivery of the learning intervention.
At the same time, past experience and prior learning are recognised and integrated during the facilitation process. Moreover, guidance and support are provided to learners, enabling them to define outcomes, clarify issues, manage expectations, and identify suitable learning pathways and opportunities.
In addition, the facilitation plan and process are adapted to meet contextual needs and evolving learning dynamics. Similarly, active learning is encouraged and facilitated according to different contexts and learning styles by applying appropriate learning methodologies.
Furthermore, facilitation is conducted in an organised manner that ensures the physical, psychological, and social safety of all learners. In parallel, learner progress and the effectiveness of the intervention are continuously monitored, while timely feedback is provided to support improvement.
Moreover, the dynamics of the learner group are managed in line with contextual requirements to maintain engagement and effectiveness. In addition, stakeholder feedback is actively reflected upon and used to inform continuous personal development and improvement.
Finally, ethical and professional practice is consistently demonstrated throughout the facilitation process.