Select Page

Occupational Certificate Trainer – Level 4 – 97154

Occupational Certificate Trainer – Level 4 – 97154


The Occupational Trainer is a qualified technical or occupational expert who is equipped with the ability to deliver training in their specific field of expertise. This NQF Level 4 qualification is aimed at potential or existing trainers who are responsible for delivering occupational learning programmes to trainees in the workplace.


The qualified learner will be able to:

  • Build and maintain the quality of provision of workplace training, given the important role it has to play more broadly within occupational training.
  • In doing so raise the status of those who facilitate learning in an industry or trade context.
  • Begin a process for the on-going professional development of occupational education and training practitioners.

The learner will be able to progress to higher level occupational qualifications such as Training and Development Professional.

Entry Requirements

  • NQF Level 4, with technical or occupational expertise who will act as a trainer of persons in the same field of expertise


Coach and mentor

Detailed Information

Modules for this Qualification


 Introduction to occupational training

  •  Structure and purpose of NQF
    • The intent of the NQF as a transformative vehicle
    • Structures responsible for the implementation of the NQF
    • NQF level descriptors
    • Quality assurance principles and standards
  • The quality council for trades and occupations
    • Legislative background
    • The responsibilities of the QCTO
    • Partners in quality assurance
    • The occupational and trade curriculum
  • The occupational trainer
    • The occupational profile of an occupational trainer
    • Career opportunities

Learning theories, concepts and principles

  • Adult learning theory and concepts
    • Principles of adult learning
    • Adult learning styles
  •  Interpersonal communication concepts
    • Effective communication practices
    • Listening and confirming understanding
    • Cultural sensitivity and diversity
  •  Group dynamics
    • Principles of group work
    • Group development
    • Setting up effective learning groups
    • Group leadership
    • Assertiveness and conflict resolution
    • Problem solving
    • Facilitating/managing difficult groups
  •  Active learning models and principles
    • Outcomes-based education and training
    • Work based learning, i.e. On-the-job training
    • Action orientated learning
    • Co-operative learning
  •  Quality assurance of the learning and training process
    • Training quality management systems (key policies that determine quality training)
    • Continual improvement concepts (quality spiral, quality review)
    • Quality principles and concepts related to assessments
    • Moderation, verification and validation
  •  Special needs and barriers to learning
    • Principle of inclusivity
    • Special needs categories (physical and personal)
    • The support role of the facilitator
    • Approaches to learner guidance, assistance and support

Training needs concepts

  •  Learner needs assessment
    • Needs analysis tools
    • Sources of information
    • Learner support strategies
    • Principles of impartiality and objectivity
    • Disclosure of information and confidentiality
  •  Workplace training needs analysis
    • Training needs in the context of the organisational workplace skills plans
    • Strategic training needs
    • Market-related training needs
    • Changes in technology
  •  National skills development priorities
    • The national skills development strategy and national policy directions
    • The role of sector education and training authorities (SETAs)

Training methods, techniques and resources

  • Health &concepts and principles of healthy living & promotion of health 10
    • Lectures and presentation
    • Demonstrations
    • Role-plays
    • Games
    • Simulations
    • Case studies
    • Group discussions
    • Self-directed learning (assignments, individual research)
  • The social determinants of health (basic)
    • Resources types and applications (audio-visual, printed resources, physical resources, e-learning resources)
    • Selection criteria (suitability, flexibility, practicability, cost-effectiveness)
    • Visual presentation design principle
  • Facilitation and learning evaluation concepts
    • Learning vs training facilitation
    • Learner self-evaluation
    • Facilitator/trainer course evaluation
    • Learner course evaluation
    • Workplace impact assessment

Training delivery

  • The facilitator as mediator of learning
    • Teaching vs. Facilitation
    • The process of facilitation
    • Characteristics of the effective facilitator of learning
    • Establishing respect
  • The training environment
    • Setting up training venues
    • Statutory training venue requirements
    • Training equipment requirements
    • Discipline
  • On-the-job instruction using coaching principles
    • Coaching vs. Mentoring vs. On-the-job instruction vs. Classroom facilitation
    • The role of the workplace coach vs. The occupational trainer
    • Coaching techniques
    • The coaching process
    • The essential elements of effective coaching
    • Coaching as an employee induction tool
    • Coaching and performance improvement
  • Planning and administration of workplace training
    • The planning process
    • Prioritising, scheduling and back-up plans
    • Lesson planning
    • Administrative, legislative and regulatory requirements
    • Documentary control and record-keeping
    • Filing and archiving
  • Costing and cost control
    • Budgeting concepts
    • Cost implications of training interventions
    • Cost control and administration

Evaluation of competence

  • Evaluation of competence concepts and principles
    • Assessment and evaluation concepts within the QCTO model
    • Principles of good assessment practice
    • Outcomes-based assessment and evaluation
  • Evaluation methods, instruments and standards
    • Types of evaluation
    • Types of evidence
    • Good assessment and evaluation instrument design concepts
    • Defining assessment and evaluation standards
  • Evidence evaluation concepts and principles
    • Evidence collection methods (aligned to the curriculum)
    • Rules of evidence collection
    • Principles of evidence evaluation (valid, authentic, current, sufficient)
    • Evaluation decisions and the implications thereof
  • Review, administration and reporting related to competence evaluation 78
    • Competence evaluation review process (internal review)
    • Appeals procedures
    • Assessment and evaluation administration and records (QCTO requirements)
  • Recognition of prior learning (RPL) practice
    • Practice in the QCTO model (RPL process, stakeholders)
    • RPL assessments in the workplace


  • Align learning intervention to the needs of participating learners
    • Select and adapt an instrument to establish a learner profile and special needs
    • Conduct an evaluation to establish the learner profile and special needs
    • Select training interventions that would best address learner needs
    • Select an intervention that would best address learner barriers to learning
  • Evaluate available learning resources and aids, and adapt for specified training scenarios
    • Evaluate available learning resources and aids
    • Adapt learning resources and learning aids
  •  Plan, conduct, evaluate and report on learning interventions
    • Plan, sequence and schedule learning activities
    • Facilitate learning intervention
    • Evaluate, review and report on own training quality and effectiveness
  • Use given assessment instruments to conduct and record competence evaluations
    • Plan and schedule competence evaluation activities
    • Conduct competence evaluations
    • Record and report evaluation results

Work Place

  • Establish needs of learners and make required adjustments to accommodate learner needs with the assistance of an experienced occupational trainer acting as a mentor or coach
  • Contextualise learning resources and learning aids for application in workplace training interventions with the assistance of an experienced occupational trainer acting as a mentor or coach
  • Conduct competence evaluations in own area of expertise (technical) with the assistance of an experienced occupational trainer acting as a mentor or coach
Coach and mentor

Request a Quote / More Info

Request a Quote

Pin It on Pinterest

Share This