Detailed Information

Knowledge

• The statutory framework that governs the South African qualification authority
  historic development
  • Overview of the legislative framework
  • SAQA roles and responsibilities
  • Key SAQA policies
  • Lifelong learning and workplace integrated learning
  • The national learner records database
  • The NQF and level descriptors
  • Sub frameworks and quality councils
  • Government structures and departmental roles and functions in skills development
  • SAQA registered qualifications
  • Statutory and non-statutory professional bodies and designations
• Statutory and regulatory framework governing occupational skills development environment
  • Overview of statutory and regulation framework
  • The quality council for trades and occupations
  • Sector education and training representative bodies
  • Key QCTO policies and guidelines (DQP, AQP, provider accreditation)
  • Learning programs, delivery models and policies
  • Foundational learning competence part qualifications
• The statutory and regulatory framework that governs skills development funding
  • The legislative and regulatory framework
  • Levy payment and distribution provisions
  • The statutory levy grant provisions for mandatory and discretionary grants
  • Funding incentives
•  National occupational skills development structures, policies and priorities funding
  • The national skills fund
  • The national skills development strategy
  • National transformational frameworks, plans and documents
•  Learning and development management concepts
  • Functions of management (plan, lead, organise and control)
  • Cost control and budgeting
  • Workforce development planning concepts
  • Personal development concepts
  • Lifelong learning and continuous professional development concepts
•  Learning and development intervention planning and co-ordination
  • Intervention planning and coordination concepts
  • Learning and development quality management concepts
  • Quality assurance in a learning and development environment
  • Quality control, compliance, implementation and evaluation
  • Quality review
  • Best practice standards
•  Learning and development procurement concepts and practices
  • The process of advertising and sourcing
  • Communication and reporting within learning and development management
  • Communication principles, concepts and practices
  • Report writing and presentation concepts
  • Stakeholder communication and relationship management
  • Dialogue and conversations
  • Group dynamics
  • Learning and development ethics
  • Organisational and professional ethical practices and concepts
  • Ethics in professional learning and development practice and reporting
  • Ethical business values and codes of conduct
•  Research principles and applications
  • Basic research design and methodology related to the need’s analysis of the organisation
  • Research process
  • Research ethics and practices in relation to the need’s analysis
  • Methods, techniques and design principles when compiling a needs analysis
•  Organisational learning and development needs analysis concepts
  • Sources and use of information on competency gaps
  • Various approaches to needs analysis
  • Refining learning and development needs
•  Principles and models for facilitation planning and preparation
  • Occupational curriculum, qualification and learning program outcome analysis
  • Target group analysis
  • Facilitation plans
•  Facilitation principles, techniques and tools
  • Adult learning and facilitation principles, models and theories
  • Facilitation tools and techniques
  • Key facilitation concepts
  • Evaluating, reviewing and reporting on facilitation
  • Review models and processes
  • Best reviewing, reporting and feedback practices for continual improvement
•  Assessment practices, methods and concepts
  • Assessment practices
  • Assessment concepts within the QCTO model
  • Principles of good assessment practice
  • Assessment theories
  • Types of assessment
  • RPL assessment objectives and practices
  • Domains of competence
•  Evidence collection and recording concepts and principles
  • Sources of evidence
  • Evidence collection instruments that cover assessment of all learning domains
  • Evidence collection tools
  • Principles of evidence collection and submission
•  Evidence evaluation concepts and principles
  • Rules of evidence
  • Assessment results and judgement
  • Assessment feedback practices and records management
  • Standards of assessing evidence
  • Gap analysis, remedial actions, guidance and support
  • Assessment administration and regulatory practices
  • Standard assessment documentation management
  • Rules of certification (statement of results, national certificates)
  • Record management practices
•  Workplace learning and development planning
  • The organising framework of occupations
  • Consultation requirements, principles and structures
  • Employment equity in terms of learning and development
  • Learning and development priorities in terms of organisational constraints (budget, time, resources)
  • Documenting learning and development plans
•  Learning program sourcing, evaluation and selection
  • Sources of information
  • Evaluation and selection of learning programs
  • Reporting practices regarding preferred programs
•  Workplace learning and development reporting
  • Monitoring and recording achievement of planned deliverables
  • Evaluation of learning and development deliverables against action plans
  • Compiling learning and development records and reports
•  Delivery models
  • National trends in work-based learning
  • Concepts that define delivery models
  • Roles and responsibilities in a work-based learning environment
•  Planning and scheduling work-based learning
  • Work-based learning opportunities
  • Scheduling learning in a production or services environment
•  Facilitation of work-based learning
  • Coaching and mentorship principles and practices
  • Job instruction principles and practices
•  Evaluation of learner progression
  • Establishing evaluation tasks
  • Evaluation criteria and standards
  • Work based learning evidence
  • Documentation and reporting standards and requirements

Practical

•  Manage and coordinate logistics, facilities and financial resources
  • Develop a management plan for a learning intervention
  • Comply with established quality assurance requirements
  • Establish contractual relationships with stakeholders
  • Compile communication for information sharing
•  Plan, conduct and report on a learning and development needs analysis
  • Provide information and advice concerning occupational learning
  • Collect, analyse data and report on workplace learning and development needs
  • Develop a workplace learning and development plan
  • Monitor the implementation of a workplace learning and development plan
  • Conduct learning and development administration and reporting
•  Plan the delivery of an occupational learning intervention
  • Plan the delivery of a learning intervention
  • Evaluate and adapt the learning resources for the delivery of the learning intervention
•  Facilitate different methodologies, training styles and techniques within an occupational learning context
  • Plan and prepare to facilitate a learning intervention
  • Facilitate the learning intervention
  • Reflect on the effectiveness of own facilitator role
• Facilitate experiential work-based learning
  • Develop an experiential work-based learning plan and implementation schedule
  • Conduct a task focused learning session
  • Establish a mentorship relationship
•  Plan and conduct the assessment of learner competencies
  • Prepare for assessment
  • Conduct the assessment
  • Report and record assessments
  • Review assessments
•  Evaluate the impact of learning within an occupational context
  • Measure and evaluate the impact of learning and development on work processes
  • Report on the results achieved

 Work Place

• Conduct learning and development management practices
• Conduct skills development facilitation (SDF) processes as required for mandatory grant payments.
• Conduct learning and development planning and implementation processes.
• Facilitate an occupational learning session
• Conduct assessments of learner competence
• Conduct an evaluation of the impact of learning within an occupational context