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

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  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

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  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

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  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

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  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 relationshipp

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  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