Occupational Certificate Training and Development Practitioner – Level 5 – 101321

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 relationshipp
-
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
