Occupational Certificate Training and Development Practitioner – Level 5 – 101321

Occupational Certificate Training and Development Practitioner – Level 5 – 101321


Occupational Certificate Training and Development Practitioner


The SAQA Qualification Occupational Certificate Training and Development Practitioner – Level 5 – 101321 qualification is a qualification that empowers the learner to follow a career in training and development. The Learning and Development Practitioner plans, writes learning objectives, selects and adapts learning resources required for the delivery of learning interventions, and facilitates learning in an occupational context.

A qualified learner will be able to:

  • Co-ordinate learning within an occupational context.

  • Establish and refine learning and development needs within occupational contexts.

  • Conceptualise, plan and implement occupationally relevant learning and development interventions.

  • Facilitate learning in a variety of occupational contexts.

  • Evaluate the impact of learning and development interventions within an occupational context.

Entry Requirements

  • Proficiency in English on an NQF level 4 or equivalent.

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Detailed Information


  • 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


  • 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

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