NATIONAL CERTIFICATE IN OCCUPATION-DIRECTED EDUCATION, TRAINING
AND DEVELOPMENT PRACTICE

Field : Education, Training and Development
Sub-field : Adult Learning
NQF level : 4
Credits : 120

Purpose of the qualification:

A practitioner who has achieved this qualification will have achieved a basic competence in planning, delivering and evaluating occupation-directed education, training and development (ETD). They will be capable of making significant contributions to achieving targeted and structured skills development at course level.

The qualification will allow practitioners to advance to a level 5 Certificate in occupation directed ETD. It also provides them with credits, which they can carry across towards earning any other ETD qualification at the same level.


UNIT STANDARDS AT NQF LEVEL 3

1. Title : Coach learners


UNIT STANDARDS AT NQF LEVEL 4

1. Title : Plan learning events
2. Title : Prepare learning aids
3. Title : Facilitate targeted skills development
4. Title : Conduct an assessment
5. Title : Advise and refer learner
6. Title : Manage a skills development course
7. Title : Evaluate a course
8. Title : Conduct elementary field research in ETD or occupation
9. Title : Engage in occupational developments

 

UNIT STANDARDS TITLES AND SPECIFIC OUTCOMES - NQF LEVEL 3

1. Title : Coach learners

Specific outcome 1.1: Demonstrate a task in a practical manner by, e.g.,
  • Explaining the task in appropriate language whilst demonstrating it;
  • Pacing the demonstration to match reamers' needs; and
  • Ensuring the demonstration of the task complies with health and safety regulations.
Specific outcome 1.2: Provide appropriate opportunities for a learner to practice skill and knowledge by, e.g.,
  • ensuring tasks are sequenced in a logical manner;
  • ensuring tasks are appropriate to learners' needs;
  • checking learners' understanding of the task;
  • modifying task instructions according to learners' needs;
  • providing supplementary information to learners to reinforce key learning points; and
  • orientating learners to the availability of resources.
Specific outcome 1.3: Assess the learners' competence by, e.g.,
  • Evaluating learners' competence by means of progress evaluation and remedial actions;
  • assessing learners' competence to perform tasks unaided; and
  • providing feedback on progress to the learners.
Specific outcome 1.4: Handle conditions which may occur due to unforeseen circumstances, in keeping with health and safety regulations.
Specific outcome 1.5: Explain the elements of the task to be performed by, e.g.,
  • ensuring the explanation of the task is sequenced in a series of logical steps;
  • explaining the importance of the task in relation to the broader context; and
  • establishing the required standards for the task by means of example.
Specific outcome 1.6: Provide support and advice in relation to the task by, e.g.,
  • nurturing the learner; and
  • redirecting learners when they are not meeting required performance standards.
Specific outcome 1.7: Identify the learning gap and possible coaching opportunities for individuals and groups by, e.g.,
  • defining learner performance gaps against workplace standards.


UNIT STANDARDS TITLES AND SPECIFIC OUTCOMES - NQF LEVEL 4

1. Title : Plan learning events

Specific outcome 1.1: Decide on the content of the learning event, e.g.,
  • analysing the sector, enterprise or workplace skills plan;
  • identifying learner needs; and
  • identifying available resources.
Specific outcome 1.2: Formulate the outcomes to be achieved in the learning event, e.g.,
  • in relation to the skills plan;
  • in relation to the national outcomes; and
  • in accordance with learner needs.
Specific outcome 1.3: Develop a series of activities which, e.g.,
  • enable learners to achieve the intended outcomes; and
  • uses an appropriate methodology consistently.
Specific outcome 1.4: Create, select and adapt learner support materials or equipment for each activity which, e.g.,
  • are appropriate to the level of learners, the purpose of the activities and the learning environment
Specific outcome 1.5: Revise the activities if necessary.
Specific outcome 1.6: Develop or adapt assessment activities, e.g.,
  • to ensure that learners will be able to assess themselves, and/or each other, and
  • which will enable the practitioner to assess learner's difficulties and progress.
Specific outcome 1.7: Evaluate the learning event plan and materials by, e.g.,
  • identifying strengths and weaknesses; and
  • building the lessons learned into future plans.
Specific outcome 1.8: Record the learning event plan in ways which, e.g.,
  • enable practitioners to use them in the future; and
  • will be suitable for quality assurance purposes.

2. Title : Prepare reaming aids

Specific outcome 2.1: Select a range of available training materials by, e.g.,
  • ensuring the training materials are relevant to the learning area; and
  • ensuring the training materials are suitable for the target group.
Specific outcome 2.2: Adapt training materials by, e.g.,
  • varying the sequence of activities;
  • editing, adding and /or removing materials;
  • modifying language and content to meet needs of the learners; and
  • ensuring the level of materials is suitable for the learners.
Specific outcome 2.3: Prepare learning aids in which, e.g.
  • where writing or illustrations are used, these are clear and neat;
  • concepts and information are accurate and appropriately sequenced; and
  • learner involvement is encouraged.
Specific outcome 2.4: Evaluate own performance by, e.g.,
  • identifying strengths and weaknesses
  • make plans to integrate lessons learned into future practice.

3. Title : Facilitate targeted skills development

Specific outcome 3.1: Prepare a learning environment that is appropriate for effective learning, e.g.,
  • which is structured to ensure individual or group learning.
Specific outcome 3.2: Encourage dialogue between, e.g.,
  • learners and learners, and
  • learners practitioner.
Specific outcome 3.3: Recap knowledge to link to previous learning.
Specific outcome 3.4: Clarify goals/outcomes of the learning activity by, e.g.,
  • stating the goals/outcomes clearly
Specific outcome 3.5: Implement the learning activities by, e.g.,
  • setting tasks and activities for individual or/and group learning;
  • encouraging an open, interactive and participatory approach within the learning situation;
  • monitoring the learners' progress; managing the learning activity; and
  • creating opportunities to apply new knowledge.
Specific outcome 3.6: Consolidate the learning activity by, e.g.,
  • encouraging learners to provide feedback; and
  • reinforcing learning through activities such as summarising and reaching consensus.
Specific outcome 3.7: Evaluate the learning activity by, e.g.,
  • identifying the strengths and weaknesses of the following
  • the learners' performance in achieving the intended outcomes
  • the effectiveness of the different phases of the learning activity
  • the practitioner's role in the facilitation process.
  • providing necessary creative/remedial measures.
Specific outcome 3.8: Maintain administrative system.

4. Title : Conduct an assessment

Specific outcome 4.1: Plan for the assessment by, e.g.,
  • establishing identifying the purpose of assessment by holding consultations/discussions with the learner(s) and other relevant parties;
  • selecting- appropriate methods of assessment taking into account The purpose, environment and evidence to be collected; and
  • selecting appropriate assessment activities and instruments to ensure the evidence gathered is adequate to prove competence.
Specific outcome 4.2: Prepare the learner for the assessment by, e.g.,
  • explaining assessment process, appeals procedure, purpose, methods and documents to the learner(s);
  • discussing learner's learning requirements, prior knowledge and experience; and
  • agreeing on logistical arrangements with the learner and relevant parties.
Specific outcome 4.3: Conduct assessment by, e.g.,
  • putting the learner at ease; and
  • conducting assessment according to established assessment principles.
Specific outcome 4.4: Make assessment decisions about learner's competence by, e.g.,
  • evaluating evidence collected against assessment criteria.
Specific outcome 4.5: Record assessment results by, e.g.,
  • recording outcomes of assessment in line with organisational and national requirements.
Specific outcome 4.6: Give feedback to the learner by, e.g.,
  • giving feedback timeously, in an appropriate environment, to the learner and other relevant parties; and
  • giving feedback in an affirming, constructive and interactive way.
Specific outcome 4.7: Evaluate the way in which assessment was conducted by, e.g.,
  • identifying strengths and weaknesses in the practitioner's own performance; and
  • making plans to integrate lessons learned in future assessments.

5. Title : Advise and refer learner

Specific outcome 5.1: Identify the kinds of information or support which learners may need, e.g.,
  • learning programmes content, structure, admission requirements, exit level outcomes and learning contracts;
  • career progression options within the occupation; and
  • typical learning or personal difficulties experienced by learners.
Specific outcome 5.2: Source and maintain information on the above issues.
Specific outcome 5.3: Provide information to learners through, e.g.,
  • displays;
  • workshops;
  • interviews; and
  • industrial theatre.
Specific outcome 5.4: Refer learners to employment service agencies or counselling agencies as appropriate, e.g.,
  • counsellors, which include
  • career counsellors; occupational therapists; and
  • social workers.
  • Learning support services, which include
  • Learning support centres;
  • Community centres;
  • CCMA; and
  • Support services.
Specific outcome 5.5: Record advice and support provided to learners
Specific outcome 5.6: Evaluate own performance by, e.g.,
  • Identifying strengths and weaknesses; and
  • Making plans to integrate lessons learned into future guidance and support.

6. Title : Manage a skills development course

Specific outcome 6.1: Provide management and logistical support to a training course by, e.g.,
  • applying and maintaining relevant management and administrative procedures;
  • following externally directed procedures; and
  • co-ordinating the activities of ETD practitioners and other staff within the course.
Specific outcome 6.2: Manage and maintain learning records by, e.g.,
  • creating a storage and retrieval system for records; and
  • deciding on necessary records to be kept, taking account of prescribed procedures.
Specific outcome 6.3: Involve learners in the management of learning by, e.g.,
  • explaining the objectives, intended outcomes, and nature of the course; and
  • explaining what is expected and required of learners.
Specific outcome 6.4: Contribute to the budgetary process by, e.g.,
  • providing appropriate information; and
  • reflecting on financing in order to contribute to future financial planning.
Specific outcome 6.5: Evaluate management of the training course by, e.g.,
  • making recommendations for better future procedures or support.

7. Title : Evaluate a course

Specific outcome 7.1: Identify the most appropriate option for evaluating a course by, e.g.,
  • Selecting the options from a given set of methodologies/approaches; and
  • linking the options to the nature of the course being evaluated.
Specific outcome 7.2:

Develop a viable action plan for the evaluation of a work-related course by, e.g.,

  • basing the action plan on using selected methodologies; and
  • matching the action taken to the nature of the work processes for which training is happening.
Specific outcome 7.3: Conduct the evaluation of the work-related course according to the

action plan, adapting the evaluation as necessary.
Specific outcome 7.4:

Report on the strengths and shortcomings of the learning events by, e.g.,

  • taking into account the intended outcomes/standards for the course, and the success rate of learners on the course;
  • taking into account the target audience of the report; and
  • ensuring the report is in the format most acceptable to the context of the training.
Specific outcome 7.5: Propose possible improvements to the course by, e.g.,
  • taking account of the learning outcomes/standards that the
  • course was designed to achieve.
Specific outcome 7.6: Analyse the evaluation exercise.
Specific outcome 7.7: Identify areas for improvement in applying the evaluation.

8. Title : Conduct elementary field research in ETD or occupation

Specific outcome 8.1: Select an area of ETD or occupational practice for investigation by, e.g.,
  • Formulating a research question, and stating why it is a worthwhile topic of investigation.
Specific outcome 8.2: Select a research technique or instrument by, e.g.,
  • justifying the selection with reference to the area to be researched.
Specific outcome 8.3: Develop a realistic action plan for conducting the research by, e.g.,
  • Considering the research objectives, the context, and resources available.
Specific outcome 8.4: Conduct and manage the research in accordance with the action plan by, e.g.
  • adapting both the plan and the implementation as necessary.
Specific outcome 8.5: Reflect on the appropriateness of the research instrument, including, e.g.,
  • the appropriateness of the research instrument;
  • the success of the action plan; and
  • the outcomes of the research.
Specific outcome 8.6: Write and present a final report on the research e.g.
  • in a format useful and acceptable to relevant stakeholders

9. Title : Engage in occupational developments

Specific outcome 9.1: Identify recent changes in a chosen occupation by, e.g.,
  • using more than one source to collect this information;
  • categorising various forces impacting on the profession; and
  • identifying ways in which the occupation has adapted to forces impacting on it.
Specific outcome 9.2: Identifying possible implications of recent occupational changes on occupation education, training and development by, e.g.,
  • enquiring in what ways has training changed over the last few years;
  • identifying possible implications of recent government strategies and legislation on the occupation;
  • identifying the major challenges currently facing ETD for this occupation;
  • identifying some of the strengths and weaknesses of current ETD for this occupation; and
  • suggesting ways in which ETD for this occupation might meet some of the challenges facing it.
Specific outcome 9.3: Incorporate the issues identified above onto the practice of the ETD roles prescribed for NQF level 4 by, e.g.,
  • identifying the ways in which the issues above impact on each role;
  • demonstrating the ways in which this has been incorporated into the practice of these roles.

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