NATIONAL DIPLOMA IN OCCUPATION-DIRECTED EDUCATION, TRAINING
AND DEVELOPMENT (ETD) PRACTICE

Field : Education, Training and Development
Sub-field : Adult Learning
NQF level : 5
Credits : 240

Purpose of the qualification:

A practitioner who has achieved this qualification will have achieved an advanced competence in the full spectrum of ETD roles. They will therefore be competent to make significant contributions to structure and targeted skills development, either across learning programmes within an enterprise and/or within learning programmes spanning a number of contexts.

The qualification will allow practitioners to advance to a level 6 Degree 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 LEVEL 5

1. Title : Plan a learning programme
2. Title : Develop training materials
3. Title : Facilitate learning using a variety of methodologies
4. Title : Design integrated assessment for a learning programme
5. Title : Moderate an assessment
6. Title : Guide and support learners
7. Title : Manage a learnership/learning programme
8. Title : Evaluate learning programmes
9. Title : Design and conduct research
10. Title : Engage in occupational development


UNIT STANDARDS TITLES AND SPECIFIC OUTCOMES - NQF LEVEL 5

1. Title : Plan a learning programme

Specific outcome 1.1: Identify the labour market needs by, e.g.,
  • Analysing the sector, enterprise or workplace skills plan to identify areas of potential need; or (if no plan exists)
  • Analysing the labour market in the relevant occupation to identify what needs exist.
Specific outcome 1.2:

Establish the partnerships needed to design and deliver the programme by, e.g.,

  • Identifying relevant role-players in the design and delivery of the programme;
  • Establishing a forum or structure needed to involve all parties; and
  • Identifying the functions, roles and levels of involvement for each role-player.
Specific outcome 1.3:

Identify and analyse the employment contexts within which learners will apply their competence by, e.g.,

  • Checking where learners will be (Or are likely to be) employed; and
  • Analysing the nature of work in the employment context to identify the kinds of competence which learners will need.
Specific outcome 1.4:

Identify or develop the qualification (or part qualification) which the programme will lead to by, e.g.,

  • Identifying and existing NQF qualification which describes the outcomes which will meet the labour market needs, or
  • liaising with a relevant National Standards Body about developing a qualification which describes the outcomes needed.
Specific outcome 1.5: Map the possible progressions to related qualifications by, e.g.,
  • analysing similarities and differences with qualifications in related occupations; and
  • analysing how learners will be able to progress to completing the qualification or to a further qualification.
Specific outcome 1.6: Develop a set of course outlines which will help learners to achieve the outcomes by, e.g.,
  • detailing the purpose, outcomes, materials, assessment strategy and mode of delivery for each course.
Specific outcome 1.7: Pilot the programme by, e.g.,
  • listing the factors on which feedback will be needed;
  • developing plans and instruments for collating information;
  • collecting and analysing information; and
  • making revisions as needed.

2. Title : Develop training materials

Specific outcome 2.1: Identify the need for materials by, e.g.,
  • reviewing courses or programmes which are/will be offered;
  • reviewing existing materials to identify gaps or weaknesses; and
  • analysing the scale of need, priority of materials and cost implications.
Specific outcome 2.2: Develop outcomes to be achieved through the materials by, e.g.,
  • analysing the audience to identify typical styles and needs;
  • developing outcomes in relation to national standards; and
  • consulting those involved in delivery of programmes and courses.
Specific outcome 2.3: Design the framework for the materials by, e.g.,
  • deciding on the mode of delivery and media to be used; researching the content; and
  • developing the structure and training methodology.
Specific outcome 2.4: Select resources to be used by, e.g.,
  • Acknowledging or negotiating copyright or patent rights.
Specific outcome 2.5: Develop draft of materials by, e.g.,
  • adapting resources appropriately;
  • developing activities;
  • sequencing materials; Andy
  • editing where necessary.
Specific outcome 2.6: Pilot materials by, e.g.,
  • using materials with a representative sample of learners and practitioners; and
  • collating and analysing feedback.
Specific outcome 2.7: Complete final production by, e.g.,
  • revising the materials, based on feedback.
Specific outcome 2.8: Evaluate own performance by, e.g.,
  • identifying strengths and weaknesses; and
  • making plans to integrate lessons learned into future practice.

3. Title : Facilitate learning using a variety of methodologies

Specific outcome 3.1: Prepare the learners and the learning environment for effective learning.
Specific outcome 3.2: Create strategies to encourage dialogue between participants by, e.g.,
  • sensitising learners to different viewpoints.
Specific outcome 3.3: Recap knowledge to link to prior learning.
Specific outcome 3.4: Clarify the goals/outcomes of the learning activity by, e.g.,
  • stating the outcomes are clearly; and
  • understanding the relationship between different activities.
Specific outcome 3.5: Implement learning activities by, e.g.,
  • applying learning strategies for both group and individual work to the learning context;
  • encourage open, interactive and participatory approaches within the learning situation;
  • monitoring learner progress and making necessary interventions;
  • managing the learning event productively; and
  • creating the opportunities to apply new knowledge within the various contexts.
Specific outcome 3.6: Consolidate the learning activity by, e.g.,
  • encourage learners to provide feedback; and
  • constructing a synthesis report based on learner feedback.
Specific outcome 3.7: Evaluate the learning progress by, e.g.,
  • Reflecting on the learning process to determine the extent to which it has achieved the outcomes; and
  • Taking remedial action when necessary.
Specific outcome 3.8: Maintain an effective and efficient administrative system.

4. Title : Design integrated assessment for a learning programme

Specific outcome 4.1: Consider the different purposes of assessment by, e.g.,

  • Including recognition of prior learning and summative and formative assessment in the learning programme.
Specific outcome 4.2:

Access information and resources for development of assessment by,

  • Gathering information on learners, on content, and on different learning environments; and
  • Collating resources for the design of assessment instruments.
Specific outcome 4.3: Design assessment activities and instruments by, e.g.,
  • Ensuring assessment design is consistent with the established assessment principles;
  • Ensuring assessment design is in line with national and organisational requirements for assessment;
  • Developing appropriate assessment activities and instruments for different phases of the learning programme; and
  • Basing assessment activities on the unit standards identified for a specific learning programme.
Specific outcome 4.4: Integrate assessment into learning programme by, e.g.,
  • Linking assessment activities meaningfully to learning activities.
Specific outcome 4.5: Evaluate assessment design for future improvements by, e.g.,
  • Identifying strengths and weaknesses in the practitioner's own performance of the above outcomes; and
  • Making plans to integrate the lessons learned into future assessment design.

5. Title : Moderate an assessment

Specific outcome 5.1:

Gather appropriate assessment and moderation documents. Moderation documents should be able to, e.g.,

  • Reflect the outcomes assessed;
  • Provide qualitative and quantitative information on performance assessed; and
  • Include appropriate feed-back to the learners assessed.
Specific outcome 5.2: Specific outcome 5.2: Select ways of conducting moderation. Moderation should, e.g.
  • Comply with organisational and national requirements;
  • Ensure that unit standards and related assessment documents are appropriately used by assessors; and
  • Be based on samples appropriate to the time available for moderation, but adequate for making inferences.
Specific outcome 5.3: Moderate assessment practices. Such practices should e consistent with established assessment principles.
Specific outcome 5.4: Retrieve and record assessment information on a database.
Specific outcome 5.5: Draw conclusions about the competence of the assessor based on national assessor standards.
Specific outcome 5.6: Recommend future improvements to assessment practices. Recommendations are based on analyses of problems which would impact on fair, valid and accurate assessment practices.
Specific outcome 5.7: Provide assessors with accurate advice and support which meet their education and training needs.
Specific outcome 5.8: Give feedback on the assessor's methods, approach and use of different types of evidence in a constructive way.

6. Title : Guide and support learners

Specific outcome 6.1: Identify learner's needs regarding, e.g.,
  • learning anxiety;
  • assessment anxiety; and
  • barriers to learning.
Specific outcome 6.2: Analyse problem/need and decide on appropriate action.
Specific outcome 6.3: Provide advice to learners, e.g.
  • how to access information needed that practitioner cannot provide;
  • resources, options, people;
  • study methods;
  • learning pathways;
  • learnerships and skills programmes; and
  • organisational expectations.
Specific outcome 6.4: Provide support to learners, e.g.
  • stress management;
  • crisis management;
  • conditions of service; and
  • employee wellbeing issues (i.e. medical, occupational, health and safety).
Specific outcome 6.5: Refer learners to specialist guidance and counselling services.
Specific outcome 6.6: Keep records of interactions with the learner in keeping with, e.g.
  • the requirements of their organisation, and
  • established counselling and guidance principles.
Specific outcome 6.7: Evaluate own performance by, e.g.,
  • identifying strengths and weaknesses in the guidance and support provided to learners; and
  • developing plans to integrate lessons learned into future practice.

7. Title : Manage a learnership/learning programme

Specific outcome 7.1: Design and develop a management system for a learnership/learning programme by, e.g.,
  • ensuring that the management system provides the support required for the learning to occur; and
  • understanding management systems for the implementation of learnerships within an enterprise as well as across various contexts.
Specific outcome 7.2: Co-ordinate the management of a learnership/ learning programme by, e.g.,
  • ensuring alignment with the educational aims and supporting the needs of the learnership/ learning programme; and
  • taking resources and educational management trends into account; and
  • keeping the management open to reflection and adaptation.
Specific outcome 7.3:

Develop plans for the improvement of the management by, e.g.,

  • taking feedback, reflection and developing trends into account.

8. Title : Evaluate learning programmes

Specific outcome 8.1:

Design evaluation strategies for learnerships/learning programmes by, e.g.,

  • devising evaluation components which include appropriate methodology(ies), plans for preparation and implementation, and review plans; and
  • taking into account accepted evaluation principles which are appropriate to both the organisational and/or the occupational environment.
Specific outcome 8.2: Implement evaluation strategies, adapting them or having them adapted as necessary.
Specific outcome 8.3: Compare/match/judge evaluation results by, e.g.,
  • gathering the results from various learning programmes.
Specific outcome 8.4:

Generate findings in order to recommend future improvements by, e.g.,

  • disseminating and consulting on the findings in order to increase their impact.
Specific outcome 8.5: Evaluate the feasibility of the evaluation-generated recommendations.
Specific outcome 8.6: Reflect on the effectiveness of the evaluation strategies.

9. Title : Design and conduct research

Specific outcome 9.1: Select an area and topic for research by, e.g.,
  • Considering the aims and objectives of the skills development strategy;
  • Considering sector and workplace skills development plans; and
  • selecting areas or topics that will transform an element of ETD or occupational practice.
Specific outcome 9.2: Select and apply appropriate research methodologies by, e.g.,

  • Considering research aims and resources available.
Specific outcome 9.3: Design a research action plan by, e.g.,

  • Considering research aims and selected methodologies as well as the resources available.
Specific outcome 9.4: Conduct and manage the research process according to the research action plan by, e.g.,

  • adapting both the plan and the implementation as necessary.
Specific outcome 9.5: Interpret the data collected with regard to the research question and methodology, hypothesis and topic concepts.
Specific outcome 9.6: Evaluate the research process by, e.g.,

  • Considering the intended process and the extent to which the research question has been satisfactorily answered.
Specific outcome 9.7: Make recommendations regarding future improvements to research.
Specific outcome 9.8: Produce and present a research report by, e.g.,
  • Considering a format appropriate to the target audience; and
  • Considering a format appropriate to the occupation or discipline.

10. Title : Engage in occupational development

Specific outcome 10.1: Analyse recent changes in a chosen occupation, both in South Africa and in three other countries by, e.g.,
  • Using three or more sources to collect this information;
  • Categorising various forces impacting on the profession; and
  • Identifying ways in which the occupation has adopted or failed to adapt to forces impacting on it.
Specific outcome 10.2: Identify possible implications of recent occupational changes on occupational education, training and development in South Africa and in three other countries by, e.g.,
  • Comparing and contrast changes in occupational ETD in South Africa and three other countries over the last few years;
  • Identifying possible implications of recent government strategies and legislation on the occupation in South Africa;
  • What major challenges currently face ETD for this occupation in South Africa;
  • Identify some of the strengths and weaknesses of current ETD for the occupation in South Africa; and
  • Suggest in which ETD for this occupation might meet some of the challenges facing it.
Specific outcome 10.3: Incorporate the issues identified above into ETD practice via the integrated practice of various ETD roles prescribed for NQF level 5 by, e.g.,
  • Identify the ways in which the issues above impact on each role and in the integrated performance of roles; and
  • Demonstrate the ways in which this has been incorporated into practice.

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