Degree in Occupation-Directed ETD Practice

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

Field	:	Education, Training and Development
Sub-field	:	Adult Learning
NQF level	:	6
Credits	:	360

Purpose of the qualification:

A practitioner who has achieved this qualification will have achieved a deep disciplinary or occupational base in support of ETD practice. This will further advance their competence in selected ETD roles and build a basis for specialised learning. They will be capable of making significant contributions to structured and targeted skills development within or across organisations, and at sectoral or national level.

The qualification will allow practitioners to advance to a level 7 qualification 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 6

1. Title : Plan a curriculum

2. Title : Co-ordinate the design of a variety of training materials

3. Title : Facilitate learning through selecting and integrating methodologies

4. Title : Manage quality assurance system

5. Title : Guide and counsel learners

6. Title : Manage a learning system

7. Title : Design, conduct and co-ordinate research

8. Title : Engage in occupational development

9. Title : Evaluate learning systems

UNIT STANDARDS TITLES AND SPECIFIC OUTCOMES - NQF LEVEL 6

1. Title : Plan a curriculum

Specific outcome 1.1: Establish partnerships needed for the design of the curriculum by, e.g.,

Identifying role-players suggested by the Skills Development Act, Labour Relations Act and other relevant legislation;

Establishing a forum or structure to involve the relevant role-players; and

Working out the functions, roles and levels of involvement of all role-players.

Specific outcome 1.2: Identify the factors to be addressed in the curriculum by, e.g.,

Analysing the sector, enterprise or workplace skills plan;

Identifying learner needs; and

Identifying available resources.

Specific outcome 1.3: Develop a curriculum framework by, e.g.,

Mapping the progression and portability between the qualifications which the curriculum will cover;

Defining the education and training philosophy or approach on which the curriculum is based; and

Outlining the purpose, outcomes, materials, and mode of delivery for each programme.

Specific outcome 1.4: Develop an assessment framework of the curriculum which include, e.g.,

The roles of learners, practitioners and quality assurance agencies;

The purpose of assessment, including admission; placement; formative and summative assessment; and recognition of prior learning;

Principles and procedures for conducting assessment; and

Where assessment should take place and what will be assessed.

Specific outcome 1.5: Pilot the curriculum and make adjustments as a result of feedback and evaluation by, e.g.,

Listing the factors on which feedback will be needed;

Developing evaluation instruments and strategies;

Collating and analysing information and feedback; and

Making revisions as needed.

Specific outcome 1.6: Evaluate own performance by, e.g.,

Identifying strengths and weaknesses; and

Planning to integrate lessons learned into future practice.

Specific outcome 1.7: Record the curriculum and evaluation in ways which will, e.g.,

Enable practitioners to use them in the future; and

Be suitable for national and organisational quality assurance purposes.

2. Title : Co-ordinate the design of a variety of training materials

Specific outcome 2.1: Investigate the need for training materials in the learning programme.

Specific outcome 2.2: Select the appropriate learning support media based on learner needs and learning context.

Specific outcome 2.3: Determine the requirements, purpose and parameters of the training materials.

Specific outcome 2.4: Communicate requirements, purpose and parameters to the development team.

Specific outcome 2.5: Co-ordinate the materials development process by, e.g.,

taking into account in the allocation of work the abilities of each developer;

developing content of the training materials;

designing structure of the training materials; and

creating a draft copy of the training materials.

Specific outcome 2.6: Arrange a pilot programme for the evaluation of the newly designed training materials.

Specific outcome 2.7: Ensure revisions are made.

Specific outcome 2.8: Evaluate own performance by, e.g.,

identifying strengths and weaknesses; and

planning to integrate lessons learned into future practice.

3. Title : Facilitate learning through selecting and integrating methodologies

Specific outcome 3.1: Prepare the learners and learning environment

Specific outcome 3.2: Create communication and support strategies within groups to encourage, e.g.,

dialogue;

lasting networks; and

integration of different viewpoints.

Specific outcome 3.3: Relate new knowledge to prior learning.

Specific outcome 3.4: Scope the intended learning strategy by, e.g.,

clarifying goals/outcomes;

establishing relationships between various activities; and

incorporating learner needs and expectations.

Specific outcome 3.5: Implement the learning strategy by, e.g.,

adapting the learning strategies for individual and/or group learning to the learning context;

using open, interactive and participatory approaches to construct knowledge;

supporting learner progress; and

effectively managing the learning process.

Specific outcome 3.6: Consolidate the learning by, e.g.,

Encouraging learners to construct a synthesis report.

Specific outcome 3.7: Evaluate the learning process

critiquing the facilitation and learning process through reflection; and

making modifications to inform the planning of the facilitation of the future learning interventions.

Specific outcome 3.8: Maintain effective and efficient administrative system.

4. Title : Manage quality assurance system

Specific outcome 4.1: Monitor quality assurance system by, e.g.,

regularly monitoring learning programmes, training materials, staff performance and availability of resources;

regularly monitoring moderation and assessment practices;

regularly monitoring on-going staff development; and

monitoring documentation and data management relevant to training.

Specific outcome 4.2: Evaluate quality assurance system by, e.g.,

developing review mechanisms to assist with evaluation of quality assurance system; and

holding consultations with relevant role people to assist with the evaluation of organisation's quality assurance systems.

Specific outcome 4.3: Report and make recommendations by, e.g.,

submitting reports (which include recommendations for future developments) on a regular basis to relevant SETA/ETQA bodies and to relevant people within the organisation on status of quality assurance system; and

planning and implement approved changes to organisation's quality assurance system.

5. Title : Guide and counsel learners

Specific outcome 5.1: Identify learners needs and problems e.g.

through interviews;

when approached; and

through ongoing interaction with learners.

Specific outcome 5.2: Establish a relationship between oneself and the learner - e.g.

relationship of trust; and

relationship should assist the learner in dealing with the need problem.

Specific outcome 5.3: Provide guidance and counselling to the learner on the areas that the practitioner can handle, e.g. career planning;

career development;

conflict resolution;

anxiety management (learning, assessment, performance); personal development;

time management; stress management; and

personal crisis relating to immediate events in the learners' lives (e.g. divorce, family deaths, etc).

Specific outcome 5.4: Refer issues outside of own expertise to a relevant specialist, e.g. to

occupational therapists;

social welfare issues;

alcoholic anonymous;

drug rehabilitation centres;

retrenchment counselling; and

marriage/family counselling.

Specific outcome 5.5: Evaluate the relationship and progress on activities one has with the learner and identify ways of improving it.

Specific outcome 5.6: Keep records of interactions with the learner which, e.g.

should be confidential

are in keeping with the organisational and established guidance and counselling principles.

6.Title : Manage a learning system

Specific outcome 6.1: Design and develop learning systems by, e.g.,

ensuring systems are aligned with national/sector or enterprise policies and skills development plans;

being aware that a learning system may span a number of learnerships/ learning programmes within an enterprise, or alternatively, a single learnership/ learning programme may span across many institutional contexts; and ensuring learnerships/ learning programmes are meeting market needs.

Specific outcome 6.2: Co-ordinate management of multiple learning programmes by, e.g.,

ensuring alignment with organisational systems and procedures;

taking resources, needs and education and training trends into account;

keeping the system open to reflection and adaptation; and

assessing the impact of legislative changes - current and future - and adjusting the learning system accordingly.

Specific outcome 6.3: Develop long term plans for the improvement of the learning system by, e.g.,

taking current situations and national trends into account.

7. Title : Design, conduct and co-ordinate research

Specific outcome 7.1: 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, or contribute to the development of a discipline..

Specific outcome 7.2: Select and apply appropriate research methodologies by, e.g.,

considering research aims and resources available; and

considering disciplinary norms and bodies of knowledge.

Specific outcome 7.3: Design a research plan by, e.g.,

considering research aims and selected methodologies as well as resources available; and

considering norms and ethics of the discipline or occupation concerned.

Specific outcome 7.4: 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 7.5: Interpret the data collected with regard to the research question and methodology, hypothesis and topic concepts.

Specific outcome 7.6: 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 7.7: Make recommendations regarding future improvements to research.

8. Title : Engage in occupational development

Specific outcome 8.1: Analyse recent changes in a chosen occupation in South Africa and international by, e.g.

using a range research techniques to collect this information;

categorising various forces impacting on the profession; and

identifying ways in which the occupation has adapted or failed to adapt to forces impacting on it, and some of the underlying reasons.

Specific outcome 8.2: Identifying possible implications of recent occupational changes on occupational education, training and development in South Africa and internationally by, e.g.,

comparing and contrasting changes in ETD for the occupation in South Africa and internationally over the last few years;

identifying possible implications of recent government strategies and legislation on the occupation in South Africa;

identifying major challenges currently faced by ETD for this occupation in South Africa;

identifying some of the strengths and weaknesses of current ETD for the occupation in South Africa; and

suggesting ways in which ETD for this occupation might meet some of the challenges.

Specific outcome 8.3: Incorporate the issues identified above into ETD practice via the integrated practice of various ETD roles by, e.g.,

identifying the ways in which the issues above impact on each role and on the integrated performance of roles; and

demonstrating the ways in which this has been incorporated into practice.

9. Title : Evaluate learning systems

Specific outcome 9.1: Develop stakeholder driven evaluation systems within an enterprise or economic sector by, e.g.,

working with affected stakeholders in order to jointly develop systems.

Specific outcome 9.2: Evaluate systems consistently across a range of learning situations.

Specific outcome 9.3: Analyse the results of evaluations by, e.g.,

taking into account efficiency and effectiveness of various learning options.

Specific outcome 9.4: Report and generally communicate the analysis of the evaluations to the involved stakeholders and the appropriate audiences.

Specific outcome 9.5: Evaluate the effectiveness of the evaluation systems by, e.g.,

taking into account efficiency and effectiveness of various evaluation options.

Back

1. Title	:	Plan a curriculum
2. Title	:	Co-ordinate the design of a variety of training materials
3. Title	:	Facilitate learning through selecting and integrating methodologies
4. Title	:	Manage quality assurance system
5. Title	:	Guide and counsel learners
6. Title	:	Manage a learning system
7. Title	:	Design, conduct and co-ordinate research
8. Title	:	Engage in occupational development
9. Title	:	Evaluate learning systems

Specific outcome 1.1:	Establish partnerships needed for the design of the curriculum by, e.g., Identifying role-players suggested by the Skills Development Act, Labour Relations Act and other relevant legislation; Establishing a forum or structure to involve the relevant role-players; and Working out the functions, roles and levels of involvement of all role-players.
Specific outcome 1.2:	Identify the factors to be addressed in the curriculum by, e.g., Analysing the sector, enterprise or workplace skills plan; Identifying learner needs; and Identifying available resources.
Specific outcome 1.3:	Develop a curriculum framework by, e.g., Mapping the progression and portability between the qualifications which the curriculum will cover; Defining the education and training philosophy or approach on which the curriculum is based; and Outlining the purpose, outcomes, materials, and mode of delivery for each programme.
Specific outcome 1.4:	Develop an assessment framework of the curriculum which include, e.g., The roles of learners, practitioners and quality assurance agencies; The purpose of assessment, including admission; placement; formative and summative assessment; and recognition of prior learning; Principles and procedures for conducting assessment; and Where assessment should take place and what will be assessed.
Specific outcome 1.5:	Pilot the curriculum and make adjustments as a result of feedback and evaluation by, e.g., Listing the factors on which feedback will be needed; Developing evaluation instruments and strategies; Collating and analysing information and feedback; and Making revisions as needed.
Specific outcome 1.6:	Evaluate own performance by, e.g., Identifying strengths and weaknesses; and Planning to integrate lessons learned into future practice.
Specific outcome 1.7:	Record the curriculum and evaluation in ways which will, e.g., Enable practitioners to use them in the future; and Be suitable for national and organisational quality assurance purposes.

Specific outcome 2.1:	Investigate the need for training materials in the learning programme.
Specific outcome 2.2:	Select the appropriate learning support media based on learner needs and learning context.
Specific outcome 2.3:	Determine the requirements, purpose and parameters of the training materials.
Specific outcome 2.4:	Communicate requirements, purpose and parameters to the development team.
Specific outcome 2.5:	Co-ordinate the materials development process by, e.g., taking into account in the allocation of work the abilities of each developer; developing content of the training materials; designing structure of the training materials; and creating a draft copy of the training materials.
Specific outcome 2.6:	Arrange a pilot programme for the evaluation of the newly designed training materials.
Specific outcome 2.7:	Ensure revisions are made.
Specific outcome 2.8:	Evaluate own performance by, e.g., identifying strengths and weaknesses; and planning to integrate lessons learned into future practice.

Specific outcome 3.1:	Prepare the learners and learning environment
Specific outcome 3.2:	Create communication and support strategies within groups to encourage, e.g., dialogue; lasting networks; and integration of different viewpoints.
Specific outcome 3.3:	Relate new knowledge to prior learning.
Specific outcome 3.4:	Scope the intended learning strategy by, e.g., clarifying goals/outcomes; establishing relationships between various activities; and incorporating learner needs and expectations.
Specific outcome 3.5:	Implement the learning strategy by, e.g., adapting the learning strategies for individual and/or group learning to the learning context; using open, interactive and participatory approaches to construct knowledge; supporting learner progress; and effectively managing the learning process.
Specific outcome 3.6:	Consolidate the learning by, e.g., Encouraging learners to construct a synthesis report.
Specific outcome 3.7:	Evaluate the learning process critiquing the facilitation and learning process through reflection; and making modifications to inform the planning of the facilitation of the future learning interventions.
Specific outcome 3.8:	Maintain effective and efficient administrative system.

Specific outcome 4.1:	Monitor quality assurance system by, e.g., regularly monitoring learning programmes, training materials, staff performance and availability of resources; regularly monitoring moderation and assessment practices; regularly monitoring on-going staff development; and monitoring documentation and data management relevant to training.
Specific outcome 4.2:	Evaluate quality assurance system by, e.g., developing review mechanisms to assist with evaluation of quality assurance system; and holding consultations with relevant role people to assist with the evaluation of organisation's quality assurance systems.
Specific outcome 4.3:	Report and make recommendations by, e.g., submitting reports (which include recommendations for future developments) on a regular basis to relevant SETA/ETQA bodies and to relevant people within the organisation on status of quality assurance system; and planning and implement approved changes to organisation's quality assurance system.

Specific outcome 5.1:	Identify learners needs and problems e.g. through interviews; when approached; and through ongoing interaction with learners.
Specific outcome 5.2:	Establish a relationship between oneself and the learner - e.g. relationship of trust; and relationship should assist the learner in dealing with the need problem.
Specific outcome 5.3:	Provide guidance and counselling to the learner on the areas that the practitioner can handle, e.g. career planning; career development; conflict resolution; anxiety management (learning, assessment, performance); personal development; time management; stress management; and personal crisis relating to immediate events in the learners' lives (e.g. divorce, family deaths, etc).
Specific outcome 5.4:	Refer issues outside of own expertise to a relevant specialist, e.g. to occupational therapists; social welfare issues; alcoholic anonymous; drug rehabilitation centres; retrenchment counselling; and marriage/family counselling.
Specific outcome 5.5:	Evaluate the relationship and progress on activities one has with the learner and identify ways of improving it.
Specific outcome 5.6:	Keep records of interactions with the learner which, e.g. should be confidential are in keeping with the organisational and established guidance and counselling principles.

Specific outcome 6.1:	Design and develop learning systems by, e.g., ensuring systems are aligned with national/sector or enterprise policies and skills development plans; being aware that a learning system may span a number of learnerships/ learning programmes within an enterprise, or alternatively, a single learnership/ learning programme may span across many institutional contexts; and ensuring learnerships/ learning programmes are meeting market needs.
Specific outcome 6.2:	Co-ordinate management of multiple learning programmes by, e.g., ensuring alignment with organisational systems and procedures; taking resources, needs and education and training trends into account; keeping the system open to reflection and adaptation; and assessing the impact of legislative changes - current and future - and adjusting the learning system accordingly.
Specific outcome 6.3:	Develop long term plans for the improvement of the learning system by, e.g., taking current situations and national trends into account.

Specific outcome 7.1:	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, or contribute to the development of a discipline..
Specific outcome 7.2:	Select and apply appropriate research methodologies by, e.g., considering research aims and resources available; and considering disciplinary norms and bodies of knowledge.
Specific outcome 7.3:	Design a research plan by, e.g., considering research aims and selected methodologies as well as resources available; and considering norms and ethics of the discipline or occupation concerned.
Specific outcome 7.4:	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 7.5:	Interpret the data collected with regard to the research question and methodology, hypothesis and topic concepts.
Specific outcome 7.6:	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 7.7:	Make recommendations regarding future improvements to research.

Specific outcome 8.1:	Analyse recent changes in a chosen occupation in South Africa and international by, e.g. using a range research techniques to collect this information; categorising various forces impacting on the profession; and identifying ways in which the occupation has adapted or failed to adapt to forces impacting on it, and some of the underlying reasons.
Specific outcome 8.2:	Identifying possible implications of recent occupational changes on occupational education, training and development in South Africa and internationally by, e.g., comparing and contrasting changes in ETD for the occupation in South Africa and internationally over the last few years; identifying possible implications of recent government strategies and legislation on the occupation in South Africa; identifying major challenges currently faced by ETD for this occupation in South Africa; identifying some of the strengths and weaknesses of current ETD for the occupation in South Africa; and suggesting ways in which ETD for this occupation might meet some of the challenges.
Specific outcome 8.3:	Incorporate the issues identified above into ETD practice via the integrated practice of various ETD roles by, e.g., identifying the ways in which the issues above impact on each role and on the integrated performance of roles; and demonstrating the ways in which this has been incorporated into practice.

Specific outcome 9.1:	Develop stakeholder driven evaluation systems within an enterprise or economic sector by, e.g., working with affected stakeholders in order to jointly develop systems.
Specific outcome 9.2:	Evaluate systems consistently across a range of learning situations.
Specific outcome 9.3:	Analyse the results of evaluations by, e.g., taking into account efficiency and effectiveness of various learning options.
Specific outcome 9.4:	Report and generally communicate the analysis of the evaluations to the involved stakeholders and the appropriate audiences.
Specific outcome 9.5:	Evaluate the effectiveness of the evaluation systems by, e.g., taking into account efficiency and effectiveness of various evaluation options.

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

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