skills development 2020 - edutel · training, skills development and marketing services. the first...

SETTING THE PACE IN SKILLS DEVELOPMENT

Offices nationwide

NQF aligned

We operate internationally

Fully accredited

2020

E D U T E L

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Welcome to EDUTEL: Your one-stop educational service

EDUTEL's vision is to make education trulyaccessible and to debunk the notion thateducation belongs in an ivory tower. EDUTELis fast changing traditional ideas abouteducation, and, more specifically, the ways inwhich people of all walks of life can nowengage in every aspect of life-long learningat its very best.

EDUTEL is the embodiment of soundeducational design and planning, theintegration of both practical and intellectualminds, and, moreover, the exemplification ofreal collaboration.

EDUTEL, simply put, is an educational servicethat enables employers to concentrate ontheir core business, while EDUTEL takes careof every aspect of learning and training at thevarious levels of competency – efficiently andcost-effectively – and always according toemployers' specific needs in the workplace.

EDUTEL collaborates with various formal andnon-formal educational institutions,empowering students and businessenvironments alike, with sound advice,training and, increasingly, the facilitation oftraining.

Central to EDUTEL's overarching vision andmission of greater educational access is thenotion that all learning should be skills-based,outcomes-based, or, if you like, purpose-based – clearly defined in terms of thelearner's profile, his/her weaknesses andstrengths, and geared to the most effectiveways in which life-long learning could

facilitate a more complete individual and, infact, an able and productive contributor toSouth Africa's economy.

Considering that all EDUTEL's listedprogrammes and courses are designed inaccordance with the requirements andprinciples set by the Education Act, theNational Qualifications Framework, SouthAfrican Qualifications Authority, andinternationally benchmarked, it becomes evenclearer that this one-stop educational serviceis indeed the result of careful planning.

These successes are the result of EDUTEL'ssound organisational and administrativestructure, its extended academic networksand access to the best and biggest variety ofvenues through sound collaboration, itsinfrastructure and, therefore, its ability toidentify specific needs in the workplace andthe greater South African and internationallabour market.

3S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T

Contents: We offer the following programmes1. Names of Directors, Chief Executive and Senior Management 4

2. Names and Qualifications of Academic Staff 5

3. General Information 7

4. Recognition of Prior Learning: The key to your future learning 10

5. Foundational Learning Programme 12

6 8. Facilitating Skills Development in the Workplace 1

7 20. Designing and Developing Learning Programmes

8 22. Facilitating the Learning Process (“Train the Trainer”)

9 24. Supporting the Learner

10 25. Mentoring

11 7. Assessing Outcomes-based Learning 2

1 . Moderating the Assessment 22 9

1 . The Evidence Facilitator in the Workplace3 31

1 . The Assessment Designer4 33

15. Develop, support and promote RPL practices 35

1 . Further Education and Training Certificate: Occupationally-Directed Education, Training6

and Development, NQF 04 37

1 . Further Education and Training Certificate: Generic Management specialising in School7

Governing Bodies, NQF 04 41

1 . Further Education and Training Certificate: Youth Development8 44

1 . National Certificate: Occupationally-Directed Education, Training and Development Practices, NQF 059 47

20 51. National Diploma: Occupationally-Directed Education, Training and Development Practices, NQF 05

21 56. National Certificate: Occupationally-Directed Education, Training and Development Practices, NQF 06

Qualification pending approval 59

Limited Contact Learning 60

22 limited contact learning 61. Become a Skills Development Facilitator through

23 limited contact learning 63. Become an Educator Assessor through

24. Develop, support and promote RPL practices 65

25. Further Education and Training Certificate: Occupationally-Directed

Education, Training and Development Practices, NQF 04 67

2 . National Certificate: Occupationally-Directed Education, Training and6

Development Practices, NQF 05 71

2 . National Diploma: Occupationally-Directed Education, Training and7


2 . National Certificate: Occupationally-Directed Education, Training and8


29 84. Code of Conduct

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1. Names of Directors, Chief Executiveand Senior Management

Directors: Andries PelserOscar Stephen BashingJolene Pillay

Chief Executive Officer: Andries Bernardus Pelser

Senior Management: Oscar Bashing – Operations ManagerTricia van Gass - Quality Manager

2. Names and Qualifications of Academic Staff

Adams, CKM - B.ING, ND Electrical Engineering, Facilitator, AssessorBhana, A – BA, BA (Hons), HED, HRDBotha, GS - BA, HODDavies, L - BA DegreeDladla, TE - B. Ed Honours, B. Com, Further Diploma in EducationFerreira, DP - THD, FDE: Youth Preparedness, FDE: Giftedness, NHD - Educational Management,

NC: Creativity Management and Coaching, NC: HR, NC: OD-ETDP NQF 5, ND: ETDP NQF 5,NC: OD-ETDP NQF 6, Facilitator, Assessor, Moderator

Finger, TW - Sen. Prim Teachers Dip. B. Tech. Education Management, M. Tech Education,Assessor

Janse van Rensburg, A - HOD, BA, BA (Hons), Conduct Outcomes-based assessmentKok, A - BA, BA (Hons), HED: Outcomes-based assessment (OD-ETDP) ModeratorKotze, P - HOD, D. Tech., HED, M. Tech., ACEKunene, PF - Diploma Higher Education, OBE, B. Ed Education Management, AssessorLekomanyane, S - M. Ed. Management, B. Tech Education Management, University

Diploma in Education Secondary Technical, Advanced ICT for Teachers, NCS MathematicsLubbe, D – ETDPLuus, F - HOD, B. Tech., National Diploma in Electrical Engineering, Assessor, Moderator,

Facilitate a learning programme, Plan a learning programmeMahlaba, B J - BA History & Biblical Studies, Higher Diploma in Education, B. Ed. Hons –

Management and Leadership, AssessorMahlangu, NL - Sen. Prim. Teachers Diploma, B. Ed. Hons Special Needs, Certificate in Computer

Literacy, Assessor, ModeratorMasia, TV - Jun. Teachers Dip., B. Technology in Management, B. Ed. Honors Education

Management, Law & Policy, AssessorMasinga, S - M. Ed. Management, Hon. Deg. Education Management, Junior Deg. Education

Management, FDE Education Management, Primary Teachers Diploma, OD ETDP, NC LevelMbanjwa, HT - Sen. Prim. Teachers Diploma, HDE, Bachelor of Education

(Honours Degree), Higher Certificate in ABET, ACE: School Management and LeadershipMncwabe, JB - Primary Teachers Certificate, Dip. English Language, Further Diploma Education,

Secondary Education Certificate, Certificate for Overseas Teachers of EnglishMthembu, TTM - Sec. Teachers Diploma, BA Pedagogics, BA Ed. M. Ed.Pelser, C - B.Com degree, B. Com. (Hons), MCom Marketing ManagementPrinsloo, C - BA (Hons), HED, ACE, Advance Project Manager, PHDRehman, DS - Masters in Education, B. Education (Hons) Cum Laude, AssessorSethotse, EB - Senior Primary Teachers Diploma, Further Diploma in Education, Computer

Literacy, B.Ed Management in Education, Assessor, ModeratorSithole, B.E. - B.Ed. Management, Further Diploma in Education


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Schoultz, KB - ND: Management, SDF, Assessor, ModeratorSeaman, PM - HOD, FDE, AssessorDr Soman, RB - Dip in Education, BA Social Science, BA (Hon) Psychology, Dip. Industrical

Relations, Trainers Certificate ABET, AssessorSteyn, I - BA, Assessor, Moderator, Member of SACESwart, P - BA (Hons), MBA, BA (Prom).Van der Schyf, A - Assessor, ModeratorVan der Schyyf, M - Industry Electronics, NQF 4 Ladies/Gents Hairdressing, NQF 3 Diploma:

Advanced Make-Up, ND: OD-ETDP NQF 5, NC: OD-ETDP NQF 6Wepener, M - HEDWilliams, J - ABET, OD-ETDP L.5, National Diploma: OD-ETDP

3. General Information

Our MissionOur mission is to add value to our customers'business by being their most preferredtraining provider, offering them qualityassured training interventions that lead toachieving national qualifications or credits,that effectively address skills gaps and arevalue-adding, and achieving all this throughexceptional customer satisfaction and long-term relationships.

Meet EDUTEL� Edutel is a group of companies

specialising in the fields of education andtraining, skills development and marketingservices. The first Edutel company startedoff in 1999 and in 2019 Edutel celebrated20 years of excellence in the field ofeducation and training.

� Edutel Skills Development (Pty) Ltd is fullyaccredited with the ETDP SETA – Provider0394.

� All our programmes are approved by theETDP SETA ETQA.

� We are also a member of APPETD.� Edutel Skills Development (Pty) Ltd is

provisionally registered with theDepartment of Higher Education andTraining as a private college until31/12/2020. Registration No.2018/FE07/013

What we offerEdutel offers the ETD Practitionerqualifications on NQF levels 4 and 5 up todiploma level (240 credits) and aand level 6huge variety of skills programmes.

Learning ProgrammeEdutel makes use of its own developers andapproved programme material, assessmentguides and instruments and thus sets a newstandard when it comes to coursewaredevelopment. We will continuously improveon our services.

Mode of deliveryContact and/or distance or mixed mode.

Assessment and ModerationAll Edutel's Assessors and Moderators areregistered with the ETDP SETA. Edutel alsorenders a service as far as instructionallearning assessment and workplaceassessment are concerned.

Where do we operate?Edutel offers its qualifications and skillsprogrammes in all major centres throughoutSouth Africa, namely Pretoria, Johannesburg,Cape Town, Durban or wherever the needarises. We also render services internationally.Please enquire with us for the venue nearestto you. Courses can also be done via distancelearning.

What if I can do certain activities already?You will be able to apply for RPL assessmentagainst certain unit standards. This meansthat evidence of your experience andprevious studies could be used for anassessment process in order to declare youcompetent. This process is called Recognitionof Prior Learning.


How to apply for RPLPre-entry phase� The learner applies for assessment for

recognition of learning.� The learner is given the necessary

information.� A preliminary screening process takes

place where the viability of an RPLassessment is determined.

Advice phase� The evidence facilitator assists the

candidate with the gathering of evidenceand presentation of the Portfolio ofEvidence.

� The function of the evidence facilitator isclearly defined as one of support andadvice through the accumulation ofevidence.

� The evidence facilitator only facilitates theprocess of evidence gathering: thecandidate has the responsibility ofundertaking this task.

Assessment phase� The candidate compiles and submits a

portfolio.� The registered assessor assesses the

portfolio.� The assessor and the evidence facilitator

will not be the same person.a. Competent – Assessor records

results and submits candidate'sevidence for moderation.

b. Not yet competent – Assessorrequests more evidence or setsfurther assessment activities.

Moderation phase� The moderator moderates the assessment

process.� The moderator makes recommendations

where necessary.� The declaration of competence is

confirmed.

Certification phase� The candidate is issued with a certificate

of competence.� The n cessary data is uploaded to thee

National Learner Record Database (NLRD).

LearnershipsDuration: Learnership at NQF 04 – 12 monthsLearnership at NQF 05 – 12 months oror 0624 months distanceLearnership at NQF 05 (year 2 – Diploma) –12 months or 24 months distance

Fees: See Insert

When can I register?Anytime you are ready.

Do I have to buy extra books?No, all material will be provided.

Do I have to be working before I register?You must preferably be working in therelevant industry in order to gain thepractical experience needed. Should you notbe working in the industry and you only wantto gain the knowledge component, you mayregister, but you will only receive a certificateto indicate that you have completed theknowledge component of the skillsprogramme or qualification. You will onlyearn the credits linked to the respective unitstandard or qualification once you have alsobeen declared competent on the workplacecomponent.

Competency-based EducationThe courses listed are all competence-based.

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This means that learners must not only bedeclared competent on the knowledgecomponent, but also the practical componentof each unit standard.

Language PolicyOur language of tuition is English.

Cancellation PolicyCancellations of course fees will not beaccepted once you are accepted andregistered as a learner. Consideration willonly be given to exceptional cases. You maycancel your studies, but you will remain liableto pay your course fees.

Learners' Financial AidLearners can arrange to pay their course feesby bank debit order, cash monthly, cash inadvance, credit card or, in some cases, bysalary stop order (Eduloan). Learners canapply for study loans at various financialinstitutions. ETDP SETA may also make grantsavailable from time to time. Contact ETDPSETA on 011 628 5000 for more information.

Student Support ServicesLearners will be supported by our call centreat (011) 760-4251 should they need anyassistance. Learners can also make anappointment with their facilitator/assessorshould they so choose.

Employment opportunitiesShould you be presently unemployed youmay apply to Edutel to have your detailsplaced on our employment database foremployers to consider.

Online learningIn some cases online learning sessions will bearranged to support limited contact learners

and learners living in remote areas. In orderto take part in the online learning you willneed access to a computer, internetconnection, speakers, etc. If online learningsupport will be part of your course, you willbe notified with registration.All broadcasts will be put on Edutel's websitefor later viewing by learners who missed thebroadcast.


4. Recognition of Prior Learning: The key to yourfuture learning

WHAT IT ISCommonly called RPL, Recognition of PriorLearning is a mechanism which provides foracknowledgement of a person's knowledgeand skills which might not have beenacquired through formal training.

SAQA's definition of RPL states "Recognitionof Prior Learning means the comparison ofthe previous learning and experience of alearner howsoever obtained against thelearning outcomes required for a specifiedqualification, and the acceptance forpurposes of qualification of that which meetsthe requirements." This means that regardlessof where, when or how a person achieved thelearning, if such learning meets therequirements of a unit standard or aqualification, it could be recognised forcredits.

RPL is therefore a form of assessment forpersons who have not attended training butstill wish to be acknowledged for theircurrent knowledge and skills in a particulararea.

HOW IT WORKSThe SAQA RPL policy states: "there is nofundamental difference in the assessment ofpreviously acquired skills and knowledge andthe assessment of skills and knowledgeacquired through a current learningprogramme. The candidate seeking credits forpreviously acquired skills and knowledge muststill comply with all the requirements asstated in unit standards and qualifications.The difference lies in the route to the

assessment.

We've already stated, RPL is an assessmentprocess, and as such, the persons applying forRPL must understand that they will have toundergo some form of assessment to ensurethat the required knowledge and skills are stillcurrent. Edutel's RPL assessment mainlyconsists of Questioning and WorkplaceObservation as methods of gathering theevidence to prove the candidate'scompetence. This means that the candidatewill most probably be observed while he/sheis working and his/her line manager willcomplete a form indicating what the personcan do. The person will also have to completeeither a knowledge questionnaire, case studyquestions or an assignment (or a combinationof these) in order for the assessor to checkthat the knowledge or theory needed to usethe skills properly is up to date.

With Edutel there is a specific procedurewhich needs to be followed in order for theRPL assessment process to take place. It lookslike this:1. A prospective candidate, who knows

that he/she most probably qualifies forRPL applies to Edutel by completing therelevant Application.

2. Once the file has been reviewed andapproved, the potential candidate meetswith an RPL Advisor, who explains theskills and knowledge equirements andr

checks whether the person does, in fact,have these at present. This is called theScreening process.

3. If the person has some major gaps in

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knowledge and skills, he/she is advisedto attend training to fill these gaps andcome back later for RPL.

4. If the person meets requirements, thenthe process is put in motion.

5. The successful candidate will be giventhorough preparation for theassessment which lies ahead and allconcerns which the person might haveare ironed out.

6. Then the evidence collection phasestarts. At this point the EvidenceFacilitator in the workplace (who mightbe the line manager) is trained on howto assist the candidate to collect therequired evidence.

7. The evidence is collected over a periodof time (which was agreed upon duringassessment preparation) and this is allsubmitted to Edutel for formalassessment.

8. The assessment is done by a registeredassessor, who makes a judgement as towhether the evidence submitted by thecandidate covers all the requirements ofthe unit standard or qualification.

9. If it does, the candidate is declaredCompetent and, in due course, cancelebrate his/her achievement.

10. If the evidence does not meetrequirements, the candidate is givenadvice and support on what extraevidence is required and how to goabout collecting this. Steps 7 to 9 thenapply.

Do not think that the RPL process is easy orquick. The candidate must focus on whatevidence is needed and cannot merelyproduce a few pieces of paper and think thathe/she is Competent. It takes time andthought on the part of all concerned to

successfully complete an RPL process. Butthe results are wonderful!

WHAT IT COSTSJust as the process is not a speedy one, so thecosts are not excessively cheap. However, it isdefinitely less expensive than attending aformal workshop and then undergoing theassessment. It's not only the actual costingwhich needs to be taken in consideration. Thehidden costs of being out of the workplacefor formal training and therefore not beingproductive also have to be kept in mind.

IS IT WORTH IT?Definitely! Imagine: perhaps a fullqualification which acknowledges yourknowledge and skills without you havingbeen in a classroom or undergoingcoaching.......


5 Foundational Learning Programme.

What is Foundational Learning Competence(FLC)?Foundational Learning Competence is a partqualification consisting of two learning areas:Communications and Mathematical Literacy.It describes the minimum competence neededin these two key areas, required by people tofunction optimally in the world of work. TheFLC describes the minimum competencerequired of learners to deal successfully withoccupational learning at NQF Levels 2-4.

The school-leaving qualification, the NationalSenior Certificate, is registered at NQF Level 4.Hence the Foundational LearningCompetence addresses the needs of learnersin the occupational qualifications that areregistered on the NQF at Levels 2, 3 and 4, i.e.below Grade 12.

The Foundational Learning Competence is acompulsory part of all new qualificationsdeveloped under the auspices of the QualityCouncil for Trades and Occupations (QCTO) atNQF levels 3 and 4. This does not mean thatdevelopers of qualifications at NQF Level 2cannot include Foundational Learning as arequirement. It has replaced the'fundamentals' in Mathematics andCommunications, required previously in allqualifications at NQF Levels 1 to 4.

This is a part qualification registered at NQFLevel 2. It has a credit value of 40, 20 forFoundational Learning Competence inCommunications and 20 for FoundationalLearning Competence in MathematicalLiteracy.

What is the rationale for requiring learners tocomplete Foundational LearningCompetence?The skills developed in the two learning areas,Communications and Mathematical Literacy,have been identified as foundational forlearners wanting to progress in theiroccupation and skills development.

There is ample research that shows thatlanguage proficiency is closely aligned tosuccess in learning in other areas. Historicaleducational backlogs which resulted from anunfair education dispensation have resultedin many adult learners having a gap in theirunderstanding of and ability to applylanguage and mathematical literacy conceptsin the workplace. While learners may beready for training at the required level in thetechnical or practical aspects of aqualification, i.e. they are able to 'do', veryoften their language skills in English(normally the language of teaching andlearning) are at a much lower level. Thiscauses many problems in relation to dealingwith the theoretical concepts in the learningmaterial and the acquisition of new skills andknowledge in occupational training. Similarlyoccupational training does require anunderstanding of numbers and knowledgeand how to work with numbers especially inkey areas of measurement and quantity.

In 2007 the process for the development ofthe Foundational Learning Competence (FLC)was implemented by the Department ofLabour. The FLC has replaced the

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fundamental unit standards in Mathematicsand Communications that were required in allSAQA qualifications at NQF Levels 1-4. Thisdecision was taken essentially because thefundamental unit standards were not donefor a variety of reasons and had become ablockage in the system. A key reason for thiswas because learners were required to studymathematics or language skills that wereunnecessary for their specific occupationalneeds. Hence there are many South Africanswho have been denied qualifications inoccupations and trades at NQF levels 2, 3 and4 because they are unable to achieve thecompulsory fundamental requirements at allfour levels of the FET band for mathematicalliteracy and language.

The FLC is more focussed and directed to theminimum competence required in each areain order to function optimally in the world ofwork. It hence supports the objectives of theNQF that the fundamental unit standardswere intended to achieve in terms of redress,access to meaningful learning, theachievement of qualifications and providing abasis for lifelong learning.

Once a learner has completed the FLC, s/hedoes not have to do it again, even if thelearner moves onto a qualification registeredat a higher level, up to and including NQFLevel 4.

The Foundational Learning Competence isdesigned to address occupational needs andhence has no direct equivalent in thetraditional schooling sector.

What is Foundational Learning Competencein Communications?The Foundational Learning Competence inCommunications describes the knowledge oflanguage and the thinking processes requiredto communicate effectively in the workplace.

FLC Communications provides the basis in thelanguage of instruction to enable a learner todeal effectively with occupational training,and communication in the workplace. Thepurpose of this component is to enableindividuals to deal confidently andsuccessfully with the language of learningand teaching (LOLT) of formal occupationaltraining, in relation to oral skills, reading andwriting. It is the language of most externalassessments such as trade tests. People whoattend a FLC learning programme are givenpractice in speaking, listening, reading andwriting meaningfully and effectively in thelanguage of instruction. Once they haveachieved their part qualification inCommunications they will be able, moreeasily, to progress further in their chosenoccupational pathways and workplacecontexts.

The FLC is not ABET. Communications in ABETand NQF Level 1 focus on using reading forlearning rather than learning how to read. Sowhile the function of reading programmes upto and including NQF Level 1 focused onbeing able to identify the vocabulary and thelanguage structures in context, so as to beable to understand and comprehend whatwas being said, the focus in FoundationalLearning Competence is to read for


information. Gathering information is notonly about extracting relevant informationfrom a text but also to infer meaning, to usethe information gathered to makedeductions, to develop the logic of anargument, to organise thinking and to extractthe key messages from an extended piece ofwriting.

The content of the FLC Communicationslearning programme covers the following:� Writing� Speaking and listening� Visual literacy� Language structure and usage� Study skills� Workplace terminology

What is Foundational Learning Competencein Mathematical Literacy?The Foundational Learning Competence inMathematical Literacy is the minimum,generic mathematical literacy that willprovide learners with an adequate foundationto cope with the mathematical demands ofoccupational training and to engagemeaningfully in real-life situations involvingmathematics.

Foundational Mathematical Literacy will alsoserve as the foundation for furtherdevelopment of an individual inmathematical literacy contexts andmathematical concepts that may be specificto an occupation or trade.

Individuals who have met all therequirements of Foundational Mathematical

Literacy are able to solve problems in realcontexts by responding to information aboutmathematical ideas that are presented in avariety of ways. Individuals will solveproblems by defining the problem, analysingand making sense of the informationprovided, planning on how to solve theproblem, executing their plan, interpretingand evaluating the results, and justifying themethod and solution. Using theirmathematical literacy and understanding ofnumbers, they will make sense of theworkplace and the world in which they live.

The content of the FLC: Mathematical Literacycurriculum covers the following:� Number and quantity� Finance� Data and chance� Measurement� Space and shape� Patterns and relationships

In solving problems, individuals will applyskills such as identifying or locating relevantinformation, ordering, sorting, comparing,counting, estimating, computing, measuring,modelling, interpreting and communicating.

What level of competence should be in placebefore a learner enters a FoundationalLearning Competence learning programme?A learner who is competent at ABET Level 3 inthe learning area should be able to managethe FLC learning programme.

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The Foundational Learning Competenceassumes that learners entering a foundationallearning programme have a minimumcompetence level in the relevant learningarea at ABET Level 3 or its equivalent. This isnot a formal certification requirement, asthere are no certification requirements forentry to the external assessment process.

What is the external assessment forFoundational Learning Competence?Each learning area has an externalassessment. The final assessment in eachlearning area consists of 60 questions in amultiple-choice format. Each externalassessment is 2,5 hours in length.

The two subject areas of FoundationalLearning Competence in Communicationsand Foundational Learning Competence inMathematical Literacy are assessed separately.Each subject has an external assessmentconducted at IEB recognised assessmentcentres nationally. Edutel is registered as anassessment centre for IEB.

The purpose of these assessments is to checkwhether learners are proficient enough in thefoundational skills and knowledge of eachlearning area in order to engage effectively informal occupational training.The assessment model that has been adoptedis intended to support occupational skillsdevelopment, and is therefore based onpractical needs which require that the tests:� are available regularly and in the long

term, electronically, on demand;� have a quick turn-around time for

delivery of results;� are relatively inexpensive and easy to

administer.

To meet these requirements the assessmentsare in a multiple-choice, machine-scoredformat.

The key feature of such a model is the on-going building of a bank of trailed assessmentitems that can be used in variouspermutations.

The questions are based on the curricula ofthe Foundational Learning Competence in therelevant learning area. They are proficiencyassessments, aiming to test the state ofreadiness to embark on learning rather thanassessment of completed learning.

The items have different levels of complexity.The test specifications indicate how manyquestions at each level of complexity must beincluded in the test. The following area theratings of achievement:80%-100% Competent Outstanding (CO)70%-79% Competent Commendable (CC)50%-69% Competent Adequate (CA)40%-49% Not Competent Threshold

(NCT)Less than 40% Not Yet Competent (NYC)

Exemplar papers are available from the IEB

website ( ).www.ieb.co.za


Education, Training and Development Practitioner

Learning Mediator

Outcomes Interpreter

Learning Programme Developer

Leader

Manager

Administrator

Scholar

Researcher

Life-long learner

Community member

Assessor

Subject matter expert

Needs Analyst

Evaluator

More about the Practitioner

Conduct research

Facilitate skills development

Review occupational ethics and values

Develop curricula

Develop learning programmes

Facilitate learning

Conduct assessment

Undertake moderation

Support learners

Manage learning programmes

Evaluate skills development initiatives

Conduct formal quality assurance audits

Analyse your learners’ needs

Evaluate learning material

Who are you? What do you do?

Member of APPEDTFully Accredited ETDP SETA: ETDP 0394

How can you learn to fulfil these roles?Read on …

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EDUTEL in a nutshell

Our programmes are aimed at providing appropriate theoretical and practical traininginterventions to enable individuals to effectively execute the various roles of ETD practitioners.

How the training process works� Register for training at one of the venues

nationwide.� Complete the learning programme over

the required number of days.� Write the knowledge test within two

months of completing the training.� Complete the Portfolio of Evidence within

the required time frame.

� Submit the portfolio for assessment.� Successful candidates' results are

submitted to the ETDP SETA.� Certificates of Competence are issued to

competent learners.� All NQF credits for competent learners are

registered on the National LearnerRecords Database (NLRD) for futurereference, and learners are awarded thecredits for further training in future.

Experienced facilitators conduct the workshops, and the theoretical components are

further enhanced by the introduction of practical examples of the different tasks to be

covered.

MANUALS AND OTHER MATERIALS ARE ALL

CUSTOMISED FOR DISTANCE LEARNING

please visit our website:

http://www.edutel.co.za


6. Facilitating skills development in the workplace

Why do this learning programme?The Skills Development Act of 1998 broughtinto being the new function of the SkillsDevelopment Facilitator, a person who isqualified or experienced at NQF level 05 orhigher (i.e. post-matriculation), and who isresponsible, within an organisation, fordeveloping that organisation's annualWorkplace Skills Plan, and for managing thefinancial Skills Development Levy refundprocess on behalf of the organisation.

Who would be able to make use of thislearning?The job requires good interpersonal andcommunication skills, and the ability to keeptrack of a wide range of training and financialrecords, using computer technology. Theperson in the organisation who works withhuman resource development and trainingissues would be the ideal candidate for thislearning programme.

How is this learning programme structured?The programme is based on the outcomes ofthe following newly registered SDF unitstandards:� 252041 Promote a learning culture in an

organisation, NQF 05 (5 credits)� 15221 Provide information and advice

regarding skills development and relatedissues, NQF 05 (4 credits)

� 15232 Co-ordinate planned skillsdevelopment interventions in anorganisation, NQF 05 (6 credits)

� 15217 Develop an organisational trainingand development plan, NQF 05 (6 credits)

� 15228 Advise on the establishment andimplementation of a quality managementsystem for skills development practices inan organisation, NQF 05 (10 credits)

� 15227 Conduct skills developmentadministration in an organisation, NQF 04(4 credits)

What entry requirements must I fulfil?You need to be computer-literate, tounderstand the nature of the business, and tohave access to both employees andmanagement at every level of theorganisation.

What will I be able to do at the end of thelearning?You will be able to conduct a skills audit inyour workplace and, from that, compile aworkplace skills plan for submission to yourrelevant SETA. You will then be able toimplement the training as planned and keeptract of all the skills developmentinterventions taking place. Finally, you will beable to submit the annual report to the SETAin order to access skills development levymoney – it is the right of the organisation.

How long will I be busy?The instructional learning part of thisprogramme is covered in a three-dayintensive small-group training intervention.From then you will have a year in which toproduce the evidence for your Portfolio.(Optional: 1-day portfolio-buildingworkshop).

SKILLS DEVELOPMENT FACILITATOR

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Other good newsAlthough there is, as yet, no formalqualification for the SDF, you will be able toregister with your relevant SETA as an SDFand you might even become a preferred SDFwith the ETQA of the SETA.

Accreditation statusThe programme is approved by the ETDP SETAETQA.

Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


Why do this course?The art of designing and developing alearning programme within outcomes-basededucation and training involves identifyingthe outcomes to be achieved by the learnerbefore planning the training. This means thatall aspects of the learning programme will bebased on the outcomes. The practitioner,therefore, requires in-depth knowledge andskills to follow the process of developing aneffective outcomes-based learningprogramme at the required learning materials.This stimulating programme gives you theseskills.

Who would be able to make use of thislearning?Any trainer who has to put together atraining programme in the workplace, willbenefit from learning how to define learningoutcomes and following the correct stepstowards developing a programme.

How is this learning programme structured?The programme is based on these outcomes:� Draft learning outcomes for the

programme.� Conduct analysis for the learning design.� Design the learning programme.� Draft a brief for the development of the

learning programme.� Evaluate the learning design.� Plan and prepare for development.� Develop learning materials.� Develop learning facilitation guidelines.� Pilot and evaluate the development.

The programme is currently based on the unitstandards “Design outcomes-based learningprogrammes” ID 123401, NQF 06 (15 credits)and “Develop outcomes-based learningprogrammes” ID 123394, NQF 05 (10 credits).

How long will I be busy?The instructional learning part of thisprogramme is covered in a four-day intensivetraining session where you will be expected toconsider a relevant learning programme fromyour own workplace. You will also beinteracting with a workbook which gives youthe structure of your learning programme.Then you will develop your own learningprogramme over six months. (Optional: one-day portfolio-building workshop).

What entry requirements must I fulfil?All you require is the necessary subject matterexpertise. Edutel provides the rest.

What will I be able to do at the end of thelearning?You will be able to formulate learningoutcomes correctly and then use these todevelop the programme and the materials.You will be able to devise facilitation andassessment strategies and compile all relevantdocuments for the learning intervention –not only printed media, but other media too,such as videos and computer-based materials.

Other good newsYou will be able to use these skills in everysector of the world of work, whether you are

7. Designing and Developing Learning ProgrammesPROGRAMME DESIGNER AND PROGRAMME AND MATERIALS DEVELOPER

20

developing a major programme or merely aone-day intensive course.




Why do this course?The role of the ETD Practitioner has changedfrom one of lecturing and teaching to one ofguiding and encouraging the learner topersonally discover throughout the learningprocess. Facilitation has therefore become askill which all trainers require.

Who would be able to make use of thislearning?Any trainer who wants to be stimulating andmake use of new learning methods which willallow the learner to experience and interactwith the new competencies.

How is this course structured?The programme is based on these outcomes:� Plan and prepare for facilitation.� Facilitate learning.� Evaluate the learning and facilitation.

The programme is based on the registered unitstandard “Facilitate learning using a variety ofgiven methodologies” ID 117871, NQF 05(10 credits).

How long will I be busy?The instructional learning part of thisprogramme is covered in a four-day intensivetraining session where you will be constantlyinvolved in hands-on practising of newmethods. After this you will have time topractise further in your workplace, whilecollecting evidence for your Portfolio.(Optional: one-day portfolio-building

workshop).

What entry requirements must I fulfil?All you require is the necessary subject matterexpertise. Edutel provides you with the latestmethods.

What will I be able to do at the end of thelearning?You will be able to conduct a group trainingsession with a difference. You will beconfident enough to allow the learners tobecome responsible for their own learningwhile you guide them towards a state ofreadiness for assessment through the use ofstructured activities, which all have theachievement of the outcome as thefoundation.

Other good newsYou will be able to utilise these skills in everysector of training. Many of the methods areadjustable according to the group size.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETA

8. Facilitating the Learning Process(”Train the Trainer”)

FACILITATING LEARNING USING A VARIETY OF GIVEN METHODOLOGIES

22

you will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


Why do this course?Often the ETD Practitioner has to coach anindividual learner who is struggling. This coursegives you the specialist skills to plan andconduct one-on-one training in the workplace.

Who would be able to make use of thislearning?Any trainer who is involved in training a learnerwho is performing workplace tasks which arenew and unfamiliar and who needs assistanceto master the new competencies.

How is this course structured?The programme is based on these outcomes:� Prepare for one-to-one training on the job.� Conduct training sessions.� Monitor and report on learner’s progress.� Review training.

How long will I be busy?The instructional learning part of thisprogramme is covered in a two-day trainingsession where you will be involved inworkshopping and role playing the variouscoaching circumstances one could encounter inthe workplace. Back in the workplace, you willhave time to practise further while collectingevidence for your Portfolio.

What entry requirements must I fulfil?All you require is the necessary subject matterexpertise. Edutel gives you the latest in one-to-one coaching methods and skills.

What will I be able to do at the end of thelearning?You will be able to conduct individual coaching

sessions with ease. You will be able to identifya learner's coaching needs, plan and preparefor the coaching initiative, conduct thiscoaching, monitor the learner's progress, andthen review the process with a view toimproving your own interventions.

Other good newsYou will be able to utilise these skills in everysector of training as they are generic to alltraining interventions.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skills programme/qualification. These credits will be registeredon the National Learners' Records Databaseand will always remain to your credit. Shouldyou want to continue with your studies, youwill be able to apply for RPL/credits for whatyou have already achieved if it forms part ofthat qualification's curriculum. This skillsprogramme/qualification will serve as an entryrequirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

9. Supporting the LearnerCOACHING THE LEARNER(”Perform one-to-one training on the job”, NQF 03 (4 credits) ID: 117877

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Why do this course?With the advent of learnerships in theworkplace, and according to SAQA, thefunction of the mentor has becomeincreasingly important. The necessity forimplementing a formalised mentorshipsystem has become apparent to thoseinvolved in learnerships at all NQF levels. Thisprogramme gives you the skills to conductthe mentoring intervention in the workplace.

Who would be able to make use of thislearning?An individual who is prepared to act asconfidant, adviser and analyst for a learner –among the many other roles accepted by thewilling mentor.

How is this course structured?The programme is based on these outcomes:� Identify and analyse learners' needs.� Prepare and review an individual

development plan.� Provide guidance to learners.� Maintain records of learner needs and

guidance provided.� Evaluate services provided.� Diagnose and make recommendations

concerning learner problems in relation tolearning and assessment.

� Counsel learners concerning problems inrelation to learning and assessment.

� Advise learners concerning their learningand development.

� Maintain records of learner issues andadvice and counselling provided.

� Evaluate counselling and advisoryservices.

Based on the registered unit standards “Guidelearners about their learning, assessment andrecognition opportunities”, ID 117874,NQF 05 (6 credits) and “Assist and supportlearners to manage their learningexperiences”, ID 117865, NQF 04 (5 credits).

How long will I be busy?This is a very practical course. You will beinteracting with the mentoring skills for four-days, after which you will need to continuallyput these skills to work in your organisationuntil you have collected sufficient evidence toprove your competence as a mentor.

What entry requirements must I fulfil?Previous exposure to ETD environments andpractices, where guidance and support oflearners could be required, is beneficial.

What will I be able to do at the end of thelearning?Having been declared competent, you willhave the skills to give support and advice asrequired to a learner. In short, you will beable to assist with the professional andpersonal development of the learner within atrusting relationship. You will, however, notbe able to deal with complex situationsinvolving psychological diagnoses andcounselling services. These will have to be

10. Mentoring

GUIDING, SUPPORTING AND COUNSELLING LEARNERS


referred to the correct individuals.

Other good newsYou will be able to use these skills in everysector of the business world and you willhave the opportunity to register as a mentorwith your relevant SETA.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skills programme/qualification. These credits will be registeredon the National Learners' Records Databaseand will always remain to your credit. Shouldyou want to continue with your studies, youwill be able to apply for RPL/credits for whatyou have already achieved if it forms part ofthat qualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

26

Why do this course?Assessors, together with moderators, are thegatekeepers to achieving NationalQualifications in South Africa. As such,assessors in all industries are required tocomplete formal recognised training to beable to fulfil this critical function.

Who would be able to make use of thislearning?The assessor is an individual who is, firstly, afunctional expert in his/her own sphere ofexcellence and who has undergone furthertraining in the skills and procedures ofassessment. Secondly, he/she is responsiblefor ensuring that any person who wishes toachieve credits for specific skills undergoes aproper, fair and reliable assessment todetermine the required competency.Therefore, anyone who is involved in theassessment processes of the organisationwould need to become a registered assessor.

How is this course structured?This stimulating programme is based on theoutcomes of the SAQA registered UnitStandard 115753 on NQF level 05. It carries15 credits and addresses the process whichmust be followed when assessing learningoutcomes.

How long will I be busy?Three days of intensive training will give youthe basic knowledge and skills required toassess properly in the skills developmentarena. After this you will have six months

to practice further in your workplace, whilecollecting evidence for your Portfolio.(Optional: one-day portfolio-buildingworkshop).

What entry requirements must I fulfil?All you require is the necessary subject matterexpertise.

What will I be able to do at the end of thelearning?You will be able to conduct outcomes-basedassessments using a variety of assessmenttechniques and instruments. You will be ableto consider all evidence relevant to aparticular training intervention and instituteall appropriate methods and checks todetermine whether the identified criteriahave been met by the candidate. You willmake a judgement about the competence ofthe candidate and then give feedback to allrelevant parties.

Other good newsOnce you have been declared competent, youmay apply for national registration as anassessor.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have

11. Assessing Outcomes-based learning

ASSESSOR TRAINING


declared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

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Why do this course?Being an integral part of the assessment teamin an organisation, the moderator's overridingobjective is to conduct quality assurance of allassessments which have been completed. Themoderator, therefore, has the prime functionof reviewing an assessor's work with a view todetermining whether the judgements madeare within the principles of fairness, validity,reliability, sufficiency, etc. This trainingenables you to do exactly that.

Who would be able to make use of thislearning?Any registered assessor who wishes to assist inthe maintenance of assessment standards cantrain as a moderator. Characteristics which amoderator must have are diplomacy, excellentcommunication skills and strong analyticalthinking traits.

How is this course structured?The course is based on the unit standard called“Conduct moderation of outcomes-basedassessments” (Unit Standard 115759 onNQF Level 06, 10 credits). Two days are spentlearning how to conduct a proper moderationand how to advise and support assessors – inaddition to reviewing the assessmentprinciples and processes from the perspectiveof a moderator. You then have to implementthe newly acquired skills by moderatingseveral assessments in your workplace.(Optional: one-day portfolio-buildingworkshop).

What entry requirements must I fulfil?You need to have been declared competent asan assessor – preferably with nationalregistration.

What will I be able to do at the end of thelearning?You will be able to plan and prepare formoderation, conduct the moderation and givefeedback, advice and support to the assessor.You will be able to make judgements aboutthe standard of the assessments and to giveobjective advice to those concerned, whilebeing pro-actively aware of any assessmentshortcomings which may occur.

Other good newsOnce you have been declared competentagainst the newly registered unit standard,you will be able to gain national registrationas a moderator.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completingknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits will beregistered on the National Learners' Records

1 . Moderating the Assessment2

MODERATOR TRAINING


Database and will always remain to yourcredit. Should you want to continue withyour studies, you will be able to apply forRPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

30

1 . The Evidence Facilitator in the Workplace3

Why do this course?The evidence facilitator or RPL adviser is avery important role player in the process ofrecognising the prior learning of a candidatewhen a declaration of competence has to bemade.

Who would be able to make use of thislearning?Any person who is involved in the assessmentprocess in the workplace and who works withpotential candidates. Although the evidencefacilitator does not need to be a registeredassessor, it is recommended. The evidencefacilitator must be capable of makingobjective judgements regarding the evidencecollected.

How is this course structured?The programme comprises several learningoutcomes which are covered in a four-dayintensive small group training intervention.The outcomes are the following:� Identify the kind of support and guidance

that the learner requires.� Source information relevant to the

identified needs.� Apply methods of accessing information

required by the learner.� Maintain and update information and

support resources to ensure relevance andcurrency of information.

� Maintain information in a secure andaccessible manner, using a manageableinformation management system.

� Provide accurate and relevant guidancewhich provides workable solutions toidentified needs.

� Provide guidance in a sensitive, caring and

professional manner that promoteslearner participation in the process.

� Check suitability of guidance provided interms of learner needs.

� Refer learners to appropriate specialistguidance and counselling services whererequired.

� Maintain confidentiality.� Maintain records of learner needs and

support and guidance provided.� Evaluate strengths and weaknesses of

support resources and guidance provided.� Analyse learner and stakeholder feedback

against established review criteria.� Make recommendations for improvement

of support resource and ways ofintegrating lessons in future.

� Provide information to candidates aboutassessment.

� Advise and support candidates to prepare,organise and present evidence.

� Check and give feedback on candidateevidence.

Based on the unit standard “Facilitate thepreparation of evidence for assessment”,ID 12544 on NQF Level 04, 4 credits.

How long will I be busy?Four days of intensive training will give youthe basic skills to conduct an RPL processbefore summative assessment takes place.Then you will need to practise using theprocess as indicated in the outcomes.

What entry requirements must I fulfil?You require the necessary subject matterexpertise and some general knowledgerelated to outcomes-based assessment.


Edutel takes you through the steps whichhave to be followed in the RPL process.

What will I be able to do at the end of thelearning?You will be able to assist the candidate inidentifying the appropriate evidenceaccording to the outcomes and his/herunique circumstances. You will also be ableto determine when the candidate is ready forassessment. Remember: the evidencefacilitator does not gather the evidence –he/she only assists the candidate in doingthis.



32

Why do this course?Designing assessment instruments is a verynecessary activity before any effectiveassessment can take place. It is a specialisedtask for logical but creative individuals whoare familiar with the outcomes-basedassessment methodologies.

Who would be able to make use of thislearning?The task of designing assessments requires ofthe designer to be not only a subject-matterexpert, but also knowledgeable about thevarious methods, techniques and tools usedfor integrated assessment. Therefore, anyoneinvolved in outcomes-based assessmentscould benefit from this training.

How is this course structured?Two days of hands-on practice in designingintegrated assessment instruments under theguidance of experienced ETD practitioners.Then back to the workplace for approximatelythree to six months to try your hand atdeveloping assessment strategies, guides andinstruments. When ready for assessment yousubmit a Portfolio of Evidence. The training isbased on the outcomes of Unit Standard ID115755 “Design and develop outcomes-basedassessments”, NQF 06, 10 credits.

What entry requirements must I fulfil?You require the necessary subject matterexpertise and some general knowledgerelated to outcomes-based assessment.

What will I be able to do at the end of thelearning?You will be able to design assessment

strategies suited to the outcomes to beassessed, compile assessment guides to beused by assessors, and develop assessmentinstruments appropriate to the concept ofintegrated assessment.

How long will I be busy?Two days of workshop-based activities willgive you the basic skills to design and developassessment instruments. You will then beexpected to return to the workplace and useyour newly acquired skills before submittingyour portfolio for summative assessment.(Optional: one-day portfolio-buildingworkshop).

Other good newsIdeally, the ETD Practitioner should first learnto develop assessment instruments, andtherefore this unit standard assist inunderstanding the integral process ofinterpreting a unit standard for purposes ofassessment.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'

1 . The Assessment Designer4


Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

34

Why do this course?"Recognition of Prior Learning in South Africahas, unlike similar initiatives in othercountries, a very specific agenda. RPL ismeant to support transformation of theeducation and training system of the country.This calls for an approach to the developmentof RPL policy and practices that explicitlyaddresses the visible and invisible barriers tolearning and assessment. Such an approachmust generate the commitment of all roleplayers to remove these barriers and to builda visible, usable and credible system as aneffective and creative vehicle for lifelonglearning. It is important that consensus begenerated around the criteria and supportsystems within which the integrity andquality of all assessments will be protected."SAQA RPL policy (2002, p. 11).

Who would be able to make use of thislearning?This unit standard aims to recognize theexpertise of people who have a deepunderstanding of outcomes-basedassessment in general, and of thecomplexities concerning the initiation andimplementation of Recognition of PriorLearning (RPL) policies and practices inparticular. Such people are able to promotean awareness of RPL-related issues andprovide RPL advice and support, at systemsand strategic level, to a range ofpeople/bodies, including assessors,moderators, evidence facilitators, assessmentdesigners, teachers, trainers, managers,organisations, institutions, companies andenterprises.

How is this course structured?The course is based on the unit standardcalled “Develop, support and promote RPLpractices” (Unit Standard 116587 on NQFLevel 07, 10 credits).

What entry requirements must I fulfil?You must understand and can practice thekey principles of an outcomes-based systemin general, and standards-based assessmentin particular.

What will I be able to do at the end of thelearning?You will be able to emonstratedunderstanding of the conceptualunderpinnings and purposes of therecognition of prior learning evelop RPL, dpolicies, procedures and plans for anorganisation nvestigate current RPL practice, iand opportunities in an organisation orsector rovide RPL advice and support, p andp .romote RPL practices

How long will I be busy?Four days of workshop-based activities willgive you the basic skills to develop the RPLinstruments, support those using them andpromote the implementation of RPL.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have been

1 .5 Develop, support and promote RPL practices


declared competent and your assessmentoutcomes has been verified by the ETDP SETA,you will earn the credits linked to unitstandard making up your skills programme/qualification. These credits will be registeredon the National Learners’ Records Databaseand will always remain to your credit. Shouldyou want to continue with your studies, youwill be able to apply for RPL/credits for whatyou have already achieved if it forms part ofthat qualification’s curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

36

Why do this qualification?This qualification will be useful to thosewithin the world of work who providetraining in the workplace, or for those whohave been practising within the field, butwithout formal recognition. In particular, thisqualification will be useful for:� ETD Coordinators� Entry-level trainers� Junior Training Officers� Training Administrators.

Learners of this qualification will be able to:� prepare for and facilitate learning;� provide learner support;� carry out administration related to

learning;� contribute to Human Resource

Management Practices.

Learners will generally carry out their rolewithin the context of:� given learning material and course

designs;� given administration systems;� given evaluation instruments;� given Quality Assurance Policies,

Procedures and Processes;� an established learning environment

where learners are already identified;� a guided and supported learning

environment;� given results from a learning needs

analysis.

Who would have this qualification?This is an entry-level qualification, and thefirst in a series which leads to level 05 and 06qualifications for those who want to enterthe field of Education, Training andDevelopment (ETD). Learners of thisqualification will have the opportunity tobuild on this qualification via the certificateor diploma in OD-ETDP at level 05. Thisqualification provides a means to giverecognition to practitioners at an entry-level,thus making it possible for practitioners toincrease their employment prospects, and atthe same time provide a means wherebyorganisations can appoint practitioners in linewith proven competencies. Education,Training and Development is also a priorityarea within the South African context and issupported by legislation, national policies andstrategies. In order to meet the ETDrequirements of the workplace, within thecontext of a quality assured environment andprocesses, it is important to be able toidentify and recognise competent ETDpractitioners at various levels.

Given the high priority of Education, Trainingand Development within the South Africancontext, and in particular the emphasis onskills development, trainers are required in allfields of learning. Much of the contributionto skills development is through ETDpractitioners who need to have essentialknowledge and practical skills in ETD, asdefined by this qualification.

1 . Further Education and Training Certificate:6

Occupationally-Directed Education, Training and Development Practices,NQF 04, SAQA ID 50332 (120 credits)


What entry requirements must I fulfil?� Subject matter expertise in which you will

provide education and training.� Communication at NQF level 03 or

equivalent.� Mathematical Literacy at NQF level 03 or

equivalent.

What exit-level outcomes will I haveachieved?� Communicate in a variety of ways in

Education, Training and Developmentcontexts.

� Use Mathematical Literacy in real life andeducation, training and developmentsituations.

� Prepare for and facilitate learning inspecific outcomes.

� Provide learner support in a range ofsettings.

� Conduct administration related tolearning.

� Contribute to Human ResourceManagement Practices.

Qualification rules/communicationsLearners are required to achieve 20 creditsfrom Communication at NQF level 04 and 20credits in a second language at a minimum ofNQF level 03.

How long will I be busy?You will be required to accumulate 120credits. You will be able to complete thequalification within 12 months. Should youwish to accumulate the credits over a periodof time, the duration will depend on you.

Other good newsThis qualification leads to furtherqualifications within the ETD environment, all

of which are registered qualifications on theNQF.



FundamentalsLearners are required to do Communication ata first-language and a second-language level.All level-03 Communication unit standardsrelate to a second language and level 04 to afirst language. Learners with a grade 12certificate with a pass in a first and secondlanguage or mathematics can apply for RPL.

38

Curriculum

FUNDAMENTAL56 Credits

� 119472 Accommodateaudience and contextneeds in oral/signedcommunication, NQF 03(5 credits)

� 119457 Interpret and useinformation from texts,NQF 03 (5 credits)

� 119467 Use language andcommunication inoccupational learningprogrammes, NQF 03(5 credits)

� 119465 Write/present/signtexts for a range ofcommunicative contexts,NQF 03 (5 credits)

� 9015 Apply knowledge ofstatistics and probability tocritically interrogate andeffectively communicatefindings on life relatedproblems, NQF 04(6 credits)

� 119462 Engage insustained oral/signedcommunication andevaluate spoken/signedtexts, NQF 04 (5 credits)

CORE42 Credits

� 123393 Carry out courseadministration, 03NQF(3 credits)

� 117877 Perform one-to-one training on the job,NQF 03 (4 credits)

� 117865 Assist and supportlearners to manage theirlearning experiences,NQF 04 (5 credits)

� 117870 Conduct targetedtraining and developmentusing given methodologies,NQF 04 (10 credits)

� 123396 Define targetaudience profiles and skillsgaps, NQF 04 (6 credits)

� 12544 Facilitate thepreparation andpresentation of evidencefor assessment, NQF 04(4 credits)

� 10294 Identify andrespond to learners withspecial needs and barriersto learning, NQF 05(10 credits)

� 7389 Help learners withlanguage and literaciesacross the curriculum,NQF 04 (12 credits)

� 263976 Demonstrateunderstanding of theoutcomes-basededucation and trainingapproach within thecontext of a NationalQualifications Framework,NQF 05 (5 credits)

� 12140 Recruit and selectcandidates to fill definedpositions, NQF 05(9 credits)

� 114215 Mentor acolleague to enhance theindividual’s knowledge,skills, values and attitudesin a selected career path,NQF 04 (3 credits)

ELECTIVE26 Credits



� 119469 Read/view, analyseand respond to a variety oftexts, NQF 04 (5 credits)

� 9016 Represent analyseand calculate shape andmotion in 2-and 3-dimensional space indifferent contexts, NQF 04(4 credits)


� 7468 Use mathematics toinvestigate and monitorthe financial aspects ofpersonal, business, nationaland international issues,NQF 04 (6 credits)

� 119459 Write/present/signfor a wide range ofcontexts, NQF 04 (5 credits)

CORE42 Credits

ELECTIVE26 Credits

40

Why do this qualification?This qualification is intended for juniormanagers of small organisations, juniormanagers of business units in medium andlarge organisations, or those aspiring to thesepositions. Junior managers include teamleaders, supervisors, foremen and sectionheads.

The focus of this qualification has beendesigned to enable learners to be competentin a range of knowledge, skills, attitudes andvalues including:� Gathering and analysing information.� Analysing events that impact on a

business and its competitive environment.� Complying with organisational standards.� Motivating an individual or team.� Negotiating in a work situation.� Understanding the role of business

strategy as it applies to juniormanagement.

� Managing the budget within a specificarea of responsibility.

� Applying management principles andpractices within a specific area ofresponsibility.

� Managing work unit performance toachieve goals.

� Behaving ethically and promoting ethicalbehaviour in a work situation.

� Demonstrating understanding of theconsequences in a work unit of HIV/AIDS.

When you have completed the qualificationyou will be able to:� develop plans to achieve defined

objective;� organise resources in accordance with a

developed plan;� Lead a team to work co-operatively to

achieve objectives;� Monitor performance to ensure

compliance to a plan;� Make decisions based on a code of ethics.

Entrance requirements and/or learningassumed to be in placeCommunication, Mathematical Literacy andComputer Literacy at NQF Level 03.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continue


Generic Management - specialisation in School Governing Bodies, NQF 04,SAQA ID 57712 (150 credits)


with your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skills

programme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


Curriculum








CORE72 Credits

� 242824 Apply leadershipconcepts in a work context,NQF 04 (12 credits)

� 242815 Apply theorganisation’s code ofconduct in a workenvironment, NQF 04(5 credits)

� 242816 Conduct astructured meeting,NQF 04 (5 credits)

� 242822 Employ asystematic approach toachieving objectives,NQF 04 (10 credits)

� 242821 Identifyresponsibilities of a teamleader in ensuring thatorganisational standardsare met, NQF 04 (6 credits)

� 242810 Manageexpenditure against abudget, NQF 04 (6 credits)

� 242829 Monitor the levelof service to a range ofcustomers, NQF 04(5 credits)

� 242819 Motivate andBuild a Team, NQF 04(10 credits)

Specialisation in SchoolGoverning Bodies� 260357 Prepare and

monitor the budget of aschool, NQF 04(12 credits)

� 242812 Induct a memberinto a team, NQF 03(4 credits)

� 13915 Demonstrateknowledge andunderstanding ofHIV/AIDS in a workplace,and its effects on abusiness sub-sector, ownorganisation and aspecific workplace,NQF 03 (4 credits)

� 242818 Describe therelationship of juniormanagement to otherroles, NQF 04 (5 credits)

� 11473 Manage individualand team performance,NQF 04 (8 credits)

� 117156 Interpret basicfinancial statements,NQF 04 (4 credits)

ELECTIVEChoose 22 Credits

42



� 9016 Represent analyseand calculate shape andmotion in 2- and 3-dimensional space indifferent contexts, NQF 04(4 credits)


� 12153 Use the writingprocess to compose textsrequired in the businessenvironment, NQF 04(5 credits)


CORE72 Credits

� 242811 Prioritise time andwork for self and team,NQF 04 (5 credits)

� 242817 Solve problems,make decisions andimplement solutions,NQF 04 (8 credits)

� 120385 Apply a range ofproject management toolsand techniques, NQF 04(7 credits)

� 260277 Administerschool assets, NQF 04(12 credits)



The purpose of the qualification is to preparepractitioners who are responsible for thedevelopment of young adults in initiativesdesigned to develop the youth and tointegrate them into the working economyand society. Youth developmentpractitioners/workers must be competentregarding professional conduct, protocol,networking, process facilitation, coaching andmentoring, lay-counselling, facilitatinglearning, managing projects, facilitating entryinto the labour market, research,communication and various other areas ofspecialisation. They have a role in facilitatingthe learning of and supporting the youthduring the work experience that theyundertake in communities, government andvarious organisations.

This FETC offers competent developmentworkers the opportunity to have theirlearning achievements formally recognisedthrough a qualification registered on the NQF.This recognition will facilitate access to, andmobility and progression within youth andgeneral development practice education,training and career paths. By setting aminimum standard for education andtraining, quality is ensured. Qualified learnershave improved education, training andemployment opportunities and can facilitatesuch opportunities for others.

Qualified learners are able to engage withyoung people and ensure their participationin all phases of development interventions,and work with them to ensure sustainability

and ownership. They can facilitate themainstreaming of young people. Theyunderstand the history of youth development,youth development structures, policies andlegislation to take advantage of opportunitiescreated, and the definition of youthdevelopment. They can identify and describethe indicators and outcomes of youthdevelopment interventions, and can facilitateaccess to economic, development, career, andother opportunities for young people. Theyunderstand the physical and socio-economicneeds of, and challenges and opportunitiesfor young people, and promote citizenship.Qualified learners avoid political, gender, race,religion, etc. bias when facilitating access toopportunities, respect others and are service-oriented and value-driven. They are flexible,to deal with diversity, and can workindependently, both as leaders and as part ofa team.

When you have completed the qualificationyou will be able to:

� develop and empowering themselves foryouth development practice;

� assessing specific community needs andresponses for youth developmentinterventions;

� build and maintaig relationships with allrelevant stakeholders for various purposesof youth development;

� facilitate the development of youngpeople to realise their potential;

� facilitate processes for various youth


Youth Development, NQF 04, SAQA ID 57428 (146 credits)

44

development purposes;

� contribute effectively to national youthdevelopment initiatives;

� implement youth development projectsfor sustainability.

Entrance requirements and/or learningassumed to be in placeCommunication, Mathematical Literacy andLife skills at NQF Level 03.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing a

knowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


Curriculum





� 119465 Write/present/ signtexts for a range ofcommunicative contexts,NQF 03 (5 credits)

CORE80 Credits

� 120385 Apply a range ofproject management toolsand techniques, NQF 04(7 credits)

� 115587 Collect andpresent community needsinformation, NQF 04(8 credits)

� 110057 Conduct a self-evaluation of own progressand development, NQF 04(2 credits)

� 110056 Conduct advocacycampaigns and workshopsin development practice,NQF 04 (12 credits)

� 113965 Demonstrate andapply knowledge of role

� 110497 Identify andexplain the purpose ofintegrated developmentplanning (IDP), NQF 04(4 credits)

� 110478 Demonstrate aknowledge andunderstanding of a rangeof researchmethodologies toundertake local economicdevelopment research,NQF 04 (4 credits)

� 110475 Demonstrate andapply a knowledge andunderstanding of thebasic economic concepts





� 119461 Make and motivatejudgements on selectedliterary texts, NQF 04(5 credits)


� 12153 Use the writingprocess to compose textsrequired in the businessenvironment, NQF 04(5 credits)

� 9016 Represent analyseand calculate shape andmotion in 2- and 3-dimensional space indifferent contexts, NQF 04(4 credits)



CORE80 Credits


and responsibility ofnational government inSouth Africa, NQF 04(6 credits)

� 119662 Describe therelevance of human rightsand democratic practices inSouth African society,NQF 04 (8 credits)

� 230447 Describe youthdevelopment paradigms,NQF 04 (6 credits)

� 120382 Plan, organise andsupport project meetingsand workshops, NQF 04(4 credits)

� 120379 Work as a projectteam member, NQF 04(8 credits)

� 15238 Devise and applystrategies to establish andmaintain relationships,NQF 05 (3 credits)

� 117871 Facilitate learningusing a variety of givenmethodologies, NQF 05(10 credits)

� 117874 Guide learnersabout their learning,assessment and recognitionopportunities, NQF 05(6 credits)

central to local economicdevelopment, NQF 04(6 credits)

or

� 114478 Conduct basic laycounselling in astructured environment,NQF 04 (15 credits)

46

1 . National Certificate:9


Why do this qualification?This qualification is for those who want tobuild on a FETC in any field to enter the fieldof OD-ETD as a potential career and havelittle or no previous exposure to ETD. Thequalification will also be valuable for thosewho may have been practising within thefield, but without formal recognition. Thisqualification will be useful for:� learning facilitators� assessors� learners and learning supporters� skills development facilitators.

Depending on areas of specialisation selected,recipients of this qualification will be able to:� design and develop learning

interventions;� facilitate learning;� design and conduct assessments;� support learners and learning;� evaluate learning interventions and

conduct self-evaluation;� facilitate skills development.

Practitioners will generally carry out their rolewithin the context of:� given Quality Assurance Policies,

Procedures and Processes;� a guided and supported learning

environment.

Who would have this qualification?The development of skills within and for theworkplace is a priority within South Africa, as

supported by legislation, national policies andstrategies. Much of the needed skillsdevelopment is carried out by people whohave knowledge and skills within their areasof expertise, but lack the required skills inrelation to ETD. Many of the skillsdevelopment objectives, nationally and withincompanies and organisations, are metthrough the efforts of ETD practitionersoperating at NQF level 05, and this certificateaddresses the key competencies of suchpractitioners.

This qualification will meet the need of thosewho wish to progress beyond the FETC OD-ETD or who wish to enter the field of ETD forthe first time. The certificate will also help toincrease the employment prospects of ETDpractitioners, while helping to ensure qualityand competence within the ETD field.

This qualification will provide a means torecognise OD-ETD practice at Level 05 acrossall the roles in a generalist capacity, withparticular application possible in at least onerole. Practitioners who wish to extend theirskills in ETD to cover further ETD roles mayprogress from this certificate to the DiplomaOD-ETDP, Level 05.

What entry requirements must I fulfil?Subject matter expertise in which you willprovide education and training at a levelrequired to engage meaningfully in ETDwithin that field.



� FETC or equivalent.� Further learning assumptions are specified

within the associated unit standardswhere required.

What exit-level outcomes will I haveachieved?� Communicate in a variety of ETD settings.� Design and develop learning programmes

and processes.� Facilitate and evaluate learning.� Engage in and promote assessment

practices.� Provide learning support to learners and

organisations.� Conduct skills development facilitation.


Other good newsThis qualification leads to furtherqualifications within the ETD environment, allof which are registered qualifications on theNQF.



Curriculum


� 115789 Sustain oralinteraction across a widerange of contexts andcritically evaluate spokentexts, NQF 05 (5 credits)

CORE61 Credits


� 15232 Coordinateplanned skillsdevelopmentinterventions in anorganisation, NQF 05(6 credits)


48


� 115790 Write and presentfor a wide range ofpurposes, audiences andcontexts, NQF 05 (5 credits)

CORE61 Credits


� 115753 Conductoutcomes-basedassessment, NQF 05(15 credits)

� 114924 Demonstrateunderstanding of theoutcomes-based educationand training approachwithin the context of aNational QualificationsFramework, NQF 05(5 credits)

� 123397 Evaluate alearning intervention usinggiven evaluationinstruments, NQF 05(10 credits)


� 117874 Guide learnersabout their learning,assessment andrecognition opportunities,NQF 05 (6 credits)

� 15221 Provide informationand advice regarding skillsdevelopment and relatedissues, NQF 05 (4 credits)

� 15217 Develop anorganisational trainingand development plan,NQF 05 (6 credits)

� 123394 Developoutcomes-based learningprogrammes, NQF 05(10 credits)

� 115759 Conductmoderation of outcomes-based assessments,NQF 06 (10 credits)

� 115755 Design anddevelop outcomes-basedassessments, NQF 06(10 credits)

� 123401 Designoutcomes-based learningprogrammes, NQF 06(15 credits)

� 123400 Evaluate andpromote educationtraining and development(ETD) providers, servicesand products fororganisational use,NQF 06 (5 credits)





CORE61 Credits

� 252041 Promote alearning culture in anorganisation, NQF 05(5 credits)

� 15218 Conduct ananalysis to determineoutcomes of learning forskills development andother purposes, NQF 06(4 credits)


50

Why do this qualification?This qualification is for those who want tobuild on a FETC, or for those learners whohave completed the National Certificate:Occupationally Directed Education, Trainingand Development, Level 05, to enter the fieldof Occupationally Directed Education,Training and Development as a potentialcareer, and have little or no previous exposureto Education, Training and Development(ETD). The qualification will also be valuablefor those who may have been practisingwithin the field, but without formalrecognition. In particular, the Diploma will beuseful for:� needs analysts� learning facilitators� learning designers� assessors� learner and learning supporters� Skills Development Facilitators� Standards Writers and Qualification

Designers� Education, Training and Development

(ETD) Managers.

The qualification addresses generalcompetences across eight key ETD roles, andprovides an opportunity for learners tospecialise in four key areas in line withpossible career opportunities or areas ofinterest. Recipients will thus meet the generalrequirements of the following key roles, withthe opportunity to specialise in four of theroles. The first four roles are those in which

you will specialise:� Design and develop learning programmes

and processes;� Engage in and promote assessment

practices;� Conduct skills development facilitation;� Develop standards and qualifications;� Manage and administer education

training and development;� Facilitate and evaluate learning;� Engage in general management activities;� Provide learning support to learners and

organisations;� Communicate in a variety of ways.

Who should have this qualification?Any person who is already practising withinthe ETD field but without formal recognitionsand any individual who would want to beginspecialising in a particular ETD direction willfind this qualification useful.

What entry requirements must I fulfil?� You will need to be a subject matter

expert in a particular field or occupationwhere you will be providing education,training and development initiatives.

� National Certificate: OccupationallyDirected Education, Training andDevelopment Practitioner, NQF 05 (SAQAID 50334)

What will I be able to do at the end of thelearning?� Communicate in a variety of ways.

20. National Diploma:



� Engage with all aspects of the education,training and development cycle.

� Conduct elementary research and needsanalyses.

� Design and develop learning programmesand processes.

� Facilitate learning.� Engage in and promote assessment


organisations.� Manage and administer education,

training and development.� Provide quality assurance services related

to education, training and development.� Define and evaluate standards and

qualifications.

How long will I be busy?You will be expected to engage with thequalification in order to gain 240 credits. Thecourse can be completed over one year, ortwo years part-time.

Other good newsThis qualification leads to the OD-ETDPPractices Degree on NQF level 06.




Curriculum


� 115792 Access, process,adapt and use data from awide range of texts, NQF 05(5 credits)

CORE86 Credits


� 15228 Advise on theestablishment andimplementation of aquality managementsystem for skillsdevelopment practices in


52




� 115791 Use language andcommunication strategiesfor vocational andoccupational learning,NQF 05 (5 credits)


CORE86 Credits

� 15227 Conduct skillsdevelopmentadministration in anorganisation, NQF 04(4 credits)


� 15237 Build teams tomeet set goals andobjectives, NQF 05(3 credits)





� 123398 Facilitate thetransfer and application oflearning in the workplace,NQF 05 (5 credits)

an organisation, NQF 05(10 credits)

� 119665 Demonstrateunderstanding of theconcept of human rightsand democracy and itsapplication in society,NQF 05 (12 credits)

� 114925 Manage learnerinformation using aninformation managementsystem, NQF 05 (4 credits)

� 11906 Manage thedesign, development andreview of a humanresource informationsystem, NQF 05 (3 credits)



� 10146 Supervise a projectteam of a developmentalproject to deliver projectobjectives, NQF 05(14 credits)






CORE86 Credits


� 15233 Harness diversityand build on strengths of adiverse workingenvironment, NQF 05(3 credits)



� 117856 Define standardsfor assessment,education, training, anddevelopment, NQF 06(8 credits)

� 117858 Design anddevelop qualifications forassessment, education,training anddevelopment, NQF 06(6 credits)







54



CORE86 Credits




� 10171 Manage thecapture, storage andretrieval of humanresources informationusing an informationsystem, NQF 05 (3 credits)


Why do this qualification?This qualification is for those who arequalified at Certificate, Diploma or Degreelevel within the Higher Education andTraining (HET) band in an academic oroccupational area, and wish to act in a varietyof Education, Training and Development (ETD)related roles at a high level. This Certificatewill enable a person to achieve recognitionfor Occupationally Directed Education,Training and Development (ODETD)competencies at a high level without needingto acquire a Degree in ETD. The Certificateincludes competencies across all the ETDroles, with the opportunity to specialise at ahigh level in two or more of the followingroles:� Learning Design and Development.� Learning Facilitation.� Assessment.� Strategic Management.� Quality Assurance.� Standards Setting and Qualification

Design.� Skills Development Facilitation.

What will I be able to do at the end of thelearning?Depending on areas of specialisation selected,recipients of this Qualification will be able to:� Analyse needs and plan learning.� Design and develop learning programmes

and processes.� Facilitate learning in routine and complex

situations.

� Engage in and promote assessmentpractices.

� Facilitate and manage skills developmentin an organisation.

� Define and evaluate standards andqualifications.

� Evaluate HRD interventions.

What entry requirements must I fulfil?It is assumed that practitioners have expertisein the subject/occupation field in which theyintend to provide education, training anddevelopment, at a level required to engagemeaningfully in ETD within that field, andhave a Certificate or Diploma at least at level05.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continue

21. National Certificate:


56

with your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skills

programme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


Curriculum


� 10301 Complete a researchassignment, NQF 06(20 credits)

CORE80 Credits



� 123397 Evaluate a learningintervention using givenevaluation instruments,NQF 05 (10 credits)






� 115755 Design anddevelop outcomes-basedassessment, NQF 06(10 credits)

� 123401 Design outcomes-based learningprogrammes, NQF 06(15 credits)

� 123391 Developeducation, training anddevelopment (ETD)policies and proceduresfor an organisation,NQF 06 (12 credits)

ELECTIVE45 Credits




CORE80 Credits

� 15218 Conduct an analysisto determine outcomes oflearning for skillsdevelopment and otherpurposes, NQF 06(4 credits)

� 117856 Define standardsfor assessment, education,training, and development,NQF 06 (8 credits)

� 123392 Design anddevelop instruments toevaluate education,training and development,NQF 06 (12 credits)

� 15217 Develop anorganisational training anddevelopment plan, NQF 05(6 credits)

ELECTIVE45 Credits

58

101321 Occupational Certificate: Training andDevelopment Practitioner, NQF 05 (190 credits)


Qualification pending approval

Limited Contact Learning

Edutel Skills Development offers to those who are unable to attendlimited contact learningour workshops.

All learning material is compiled with you, the learner, in mind.limited contact

The manuals� are interactive� are comprehensive� utilise formative assessment activities� provide for all situations� allow you to track the progress of your work.

In some instances material is supported by DVDs.

The Call Centre provides any support you may require.

You set the pace for your learning.

You may start at any time of the year.

60

Why do this qualification?The Skills Development Act of 1998 broughtinto being the new function of SkillsDevelopment Facilitator, a person who isqualified or experienced at NQF level 5 orhigher (i.e. post-matriculation), and who isresponsible, within an organisation, fordeveloping that organisation's annualWorkplace Skills Plan, and for managing thefinancial Skills Development Levy refundprocess on behalf of the organisation.Although there is, as yet, no formal registeredqualification for the SDF, you will be able toregister with your relevant SETA as an SDF.

Who would be able to make use of thislearning?Any person in the organisation who isinvolved in the personal development plansand training requirements of employees. Anexample of this could be an educator in aschool or FET college who is involved in theIQMS process.

The job requires good interpersonal andcommunication skills, and the ability to keeptrack of a wide range of training and financialrecords, using computer technology.

How is this course structured?The programme is based on the outcomes ofthe following newly registered SDF unitstandards:

� 252041 Promote a learning culture in anorganisation, NQF 05 (5 credits)

� 15221 Provide information and advice

regarding skills development and relatedissues, NQF 05 (4 credits)

� 15232 Coordinate planned skillsdevelopment interventions in anorganisation, NQF 05 (6 credits)

� 15217 Develop an organisational trainingand development plan, NQF 05 (6 credits)

� 15228 Advise on the establishment andimplementation of a quality managementsystem for skills development practices inan organisation, NQF 05 (10 credits)

� 15227 Conduct skills developmentadministration in an organisation,NQF 04 (4 credits)

You will receive your manuals, videos,workbooks and other training material assoon as you have registered. You will alsoreceive portfolio templates which will need tobe completed for each unit standard.Instructions on how to compile a portfolio ofevidence are included. You can then work atyour own pace and complete each portfolioof evidence separately and submit these forassessment.

How long will I be busy?You will have 18 months in which to producethe evidence for your portfolio because thecycle of the SDF's work is one year long,beginning with the skills audit and endingwith the submission of the annual trainingreport. During this time you must collectevidence of the processes followed.

What entry requirements must I fulfil?The person who attends the training needs to

22 limited contact learning. Become an SDF through

SKILLS DEVELOPMENT FACILITATOR (Based on 6 unit standards)


be computer-literate, understand the natureof the organisation's business, and haveaccess to both employees and managementat every level of the organisation.

What will I be able to do at the end of thelearning?You will be able to:� conduct a skills audit in your workplace;� compile a workplace skills plan for

submission to your respective SETA;� implement the training as planned;� keep track of all the skills development

interventions taking place;� submit the annual report to the SETA in

order to access the skills developmentlevy funds;

� conduct quality assurance checks whilethe training is being implemented.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by writingknowledge tests and compiling Portfolios ofEvidence. Once you are declared competentand your assessment outcome has beenverified by the ETDP SETA you will earn thecredits linked to unit standards making upyour skills programme/qualification. Thesecredits will be registered on the NationalLearners' Records Database and will alwaysremain to your credit. Should you want tocontinue with your studies, you will be ableto apply for RPL/credits for what you havealready achieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skills

programmes/qualifications specialising in thesame field at a higher level.

62

Why do this course?Assessors, together with moderators, are thegatekeepers to achieving NationalQualifications in South Africa. As such,assessors in all educational institutions will berequired to complete formal recognisedtraining to be able to fulfil this criticalfunction.� This course contributes towards a further

qualification in Education and TrainingPractices, which Edutel offers.

� You receive a certificate from UNISA andEdutel once the learning programme hasbeen completed.

� Once declared competent, you gainnational assessor registration with theETDP SETA, with a certificate as evidenceof this.

� You can follow this learning programmewith the learning programme whichcapacitates you as a Moderator.

� It makes you more marketable as aneducator.

� The programme assists with theunderstanding of the entire assessmentprocess, including CASS.

� It allows for a better understanding of thedifferences between assessment methods,tools and techniques.

� It gives you hands-on experience of theuse of the various tools and techniques.

� It gives you the opportunity to defineyour own preferences regarding the newassessment methods, by allowing you totest drive them in your classroom as ameans of formative assessment and

reflection.� It enables you to use them with

confidence and creativity.� It gives you a more in-depth knowledge

of outcomes-based principles andpractices.

Who would be able to make use of thislearning?Any educator who knows that assessment oflearning outcomes has to take place regularlyin the classroom and wants to conduct theassessment in the correct way. This does notmean only teachers may enrol for the training– management personnel should also becomeregistered assessors.

How is this course structured?This stimulating programme is based on theoutcomes of the SAQA registered UnitStandard 115753 on NQF level 05. It carries15 credits and addreses the process whichmust be followed when assesisng learningoutcomes. The programme has beencustomised to suit the classroom situationwhere groups of learners are assessed at onetime. The modules covered are:� Understanding outcomes-based

assessment� Planning and preparing for the

assessment� Conducting assessment� Evaluating evidence and making

judgements� Giving feedback� Reviewing the assessment

2 . Become an Educator Assessor through3limited contact learning

EDUCATOR ASSESSOR


You will receive your manuals, DVDs,workbooks and other training material assoon as you have registered. You will alsoreceive portfolio templates which will need tobe completed. Instructions on how tocompile a portfolio of evidence are included.You can then work at your own pace andcomplete the assignments, worksheets andthe portfolio of evidence and submit thesefor assessment.

How long will I be busy?You will have approximately 6 months inwhich to complete the learning programmeand submit your evidence for assessmentpurposes. While you are busy in theclassroom, you will be able to apply your newskills as often as you wish. However, you willhave to produce evidence of at least twosummative assessments which took place inthe classroom.

You may start at any time.

The programme is based on distance learningprinciples.

The programme takes 3-6 months tocomplete.

You work in your own time.

There will always be a telephone tutor toassist you with your problems.

What entry requirements must I fulfil?All you require is the necessary subject matterexpertise in your learning area and phase inthe school.

What will I be able to do at the end of thelearning?You will be able to conduct outcomes-basedassessments in the classroom using a varietyof assessment techniques and instruments.You will be able to make a judgement aboutthe competence of the learners judgedagainst the identified outcomes for thelearning intervention. You will be able to givefeedback to learners and other individualsbased on the outcomes.

Other good newsOnce you have been declared competent, youmay apply for national registration as anassessor.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by writingknowledge tests and compiling Portfolios ofEvidence. Once you are declared competentand your assessment outcome has beenverified by the ETDP SETA you will earn thecredits linked to unit standards making upyour skills programme/qualification. Thesecredits will be registered on the NationalLearners' Records Database and will alwaysremain to your credit. Should you want tocontinue with your studies, you will be ableto apply for RPL/credits for what you havealready achieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

64

Why do this course?"Recognition of Prior Learning in South Africahas, unlike similar initiatives in othercountries, a very specific agenda. RPL ismeant to support transformation of theeducation and training system of the country.This calls for an approach to the developmentof RPL policy and practices that explicitlyaddresses the visible and invisible barriers tolearning and assessment. Such an approachmust generate the commitment of all roleplayers to remove these barriers and to builda visible, usable and credible system as aneffective and creative vehicle for lifelonglearning. It is important that consensus begenerated around the criteria and supportsystems within which the integrity andquality of all assessments will be protected."SAQA RPL policy (2002,p. 11).

Who would be able to make use of thislearning?This unit standard aims to recognize theexpertise of people who have a deepunderstanding of outcomes-basedassessment in general, and of thecomplexities concerning the initiation andimplementation of Recognition of PriorLearning (RPL) policies and practices inparticular. Such people are able to promotean awareness of RPL-related issues andprovide RPL advice and support, at systemsand strategic level, to a range ofpeople/bodies, including assessors,moderators, evidence facilitators, assessmentdesigners, teachers, trainers, managers,organisations, institutions, companies andenterprises.

How is this course structured?The course is based on the unit standardcalled “Develop, support and promote RPLpractices” (Unit Standard 116587 on NQFLevel 07, 10 credits).

What entry requirements must I fulfil?You must understand and can practice thekey principles of an outcomes-based systemin general, and standards-based assessmentin particular.

What will I be able to do at the end of thelearning?You will be able to emonstratedunderstanding of the conceptualunderpinnings and purposes of therecognition of prior learning evelop RPL, dpolicies, procedures and plans for anorganisation nvestigate current RPL practice, iand opportunities in an organisation orsector rovide RPL advice and support, p andp .romote RPL practices

How long will I be busy?Four days of workshop-based activities willgive you the basic skills to develop the RPLinstruments, support those using them andpromote the implementation of RPL.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have been

24 Develop, support and promote RPL practices.


be registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

66

Why do this qualification?This qualification will be useful to thosewithin the world of work who providetraining in the workplace, or for those whohave been practising within the field, butwithout formal recognition. In particular, thisqualification will be useful for:� ETD Coordinators� Entry-level trainers� Junior Training Officers� Training Administrators.

Learners of this qualification will be able to:� prepare for and facilitate learning;� provide learner support;� carry out administration related to

learning;� contribute to Human Resource

Management Practices.

Learners will generally carry out their rolewithin the context of:� given learning material and course

designs;� given administration systems;� given evaluation instruments;� given Quality Assurance Policies,

Procedures and Processes;� an established learning environment

where learners are already identified;� a guided and supported learning

environment;� given results from a learning needs

analysis.

Who would have this qualification?This is an entry-level qualification, and thefirst in a series which leads to level 05 and 06qualifications for those who want to enterthe field of Education, Training andDevelopment (ETD). Learners of thisqualification will have the opportunity tobuild on this qualification via the certificateor diploma in OD-ETDP at level 05. Thisqualification provides a means to giverecognition to practitioners at an entry-level,thus making it possible for practitioners toincrease their employment prospects, and atthe same time provide a means wherebyorganisations can appoint practitioners in linewith proven competencies. Education,Training and Development is also a priorityarea within the South African context and issupported by legislation, national policies andstrategies. In order to meet the ETDrequirements of the workplace, within thecontext of a quality assured environment andprocesses, it is important to be able toidentify and recognise competent ETDpractitioners at various levels.

Given the high priority of Education, Trainingand Development within the South Africancontext, and in particular the emphasis onskills development, trainers are required in allfields of learning. Much of the contributionto skills development is through ETDpractitioners who need to have essentialknowledge and practical skills in ETD, asdefined by this qualification.

25. Further Education and Training Certificate:



skills in ETD, as defined by this qualification.

What entry requirements must I fulfil?� Subject matter expertise in which you will

provide education and training.� Communication at NQF level 03 or

equivalent.� Mathematical Literacy at NQF level 03 or

equivalent.

What exit-level outcomes will I haveachieved?� Communicate in a variety of ways in

Education, Training and Developmentcontexts.

� Use Mathematical Literacy in real life andeducation, training and developmentsituations.

� Prepare for and facilitate learning inspecific outcomes.

� Provide learner support in a range ofsettings.

� Conduct administration related tolearning.

� Contribute to Human ResourceManagement Practices.

Qualification rules/communicationsLearners are required to achieve 20 creditsfrom Communication at NQF level 04 and 20credits in a second language at a minimum ofNQF level 03.





FundamentalsLearners are required to do Communication ata first-language and a second-language level.All level-03 Communication unit standardsrelate to a second language and level 04 to afirst language. Learners with a grade 12certificate with a pass in a first and secondlanguage or mathematics can apply for RPL.

68

Curriculum








CORE42 Credits

� 123393 Carry out courseadministration, NQF 03(3 credits)

� 117877 Perform one-to-one training on the job,NQF 03 (4 credits)


� 117870 Conduct targetedtraining and developmentusing given methodologies,NQF 04 (10 credits)


� 12544 Facilitate thepreparation andpresentation of evidencefor assessment, NQF 04(4 credits)


� 7389 Help learners withlanguage and literaciesacross the curriculum,NQF 04 (12 credits)

� 263976 Demonstrateunderstanding of theoutcomes-basededucation and trainingapproach within thecontext of a NationalQualifications Framework,NQF 05 (5 credits)


� 114215 Mentor acolleague to enhance theindividual’s knowledge,skills, values and attitudesin a selected career path,NQF 04 (3 credits)

ELECTIVE26 Credits




� 9016 Represent analyseand calculate shape andmotion in 2-and 3-dimensional space indifferent contexts, NQF 04(4 credits)




CORE42 Credits

ELECTIVE26 Credits

70



Why do this qualification?This qualification is for those who want tobuild on a FETC in any field to enter the fieldof OD-ETD as a potential career and havelittle or no previous exposure to ETD. Thequalification will also be valuable for thosewho may have been practising within thefield, but without formal recognition. Thisqualification will be useful for:� learning facilitators� assessors� learners and learning supporters� skills development facilitators.

Depending on areas of specialisation selected,recipients of this qualification will be able to:� design and develop learning

interventions;� facilitate learning;� design and conduct assessments;� support learners and learning;� evaluate learning interventions and

conduct self-evaluation;� facilitate skills development.

Practitioners will generally carry out their rolewithin the context of:� given Quality Assurance Policies,

Procedures and Processes;� a guided and supported learning

environment.

Who would have this qualification?The development of skills within and for

the workplace is a priority within SouthAfrica, as supported by legislation, nationalpolicies and strategies. Much of the neededskills development is carried out by peoplewho have knowledge and skills within theirareas of expertise, but lack the required skillsin relation to ETD. Many of the skillsdevelopment objectives, nationally and withincompanies and organisations, are metthrough the efforts of ETD practitionersoperating at NQF level 05, and this certificateaddresses the key competencies of suchpractitioners.

This qualification will meet the need of thosewho wish to progress beyond the FETC OD-ETD or who wish to enter the field of ETD forthe first time. The certificate will also help toincrease the employment prospects of ETDpractitioners, while helping to ensure qualityand competence within the ETD field.

This qualification will provide a means torecognise OD-ETD practice at Level 05 acrossall the roles in a generalist capacity, withparticular application possible in at least onerole. Practitioners who wish to extend theirskills in ETD to cover further ETD roles mayprogress from this certificate to the DiplomaOD-ETDP, Level 05.

What entry requirements must I fulfil?Subject matter expertise in which you willprovide education and training at a levelengage meaningfully in ETD within that field.



required to engage meaningfully in ETDwithin that field.� FETC or equivalent.� Further learning assumptions are specified

within the associated unit standardswhere required.

What exit-level outcomes will I haveachieved?� Communicate in a variety of ETD settings.� Design and develop learning programmes

and processes.� Facilitate and evaluate learning.� Engage in and promote assessment


organisations.� Conduct skills development facilitation.





Curriculum



CORE61 Credits




72



CORE61 Credits


















CORE61 Credits




74

Why do this qualification?This qualification is for those who want tobuild on a FETC, or for those learners whohave completed the National Certificate:Occupationally Directed Education, Trainingand Development, Level 05, to enter the fieldof Occupationally Directed Education,Training and Development as a potentialcareer, and have little or no previous exposureto Education, Training and Development(ETD). The qualification will also be valuablefor those who may have been practisingwithin the field, but without formalrecognition. In particular, the Diploma will beuseful for:� needs analysts� learning facilitators� learning designers� assessors� learner and learning supporters� Skills Development Facilitators� Standards Writers and Qualification

Designers� Education, Training and Development

(ETD) Managers.

The qualification addresses generalcompetences across eight key ETD roles, andprovides an opportunity for learners tospecialise in four key areas in line withpossible career opportunities or areas ofinterest. Recipients will thus meet the generalrequirements of the following key roles, withthe opportunity to specialise in four of theroles. The first four roles are

those in which you will specialise:� Design and develop learning programmes

and processes;� Engage in and promote assessment

practices;� Conduct skills development facilitation;� Develop standards and qualifications;� Manage and administer education

training and development;� Facilitate and evaluate learning;� Engage in general management activities;� Provide learning support to learners and

organisations;� Communicate in a variety of ways.

Who should have this qualification?Any person who is already practising withinthe ETD field but without formal recognitionsand any individual who would want to beginspecialising in a particular ETD direction willfind this qualification useful.

What entry requirements must I fulfil?� You will need to be a subject matter

expert in a particular field or occupationwhere you will be providing education,training and development initiatives.

� National Certificate: OccupationallyDirected Education, Training andDevelopment Practitioner, NQF 05 (SAQAID 50334)

2 . National Diploma:7



What will I be able to do at the end of thelearning?� Communicate in a variety of ways.� Engage with all aspects of the education,

training and development cycle.� Conduct elementary research and needs

analyses.� Design and develop learning programmes

and processes.� Facilitate learning.� Engage in and promote assessment


organisations.� Manage and administer education,

training and development.� Provide quality assurance services related

to education, training and development.� Define and evaluate standards and

qualifications.

How long will I be busy?You will be expected to engage with thequalification in order to gain 240 credits. Thecourse can be completed over one year, ortwo years part-time.

Other good newsThis qualification leads to the OD-ETDPPractices Degree on NQF level 6.




Curriculum


� 115792 Access, process,adapt and use data from awide range of texts, NQF 05(5 credits)

CORE86 Credits


� 15228 Advise on theestablishment andimplementation of aquality managementsystem for skillsdevelopment practices in


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� 115791 Use language andcommunication strategiesfor vocational andoccupational learning,NQF 05 (5 credits)


CORE86 Credits

� 15227 Conduct skillsdevelopmentadministration in anorganisation, NQF 04(4 credits)


� 15237 Build teams tomeet set goals andobjectives, NQF 05(3 credits)






an organisation, NQF 05(10 credits)

� 119665 Demonstrateunderstanding of theconcept of human rightsand democracy and itsapplication in society,NQF 05 (12 credits)

� 114925 Manage learnerinformation using aninformation managementsystem, NQF 05 (4 credits)

� 11906 Manage thedesign, development andreview of a humanresource informationsystem, NQF 05 (3 credits)



� 10146 Supervise a projectteam of a developmentalproject to deliver projectobjectives, NQF 05(14 credits)




CORE86 Credits

� 123398 Facilitate thetransfer and application oflearning in the workplace,NQF 05 (5 credits)


� 15233 Harness diversityand build on strengths of adiverse workingenvironment, NQF 05(3 credits)





� 117856 Define standardsfor assessment,education, training, anddevelopment, NQF 06(8 credits)

� 117858 Design anddevelop qualifications forassessment, education,training anddevelopment, NQF 06(6 credits)

� 123400 Evaluate andpromote education,training and development(ETD) providers, servicesand products fororganisational use,NQF 06 (5 credits)



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CORE86 Credits





� 10171 Manage thecapture, storage andretrieval of humanresources informationusing an informationsystem, NQF 05 (3 credits)


Why do this qualification?This qualification is for those who arequalified at Certificate, Diploma or Degreelevel within the Higher Education andTraining (HET) band in an academic oroccupational area, and wish to act in a varietyof Education, Training and Development (ETD)related roles at a high level. This Certificatewill enable a person to achieve recognitionfor Occupationally Directed Education,Training and Development (ODETD)competencies at a high level without needingto acquire a Degree in ETD. The Certificateincludes competencies across all the ETDroles, with the opportunity to specialise at ahigh level in two or more of the followingroles:� Learning Design and Development.� Learning Facilitation.� Assessment.� Strategic Management.� Quality Assurance.� Standards Setting and Qualification

Design.� Skills Development Facilitation.

What will I be able to do at the end of thelearning?Depending on areas of specialisation selected,recipients of this Qualification will be able to:� Analyse needs and plan learning.� Design and develop learning programmes

and processes.� Facilitate learning in routine and complex

situations.

� Engage in and promote assessmentpractices.

� Facilitate and manage skills developmentin an organisation.

� Define and evaluate standards andqualifications.

� Evaluate HRD interventions.

What entry requirements must I fulfil?It is assumed that practitioners have expertisein the subject/occupation field in which theyintend to provide education, training anddevelopment, at a level required to engagemeaningfully in ETD within that field, andhave a Certificate or Diploma at least at level05.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have already



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for RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as an

entry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


Curriculum


� 10301 Complete a researchassignment, NQF 06(20 credits)

CORE80 Credits



� 123397 Evaluate a learningintervention using givenevaluation instruments,NQF 05 (10 credits)






� 115755 Design anddevelop outcomes-basedassessment, NQF 06(10 credits)

� 123401 Design outcomes-based learningprogrammes, NQF 06(15 credits)

� 123391 Developeducation, training anddevelopment (ETD)policies and proceduresfor an organisation,NQF 06 (12 credits)

ELECTIVE45 Credits




CORE80 Credits

� 15218 Conduct an analysisto determine outcomes oflearning for skillsdevelopment and otherpurposes, NQF 06(4 credits)

� 117856 Define standardsfor assessment, education,training, and development,NQF 06 (8 credits)

� 123392 Design anddevelop instruments toevaluate education,training and development,NQF 06 (12 credits)

� 15217 Develop anorganisational training anddevelopment plan, NQF 05(6 credits)


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TeachersContact us for a brochure on PD points and programmes we offer to earn PD points.Edutel is a SACE approved provider. Here is a list of some of the short courses:

Principalship - 60 PD Points

Conduct moderation of outcomes-based assessments - 15 PD Points

Apply knowledge of HIV/AIDS in the workplace - 15 PD Points

Mentoring learners - 15 PD Points

Facilitate learning - 15 PD Points

Develop outcomes-based learning programmes - 15 PD Points

Design integrated assessments - 15 PD Points

Skills Development Facilitator - 90 PD Points

Special Needs - 15 PD Points

Administer school assets - 10 PD Points

Prepare and monitor the budget of a school - 10 PD Points

Conducting a skills analysis for skills development purposes - 15 PD Points

Coaching within the schooling environment - 15 PD Points

Mathematical Literacy, Grade 10, 11 and 12 - various options, each worth 15 PD Points


29. Code of Conduct

“Edutel as an organisation realises that, when serving its customers through itsemployees, product and services, it will be confronted with instances wherevalue-based decisions have to be made and judgements required as to what is anethical business practice or ethically acceptable action. For this reason themanagement of Edutel wishes to commit the organisation and all its resources toethically and morally defendable behaviour in all its operations and in allinteractions with its constituents at all times.”

A.B. PelserChief Executive Officer

Vision StatementThe company wants to establish itself internationally and in South Africa as a leader in skillsdevelopment in ways that subscribe to National Skills Initiatives, address the training needs ofclients, redress skills imbalances and are mutually beneficial to the company and its clients.

Mission StatementOur mission is to add value to our customers' business by being their most preferred trainingprovider, offering them quality assured training interventions that lead to achieving nationalqualifications or credits, effectively address skills gaps, are value-adding and achieving all thisthrough exceptional customer satisfaction and long-term relationships.

Ethics

Attending instruction learningIt is expected of learners who are scheduled to attend formal instructional learning sessions toensure that they arrive at the designated venue on time, bringing along all relevant materialsand associated equipment to ensure that they are well prepared to attend and benefit from theinstructional interventions.

Roll-out plans and training schedulesLearners must ensure that they have in their possession a copy of their learning schedule (roll-out plans) and that they strictly adhere to the locations, times and dates as set out in theseschedules, unless otherwise informed in writing by Edutel or any of its authorised constituentsof changes made to such schedules. Only changes communicated in writing are consideredvalid and learners should not adhere to any verbal instructions concerning scheduled changes.

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Participation in instructional learningLearners are expected to participate in all activities and discussions taking place duringinstructional learning sessions. Learners should appreciate these opportunities and at all timesutilise such learning opportunities to their advantage.

Conduct towards co-learners and facilitatorsLearners are expected to respect the dignity of their co-learners and facilitators. Theirbehaviour towards other learners and facilitators should always be civilised, courteous andsupportive. Foul language, disrespect and a discriminatory attitude towards any other learneror facilitator will not be tolerated and will be dealt with in the strictest possible manner.

Dress codeLearners are expected to ensure that their personal appearance and dress code conform toacceptable norms, are not offensive and do not detract from the professional image that isprojected by Edutel, co-learners and employer organisations.

Employer relationsLearners should recognise that when attending training interventions under instructions fromtheir employers, that such attendance is treated under the same employment terms andconditions of work as applied by their employers, at their respective places of work. Theyremain employees of the employer organisation, irrespective of where instructional learningtakes place and, as such, they are held accountable to conduct themselves as their employersexpect them to behave when at their places of work.

Workplace learning and assessmentsLearners are expected to apply themselves as diligent, motivated and productive employeeswhile performing their duties in their workplaces. They should understand that theirworkplaces are extensions of the instructional learning components and that they must utiliseevery opportunity at the workplace to apply their learning and, in so doing, develop theirknowledge, skills and experience. Learners should actively and positively participate in allassessments and ensure that all assessments are conducted in a fair and just manner.

Assessments and proof of competenceLearners are expected to provide proof of competence through recognised assessment andmoderation procedures and instruments. It is expected of learners to fully participate in theseactivities and to ensure that all evidence submitted as proof of their competence is a true andaccurate reflection of their own ability and skills, and that no part of any evidence can beclaimed to present the efforts of another person in whatever capacity or association with thelearner. Learners are expected to demonstrate extreme honesty and integrity in these matters.


Use of facilitiesLearners are expected to use all physical facilities, including furniture and equipment, withutmost care and respect and to refrain from any wilful acts of vandalism, abuse or negligence.

Appeals procedureLearners who are not satisfied with the manner in which their learning efforts have beenassessed are required to utilise Edutel's appeals procedure and to refrain from trying to resolvesuch matters in other ways.

CommunicationLearners are encouraged to communicate with Edutel and its employees using recognisedchannels of communication established for such purposes. These channels include personalcontact, written (fascimile, letter or e-mail) or telephonic communication. Learners areexpected to resolve any issues with Edutel directly and not to use intermediaries to addresssuch matters.

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GRIEVANCE POLICY FOR EDUTEL

PurposeThe purpose of this policy is to formulate the values and philosophy of Edutel when dealingwith grievances of its learners.

ObjectivesThe objectives of this policy is to:� establish a fair process for learners to air their grievances;� provide a mechanism for dealing with learner grievances in order to protect learner morale

and motivation;� maintain sound and effective working relationships in the organisation.

ScopeThis policy is applicable to all categories of learners attending training interventions offered byEdutel.

Policy statementsAll learners may lodge grievances without any fear of victimisation or prejudice.All grievances are to be handled with the utmost discretion and with the dignity and privacy oflearners in mind.Grievances shall be settled as speedily and effectively as possible.This policy deals with individuals' grievances and grievances in small groups.The Human Resources Manager or his/her delegate acts as advisor to both parties in thegrievance investigation.The policy does not replace normal communication between learners and Edutel and shouldtherefore be utilised in cases where informal communication has been exhausted or is clearlyinappropriate.Learners have the right to be assisted by a co-learner of their choice at any stage of theprocedure.The grievance must be raised within five working days of the occurrence that gave rise to it,failing which, unless special circumstances exist, the learner will have no recourse to thegrievance procedure.

RevisionThis policy to be revised after two years from date of acceptance.

ResponsibilityThis policy is the responsibility of the Training Quality Assurance Committee of Edutel.


GRIEVANCE PROCEDURE FOR EDUTEL

Phase 1The learner must orally communicate the grievance directly to the Edutel Project Managerresponsible for the particular learning programme. The learner must indicate that he/she islodging a formal grievance.

The Edutel Project Manager must:� listen in private to the learner's problem;� encourage the learner to speak openly about his/her grievances;� give the learner the assurance that he/she will not be victimised;� ask relevant questions to obtain all facts relating to the grievance;� respect the need for confidentiality;� endeavour to resolve the problem as soon as possible and furnish the learner with an

answer within three working days from the date that the grievance was raised.

Phase 2If a learner is not satisfied with the result of the above:An official grievance form must be completed and handed to the Edutel Project Manager. Thismust take place within three working days of the Edutel Project Manager informing the learnerof the outcome of phase 1.

Upon receipt of the grievance form, the Edutel Project Manager, after consultation with thelearner, must communicate the outcome to the learner in writing within three working daysfor the purpose of solving the grievance.If the learner's grievance is not settled to his/her satisfaction, the parties will proceed to thenext phase.

Phase 3The grievance form is handed to Edutel's Human Resource Manager who, within three days ofreceiving the form, arranges a grievance investigation, which will involve the following people:� The learner� Witnesses (if any)� Edutel Project Manager� Human Resource Manager.

During the investigation an effort must be made to settle the grievance and Edutel's HumanResource Manager must comment in writing regarding his/her finding within three workingdays of the grievance investigation having been completed.

If the learner is not satisfied with the findings of the grievance investigation, the partiesproceed to Phase 4.

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Phase 4The learner must make use of any appropriate statutory dispute-settling mechanisms asdefined in the Labour Relations Act, unless otherwise agreed upon by the learner and Edutel.

Other ETD programmes we offer

HIV/AIDS AwarenessManaging Learnerships

Evaluating Learning ProgrammesConduct ResearchQuality Assurance

All our skills programmes are unit standard based.

Assessment requirements

� A knowledge questionnaire� A detailed Portfolio of Evidence, the contents of which indicate your practical,

foundational and reflexive competences.

In other words you prove that:� you can do it;� you know why you are doing it that way;� you are able to apply your actions to other similar situations.

You are given templates which will assist you in building your Portfolio ofEvidence.


VISIT OUR WEBSITEwww.edutel.co.za

HEAD OFFICEABSA building, 1st Floor

Cnr. Ontdekkers Road & Crane AvenueHorizon

Roodepoort, RSATel No: +27(11) 760-4251Fax No: +27( )86 274-9992

E-mail: [email protected]: www.edutel.co.za

UGANDA“Great Lakes Region”

KampalaTel No: +25(67) 185 5164

CONTACT DETAILS

CAPE TOWN1st Floor, Nobel Park

Old Paarl RoadBellville

Cape Town, RSATel No: +27(21) 945-4830

DURBANMansion House, 5th floor

12 Joe Slovo StreetD RSAurban,

Tel. No: +27(31) 305-2850

FOLLOW US:

http://www.facebook.com/edutelholdings

http://www.twitter.com/edutelholdings

http://www.linkedin.com/company/edutel

E D U T E L

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