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QUALIFICATION OVERVIEW

Key Elements and Outline of the Occupationally Directed Education Training and Development Practices Qualification as NQF Aligned Learning Programme:

Name of Programme Module 1: Communicate in a variety of ETD settings
Purpose of Programme The National Qualification in Contact Centre Support: Level 4 is designed to meet the needs of those learners who enter the field of Education Training and Development Practice. There is a need to develop career paths in this field, as it is a high growth industry constantly in need of skilled people. The qualification has building blocks that can be developed further and will lead to a more defined career path at various NQF levels. It also focuses on the skills, knowledge, values and attitudes required to progress further. The intention is:
  • To promote the development of knowledge and skills that is required in Education Training and Development Training.
  • To release the potential of people.
  • To provide opportunities for people to move up the value chain
Communication skills are some of the most important skills needed by everyone and this is especially true of contact centre agents. This learning programme aims to equip learners with the necessary communication skills and knowledge to successfully interact with contact centre employees, clients and suppliers.
Duration of ProgrammeThe programme consists of 10 credits = 100 notional hours, of which at least 30% must be spent in the classroom:
  • 30 hours classroom training
  • 75 hours workplace learning
NQF Level 5
Exit Level OutcomesCommunicate in a variety of ETD settings
Related assessment criteria
  • Communication is carried out using media appropriate to the audience and setting.
  • Communication of facts, concepts, ideas and principles related to specific learning areas is clear and consistent with the requirements of the learning area.
Critical Cross Field Outcomes
  • Collecting, analysing, organising and critically evaluating information about learners, learning needs, learning resources, organisational requirements and national ETD strategies.
  • Communicating effectively using visual, mathematical and/or language skills when presenting information to learners and discussing the subject matter
Target Group / Occupational linkAny individuals who are or wish to be involved in the Education Training and Development Practice industry
Learning assumed to be in place It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field. It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required. Recognition of Prior Learning: This qualification can be achieved wholly or in part through Recognition of Prior Learning in terms of the defined exit level outcomes and/or individual unit standards. Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment. Access to the qualification: Access to this qualification is open bearing in mind the Learning Assumed to be in place.
Essential Embedded Knowledge There is no mention made of EEK in the qualification, apart from those required by individual unit standards
Range Statement N/A
Recognition of Prior Learning All modules of this qualification make provision for RPL. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment
This only applies to training providers who have been registered for RPL
201616Problem solving skills
Name of Programme Module 2: Design and develop learning programmes and processes
Purpose of Programme The second module aims to provide learners with the knowledge and skills to comply with the design and development of learning programmes and processes
Duration of ProgrammeThe programme consists of 10 credits = 100 notional hours, of which at least 30% must be spent in the classroom:
  • 30 hours classroom training
  • 70 hours workplace learning
NQF Level 5
Exit Level OutcomesDesign and develop learning programmes and processes.
Related assessment criteria
  • Training needs are clearly defined in terms of outcomes, and are linked to performance requirements on the job.
  • Learning outcomes are aligned with given standards, including unit standards, assessment standards, qualifications or job requirements
Critical Cross Field Outcomes
  • Identifying and solving problems in relation to designing and organising learning opportunities and in relation to learner's difficulties within the ETD context.
  • Working effectively with others as a member of ETD teams in the analysis, design and delivery of ETD
  • Organising and managing oneself and one's activities responsibly and effectively when preparing oneself, preparing learning resources and setting up the learning environment
  • Communicating effectively using visual, mathematical and/or language skills when presenting information to learners and discussing the subject matter
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology
Target Group / Occupational linkExisting and prospective Education Training and Development Practice personnel
Learning assumed to be in place Learning assumed to be in place It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field. It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required. Recognition of Prior Learning: This qualification can be achieved wholly or in part through Recognition of Prior Learning in terms of the defined exit level outcomes and/or individual unit standards. Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment. Access to the qualification: Access to this qualification is open bearing in mind the Learning Assumed to be in place.
Essential Embedded Knowledge There is no mention made of EEK in the qualification, apart from those required by individual unit standards
Range Statement N/A
Recognition of Prior Learning All modules of this qualification make provision for RPL. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment
This only applies to training providers who have been registered for RPL
201616Problem solving skills
Name of Programme Module 3: Facilitate and evaluate learning
Purpose of Programme The National Qualification in Occupationally Directed Education Training and Development Practices is designed to meet the needs of those learners who enter the field of education training and development practices. Module 3 is aimed at facilitating and evaluating learning.
Duration of ProgrammeThe programme consists of 55 credits = 550 notional hours, of which at least 30% must be spent in the classroom:
  • 165 hours classroom training
  • 385 hours workplace learning
NQF Level 5 and 6
Exit Level OutcomesFacilitate and evaluate learning
Related assessment criteria
  • Preparation is sufficient to ensure all resources and arrangements are in place and the learning site is fit-for-purpose.
  • Formal plans and structures are implemented according to plans, using appropriate methodologies and in a manner that achieves the learning objectives.
  • Facilitation is professional and ensures the physical and psychological safety of the learners.
  • Problems are solved appropriately using a range of techniques.
  • Facilitation provides for application in the workplace.
  • The facilitation approach creates opportunities for assessment.
  • Facilitation is self-monitored and behaviour is modified to address weaknesses or difficulties
Critical Cross Field Outcomes
  • • Working effectively with others as a member of ETD teams in the analysis, design and delivery of ETD
  • • Organising and managing oneself and one's activities responsibly and effectively when preparing oneself, preparing learning resources and setting up the learning environment
  • • Collecting, analysing, organising and critically evaluating information about learners, learning needs, learning resources, organisational requirements and national ETD strategies.
  • • Communicating effectively using visual, mathematical and/or language skills when presenting information to learners and discussing the subject matter
  • • Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology
Target Group / Occupational linkExisting and prospective Education Training and Development Practice personnel
Learning assumed to be in place It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field. It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required. Recognition of Prior Learning: This qualification can be achieved wholly or in part through Recognition of Prior Learning in terms of the defined exit level outcomes and/or individual unit standards. Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment. Access to the qualification: Access to this qualification is open bearing in mind the Learning Assumed to be in place.
Essential Embedded Knowledge There is no mention made of EEK in the qualification, apart from those required by individual unit standards
Range Statement N/A
Recognition of Prior Learning All modules of this qualification make provision for RPL. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment
This only applies to training providers who have been registered for RPL
201616Problem solving skills
Name of Programme Module 4: Engage in and promote assessment practices
Purpose of Programme Two of the skills needed by contact centre agents are to monitor and maintain performance standards in a Education Training and Development Practice industry environment
Duration of ProgrammeThe programme consists of 25 credits = 250 notional hours, of which at least 30% must be spent in the classroom:
  • 75 hours classroom training
  • 175 hours workplace learning
NQF Level 5 and 6
Exit Level OutcomesEngage in and promote assessment practices.
Related assessment criteria
  • • Assessors are adequately supported, prepared and assisted in assessment and/or RPL processes, without compromising the assessment process or results.
  • • Assessment practices are in line with the principles of outcomes-based assessment and maximise opportunities for integrated assessment.
  • • Assessment decisions are reliable and relevant to pre-determined outcomes.
  • • Feedback is relevant and is given in a constructive manner.
  • • Assessment results are used to improve learning design and facilitation
Critical Cross Field Outcomes
  • • Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology
Target Group / Occupational linkExisting and prospective Education Training and Development Practice individuals
Learning assumed to be in place It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field. It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required. Recognition of Prior Learning: This qualification can be achieved wholly or in part through Recognition of Prior Learning in terms of the defined exit level outcomes and/or individual unit standards. Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment. Access to the qualification: Access to this qualification is open bearing in mind the Learning Assumed to be in place.
Essential Embedded Knowledge There is no mention made of EEK in the qualification, apart from those required by individual unit standards
Range Statement N/A
Recognition of Prior Learning All modules of this qualification make provision for RPL. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment
This only applies to training providers who have been registered for RPL
201616Problem solving skills
Name of Programme Module 5: Provide learning support to learners and organisations
Purpose of Programme This module aims to provide Education Training and Development Practice learners with knowledge and skills to provide learning support to learners and organisations
Duration of ProgrammeThe programme consists of 23 credits = 230 notional hours, of which at least 30% must be spent in the classroom:
  • 69 hours classroom training
  • 161 hours workplace learning
NQF Level 4 and 5
Exit Level OutcomesProvide learning support to learners and organisations.
Related assessment criteria
  • • Learners requiring support are identified proactively and sensitively.
  • • Support is given in a manner that enables learners to define objectives, clarify issues, help manage expectations and identify learning path and opportunities.
  • • Support assists learners to identify and understand assessment opportunities, processes and benefits, including the nature and benefits of RPL.
  • • Support ensures learners experience the maximum benefit from learning and assessment, and helps them prepare for and cope with learning and assessment.
  • • Barriers to learning are identified and problems are solved cooperatively within given frameworks. Referrals are made as required.
  • • Support helps to create a safe learning environment and promotes objectives of learning and the principle of life-long learning.
  • • Advice is helpful, realistic, relevant, valid, impartial and based on learner needs.
Critical Cross Field Outcomes
  • Collecting, analysing, organising and critically evaluating information about learners, learning needs, learning resources, organisational requirements and national ETD strategies.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology
Target Group / Occupational linkExisting and prospective Education Training and Development Practice personnel
Learning assumed to be in place It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field. It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required. Recognition of Prior Learning: This qualification can be achieved wholly or in part through Recognition of Prior Learning in terms of the defined exit level outcomes and/or individual unit standards. Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment. Access to the qualification: Access to this qualification is open bearing in mind the Learning Assumed to be in place.
Essential Embedded Knowledge There is no mention made of EEK in the qualification, apart from those required by individual unit standards
Range Statement N/A
Recognition of Prior Learning All modules of this qualification make provision for RPL. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment
This only applies to training providers who have been registered for RPL
201616Problem solving skills
Based on the qualification description and requirements, the Contact Centre Level 4 will be divided into 6 main Learning Unitswith modular sub-divisions, based on the exit level outcomes and related assessment criteria:
Name of Programme Module 6: Conduct skills development facilitation
Purpose of Programme This module aims to provide Education Training and Development Practice learners with knowledge and skills needed to conduct skills development facilitation
Duration of ProgrammeThe programme consists of 30 credits = 300 notional hours, of which at least 30% must be spent in the classroom:
  • 90 hours classroom training
  • 210 hours workplace learning
NQF Level 4, 5 and 6
Exit Level OutcomesConduct skills development facilitation.
Related assessment criteria
  • • Information and advice on skills development issues is consistent with current skills development practices and requirements.
  • •Information and advice on skills development issues is in line with the needs of the organisation.
  • • Support assists learners to identify and understand assessment opportunities, processes and benefits, including the nature and benefits of RPL.

Note If learners choose this role as their one specialisation area, then the following criteria will also apply:

  • • Skills development plans address individual learning needs and are aligned with organisational strategic objectives.
  • • Learning is promoted in line with individual and organisational needs, using appropriate and effective communication techniques.
  • • Records are clear, accessible, accurate and up to date.
  • • ETD interventions are coordinated in line with the organisational skills development plan.
Critical Cross Field Outcomes
  • • Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology
  • • Demonstrating an understanding of the world as a set of related systems, and in particular through the linking of ETD and practice within the occupational field
Target Group / Occupational linkAnyone who has to conduct skills development facilitation
Learning assumed to be in place It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field. It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required. Recognition of Prior Learning: This qualification can be achieved wholly or in part through Recognition of Prior Learning in terms of the defined exit level outcomes and/or individual unit standards. Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment. Access to the qualification: Access to this qualification is open bearing in mind the Learning Assumed to be in place.
Essential Embedded Knowledge There is no mention made of EEK in the qualification, apart from those required by individual unit standards
Range Statement N/A
Recognition of Prior Learning All modules of this qualification make provision for RPL. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment
This only applies to training providers who have been registered for RPL
Links of the programme to registered unit standards, skills programmes, or qualifications Problem solving skills
201616 Learners can move horizontally by achieving the credits specified in the following qualifications:
  • 50333: "National Diploma: Occupationally-Directed Education Training and Development Practices", NQF Level 5.
  • 20159: "National Diploma: ABET Practice", NQF Level 5.
  • 20160: "Certificate: Education", NQF Level 5.
  • 49710: "National Diploma: Development Practice", NQF Level 5.
Learners can move vertically by using this qualification as the basis for the following qualifications:
  • 50330: "National First Degree: Occupationally Directed Education Training and Development Practices", NQF Level 6.
  • 20161: "Bachelor of Education", NQF Level 6.
  • 20485: "National First Degree in ABET Practice", NQF Level 6.
Credit Value A minimum of 148 credits is required to complete the Qualification. In this Qualification the credits are allocated as follows:
  • Fundamental: 10 credits.
  • Core: 61 credits.
  • Electives: 77 credits.

About Gweeza

Growing World Economic Enterprises of Southern Africa known as “GWEEZA” is a registered and SETA accredited private organization that provides innovative business solution in Education, Training and Development services across African Countries

Cnr Katherine & Centex Sandton, Johannesburg 14 Suikerbekkie, Birch Acres, Kempton Park
011 050 2761/079 513 3824

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