Education Training And Development level 5

COURSE OVERVIEW

This qualification is for those who want to build on a FETC, or for those learners who have completed the National Certificate: Occupationally Directed Education, Training and Development, Level 5, to enter the field of Occupationally Directed Education, Training and Development as a potential career, and have little or no previous exposure to Education, Training and Development (ETD). The qualification will also be valuable for those who may have been practicing within the field, but without formal recognition. In particular, the Diploma will be useful for:

Needs analysts.

Learning facilitators.

Learning designers.

Assessors.

Learners and learning supporters.

Skills Development Facilitators.

Standards Writers and Qualification Designers.

Education, Training and Development (ETD) Managers

 
 
PROGRAM OUTLINE:

 

1. Communicate in a variety of ETD settings.

2. Design and develop learning programs and processes.

3. Facilitate and evaluate learning.

4. Engage in and promote assessment practices.

5. Provide learning support to learners and organizations.

6. Conduct skills development facilitation.

7. Define standards and qualifications.

8. Manage and administer education training and development.

9. Engage in general management activities.

TYPE OF PROGRAMME

  • Part-time
  • Full time

DURATION

Further Education and Training: 3 years

ADMISSION REQUIREMENTS

The learner is required to have a minimum grade 10 or 11 pass. Must able to speak and write in English.

 LEARNER MATERIAL

All learning material included in tuition fees.

PRICING

Enquire at Eskilz College for pricing structure

ASSESSMENT

The purpose of the qualification is achieved via demonstration of competence in terms of the Exit Level Outcomes, which in turn are a function of the associated unit standards. The unit standards associated with each exit level outcome form a coherent cluster, thus facilitating integrated assessment. The manner in which the unit standards have been clustered is outlined in the section on integrated assessment. Assessment criteria are provided for each Exit Level Outcome mainly to address the need for evidence of integration of competencies.

1:

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.

Data obtained from a wide range of texts are accessed and processed in line with the various communication needs.

Language and communication strategies are used effectively to advance vocational and occupational objectives.

2:

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.

NOTE: If learners choose this role as one of their FOUR specialization areas, then the following criteria will also apply:

The methodology used is consistent with the outcomes-based approach.

The design meets target audience needs, is appropriate to the subject matter and expected facilitator, and takes into account results from previous assessments of learners.

The design caters for learners with special needs.

Approaches used comply with adult learning principles and are suitable for achieving the defined outcomes.

The design includes evaluation strategies capable of revealing the value of programs or interventions.

Learning and assessment design are compatible.

The presentation of materials is fit-for-purpose.

Design and development teams are supervised to maximize individual areas of expertise within a team approach.

Projects are supervised to achieve project objectives.

3:

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.

Facilitation approach creates opportunities for assessment.

Facilitation is self-monitored and behavior is modified to address weaknesses or difficulties.

Facilitation is carried out in a manner that meets the needs of learners with special needs and barriers to learning.

 

NOTE: If learners choose this role as one of their FOUR specialization areas, then the following criteria will also apply:

Principles of human rights and democracy are observed in the facilitation of learning.

Learning materials and assistive technology are elected to meet the needs of inclusive settings.

Evaluation of ETD providers, services and products ensures reliable and useful information for decision making.

4:

Assessees are adequately supported, prepared and assisted in assessment and/or RPL processes, without compromising the assessment process or results.

Assessment instruments are fit-for-purpose and facilitate the integration of assessment in learning and work environments.

Assessment practices are in line with the principles of outcomes-based 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.

 

NOTE: If learners choose this role as one of their FOUR specialization areas, then the following criteria will also apply:

Assessment instruments designed are fit-for-purpose and facilitate the integration of assessment in learning and work environments.

Moderation practices ensure the fairness and reliability of assessment results while contributing to improved assessment practices.

5:

Learners requiring support are identified as proactively and sensitively.

Support is given in a manner that enables learners to define objectives, clarify issues, help manage expectations and identify learning paths 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 the objectives of learning and the principle of life-long learning.

Advice is helpful, realistic, relevant, valid, impartial and based on learner needs.

 

NOTE: If learners choose this role as one of their FOUR specialization areas, then the following criteria will also apply:

Marginalized and vulnerable individuals are identified and supported in keeping with the principles of supporting those at risk, and appropriate referrals are made where required.

Support is in keeping with principles of education for the Deaf in South Africa, where applicable.

6:

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 organization.

 

NOTE: If learners choose this role as one of their FOUR specialization areas, then the following criteria will also apply:

Skills development plans address individual learning needs and are aligned with organizational strategic objectives.

Learning is promoted in line with individual and organizational needs, using appropriate and effective communication techniques.

Records are clear, accessible, accurate and up to date.

ETD interventions are coordinated in line with the skills development plan.

Advice on quality management procedures and systems is in line with the national quality principles and the needs of the organization.

Participation in standards writing and qualification design is in line with the principles and concepts related to an outcomes-based system in general and the requirements of the NQF in particular.

 

NOTE: If learners choose this role as one of their FOUR specialization areas, then the following criteria will also apply:

The analysis of stakeholder and sector needs identifies the required outcomes of learning for the organization and/or sector.

Standards are defined to meet stakeholder needs and are in line with SAQA requirements.

Qualifications are defined to meet stakeholder needs and are in line with SAQA requirements.

8:

Records are clear, accessible, accurate and up to date.

Records meet the quality requirements of the organization.

 

NOTE: If learners choose this role as one of their FOUR specialization areas, then the following criteria will also apply:

Plans address individual learning needs and are aligned with organizational strategic objectives.

Resources are allocated and used effectively and within budgets.

Management of the design, development and review of the human resource information system ensures the information is accessible, up to date and transparent within confidentiality requirements.

9:

Team building activities promote teamwork and the achievement of organizational or departmental goals and objectives.

Management activities utilize and build on the diverse abilities and strengths of team members.

NOTE: If learners choose this role as one of their FOUR specialization areas, then the following criteria will also apply:

Projects and activities are costed according to sound budgeting principles.

General management activities serve to make the best use of diversity within the workplace.

Management activities enhance organisational productivity.

Team building activities facilitate the achievement of set goals and objectives.

Team members are empowered by building on strengths and providing scope for development.

Conflicts are dealt with according to established conflict management principles and in line with organizational policies and procedures.

 CERTIFICATION

On successful completion of course, the learner will receive a certificate

DISCLAIMER

The information provided may vary or change at the discretion of Eskilz College. Eskilz College will formally notify learners of any changes or variations.

 
 
Contact Details

Contact Person: 

Kavisha Hurbans
Contact: Eskilz College
Course Details

Unit Standard: 

50334

NQF Level: 

Level 5

Credits: 

120

Course Delivery Method: 

In Class In Class

Distance Distance

Course Duration: 

3 Years

Cost: 

26950

Course fee Includes: 

Study material