This qualification is for those who are qualified at Certificate, Diploma or Degree level within the Higher Education and Training (HET) band in an academic or occupational area, and wish to act in a variety of Education, Training and Development (ETD) related roles at a high level. This Certificate will enable a person to achieve recognition for Occupationally Directed Education, Training and Development (ODETD) competencies at a high level without needing to acquire a Degree in ETD. The Certificate includes competencies across all the ETD roles, with the opportunity to specialize at a high level in two or more of the following roles:
Learning Design and Development.
Standards Setting and Qualification Design.
Skills Development Facilitation.
TYPE OF PROGRAMME
- Full time
Further Education and Training: 18 months
The learner is required to have a minimum grade 10 or 11 pass. Must able to speak and write in English.
All learning material included in tuition fees.
ASSOCIATED ASSESSMENT CRITERIA
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.
The research methodology is consistent with field requirements.
The analysis successfully identifies skills needs relevant to the organization and linked to individuals.
The organizational ETD plan reflects the agreed learning needs and provides for a process and resources to achieve agreed ETD targets.
Skills development plans address individual learning needs and are aligned with organizational strategic objectives.
The organizational learning framework provides a mechanism to organize and communicate learning and assessment within a quality assured environment.
Learning outcomes are aligned with given standards, including unit standards, assessment standards, qualifications or job requirements.
Learning design meets target audience needs, and is appropriate to the subject matter and expected facilitator.
Planning and design include evaluation strategies capable of revealing the value of programs or interventions.
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 is self-monitored and behavior is modified to address weaknesses or difficulties.
Facilitation provides for application in the workplace.
Facilitation approach creates opportunities for assessment.
Feedback on performance is given in a constructive manner and is direct, relevant, honest and valuable.
Recommendations are provided to facilitate the personal and professional growth of learners.
Learners are supported to ensure they experience the maximum benefit from learning and assessment, and help them prepare for and cope with learning and assessment.
Assesses 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.
Learning is promoted in line with individual and organizational needs, using appropriate and effective communication techniques.
Skills development is coordinated in line with the ETD plan.
Records are clear, accessible, accurate and up to date.
Resources are allocated and used effectively and within budgets.
Leadership provides focus and direction in line with individual needs and organizational strategy.
Learning and assessment are managed to meet learner and organizational needs, according to relevant ETD plans.
Records are accurate and up to date.
Processes used to determine required standards and qualifications are consultative and ensured to meet stakeholder imperatives.
Standards definition is based on analyses of needs.
Standards and qualifications define stakeholder requirements in clear, measurable terms.
Standards and qualifications are presented in a format as required by the registering body.
Evaluations of standards and qualifications identify the extent to which they are fit-for-purpose.
Contributions to policies and procedures provide a quality framework for the organization and practitioners to deliver quality ETD services.
Evaluation instruments provide reliable feedback on the ETD cycle.
Evaluation instruments are administered as designed.
Findings from evaluations reflect the situation fairly and accurately and recommendations facilitate improvements and changes that add value to the learning environment and process.
Evidence of integration will be gained by designing and conducting assessments that ensure the unit standards are assessed in clusters linked to each exit level outcome as identified below. Assessors are to be guided by the detailed specifications indicated in each of the identified unit standards and further guided by the assessment criteria specified for each exit level outcome, all within the context of an active ETD environment, dealing with divergent and random demands related to ETD.
Assessors should note that evidence of integration may be presented by learners when being assessed against the unit standards – thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration at exit level outcome level. Well designed assessments, including formative and summative, should make it possible to gain evidence against the requirements of each unit standard while at the same time gaining evidence of integration at exit level outcome level.
On successful completion of course, the learner will receive a certificate
The information provided may vary or change at the discretion of Eskilz College. Eskilz College will formally notify learners of any changes or variations.