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50331 National Certificate: Occupationally Directed Education, Training and Development Practices


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 specialise at a high level in two or more of the following roles:
Learning Design and Development.
Learning Facilitation.
Strategic Management.
Quality Assurance.
Standards Setting and Qualification Design.
Skills Development Facilitation.

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 assessment practices.
Facilitate and manage skills development in an organisation.
Define and evaluate standards and qualifications.
Evaluate HRD interventions.

50331 National Certificate: Occupationally Directed Education, Training and Development Practices


Education, Training and Development (ETD) is a priority area within the South African context and is supported by legislation, national policies and strategies. In order to meet the ETD requirements of the workplace, within the context of a quality assured environment and processes, it is important to be able to identify and recognise competent ETD practitioners at various levels.

Workplace education, training and development are carried out to a large degree by people who have the requisite skills in their subject area, but little or no formal qualifications in ETD. With the need for and emphasis on quality ETD, it becomes critical to have a means to develop and recognise ETD competencies at a high level. Many candidates for this qualification will not have the time or the inclination to undertake an Bachelor Degree: ODETDP at level 6, but will want recognition for the essential competencies required at levels 5, 6 and 7 as represented by this qualification. ODETD stakeholders have indicated that this particular qualification will fill a vital gap within the ODETD field, serving a similar need to the Post Graduate Certificates and Diplomas in Education. This qualification will also be very useful for Further Education and Training (FET) College lecturers who may not have formal ETD qualifications, as well as for high level Skills Development Facilitators.

This qualification will provide a means to give recognition to experienced ODETD practitioners, thus making it possible for practitioners to increase their employment prospects, and at the same time provide a means whereby organisations can appoint experienced practitioners in line with proven ETD competencies at a high level.

Candidates for this qualification will typically add to their non-ETD qualifications to obtain the NC: ODETD level 6. Some holders of the NC: ODETD level 5 may choose to move on to the NC: ODETD level 6. Some holders of the NC: ODETD level 6 may choose to expand their learning so as to obtain the Bachelor Degree: ODETD level 6, or move into formal education.

50331 National Certificate: Occupationally Directed Education, Training and Development Practices

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, and have a Certificate or Diploma at least at level 5.

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:

National Certificate or Diploma at Level 5 in any field of learning other than ETD.


Learners are required to achieve 20 fundamental credits.

Learners are required to achieve all 80 core credits.

Learners are required to achieve 45 of the possible 172 elective credits, selected in line with possible career opportunities and areas of interest. Learners are encouraged to select all or most of the Elective credits from at least two Exit Level Outcomes and then to select the remaining credits from any of the other Elective credits to make up to 45 credits.

Learners who choose to specialise in Sign Language must complete from the following list of Unit Standards totalling a minimum of 23 credits:

ID Number; Title; Level; Credits:
ID 115812; Debate an issue using South African Sign Language; Level 6; 3 credits.
ID 115802; Demonstrate knowledge of the structure of South African Sign Language; Level 6; 6 credits.
ID 115810; Interview a Deaf person using South African Sign Language; Level 6; 4 credits.
ID 115807; Recount a signed conversation on a complex topic, using South African Sign Language; Level 6; 3 credits.
ID 115806; Research a selected issue of the deaf community and deaf culture, using South African Sign Language; Level 6; 10 credits.

If learners choose to, it is preferred that the learners achieve the replacement Unit Standard ID 263978 or ID 263982 rather than ID 114926 or ID 116810.

50331 National Certificate: Occupationally Directed Education, Training and Development Practices

1. Analyse needs and plan and design learning.
2. Facilitate learning in routine and complex situations.
3. Engage in and promote assessment practices.
4. Facilitate and manage skills development in an organisation.
5. Define and evaluate standards.
6. Evaluate Human Resource Development interventions.

Critical Cross-Field Outcomes:

This qualification addresses the following critical cross-field outcomes:
Identifying and solving problems in relation to analysing, planning, 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.
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.
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.

Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
Reflecting on and exploring a variety of strategies to learn more effectively.
Participating as responsible citizens in the life of local, national and global communities.
Being culturally and aesthetically sensitive across a range of social contexts.
Exploring education and career opportunities; and developing entrepreneurial opportunities.

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.

Research methodology is consistent with field requirements.
The analysis successfully identifies skills needs relevant to the organisation and linked to individuals.
The organisational 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 organisational strategic objectives.
The organisational learning framework provides a mechanism to organise 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 includes evaluation strategies capable of revealing the value of programmes 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 behaviour is modified to address weaknesses or difficulties.
Facilitation provides for application in 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 provide to facilitate 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.

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.

Learning is promoted in line with individual and organisational 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 organisational strategy.
Learning and assessment are managed to meet learner and organisational 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 organisation 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.

Integrated assessment:

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.

For the purposes of integration, assessment should be guided by the following relationships between each exit level outcome and the associated unit standards:

Exit Level Outcome 1: Analyse needs and plan and design learning

Fundamental unit standard:
Complete a research assignment.

Core unit standards:
Develop an organisational training and development plan.
Conduct an analysis to determine outcomes of learning for SD and other purposes.

Elective unit standards:
Develop outcomes-based learning programmes .
Design outcomes-based learning programmes.
Plan and develop an organisational learning framework.

Exit Level Outcome 2: Facilitate learning in routine and complex situations

Core unit standards:
Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework.
Facilitate learning using a variety of given methodologies.
Guide learners about their learning, assessment and recognition opportunities.

Elective unit standards:
Facilitate in complex situations to create learning and growth.
Advise and counsel learners.

Exit Level Outcome 3: Engage in and promote assessment practices

Core unit standards:
Conduct outcomes-based assessments.

Elective unit standards:
Design and develop outcomes-based assessments.
Conduct moderation of outcomes-based assessments.
Develop, support and promote RPL practices.

Exit Level Outcome 4: Facilitate and manage skills development in an organisation

Core unit standards:
Provide information and advice regarding skills development and related issues.

Elective unit standards:
Coordinate planned skills development interventions in an organisation.
Develop plans for implementing Learnerships and Skills Programmes within a learning organisation.
Advise on the establishment and implementation of a quality management system for skills development practices in an organisation.
Manage learning at an education, training and development provider.
Manage assessment in a learning organisation.
Provide guidance on the strategic governance of NQF implementation by education, training and development providers.

Exit Level Outcome 5: Define and evaluate standards

Core unit standards:
Define standards for assessment, education, training and development.

Elective unit standards:
Design and develop qualifications for assessment, education, training and development.
Evaluate standards for assessment, education, training and development for compliance with quality criteria.

Exit Level Outcome 6: Evaluate HRD interventions

Core unit standards:
Evaluate a learning intervention using given evaluation instruments.
Design and develop instruments to evaluate education, training and development.

Elective unit standards:
Evaluate and promote ETD providers, services and products for organisational use.
Develop education, training and development policies and procedures for an organisation.
Evaluate education, training and development providers.

Assessment should be in accordance with the following general and specific principles:
The initial assessment activities should focus on gathering evidence in terms of the exit level outcomes and the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, then the assessment can focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to perform in the real situation.
All assessments should be conducted in accordance with the following universally accepted principles of assessment:

> Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations.
> Judge evidence on the basis of its validity, currency, authenticity and sufficiency.
> Ensure assessment processes are systematic, open and consistent.

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