Assessment practices, methods and concepts

• Topic elements to be covered include:
  • Assessment practices (Assessment plan, Pre-assessment briefing, Evidence, Competence, Feedback)
  • Assessment concepts within the QCTO model (Internal and final integrated summative external assessment)
  • Principles of good assessment practice (Fairness, Validity, Reliability, Sufficiency, Practicability, Currency of evidence)
  • Assessment theories (Outcomes-based assessment, Competency-based assessments, Traditional assessment)
  • Types of assessment (pre-programme, continuous, formative, integrated, summative)
  • RPL Assessment objectives and practices
  • Domains of competence (practical, foundational and reflexive)

Evidence collection and recording concepts and principles

• Topic elements to be covered include:
  • Sources of evidence (Direct, Indirect, Historical)
  • Evidence collection instruments that cover assessment of all learning domains
  • Evidence collection tools (Observation assessment sheet, Knowledge assessment sheet, End product assessment sheets, Portfolio of Evidence)
  • Principles of evidence collection and submission (Validity, Accountability, Accuracy, Current, Consistency, Sufficiency)

Evidence evaluation concepts and principles

• Topic elements to be covered include:
  • Rules of evidence (Valid, Authentic, Reliable, Current, Sufficient)
  • Assessment results and judgements
  • Assessment feedback practises and records management
  • Standards of assessing evidence (Graded assessments, Competency standards)
  • Gap-analysis, remedial actions, guidance and support

Assessment administration and regulatory practices

• Topic elements to be covered include: 
  • Standard assessment documentation management
  • Rules of certification (Statement of results, National Certificates)
  • Record management practices

Plan and conduct the assessment of learner competencies

Prepare for assessment

• Scope of Practical Skill
  • Confirm assessment parameters and learner readiness prior to the assessment
  • Establish potential barriers to fair assessment and formulate measures to address barriers
  • Establish the suitability of the assessment environment and availability of assessment resources, logistics and documentation
• Applied Knowledge
  • Assessment principles and practices

Conduct the assessment

• Scope of Practical Skill
  • Actively engage with the candidate in a constructive, unbiased and fair manner
  • Collect and record evidence, applying best practice time management and communication principles
  • Assess the evidence for compliance to competency requirements
  • Formulate a motivated decision on candidate competence as demonstrated over a period of time and provide guidance on remedial when necessary
  • Formulate a motivated decision on candidate competence as demonstrated over a period of time and provide guidance on remediation when necessary
• Applied Knowledge
  • Assessment principles and practices
  • Evidence collection and reporting practices
  • Evidence assessment and judgement concepts
  • Accurate feedback and clear remedial actions
  • Inclusive education, barriers to assessments, special cases (supplementary, equal opportunities)

Report and record assessments

• Scope of Practical Skill
  • Draft a feedback report inclusive of remedial recommendations, where required
  • Provide feedback to the candidate and reach agreement on remedial actions, where required
  • Obtain and record feedback from the candidate on the assessment intervention
• Applied Knowledge
  • Assessment feedback principles and conditions

Review assessments

• Scope of Practical Skill
  • Review the assessment process, methods of assessment, instruments and tools against assessment principles and formulate improvement recommendation
  • Appraise the evidence collected against evidence collection and evaluation principles and formulate improvement recommendation
  • Reflect on the effectiveness of the assessment and report
• Applied Knowledge
  • Principles of assessment review

Conduct assessments of learner competence

A learner who successfully completes this skills programme may be employed or self- employed as an Assessment Practitioner in the Private and Public sector. Opportunities for work can be found at Education, Training and Development Organisations, Institutions or Schools/Colleges focussed on learning.

• Lecturers and Teachers: Those who facilitate training programs and need to ensure assessments are fair and valid.
• Facilitators: Individuals who plan and conduct training sessions and need to understand the assessment process.
• Education & Training Practitioners: Professionals involved in training and development who require knowledge of assessment practices.
• HR and HRD Practitioners: Individuals in Human Resources who need to understand how to assess employee competencies.
• Line Managers and Supervisors: Leaders who need to ensure their teams are assessed fairly and accurately.
• Subject Matter Experts in Education: Professionals with specialized knowledge in a field who need to conduct assessments.
• Workplace Coaches and Mentors: Individuals who provide coaching and mentoring and need to understand assessment processes.

The statutory framework that governs the South African Qualification Authority

• Topic elements to be covered include:
  • Historic developments
  • Overview of the legislative framework
  • SAQA roles and responsibilities
  • Key SAQA policies
  • Lifelong learning and workplace integrated learning
  • The National Learner Records Database
  • The NQF and Level descriptors
  • Sub frameworks and quality councils
  • Government structures and departmental roles and functions in skills development
  • SAQA registered qualifications
  • Statutory and non-statutory professional bodies and designations

The statutory and regulatory framework that governs the occupational skills development environment

• Topic elements to be covered include:
• • Overview of the statutory and regulatory framework (SDAct, SDLAct, BBBEE Act, EE Act, NQF Act)
  • The Quality Council for Trades and Occupations
  • Sector Education and Training Representative Bodies
  • Key QCTO policies and guidelines (DQP, AQP, Provider Accreditation)
  • Learning programs, delivery models and policies
  • Foundational Learning Competence Part Qualifications

The statutory and regulatory framework that governs skills development funding

• Topic elements to be covered include:
• • The legislative and regulatory framework
  • Levy payment and distribution provisions
  • The statutory levy grant provisions for mandatory and discretionary grants
  • Funding incentives

National occupational skills development structures, policies and priorities

• Topic elements to be covered include:
• • The National Skills Fund
  • The National Skills Development Strategy
  • National transformational frameworks, plans and documents

Principles and models for facilitation planning and preparation

• Topic elements to be covered include:
• • Occupational curriculum, qualification and learning program outcome analysis
  • Target group analysis
  • Facilitation plans (scheduling, logical sequencing and flow of concepts, lesson plans, group and individual activities)
  • Learning environment (including resources, cost effectiveness, impact on environment, use of blended learning and other methods)

Facilitation principles, techniques and tools

• Topic elements to be covered include:
  • Adult learning and facilitation principles, models and theories
  • Facilitation tools and techniques (such as encouraging communication, questioning, verbal and non-verbal communications, professional and ethical conduct, technology usage, flip charts, managing conflict and diversity)
  • Key facilitation concepts (group dynamics, classroom management, inclusive education)
  • Learning application and internalisation concepts (such as experiential learning, presentations, role play, case studies, group work, guided investigations, field work, experiments, project-based assignments, distance, RPL and research, scenario-based activities, observation)
  • Best practice facilitation concepts and practices

Evaluating, reviewing and reporting on facilitation

• Topic elements to be covered include:
• • Review models and processes (learner response, peer review, self-evaluation, client feedback, assessment results)
  • Best reviewing, reporting and feedback practices for continual improvement

Plan and prepare to facilitate a learning intervention

• Scope of Practical Skill
• • Plan a process to collect information and administer a baseline needs assessment to determine the level and nature of the learning needs of the target group
  • Evaluate and collate the information collected into a profile for the target group
  • Select and motivate a learning intervention that will best serve the profile of the learners and outcomes identified
  • Compile a referral letter for learners who cannot be accommodated due to physical or personal barriers to learning
  • List all required resources required including venue, materials, equipment
• Applied Knowledge
• • Barriers to learning
  • Purposes of baseline assessments and interpretation of results
  • Learner profiles

Facilitate the learning intervention

• Scope of Practical Skill
• • Manage and direct learning activities
  • Manage learner behaviour and group dynamics
  • Select and use a range of facilitation techniques appropriate to the identified training objective and target audience
  • Manage the learning environment and resources
  • Organise and sequence the session within the required timeframe
  • Use communication skills and technology to suit the target audience
• Applied Knowledge
• • Facilitation practices and techniques
  • Adult learning concepts and practices
  • Use of technology
  • Use of learning aids
  • Approaches to handling learner behaviour and group dynamics
  • Communication skills
  • Group work dynamics

Reflect on the effectiveness of own facilitator role

• Scope of Practical Skill
• • Compile an evaluation sheet to review the effectiveness of own facilitation
  • Consolidate, evaluate and reflect on completed responses
  • Formulate improvement areas and develop an improvement plan
  • Compile a management report on the learning intervention
• Applied Knowledge
• • Facilitation evaluation sheet
  • Formulate and structure questions to encourage dialogue
  • Report writing

Conduct assessments of learner competence

Learners who complete this Skills Programme may find employment or self-employment opportunities in education, training and development organisations, learning institutions or Skills Development Providers (SDPs) where facilitation skills are required on a full time or project by project basis.

• Lecturers and Teachers: Those who facilitate training programs and need to ensure assessments are fair and valid.
• Facilitators: Individuals who plan and conduct training sessions and need to understand the assessment process.
• Education & Training Practitioners: Professionals involved in training and development who require knowledge of assessment practices.
• HR and HRD Practitioners: Individuals in Human Resources who need to understand how to assess employee competencies.
• Line Managers and Supervisors: Leaders who need to ensure their teams are assessed fairly and accurately.
• Subject Matter Experts in Education: Professionals with specialized knowledge in a field who need to conduct assessments.
• Workplace Coaches and Mentors: Individuals who provide coaching and mentoring and need to understand assessment processes.

The statutory framework that governs the South African Qualification Authority

• Topic elements to be covered include:
  • KT0101 Historic developments
  • KT0102 Overview of the legislative framework
  • SAQA roles and responsibilities
  • Key SAQA policies
  • Lifelong learning and workplace integrated learning
  • The National Learner Records Database
  • The NQF and Level descriptors
  • Sub frameworks and quality councils
  • Government structures and departmental roles and functions in skills development
  • SAQA registered qualifications
  • Statutory and non-statutory professional bodies and designations

The statutory and regulatory framework that governs the occupational skills development environment

• Topic elements to be covered include:
  • Overview of the statutory and regulatory framework (SDAct, SDLAct, BBBEE Act, EE Act, NQF Act)
  • The Quality Council for Trades and Occupations
  • Sector Education and Training Representative Bodies
  • Key QCTO policies and guidelines (DQP, AQP, Provider Accreditation)
  • Learning programs, delivery models and policies
  • Foundational Learning Competence Part Qualifications

The statutory and regulatory framework that governs skills development funding

• Topic elements to be covered include:
  • The legislative and regulatory framework
  • Levy payment and distribution provisions
  • The statutory levy grant provisions for mandatory and discretionary grants
  • Funding incentives

National occupational skills development structures, policies and priorities

• Topic elements to be covered include:
  • The National Skills Fund
  • The National Skills Development Strategy
  • National transformational frameworks, plans and documents

Workplace learning and development planning

• Topic elements to be covered include:
  • The Organising Framework of Occupations (OFO)
  • Consultation requirements, principles and structures
  • Employment equity in terms of learning and development
  • Learning and development priorities in terms of organisational constraints (budget, time, resources)
  • Documenting learning and development plans

Learning program sourcing, evaluation and selection

• Topic elements to be covered include:
  • Sources of information
  • Evaluation and selection of learning programs
  • Reporting practices regarding preferred programs

Workplace learning and development reporting

• Topic elements to be covered include:
  • Monitoring and recording achievement of planned deliverables
  • Evaluation of learning and development deliverables against action plans
  • Compiling learning and development records and reports

Provide information and advice concerning occupational learning

• Scope of Practical Skill
  • Analyse national statutory documents, policies and reports related to skills development
  • Compare national trends and priorities to workplace practices and develop a recommendation for learning and development
  • Prepare and present an information sharing document on the occupational learning framework
  • Prepare and present an information sharing document on the foundational learning certificate
• Applied Knowledge
  • National strategies, priorities and policies
  • The Occupational Learning Framework
  • The FLC curricula and qualification documents

Collect, analyse data and report on workplace learning and development needs

• Scope of Practical Skill
  • Conduct an analysis to determine key occupational competencies that are required for effective and efficient business processes
  • Produce a matrix of occupational competencies gaps aligned to specific business process and positions
  • Conduct an analysis of formal learning programs that will address competency gaps
• Applied Knowledge
  • Needs assessment

Develop a workplace learning and development plan

• Scope of Practical Skill
  • Update the employment profile for Learning and Development requirements
  • Prioritise and motivate planned learning programs
  • Consult with stakeholders and finalise the skills development plan (WSP)
  • Capture the final plan in accordance with statutory workplace skills planning requirements
• Applied Knowledge
  • Workplace skills development planning and reporting
  • The OFO
  • Data capturing requirements

Monitor the implementation of a workplace learning and development plan

• Scope of Practical Skill
  • Develop a matrix of providers that can deliver the learning programs and motivate preferred providers
  • Develop a learning program evaluation and monitoring tool
  • Draft a provider terms of reference for the delivery of a learning program
  • Produce a training implementation report that meets statutory requirements
• Applied Knowledge
  • Workplace learning and development planning and reporting

Conduct learning and development administration and reporting

• Scope of Practical Skill
  • Develop a skills development administration and reporting protocol
  • Organise and capture skills development records
  • Produce reports on learning and development as requested by stakeholders
• Applied Knowledge
  • Data capturing and reporting

Conduct skills development facilitation (SDF) processes as required for mandatory grant payments.

Skills Development Facilitation Consultant, Training officer, Training Coordinator, Learning and Development administrator and other administration and HR related jobs.

• HR Managers
• HR Officers
• HR Generalists
• HR Administrators
• IR Managers
• IR Officers
• Learning and Development Managers
• Training Officers
• Line Managers & Supervisors,
• Subject Matter Experts in Education,
• Workplace Coaches & Mentors, and anyone involved in delivering learning interventions ranging from Learnerships to short learning interventions to close skills gaps

Principles and models for facilitation planning and preparation

• Topic elements to be covered include:
  • Occupational curriculum, qualification and learning program outcome analysis
  • Target group analysis
  • Facilitation plans (scheduling, logical sequencing and flow of concepts, lesson plans, group and individual activities)
  • Learning environment (including resources, cost effectiveness, impact on environment, use of blended learning and other methods)

Facilitation principles, techniques and tools

• Topic elements to be covered include:
  • Adult learning and facilitation principles, models and theories
  • Facilitation tools and techniques (such as encouraging communication, questioning, verbal and non-verbal communications, professional and ethical conduct, technology usage, flip charts, managing conflict and diversity)
  • Key facilitation concepts (group dynamics, classroom management, inclusive education)
  • Learning application and internalisation concepts (such as experiential learning, presentations, role play, case studies, group work, guided investigations, field work, experiments, project-based assignments, distance, RPL and research, scenario-based activities, observation)
  • Best practice facilitation concepts and practices

Evaluating, reviewing and reporting on facilitation

• Topic elements to be covered include:
  • Review models and processes (learner response, peer review, self-evaluation, client feedback, assessment results)
    Best reviewing, reporting and feedback practices for continual improvement
  • Work based learning

Delivery models (learnerships, internships, experiential learning, apprenticeships)

• Topic elements to be covered include:
  • National trends in work-based learning
  • Concepts that define delivery models
  • Roles and responsibilities in a work-based learning environment

Planning and scheduling work-based learning

• Topic elements to be covered include:
  • Work based learning opportunities
  • Scheduling learning in a production or services environment

Facilitation of work-based learning

• Topic elements to be covered include:
  • Coaching principles and practices
  • Mentorship principles and practices
  • Job instruction principles and practices

Evaluation of learner progression

• Topic elements to be covered include:
  • Establishing evaluation tasks
  • Evaluation criteria and standards
  • Work based learning evidence
  • Documentation and reporting standards and requirements

Develop an experiential work-based learning plan and implementation schedule

• Scope of Practical Skill
  • Analyse the work-based learning curriculum elements and the learning outcomes that must be achieved
  • Schedule work-based learning opportunities in consultation with production
  • Draft a monitoring and evaluation protocol for a work-based learning intervention
• Applied Knowledge
  • Scheduling concepts and practices

Conduct a task focused learning session

• Scope of Practical Skill
  • Conduct a task analysis, review and specify key competencies embedded in a specific work activity
  • List and sequence the stages/elements of the work activity
  • Draft performance goals and standards for the work activity
  • List resources requirements
  • Draft a delivery plan for the learning session
  • Conduct the learning session
  • Manage learners, the learning environment and resources during the session
  • Use appropriate communication skills and technology to suit the target audience
  • Draft an evaluation sheet for a task focused learning session
• Applied Knowledge
  • Coaching practices
  • Task analysis
  • Job instruction principles and practices
  • Job breakdown and design

Establish a mentorship relationship

• Scope of Practical Skill
  • Establish the expectations for the mentorship relationship
  • Reach consensus on roles and responsibilities
  • Draft a mentorship framework for key stages and targets to be achieved
  • Conduct a mentorship session
• Applied Knowledge
  • Mentorship practices

Facilitate a work-based learning and development process

Training Coordinator, Student Administrator, Training Administrator, etc.

• Lecturers and Teachers: Those who wish to improve their teaching and learning skills to better support learners being hosted by employers.
• Facilitators: Individuals who are currently involved in facilitating learning and development programs and want to support learners being hosted by employers.
• HR and HRD Practitioners: Those in Human Resources and Human Development who need to understand and implement work-based learning interventions.
• Line Managers and Supervisors: To better understand how to manage interns and students in the workplace.
• Subject Matter Experts in Education: Individuals with specialized knowledge in a particular subject area who wish to support learners and employers during in service training.
• Workplace Coaches and Mentors: Professionals who provide coaching and mentoring services to help individuals grow and develop their skills in the workplace.
• Education and Training Practitioners: Those involved in education and training who want to deepen their understanding of work-based learning and development practices.
• Training Coordinators: To understand the responsibilities of hosting employer and student during in service training.
• Student administrators: To understand the responsibilities of hosting employer and student during in service training.
• Students seeking in service training: To understand what will be expected during in service training by hosting employer

• TOPIC 1
  • The workplace environment and responsibilities of an employer and employee
• TOPIC 2
  • Employment
• TOPIC 3
  • The organisation of work
• TOPIC 4
  • Concepts related to the employee's performance of work
• TOPIC 5
  • Employer organisations
• TOPIC 6
  • External environments in which organisations operate
• TOPIC 7
  • Employer-Employee relationships
• TOPIC 8
  • Workplace health and safety
• TOPIC 9
  • Understand and apply work ethics, norms and values
• TOPIC 10
  • Ethics at work
• TOPIC 11
  • Communication
• TOPIC 12
  • Current trends influencing work

• TOPIC 1
  • The workplace environment and responsibilities of an employer and employee
• TOPIC 2
  • Apply for a career opportunity
• TOPIC 3
  • Prepare and undertake an interview
• TOPIC 4
  • Analyse an employment contract
• TOPIC 5
  • Analyse a workplace policy and guideline
• TOPIC 6
  • The workplace environment and responsibilities of an employer and employee
• TOPIC 7
  • Apply and accept a internship at a Workplace Experience provider.
• TOPIC 8
  • Demonstrate understanding of Occupational Health and Safety legislation in the workplace
• TOPIC 9
  • Induction at a Workplace Experience provider, covering general work place policies, procedures and standards
• TOPIC 10
  • Observe and undertake general task/s within Workplace Experience provider workplace
  • WM-01-WE05 Rate Workplace Experience Provider
• TOPIC 11
  • Understand and apply work ethics, norms and values
• TOPIC 12
  • Work as a team member
• TOPIC 13
  • Participate in and contribute to workplace meetings
• TOPIC 14
  • Contribute to maintaining a safe and productive Work Environment

This course enhances your ability to get any job of your interest.

If you are unemployed or employed and have been in a low-skilled occupation and are looking to enhance your employability and thrive in the modern workplace.

• Get promoted in current job
• Increase employability when job hunting for a new job
• School leavers gain in sight into what is expected in a work environment
• School leavers increase employability by gaining invaluable knowledge and having a certificate to attached to their CVs when Job hunting.

• TOPIC 1
  • Being an entrepreneur
• TOPIC 2
  • Know yourself
• TOPIC 3
  • Know your industry
• TOPIC 4
  • Identifying Market opportunities
• TOPIC 5
  • Innovation
• TOPIC 6
  • Customer Service
• TOPIC 7
  • Financial and Cash flow management
• TOPIC 8
  • Basic business financial statements
• TOPIC 9
  • Pricing of goods and services
• TOPIC 10
  • Marketing
• TOPIC 11
  • SMART goals
• TOPIC 12
  • Business planning

• TOPIC 1
  • Calculations and Pricing
• TOPIC 2
  • Basic bookkeeping
• TOPIC 3
  • Marketing project
• TOPIC 4
  • Customer service

• Entrepreneurs, including youth, who intend to start a business and develop their entrepreneurial skills.
• Existing business owners who aim to grow and sustain existing small businesses

• Start, manage, grow and sustain a small business.
• Know him/herself
• Know his/her industry
• Identify market opportunities
• Create business innovation
• Manage finances
• Price goods and services
• Plan and set business goals