A minimum of 130 credits is required to complete this qualification.
The credits of the qualification are allocated as follows:

• Fundamental: 10 Credits.
• Core: 61 Credits.

Electives: 49 Credits

The development of skills within and for the workplace is a priority within South Africa, as supported by legislation, national policies and strategies. Much of the needed skills development is carried out by people who have knowledge and skills within their area of expertise but lack the required skills in relation to ETD. Many of the skills development objectives, nationally and within companies and organisations, are met through the efforts of ETD practitioners operating at NQF Level 5, and this certificate addresses the key competencies of such practitioners.

This qualification will meet the need of those who wish to progress beyond the FETC ODETD, or who wish to enter the field of ETD for the first time. The certificate will also help to increase the employment prospects of ETD practitioners, while helping to ensure quality and competence within the ETD field.

The qualification will provide a means to recognise ODETD practise at level 5 across five key ETD roles in a generalist capacity, with particular application possible in at least one role. Practitioners who wish to extend the skills in ETD to cover further ETD roles should select the Diploma ODETD, Level 5.

This qualification is for those who want to build on a FETC in any field to enter the field of ODETD as a potential career and have little or no previous exposure to ETD. It will also be valuable for those who may have been practising within the field, but without formal recognition.

Successful completion of the qualification will provide practitioners with the general ETD skills required at NQF level 5 across five key ETD roles, with the opportunity to specialise further in one of the following four roles:

• Design and develop learning interventions.
• Facilitate learning.
• Design and conduct assessments.
• Facilitate skills development.

Practitioners will generally carry out their role within the context of:

• Given quality assurance policies, procedures and processes.
• A guided and supported learning environment.

• Individuals who wish to pursue a career in Organisational Development – Education and Training
• Facilitators
• Assessors
• Learner and Learning Support Staff
• Skills Development Facilitators

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.

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…

1. Communicate in a variety of ETD settings.
2. Design and develop learning programmes and processes.
3. Facilitate and evaluate learning.
4. Engage in and promote assessment practices.
5. Provide learning support to learners and organisations.
6. Conduct skills development facilitation

This qualification is for those who want to build on a FETC in any field to enter the field of ODETD as a potential career and have little or no previous exposure to ETD. The qualification will also be valuable for those who may have been practising within the field, but without formal recognition. This qualification will be useful for:

• Learning facilitators.
• Learner and learning supporters.
• Skills Development Facilitators.

This qualification will provide practitioners with the general ETD skills required at NQF level 5 across five key ETD roles, with the opportunity to specialise further in one of the following four roles:

• Design and develop learning interventions.
• Facilitate learning.
• Design and conduct assessments.
• Facilitate skills development.

Practitioners will generally carry out their role within the context of:

• Given Quality Assurance policies, procedures and processes.
• A guided and supported learning environment.

This qualification will meet the needs of those who wish to progress beyond the FETC ODETDP Level 4 qualification, or who wish to enter the field of ETD for the first time. The certificate will also help to increase the employment prospects of ETD practitioners, while helping to ensure quality and competence within the ETD field.

At the end of each module or in case of an emergency, the end of a unit standard within the module

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.

1. Communicate in a variety of ETD settings.
2. Design and develop learning programmes and processes.
3. Facilitate and evaluate learning.
4. Engage in and promote assessment practices.
5. Provide learning support to learners and organisations.
6. Conduct skills development facilitation.

• 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.
• 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.

Associated Assessment Criteria for Exit Level Outcome 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.

Associated Assessment Criteria Exit for Level Outcome 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 their one specialisation area, then the following criteria will also apply:

• 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.
• 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 programmes or interventions.
• Learning and assessment design are compatible.
• Presentation of materials is fit-for-purpose.

Associated Assessment Criteria Exit for Level Outcomes 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.
• The facilitation approach creates opportunities for assessment.
• Facilitation is self-monitored, and behaviour is modified to address weaknesses or difficulties.

Associated Assessment Criteria for Exit Level Outcomes 4:

• Assesses 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.

Associated Assessment Criteria for Exit Level Outcomes 5:

• 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.

Associated Assessment Criteria for Exit Level Outcomes 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 organisation.

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 

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. 

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.

The programme pack consists out of the following documents:

1. Learner Guides
2. Facilitator Guides
3. Portfolio Guide
4. Assessment Guides
5. Learner Workbook