**SayPro Buy Occupational Trainer 97154

A qualified learner will be able to:

• Establish the profile, special needs and barriers to learning of learners within the specified requirements of the training programme.
• Prepare, adapt and align learning materials and resources for a training intervention in the workplace.
• Deliver training, evaluate and report on a learning intervention in the workplace.
• Gather evidence and make assessment decisions using given assessment tools.

  Rationale:
  There has long been an expressed need for a training qualification suitable for workplace trainers across all industries, enterprises and training organisations at NQF Level 4 competencies.

  The Occupational Trainer is a qualified technical or occupational expert who is equipped with the ability to deliver training in their specific field of expertise. This NQF Level 4 qualification is aimed at potential or existing trainers who are responsible for delivering occupational learning programmes to trainees in the workplace. The occupational trainer must have current knowledge of the industry, the workplace and job/role of the person being trained and assessed.

  The development of the capacity of Occupational Trainers through this qualification to deliver quality learning was recognised as a national priority by the Department of Labour at the initiation of the Quality Council of Trades and Occupations (QCTO) and the Occupations Qualifications Sub Framework (OQSF). It is also listed on the National Scarce Skills list: Top 100 occupations in demand.
  The main aim of this qualification is to:

• Build and maintain the quality of provision of workplace training, given the important role it has to play more broadly within occupational training.
• Raise the status of those who facilitate learning in an industry or trade context.
• Begin a process for the on-going professional development of occupational education and training practitioners.

  Society and the economy will benefit through the added training opportunities that are now available for occupational subject matter experts at NQF Levels 4.

RPL for access to the qualification:
Accredited providers and approved workplaces may recognise prior learning against the relevant access requirements.

Entry Requirements:
NQF Level 4, with technical or occupational expertise who will act as a trainer of persons in the same field of expertise.

• Introduction to Occupational Training, NQF Level 4, 4 Credits.
• Learning theories, concepts and principles, NQF Level 4, 12 Credits.
• Training needs concepts, NQF Level 4, 4 Credits.
• Training methods, techniques and resources, NQF Level 4, 10 Credits.
• Training delivery, NQF Level 4, 10 Credits.
• Evaluation of competence, NQF Level 4, 8 Credits.
  Total: 48 Credits.

  Practical Skill Modules:

• Align learning intervention to the needs of participating learners, NQF Level 4, 8 Credits.
• Evaluate available learning resources and aids, and adapt for specified training scenarios, NQF Level 4, 8 Credits.
• Plan, conduct, evaluate and report on learning interventions, NQF Level 4, 12 Credits.
• Use given assessment instruments to conduct and record competence evaluations, NQF Level 4, 8 Credits.
  Total: 36 Credits.

  This qualification also requires the following compulsory Work Experience Modules:

• Learner training needs establishment processes, NQF Level 4, 8 Credits.
• Pre-programme delivery planning and scheduling processes, NQF Level 4, 8 Credits.
• Workplace learning intervention delivery, evaluation and reporting processes, NQF Level 4, 12 Credits.
• Learner competence evaluation and workplace evaluation administration processes, NQF Level 4, 12 Credits.
  Total: 40 Credits.

• A training needs evaluation tool is selected and adapted for the specific purpose.
• Learner profile, special needs and barriers to learning are established by using accepted methods.
• Required adjustments to learning intervention are made to accommodate learner needs.

  Associated Assessment Criteria for Exit Level Outcome 2:

• Appropriate learning resources and learning aids are selected.
• Learning resources are adapted to meet the needs of learners and workplace context.
• Appropriate planning, sequencing and scheduling are done in terms of workplace and learner priorities.

  Associated Assessment Criteria for Exit Level Outcome 3:

• Appropriate learning/ training methodologies for the context are selected and applied.
• Relevant interpersonal skills are displayed.
• Appropriate facilitation techniques are used.
• The quality and effectiveness of own training is reviewed and reported.
• Documentation and administrative requirements are met.

  Associated Assessment Criteria for Exit Level Outcome 4:

• Competence evaluation activities are planned and scheduled.
• Competence evaluations are conducted in own area of expertise.
• Assessment/evaluation administration is performed.
• Appropriate feedback is given to learners.

  Integrated Assessment:
  External integrated summative assessment:
  The External integrated summative assessment conducted through the relevant QCTO Assessment Quality partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the exit level outcomes and associated assessment criteria. The external assessment will be conducted through a theoretical assessment by an assessor registered by the AQP at approved assessment centres.

  Integrated formative assessment:
  The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. This formative assessment leads to entrance into the integrated external summative assessment.

Nonetheless, it is quite apparent that pioneer nations such as Germany and Australia amongst others, have developed teacher training systems that have become widely accepted benchmarks. On the other hand it is quite erroneous – but possible – to compare these systems to the hereby proposed Occupational Trainer curriculum; mainly because the function of the occupational trainer often does not have any equivalent in qualification regulatory framework of these countries. It is normally a function carried out by a qualified and extensively experienced employee on a voluntary basis or as appointed by the employer. Often, national frameworks only refer to guidelines that govern workplace trainer educational requirements and follow the conventional adult educator routes and not a specialised curriculum in workplace-based and technical education.

When researching the occupational trainer pathway and role, international frameworks point to courses with similar outcomes as the occupational trainer qualification but not necessarily same target group. Furthermore, due to the common distinctions drawn between Initial Vocational Education and Training (IVET), and Continuing Vocational Education and Training (CVET) in dual-systems prevalent in most nations, no generalised training frameworks and qualifications exist for occupational trainers. IVET – as institutionally based practical workplace preparation system – as opposed to CVET, which is work based, has a more pronounced teacher qualification framework and is the ambit of professional teacher training institutions. On the contrary, occupational trainers fall in the CVET category which has a less regulated framework which feeds off the general teacher-training requirements outlined for IVET practitioners. It is against this backdrop that, an international comparison of occupational trainer qualification has to be placed within the general educator-facilitator scope.

Germany:
The Berufsp�dagoge (Occupational trainer);has been developed recently in Germany and piloted within Europe as part of the European Qualifications Framework. The certificate follows the generic trainer aptitude which anyone interested in training and education can access as certified by the AEVO. The Workplace Tutor certificate – varying in equivalence based on national contexts – is focused on equipping in-house training staff with skills required to accompany trainees and colleagues successfully in their learning processes

Detailed comparison:
Entry requirements:

• SA, NQF Level 4 with subject matter expertise.
• Germany, Vocational training and 5 years’ experience OR Academic certificate and 2years’ experience.
• Australia,None.

  Duration:

• SA, 32 weeks, including the work experience components.
• Germany, 20 weeks (80 Credits).
• Australia, 26.5 Credits.

  Material covered in formal learning:

• SA, Similar -more detail in some areas.
• GEAPS, Similar.
• Australia, Similar.

  Conclusion:
  In the strict sense, this Occupation Trainer curriculum could be seen as aligned to the German/European qualification whilst also comparable to the general VET trainer curriculum elsewhere. It is against this backdrop and the availability of detailed records that the German Workplace Tutor certificate and the Australian Certificate IV in Training and Assessment were chosen for comparison. The Australian Certificate IV Training and Assessment is a generic qualification geared at entry level practitioners in training, training management, facilitation and assessment within the Training and Further Education system in Australia; particularly focused on VET.
  It therefore goes without saying that South Africa is amongst pioneers in the formal occupational trainer qualification environment, with this proposed curriculum. The structure of the qualification is specific to the South African context and the requirements of the Quality Council for Trades and Occupations.

• Assessment Practitioner.
• Learning and Development Practitioner.

  It also articulates horizontally to the following:

• FETC: Occupationally Directed Education, Training and Development Practices, NQF Level 4.

  Vertically it articulates with the following:

• National Certificate: Occupationally Directed Education, Training and Development Practices, NQF Level 5.