Facilitate Learning Using a Variety of Given Methodologies NQF Level 5
€225.00
DESCRIPTION
A facilitator is someone who helps a group of people work together more effectively, understand common objectives and plan how to achieve them. A facilitator does not lead the group or make decisions for them but instead guides the process, encourages participation, and ensures that discussions stay focused and productive.In particular, people credited with this skills programme are able to:
- Plan and prepare for facilitation;
- Facilitate learning; and
- Evaluate learning and facilitation.
COURSE DURATION: Own time and pace
NQF LEVEL: 5
CREDITS: 10
Quality Assured Partner: Education, Training and Development Practices (ETDP-SETA)
View Unit Standard Programme Document: (117871)
View ETDP-SETA Accreditation Letter
Download Online Course Curriculum Here
Subject to approval
Description
.Development Facilitator Learning Outcomes
Learning and Development Facilitator skills set is intended to develop competencies for employees located in the human resource management or development space within an organisation to ensure that effective skills development is driven within an organisation
PLAN AND PREPARE FOR FACILITATION
Introduction
Who needs training?
Distinguish training needs from other performance problems
Training needs
The benefits of training
Outcomes-Based Approaches To Learning
What is outcomes-based education and training?
Aims, Principles And Objectives Of The NQF
What is a national qualifications framework (NQF)?
What are the objectives of the NQF?
What does our NQF look like?
SAQA
Setting Standards
Quality Assurance
National Standards Bodies
Standard Generating Bodies
SETA
ETQA
Skills Development
Legislation
Skills Development Strategy ………………………………………………………………………. 27
Skills development in practice …………………………………………………………………….. 27
Changes to the NQF landscape …………………………………………………………….. 29
Legislative framework ………………………………………………………………………………. 29
Improving the NQF ………………………………………………………………………………….. 30
National skills development ………………………………………………………………………… 33
The role of SETAs ……………………………………………………………………………………. 33
Transitional arrangements …………………………………………………………………………. 34
Identify Individual Learning Needs ………………………………………………………… 35
Conduct a training needs analysis …………………………………………………………. 36
Review the performance required by the task ………………………………………………….. 36
What outcomes should be achieved by the learning …………………………………………… 37
Consult with stakeholders ………………………………………………………………………….. 38
Conduct the learning needs analysis ……………………………………………………………… 38
Ways of gathering and using information ……………………………………………………….. 41
Establish review criteria …………………………………………………………………………….. 42
Discuss training with the learner ………………………………………………………………….. 42
Cater For The Needs Of Stakeholders …………………………………………………….. 42
Principles of learning ………………………………………………………………………………… 42
Andragogy …………………………………………………………………………………………….. 44
Barriers to learning ………………………………………………………………………………….. 44
Different learning styles ……………………………………………………………………… 46
David Kolb’s model ………………………………………………………………………………….. 47
VARK Model …………………………………………………………………………………………… 49
Learning Styles in the Classroom ………………………………………………………….. 53
Instructional design …………………………………………………………………………………. 55
ADDIE Instructional design model ………………………………………………………………… 55
Learners with special needs ……………………………………………………………………….. 55
Stakeholders ………………………………………………………………………………………….. 56
The structure of the learning plan …………………………………………………………. 56
Planning the delivery of learning ………………………………………………………………….. 56
Instructional delivery system ………………………………………………………………………. 56
Learning (instructional) strategy ………………………………………………………………….. 57
Learning (instructional) method …………………………………………………………………… 58
Training aids ………………………………………………………………………………………….. 60
Establish the structure of the training plan ……………………………………………………… 63
Arrange Resources
242401001-PM-04, Facilitate different methodologies, training styles and techniques within an occupational learning context, NQF Level 5, Credits 12
Purpose of the Practical Skill Modules
The focus of the learning in this module is on providing the learner an opportunity to gain competencies related to the facilitation of adult learning within an occupational context.
PM-04-PS01: Plan and prepare to facilitate a learning intervention
- PA0101 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
- PA0102 Evaluate and collate the information collected into a profile for the target group
- PA0103 Select and motivate a learning intervention that will best serve the profile of the learners and outcomes identified
- PA0104 Compile a referral letter for learners who cannot be accommodated due to physical or personal barriers to learning
- PA0105 List all required resources required including venue, materials, equipment
PM-04-PS02: Facilitate the learning intervention
- PA0201 Manage and direct learning activities
- PA0202 Manage learner behaviour and group dynamics
- PA0203 Select and use a range of facilitation techniques appropriate to the identified training objective and target audience
- PA0204 Manage the learning environment and resources
- PA0205 Organise and sequence the session within the required timeframe
- PA0206 Use communication skills and technology to suit the target audience
PM-04-PS03: Reflect on the effectiveness of own facilitator role
- PA0301 Compile an evaluation sheet to review the effectiveness of own facilitation
- PA0302 Consolidate, evaluate and reflect on completed responses
- PA0303 Formulate improvement areas and develop an improvement plan
- PA0304 Compile a management report on the learning intervention
242401001-WM-04, Facilitate an occupational learning session, NQF Level 5, Credits 8
Purpose of the Work Experience Modules
The focus of the work experience is on providing the learner an opportunity to:
Gain exposure and experience in facilitation of a learning and development session in an authentic work environment.
WM-04-WE01: Facilitate a contextualised learning and development session under the guidance of a subject matter expert
- WA0101 Attend at least two learning and development sessions facilitated by an third party and compile a report on key lessons about cooperative learning learned during the sessions
- WA0102 Prepare for and facilitate a knowledge-focused session using appropriate techniques
- WA0103 Prepare for and facilitate a practical-focused session using appropriate techniques
Supporting Evidence
- SE0101 Evaluation report by subject matter expert
- SE0102 Portfolio of evidence
Skills Rationale
Almost a third of the country’s population is currently unemployed.
Of the 7.2 million unemployed persons in the first quarter of 2021, more than half (52.4%) had education levels below matric, followed by those with matric at 37.7%. Only 2.1% of unemployed persons were graduates, while 7.5% had other tertiary qualifications as their highest level of education (Business Tech. The chances of employment in South Africa based on level of education, 06 June 2021).
Education is a relevant and determining factor to employment, and thence to self-sustained livelihoods. It is not so much that there is a lack of education, but rather that the learners lose interest or fail to learn because they have never been taught how to learn. This is a missing bridge between the learner and education itself.
Further, it has been reported that there has been an increase of teacher’s assistants/aids who are unskilled in education methods and learning support skills. Many rural, urban and township schools utilize unskilled or low skilled teacher’s assistants, resulting in poor learning achievements. Thus, there is an urgent need to upskill learning facilitators and/or teacher’s assistants/aids with learning support methods in this sector.
The main focus of this skills programme is to teach the learner advanced learning (study) support skills and techniques, to apply in any subject (matter) studied to help others with their learning process (studies).
There is a single unit standard 117871 Facilitate Learning Using a Variety of Given Methodologies, Level 5, 10 Credits registered on the NQF which has expired 2023-06-30 which is used to train facilitators currently
Work Opportunities and Further Learning
A learner who successful completes this skills programme has an opportunity for further learning, with the following as options:
Credit Related Skills Programmes:
This training could be combined with other skills programmes.
- Skills Programmes: • Assessment Practitioner, NQF Level 5, Credits 20
- Skills Development Facilitator, NQF Level 5, Credits 40
- Work Based Learning and Development Practitioner, NQF Level 5, Credits 30
Entry level requirements into this programme?
- Certified copy of you ID document
- NQF Level 4, with communication
- Curriculum Vitae (CV)
Target Audience
- Training Managers / Supervisors / HR Managers
- Trainers / Facilitators / Coaches
- Skills Development Designers (SDF’s) /
- Learning Material Designers / Moderators
QCTO LINKS OF INTEREST
QCTO Implementation of RPL Policy
Online technical requirements
The system requirements for the Moodle user are modest. All you really need is a solid, reliable internet connection and a modern web browser which can be downloaded within our e Learning platform.
Operating system
- Windows: Windows vista or higher.
- Macintosh: Mac OS X or higher.
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