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What is Foundational Learning Competence?

Foundational Learning Competence (FLC) is a part qualification that consists of two learning  areas: Communication and Mathematical Literacy.  it outlines the minimum level of competence required for optimal functioning in the world of work and for occupational learning at NQF Levels 2-4. it is a part qualification registered at NQF Level 2 and carries 40 credits in total. Each learning  area carries 20 credits.

The FLC is directed at learners in occupational qualifications registered on the NQF at Level 2, 3 and 4. it is a compulsory component for all new qualifications developed by the Quality Council for trades and occupations (QCto) at NQF levels 3 and 4 (see exemptions in page 10).Tthis does not mean that developers of qualifications at NQF Level 2 cannot include Foundational Learning Competence as a requirement.

Each learning  area consists of components that are ‘foundational to’ occupational qualifications at NQF Levels 2 to 4. the FLC is intended to address the skills and knowledge required for occupational learning across the FEt sector.

The following documents describe the learning required for the FLC:

  1. the Foundational Learning Competence part Qualification (which contains the Exit Level outcomes and Associated Assessment Criteria for both Communication and Mathematical Literacy, SAQA iD: 88895).
  1. the Foundational Communication in English: Curriculum Framework.
  2. the Foundational Mathematical Literacy: Curriculum Framework.

These documents outline the knowledge, content, applied  skills, range statements and assessment requirements of the FLC. the curriculum documents for Foundational Communication and Foundational Mathematical Literacy outline the necessary ‘learning’ skills for the learner to succeed in occupational or trade training. the curricula set out the areas of knowledge, skills and processes that should be covered in each learning  area. they include learning outcomes and the scope and contexts in which these can be learned or practised, as well as learning activity guidelines and illustrative exemplars for different skills and tasks. the curricula do not represent actual learning programmes. providers will need to develop or adapt their own materials. the learning materials should be contextualised to suite the particular occupational sector.

The curriculum documents are available on the QCto and independent Examinations Board (iEB) websites.

The focus in Foundational Communication  is on developing reading, writing, speaking and listening skills that will enable the learner to function optimally in the workplace, to enable the learner to deal with further learning and to access occupational training materials and related assessments. the focus in Foundational Mathematical Literacy

Facilitator Course

117871 Facilitate learning using a variety of given methodologies also known as Train the Trainer course.


Train the Trainer course or facilitator course is a component of continuous professional career development for those aspiring to supervisory or management positions or who is a freelancer, where training is a vital competence. This train the trainer course is often seen as a stepping stone towards enhancing a career in the field of training, learning and development, Human Resources, freelancing as well as supervisory and management roles. This course provides for an introduction to the general principles of learning and development and an insight into the training cycle. The facilitator course is highly interactive and fast paced. Skills on how to prepare, deliver and review training sessions are dealt with on both theoretical and practical levels. This is a challenging and exciting course from which, both participants and organisations gain great benefits.


Train the Trainer course outcomes

  • Understanding training needs.
  • Identifying training needs.
  • Determining the session design.
  • Planning and developing a training session.
  • Conducting a training session.
  • Assessing and evaluating training.


This unit standard will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies also called train the trainer. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.


People credited with this unit standard are able to:

  • Plan and prepare for facilitation;
  • Facilitate learning; and
  • Evaluate learning and facilitation.


The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:

  • The sector and workplace skills plans.
  • At least three methodologies for facilitating learning.
  • Strategies, techniques and activities for using the kinds of support materials and/or equipment appropriate to facilitation methodologies.
  • Methods for evaluating learning and facilitation.
  • Psychology of group dynamics.
  • Outcomes-based approach to learning.
  • Forms of practice that promote the values described in the Bill of Rights and the principles underpinning the National Qualifications Framework and Employment Equity Act.


Train the Trainer – Getting Started


Do you want your staff to get the most out of on-the-job training? Whether a result of employee or process changes, ensuring your people receive consistent and useful training is vital for the success of any organisation. Effective on-the-job training engages employees and ensures they understand and retain the information and skills required to do their job well. This one day workshop provides the basics in training skills for the workplace trainer. You will learn practical strategies and techniques to deliver training in a way that is meaningful and useful to participants. It includes an insight into the needs of adult learners, and the common barriers and solutions which a trainer may experience during the training session.


The following topics will be covered:

  • identifying principles of adult learning
  • identifying the training need
  • delivering training for the workplace
  • tips for using tools and props during the delivery
  • the role of evaluation and feedback
  • the process of reflection and review.


On completing this course you will be able to:

  • understand key adult learning principles
  • identify and determine training needs
  • employ delivery skills for facilitating to small groups
  • understand the role of preparation in training delivery
  • identify the function of evaluation and review.


Enrol for our Train the trainer course today and start your freelance career as a qualified Facilitator.



QCTO What is the Quality Council for Trades and Occupations?

The Quality Council for trades and occupations (QCTO) was established in 2010 in terms of section 26g of the Skills Development Act of 1998 as a juristic person. it was listed as a public entity in government gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-Framework for trades and occupations. the QCTO is responsible for the development, maintenance and quality assurance of qualifications within its sub-framework.

The Quality Council for trades and occupations (QCTO) manages the occupational Qualifications Sub-framework (OQSF). the purpose of the QCTO is to ensure quality in the development, provision and certification of occupational qualifications.

The QCTO was established to perform certain functions which include but are not limited to the following:

  • Design and develop occupational standards and qualifications and submit them to the South African Qualifications Authority (SAQA) for registration on the National Qualifications Framework (NQF);
  • Ensure the quality of occupational standards and qualifications and learning in and for the workplace.

Purpose of the QCTO

In addressing a number of NQF implementation problems, the QCTO provides an opportunity  to find viable and  powerful solutions, some of which are  outlined below:

A quality  council that provides a framework  for various role-players

The many  role-players and  structures active  in the labour  market, such  as SETAs,  SGBs,  providers, assessors and  professional bodies, have  created a situation  that is overcomplex and  inefficient. The QCTO provides a coordinating framework  to support these role-players so that they can  focus  on what they do best  and  give coherence to these activities  as a whole.

An improved qualification model that suits occupational learning

Workers  need to be competent in three  areas of learning  in order  to be able  to practise a particular  occupation effectively, namely  with regard to the –

  • knowledge and  theory  component
  • practical  skills component
  • work experience component.

The new model  values each of these components equally.  It differs from the previous qualification model  in that it includes a structured work experience component.

A qualifications design process that is responsive to labour market skills needs

As a starting  point, the new model  analyses the relevant occupations as listed in the Organising Framework for Occupations (OFO), and  identifies  skills and  tasks associated with each occupation and  the kind and  scope of work experience required to develop competence. This process results in occupational curricula and  occupational qualifications that are  directly linked to labour-market skills needs.

Curricula for guiding the creation of occupational learning programmes

Each  occupational qualification will be derived  from an occupational curriculum. The purpose of the curriculum  is to simplify and  strengthen the development and assessment of the qualification.  It specifies the inputs  needed by unpacking the occupational profile, and  will be used as the basis for the accreditation of providers and  the approval of workplaces to offer the work experience component. It will ensure that overlaps across qualifications are  recognised, and this will assist learning  programme design, materials development and  learner mobility.

Reconceptualised unit standards that reflect  the three  forms of learning

The outcomes are  specified in unit standards reflecting each of the curriculum components already mentioned, namely  knowledge standards, practical standards and  work experience standards. Many of the more  generic knowledge and  practical  standards will appear in a number of different qualifications. A minimum credit value  will be set  for unit standards to ensure meaningful units of learning.

Qualification assessment specifications for standardising assessments

The QCTO will introduce an external, nationally  standardised assessment for each of its occupational qualifications  as a prerequisite for certification. A qualification assessment specifications document for each qualification will specify  the overall assessment strategy for the external assessment  of occupational competence. It will also  specify  the criteria for the registration of constituent assessors and  moderators, and  the requirements for accreditation of assessment centres or registration of assessment sites  where  appropriate. This will put an end  to the current  variations in the interpretation of standards across sectors and  sites.

The QCTO will appoint,  or recognise, suitable organisations as quality partners in the design and  management of these external assessments.

Revised rules  of combination that reflect  the differing requirements of different  occupations

Learners will have  to demonstrate sufficient foundational competence in communication and  mathematical literacy to cope  with the occupational learning demands and  to benefit  from the learning  process. Additional language, mathematics or knowledge and  theory  requirements in other  subject areas will be determined by the needs of each specific  occupation and  will be fit-for-purpose. These will be incorporated into the common/core learning requirements of the qualification.

The blanket,  ‘fundamental’ requirements that existed before  were time-consuming and  often resulted in the accumulation of credits  that were  not relevant to the particular  occupation. The new model  thus  removes a previous barrier  and  relates the educational requirements to the particular  job. ‘Electives’ will be replaced by specialisations.

Multiple ETQAs combined in order to streamline quality-assurance processes

The establishment of the QCTO will significantly increase the efficiency of the current  ETQA system, merging  twenty-three SETA ETQAs into one.  This means that quality-assurance activities  can  be better  coordinated and  managed. All occupational unit standards will be quality assured by the QCTO.

A ‘light-touch’ accreditation process that promotes self-improvement

Previously, there  was  an overemphasis on accreditation as the key to quality assurance. The QCTO will simplify the accreditation process, applying  criteria which are  stated in each curriculum  and  are  fit-for-purpose  for each qualification. The process will begin  with self-evaluation and  will promote quality improvement. Overlapping accreditation, registration and  verification requirements – currently  causing major delays and  frustrations, and  escalating costs (especially for small providers) – will no longer  apply.

A balance between flexibility  and standardisation in order to achieve credible qualifications

The new model  is flexible enough to maximise ‘fitness for purpose’, but includes sufficient standardisation to ensure the credibility of the system.

What is the QCTO

What is the QCTO

The QCTO will manage and  coordinate the qualifications in the occupational qualifications  framework  in terms  of their development, provision,  assessment and  impact.  Its scope will be the development and  quality assurance of fit-for-purpose  occupational qualifications and  unit standards as required by the labour  market  for work and  employment purposes.

The QCTO will develop fit-for-purpose  occupational qualifications that will be certificated as National  Occupational Awards  or National  Skills Certificates. The awards will name the relevant occupation that the learner is now competent to practice. The focus  of occupational qualifications will be the development of occupational competence which, in turn, contributes to increased employment rates and  productivity.

The envisaged structure and  functions  of the QCTO reflect a new approach to quality assurance, in which quality assurance permeates all activities  and  is not seen as a separate function. This model  was  developed in response to appeals to bring qualifications development and  quality assurance ‘under one  roof’.

The quality assurance of the learning  process for the QCTO’s qualifications can be visualised as a structure in which the roof is supported by two pillars: design and  development on the one  side,  and  the assessment of occupational competence on the other.  The system is quality managed from the overarching ‘roof’, representing monitoring  and  evaluation through  data  analysis and research. This entire  structure illustrates the quality-assurance model.

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