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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

Differentiate between Educators and Trainers

Lecturer   

A lecture (from the French ‘lecture’, meaning ‘reading’ [process]) is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher. Lectures are used to convey critical information, history, background, theories, and equations. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture’s content.

Teacher   

Teacher takes charge of the learning environment. The teacher is responsible for creating lesson plans that direct the course of study students follow. Clear and concise objectives delineate what the student learns on any given day. The teacher is responsible for measuring how much information the student learns. Evaluation is often in the form of tests, but the teacher may use other measurement tools to determine if the student met the teacher’s learning objectives.

Presenter    

Presentations can be of various types, depending on whether the presentation is intended to:

  • Sell
  • Inform
  • Motivate
  • Persuade
  • Advocate
  • Persuade
  • Entertain
  • Educate

Facilitator 

Facilitators might not be subject area experts. They do have special training in group dynamics, using processes such as conflict resolution, strategic planning and team building. In any group setting, a facilitator can quickly determine what the group knows so the group can proceed to build on that knowledge. By asking questions and keeping the group focused, a facilitator helps the group establish a set of ground rules, as well as its own learning objectives. The facilitator also helps the group evaluate what group members learned from their activities.

Trainer  

Students/learners come to the occasion prepared or expecting to learn. In addition, a trainer has more knowledge than the audience on the given topic. For example, someone who teaches an advanced Excel class should have more skill than those who come to class to learn.

PETASA Public Educators & Trainers Association of South Africa

PETASA, the Public Educators & Trainers Association of South Africa that forms the supporting structure for different fields of the education and training profession. Our aim is to represent and provide shared resources to education and training professionals to enhance and progress in their fields and professions.

The Public Educators & Trainers Association of South Africa, PETASA in short, was established purely for the benefit of the professional occupational education training post school (higher education) community.
PETASA was established during 2017 and is run by individuals for the benefit of education and training in South Africa. We are a professional community who strives to achieve professional status for all education and training individuals in the South Africa for the higher education sector.

The Public Educators & Trainers Association of South Africa is an initiative that was created to educate and promote Teachers and Trainers to progress to their maximum potential. Learning should be fun, progressive and contribute to life long learning. Currently we are offering the following services to our members:

  • -Resource sharing.
  • -News and blogging.
  • -Discussions.
  • Freelancer listings.
  • -Document sharing.
  • Events.

We also support and promote new initiatives within PETASA to support and complement the different professions both nationally and regionally for individuals who might aspire to advance their careers in Education and Training in South Africa whether in government or in the private sector.

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.

Looking for freelancer Assessors

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Here you can search our free job adverts or qualified SETA accredited trainers, assessors, moderators and developers including SETA programme developers or Training companies in any region. Listing is totally free for all jobs and online listings of freelancer trainers, assessors and moderators including SDF’s. All freelancer assessors and moderators including the SDF’s or Skills Development Facilitators is required to be SETA Accredited before registering on the website to comply with the SAQA policies.

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