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QCTO Policy on qualification development facilitators


1.1 The purpose of this policy is to outline the functions of and requirements for
Qualification Development Facilitators.
1.2 This policy shall apply to those aspiring to register as Qualification Development
Facilitators (QDFs) as well as to those already registered as QDFs.


2.1 This policy formalizes the work of Qualification Development Facilitators (QDFs)
and aligns it to the overall objectives and other policies of the QCTO.
2.2 This policy aims to ensure that through the QDFs role quality qualifications are designed.


3.1 QDFs and learner QDFs must commit to honouring the principles to which the
QCTO itself is committed as listed below: (a) Innovation and excellence;
(b) Empowerment and recognition; (c) Respect and dignity;
(d) Ethics and integrity;
(e) Ownership and accountability; (f ) Authenticity;
3.2 QDFs and learner QDFs must signal this commitment by signing a Code of
Conduct, attached to as Annexure A.
3.3 The enhancement of equity is a fundamental principle of the QCTO and will be actively promoted.


4.1 The Policy on QDFs is developed and guided by the following: (a) National Qualifications Framework Act (Act 67 of 2008);
(b) Skills Development Act (Act 97 of 1998 as amended in 2008);
(c) The sub framework for Trades and Occupations, (once approved by the
Minister of Higher Education and Training);

(d) The QCTO Curriculum and Assessment Policy;
(e) The QCTO Policy on Delegation of Qualifications Design and Assessment to
DQPs and AQPs;
5.1 The Qualification Development Facilitator (QDF ) may in accordance with QCTO
(a) Facilitate the process of obtaining an agreement on the occupational qualification scope.
5.2 The Qualification Development Facilitator (QDF ) must in accordance with QCTO
(a) Facilitate the development of occupational qualifications using QCTO qualification development processes leading to the development of an occupational profile; knowledge, practical and work experience curricula and assessment specifications ;
(b) Conduct occupationally relevant research to enhance the quality of the occupational qualification developed;
(c) Capture inputs developed under (a) onto the prescribed QCTO qualifications development IT system;
(d) Deliver, in the QCTO format, the following four documents per occupational qualification to the DQP:
i. Qualification document;
ii. Curriculum document;
iii. Assessment specifications document;
iv. Process report;
(e) Train and mentor learner Qualification Development Facilitator/s on the occupational qualification development process, if assigned to by the QCTO through an SLA with the DQP.


6.1 The criteria for evaluation of applications to register as Qualification Development
Facilitator are :
(a) An applicant must have participated as a learner Qualification Development
Facilitator appointed through the SLA process;
(b) An applicant must have successfully completed QCTO’s training for
Qualification Development Facilitators;
(c) An applicant as a learner QDF must have developed all documents as stipulated under 5.2(d) and the said documents must have been accepted by QCTO as meeting the required standards;
(d) An applicant learner QDF must have a recommendation for registration from the mentor QDF.


7.1 A person applying to be registered as a Qualification Development Facilitator
must submit a completed application form (Attached hereto as Annexure B) to the
7.2 Upon receipt of all required documentation specified in the registration criteria, the QCTO will evaluate the application:
7.2.1 If approved, the applicant will proceed to registration.
7.2.2 If not approved, the QCTO must provide reasons for its decision in writing.
7.3 Where a candidate is not approved , they may:
7.3.1 re-apply once they have facilitated a further qualification development process as a learner.
7.3.2 appeal to the QCTO Appeals Committee if they believe the evaluation was not fair.


8.1 Qualification Development Facilitators approved by the QCTO must sign the QCTO Code of Conduct attached hereto as Annexure A.

8.2 The QCTO will register approved Qualification Development Facilitators onto the
QCTO database on receipt of a signed code of conduct.
8.3 Registered QDFs will be required to remain up to date with changes to the QCTO
facilitation model effected over time.


9.1 The QCTO may charge fees for :
(a) registration of qualifications development facilitators;
(b) any other fees as the QCTO, after consultation, determines.


10.1 The QCTO may terminate the registration of a Qualification Development
Facilitator (QDF) on reasonable grounds including on the grounds that a QDF: (a) has breached the Code of Conduct;
(b) has failed to adhere to QCTO quality standards despite remedial intervention.


11.1 In the event of a dispute arising out of this policy, the parties must endeavor to negotiate in good faith with a view to settling the dispute amicably.
11.2 If the negotiations fail, the dispute must be referred to the QCTO Appeals
Committee for resolution.
11.3 The QCTO Appeals Committee may determine any additional procedure needed to adjudicate the dispute in a fair manner and communicate these procedures to the parties.
11.4 The decision arrived at as a result of QCTO Appeals Committee determination is final.


12.1 The QCTO reserves the right to waive certain conditions during the transitional period to enable implementation of this policy.

Annexure A


We, the undersigned, hereby commit ourselves to abide by the QCTO’s Code of Conduct in relation to all our work. The Code of Conduct to which we agree is as follows:
1.1 promoting the objectives of the NQF
1.2 dealing fairly, professionally and equitably with stakeholders whilst accelerating the redress of past unfair discrimination.
1.3 consulting with all relevant stakeholders that have an interest in the development and assessment of occupational qualifications and sharing of best practice.
1.4 executing our responsibilities and accountabilities timeously and with due regard to the accountability to our constituents that we are committed to serve.
1.5 seeking at all times to create a positive environment for the development and assessment process and respect the historical diversity of learners’ cultural, linguistic and educational backgrounds.
1.6 declaring conflict of interest that infringe on the execution of our delegated responsibilities.
1.7 recusing ourselves from any decision-making process which may result in improper personal gain that will impact negatively on the values cherished by the QCTO.
1.8 recognising the public’s rights of access to information, excluding information that is specifically protected by the law.
1.9 acting in a manner that will respect, promote and protect the goodwill and reputation of occupational qualification family.

What is Foundational Mathematical Literacy FML

What is Foundational Mathematical Literacy (FML)?

The Foundational Mathematical Literacy is the minimum, generic mathematical literacy that will provide learners with an adequate foundation to cope with the mathematical demands of occupational training and to engage meaningfully in real life situations involving mathematics.

Foundational Mathematical Literacy will provide the foundation for further development of an individual in mathematical literacy contexts and mathematical concepts that may be specific to an occupation or trade.

Learners who have met all the requirements of Foundational Mathematical Literacy are able to solve problems in real contexts by responding to information about mathematical ideas that are presented in a variety of ways. they will be able to solve problems by defining the problem,  analysing and making sense of the information provided, planning how to solve the problem, executing their plan, interpreting and evaluating the results, and justifying the method and solution.

in solving problems, individuals will apply skills such as identifying or locating relevant information, ordering, sorting, comparing, counting, estimating, computing, measuring, modelling, interpreting and communicating. Using their mathematical literacy and understanding of numbers, they will make sense of the workplace and the world in which they live.

Foundational Mathematical Literacy consists of:

  • Number and quantity
  • Finance
  • Data and chance
  • Measurement
  • Space and shape
  • patterns and relationships

The curricula describe the learning outcomes, the scope and contexts in which these can be learned or practiced, as well as activity guidelines and illustrative exemplars for different skills and tasks. the curriculum documents do not represent actual learning programmes – teachers of the FLC will need to contextualise the learning in relation to the occupational sector or trade of specific learners.

The Foundational Mathematical Literacy carries 20 credits.

What is Foundational Communication FC

What is Foundational Communication (FC)?

the Foundational Communication (FC) describes the knowledge of language and the thinking processes required to communicate effectively in the workplace.

the FC provides the basis in the language of instruction to enable a learner to deal effectively with occupational training and communication in the workplace. the purpose of this component is to enable individuals to deal confidently and successfully with the language of learning

and teaching (LoLt) of formal occupational training, in relation to oral, reading and writing skills. people who attend an FC learning programme are given practice in speaking, listening, reading and writing meaningfully and effectively in the language of instruction. on completion of the Foundational Communication programme learners will be able to cope with further learning more easily.

Communication in ABEt and at NQF Level 1 is centred around learning how to read whereas the FC may be thought of as using reading  to learn. the focus of the Foundational Communication (FC) is to use reading, writing and speaking skills to convey meaning in a logical and orderly fashion. Learners will extract relevant information from a text, infer meaning, make deductions, develop logical arguments, organise thinking and extract key messages from an extended piece of writing.

Foundational Communication consists of:

  • Writing
  • Speaking and listening
  • visual literacy
  • Language structure and usage
  • Study skills
  • Workplace terminology

The curricula describe the learning outcomes, the scope and contexts

in which these can be learned or practiced, as well as activity guidelines and illustrative exemplars for different skills and tasks. the curriculum documents do not represent actual learning programmes – teachers of the FLC will need to contextualise the learning in relation to the occupational sector or trade of specific learners.

The Foundational Communication carries 20 credits.

What is an FLC – QCTO

What is the duration of an FLC programme?

The FLC programme length will vary depending on the competence of the learner. it is suggested that an average  FLC programme could be 4 months in duration. this will depend on the method of delivery (part time or full time) and the ability of the learner.

Who will deliver the FLC?

It is recommended that Facilitators of the FLC be subject area specialists in the learning area that they deliver. Qualified Mathematics and English teachers should teach the FLC. the QCTO is developing an FLC facilitator part qualification to assist facilitators to become familiar with the content of the FLC. the part qualification will prepare them to teach the FLC.

What materials should be used to deliver the FLC?

Providers will need to develop learning materials for the FLC or buy them commercially. the AQp may develop learning materials for the sector or adapt existing materials to suite the FLC context. programme development must be done in relation to the curriculum frameworks. Compliance with curriculum frameworks is part of the provider accreditation  process to offer the FLC.

What is the reason for the FLC?

The skills developed in the two learning  areas, Communication and Mathematical Literacy, have been identified as foundational for learners wanting to progress in their occupation and skills development. thus it is advisable to do the FLC before embarking on an occupational learning programme or qualification.

Language proficiency is closely linked to success in learning. Many adult learners have a gap in their understanding of and ability to apply language and mathematical literacy concepts in the workplace. Learners are often able to ‘do’ a task in an occupational environment; however their language skills in English (normally the language of teaching and learning) are at a much lower level. they are often unable to deal with theoretical concepts in learning material and the acquisition of new skills and knowledge in the occupational training, thus hampering their progress.

the FLC provides the minimum competence required in each learning area in order to function optimally in the world of work.  it supports the objectives of the NQF that the fundamental unit standards were

intended to achieve in terms of redress, access to meaningful learning, the achievement of qualifications and providing a basis for lifelong learning.

Learners need only do the FLC once as it is applicable to NQF levels 2-4. Successful learners should have increased confidence  and expertise in applying language and mathematical skills in different real-life situations and contexts, and especially those related to uses in the workplace.

Qualifications that require additional mathematical or communication knowledge to that which is provided in the FLC will provide for these requirements in the curriculum of those qualifications.

Who is the Assessment Quality Partner for FLC?

The QCTO approved the independent Examinations Board (IEB) as the Assessment Quality partner (AQP) for the FLC. AQPS are delegated by the QCTO to develop standardised assessment instruments for external summative assessment and to manage external assessments for qualifications or part qualifications registered by the QCTO.

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.