Training of Educators and Practitioners

This programme is designed to develop practitioners responsible for planning and implementing effective learning interventions in their organisations. The focus is on developing participants’ planning, facilitation and follow-up skills. Practitioners are briefed on relevant and appropriate methodologies, methods and approaches required to deliver excellent learning programmes.

This programme can be offered as an accredited course based upon selection of unit standards pertaining to the knowledge, skills, values and attitudes needed to be an effective practitioner.  The unit standards are listed at the end of this document.

THE COURSES IN THE PROGRAMME INCLUDE

Planning and organising successful training interventions

If you fail to plan, then you plan to fail. In this course participants will gain the knowledge to identify the objectives of the training intervention as well as learn how to structure and prepare for the training event.

2.   Prepare learning materials

Participants will gain knowledge in drawing up facilitation plans for successful implementation of learning programme.

3.   Using training aids effectively

Participants will learn how to select, adapt and/ or develop appropriate and relevant learning materials.

4.   Facilitating the training

This course enables the trainer to train using a variety of methodologies in their programmes. It enables them to deal with diverse learning groups learning styles and experience as well as ways to handle difficult learners.

 5.   The administration of the training

This course will direct the participant through the administrative requirements involved in training programmes.

 6.    Evaluating the effectiveness of training

Evaluating your own training performance is an important aspect of training. This course will enable you to reflect on your performance.

ADDITIONAL COURSES FOR THE DEVELOPMENT OF THE EDUCATOR’S SKILLS INCLUDE:

7.   Facilitating Foundational Literacy

This course will enable participants to teach ABET Level 1 and 2 to learners at lowered levels of literacy.

 8.   Facilitating General Literacy

Participants in this course will be able to teach learners at ABET Levels 3 and 4 advanced level of literacy.

WHO SHOULD ATTEND THIS COURSE? 

This course is aimed at facilitators, educators and practitioners from organisations in the community or government sector who are involved in education, training and development or those who wishes to pursue a career in this field. 

COURSE METHOD AND DURATION

Each course has 3 to 5 days contact time. On-line support is provided through electronic and telephonic counselling and consultation and moderation.

 ADMISSION TO THE COURSE

Practitioners wishing to pursue this qualification are assumed to have at least an NQF Level 3 or other recognised education qualifications at NQF Level 3. Practitioners who do not have the necessary entry qualification may be admitted through an RPL process based on their experience in the field.

TRAINING COURSES

The courses cover the following Unit Standards:

PROGRAMME OUTLINE

 1.   Planning for Successful Training Interventions [This course can be accredited to 3 unit standards. Clients can choose to complete the most appropriate one.] 

Unit Std Title: Plan a learning event (US: 10231; NQF Level: 4;    Credits: 8)

Practitioners will be able to plan a learning event, select suitable training materials and prepare an enriching learning environment.

OR

Unit Std Title: Organise a programme of learning (US: 10288; NQF Level: 5; Credits: 8)

Practitioners will gain competence in planning and organising a well-structured programme of learning. They will be able to identify all resources to be required and produce a training budget.

OR

Unit Std Title: Plan learning programmes that redress social development issues (US: 110060; NQF Level: 5; Credits: 8)

Practitioners will be able to plan learning programmes used in development practice projects based on community learner needs and community social development principles and also be able to create procedural plans and steps in the implementation of these learning programmes that will include intended outcomes, agendas, assessment and evaluation techniques. 

 2.   Prepare learning materials

 Unit Std Title: Prepare learning materials for programmes in development practice (US: 110061; NQF Level: 5; Credits: 10)

In order to present a variety of information coherently and logically to masses of community learners from different backgrounds and orientations, practitioners will be able to prepare effective and practical aids to assist learner achievement.  

 3.   Using Training Aids Effectively

Unit Std Title: Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids (US: 10290; NQF Level: 5; Credits: 12)

Practitioners will be able to select, adapt and develop their own training aids and communicate this information effectively.  Finally they will be able to evaluate the usefulness of these aids.

4.   Facilitating the Training [This course can be accredited to 3 unit standards. Clients can choose to complete the most appropriate one.]

Unit Std Title: Facilitate a programme of learning (US: 10289; NQF Level: 5;     Credits: 24)

To ensure an enriching training intervention, practitioners will gain capacity to facilitate well-structured and varied programmes of learning, implement the principles of OBE, use a range of teaching methods and techniques and encourage learners to participate actively and confidently in the learning process.

OR

Unit Std Title: Facilitate an adult learning event (US: 7384 ; NQF Level: 4         ;Credits: 16)

Practitioners will be able to facilitate a group of adults showing competence in communicating with adults, managing the dynamics of a group, mediating knowledge and skills, using materials and implementing the learning.

OR          

Unit Std Title: Plan the facilitation of learning in development practice (US: 110062; NQF Level: 5;Credits: 10)

Practitioners will gain the skills to write up facilitation plans for development practitioners and monitor the implementation of those plans. 

 5.   The Administration of the Training Event

Unit Std Title: Fulfil administrative requirements of a learning group (US: 7387; NQF Level: 4; Credits: 6)

In order to fulfill the administrative duties, practitioners will be able to obtain record and organise administrative information needed to manage a training intervention.

6.   Evaluating The Effectiveness Training

Unit Standard Title: Evaluate own facilitation performance (US: 7388; NQF Level: 4; Credits: 8)

Practitioners will be able to reflect critically on their own performance as a facilitator with the intention of improving on their personal competence and practices.  They will also be able to report on the progress of the learning group.

7.   Facilitating Foundational Literacy

Unit Std Title: Facilitate an additional language at ABET levels 1 and 2 (US: 7393; NQF Level: 5; Credits: 16)

Educators will gain competence to teach an additional language at ABET levels 1 and 2, to learners who have demonstrated literacy competence in their mother-tongue at ABET level 2.

8.   Facilitating General Literacy

Unit Std Title: Facilitate Communications at ABET levels 3 and 4 (US: 10297; NQF Level: 5; Credits: 20)

On gaining competence, educators will be able to teach communications at ABET Levels 3 and 4 to learners by applying the key principles of language development within a communicative language teaching framework, encouraging critical thinking and critical language awareness and helping learners to develop skills in the target language as a foundation for further learning.

CONCLUSION 

FTC adopts an integrated approach to the delivery of its courses. The courses, while based on the required set of Unit Standards, are inextricably linked and ‘speak to each other’, converging in a focused, needs-driven programme aimed at producing well-rounded and effective Educators and Practitioners.

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