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trainer

PETA SA Our Strategic objectives

The PETA-SAs sole objective is to improve teaching, training and learning, through supporting individual practitioners in memberships through a professional body to the best of their ability across the full diversity of the sector. We do this by delivering our three strategic priorities:

  • by giving benefits and especially professional development to practitioners;
  • by according status in recognition of expertise;
  • and by giving a voice so that learning and teaching professional can inform policy.

Despite recent progress, teachers and trainers in further education and skills remain under recognised in the public domain and policy making circles, and in comparison with both other professional.

Membership of the PETA-SA is part of individuals investing time and commitment to their own professionalism. The association, as is typical of professional bodies, also seeks to draw in new resources and financial investment that otherwise would not be available to professionals or the sector. In this way, we support the drive for excellence in teaching and training beyond what the state and employers can support.

Leaders and managers across the further education and skills sector benefit from encouraging and supporting teaching and training practitioners on their professional journey through membership. Utilising professional body membership and the services for individuals also benefits colleges and providers, as we have described in this document, dual professionals are able to provide a holistic and powerful learning experience through course content that is contextualised for up-to-date industry practices, developments and leading edge teaching, learning and assessment methods. PETA-SA seeks to ensure that quality of teaching and learning is at its highest possible and promotes a constructive dialogue between industry and providers and teaching and learning professionals.

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.

PETA SA Our Strategic objectives

The PETA-SAs sole objective is to improve teaching, training and learning, through supporting individual practitioners in memberships through a professional body to the best of their ability across the full diversity of the sector. We do this by delivering our three strategic priorities:

  • by giving benefits and especially professional development to practitioners;
  • by according status in recognition of expertise;
  • and by giving a voice so that learning and teaching professional can inform policy.

Despite recent progress, teachers and trainers in further education and skills remain under recognised in the public domain and policy making circles, and in comparison with both other professional.

Membership of the PETA-SA is part of individuals investing time and commitment to their own professionalism. The association, as is typical of professional bodies, also seeks to draw in new resources and financial investment that otherwise would not be available to professionals or the sector. In this way, we support the drive for excellence in teaching and training beyond what the state and employers can support.

Leaders and managers across the further education and skills sector benefit from encouraging and supporting teaching and training practitioners on their professional journey through membership. Utilising professional body membership and the services for individuals also benefits colleges and providers, as we have described in this document, dual professionals are able to provide a holistic and powerful learning experience through course content that is contextualised for up-to-date industry practices, developments and leading edge teaching, learning and assessment methods. PETA-SA seeks to ensure that quality of teaching and learning is at its highest possible and promotes a constructive dialogue between industry and providers and teaching and learning professionals.

QCTO Policy on qualification development facilitators

1. POLICY STATEMENT

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. ObJECTIVES OF THE QDF POLICY

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. PRINCIPLES FOR QDF

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. LEGISLATIVE AND REGULATORY FRAMEWORK

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. FUNCTIONS OF A QUALIFICATION DEVELOPMENT FACILITATOR
5.1 The Qualification Development Facilitator (QDF ) may in accordance with QCTO
model:
(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
model:
(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. CRITERIA FOR THE EVALUATION OF APPLICATIONS TO REGISTER AS A QUALIFICATION DEVELOPMENT FACILITATOR

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. APPLICATION FOR REGISTRATION AS A QUALIFICATION DEVELOPMENT FACILITATOR

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
QCTO.
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. REGISTRATION OF QUALIFICATION DEVELOPMENT FACILITATOR

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. CHARGING OF FEES bY THE QCTO

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. DE-REGISTRATION OF QUALIFICATION DEVELOPMENT FACILITATOR

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. DISPUTE RESOLUTION

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. TRANSITIONAL PERIOD

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

Annexure A

THE CODE OF CONDUCT FOR THE QUALIFICATION DEVELOPMENT FACILITATORS

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.

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.

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