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Short Course
on
Facilitating Learning
The development of skills within and for the workplace is a priority in South Africa and is supported by legislation, national policies and strategies. Much of the needed skills development is carried out by people who have knowledge and skills within their area of expertise but lack the required skills in relation to Education Training and Development (ETD). Many of the skills development objectives, nationally and within companies and organizations, are met through the efforts of ETD practitioners operating at NQF Level 5. This programme will meet the need of those who wish to enhance their skills in facilitation or who wish to enter the field of ETD for the first time. The programme will also help to increase the employment prospects of ETD practitioner while helping to ensure quality and competence within the ETD field

Purpose of the course:

This Short Course will equip those who facilitate or intend to facilitate learning by using a variety of given methodologies. Successful participants will be able to Plan and prepare for facilitation; Facilitate learning, and Evaluate learning and facilitation.

Admission requirements:

Admission requirements: 
Grade 12 / NQF 4 / N3 or equivalent experience
Learning assumed to be in place: 
N/A

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit

Outcomes

Assessment Criteria

Short Course on Facilitating learning After completion of this course, participants will: Participant will be assessed on the following criteria:
 

Unit standard range

  • Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the "rules" or principles, which inform what they do, and will no longer be operating consciously with such rules
  • The specific outcomes should be performed in line with an established approach for facilitating learning using a variety of methodologies. At this level practitioners should be able to describe two alternative facilitation methodologies, to explain how their performance would differ when using the different methodologies, and to justify their choice of methodology
  • At this level, practitioners should be able to relate knowledge beyond their occupational and ETD competences to the performance of the ETD competence described in this standard

Specific Outcome 1: Plan and prepare for facilitation

Assessment Criteria

  • Analysis of learners and learning needs reveals the key elements of learning required to achieve defined outcomes. The learning outcomes are confirmed to meet stakeholder objectives. Stakeholders may include but are not limited to - learners, trainer, colleagues, supervisors, management, quality assurance staff, health and safety staff
  • Plans cater for the needs of learners and stakeholders, possible learning barriers, previous learning experiences, literacy and numeracy levels, language, culture, special needs and different learning styles
  • Resources, locations, and personnel are arranged to suit intended delivery
  • Learning material is prepared to suit the purpose of the facilitated activities and the agreed outcomes. Learning material could include notes, diagrams, worksheets, audio and visual aids and models
  • Facilitation methods selected are appropriate to the learners and agreed learning outcomes. Descriptions are provided of a variety of facilitation methodologies in terms of their essential approach and purpose, and selected methodologies are justified in terms of applicability to the identified learning needs
  • Preparation of the facilitation process ensures the facilitator is ready to implement the process. This includes the availability of key questions, scenarios, triggers, challenges, problems, tasks and activities as is appropriate to the situation
  • The learning environment is arranged to meet organisational and legislative requirements for safety and accessibility
  • Review criteria are established and documented in accordance with organisation policies and procedures

Specific Outcome 2: Facilitate learning

Assessment Criteria

  • Learning is facilitated in a coherent manner using appropriate methodologies in line with established principles associated with selected methodologies
  • The learning environment and facilitation approach promotes open interaction and ensures learners are aware of expected learning outcomes and are active participants in their own learning. 
  • The facilitation approach and use of facilitated activities enables learners to draw from and share their own experiences and work out and apply concepts for themselves. 
  • Facilitation contributes to the development of concepts through participation and provides opportunities to practise and consolidate learning. Facilitation promotes the achievement of agreed learning outcomes by individuals while maintaining an emphasis on the manner and quality of the learning experience
  • Groups are managed in line with facilitation principles and in a manner that maximises the strengths of group learning while recognising the needs and requirements of individual members
  • Questioning techniques are consistent with the facilitation approach, promote learner involvement and contribute towards the achievement of learning outcomes
  • Opportunities are created to monitor learner's progress in terms of the agreed outcomes, and where possible facilitate the gathering of evidence for assessment purposes. Where necessary, modifications are made to the facilitation approach to ensure the learners' needs are addressed

Specific Outcome 3: Evaluate learning and facilitation

Assessment Criteria

  • Learner and stakeholder feedback on facilitated learning is sought and critically analysed against review criteria
  • The review reveals strengths and weaknesses of the planning, preparation and facilitation of learning
  • Review includes useful recommendations for improvement in future interventions, including the possibility of remedial actions

 

Assessment: 
Assessment will influence the type of certificate to be issued: if there is no final assessment, a certificate of attendance will be issued.
Method of assessment: 
An integrated assessment approach will be followed to allow for practical and theoretical components. The entails the assessment of a number of unit standards, outcomes and criteria together in one assessment activity. Candidates are not only assessed against specific outcomes, but also on critical outcomes, attitudes, and values. A summative competence judgment will be made on the basis of all assessment evidence produced, that proves that the candidate can be consistently judged as competent against the outcomes of the unit standards and the qualification as a whole.

Additional information

V06-100-1
Mode of delivery: 
Mixed
Target group: 
Teachers, lecturers, facilitators and departmental officials (Education)
Contact us
Name: 
UCE
E-mail: 
Telephone number: 
018 285 2821