SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Local Employment and Skills Development Practices 
SAQA QUAL ID QUALIFICATION TITLE
23976  National Certificate: Local Employment and Skills Development Practices 
ORIGINATOR
SGB Local Employment and Skills Dev Practices 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
PSETA - Public Service Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 03 - Business, Commerce and Management Studies  Human Resources 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  164  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 SAQA 0249/03  2003-08-13  2006-08-13 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-08-13   2010-08-13  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
57805  National Certificate: Public Sector Employment and Skills Development Practices  Level 5  Level TBA: Pre-2009 was L5  160  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The Local Employment and Skills Development Practitioner is a vital cog in the initiative of the Department of Labour to reduce unemployment and under-employment through the development of the skills and knowledge base of citizens who are work-seekers or who need retraining to fit new work requirements. The purpose of this Qualification is to ensure that the Local Employment and Skills Development Practitioners who are responsible for such skills development programmes and who enroll for this Qualification are competent to deliver the range of services required of someone appointed to their position in the Department of Labour.

These practitioners who will be employed in the Regional Offices of the Department of Labour will have to liaise closely with companies and private providers of skills programmes as well as with individual workers who are seeking to update their knowledge and skills so as to enhance their employability in the economic sector of their choice. The Practitioner needs therefore to be a skilled communicator and be able to interpret workers` training needs and relate them to the various skills programmes being offered. The Practitioner will also need to be able to understand the skill requirements of employers and be able to relate them to the potential workforce. In addition, the practitioner will try to get various organisations, employers and private providers to offer the skills development programmes that are required by workers.

A knowledge of the South African Labour situation and legislation affecting it are required so that proposed work opportunities and training programmes can be evaluated to determine their suitability for workers/prospective workers as well as their compliance with Labour Legislation.

The practitioners will not work with the actual funds to be paid out to providers of training programmes, but rather will have the responsibility to decide on the suitability of training programmes and to direct employees and prospective employees to the appropriate programmes for their needs. Nevertheless, this Qualification will offer learners the opportunity in the Elective Component to upgrade their financial literacy by offering Unit Standards that cover the interpretation of financial statements and the determining, analysing and recording of costs.

Learners successfully completing this Qualification will be able to fulfil the role of a Local Employment and Skills Development Practitioner in the Regional Offices of the Department of Labour. They will be able to determine training and skills development needs, evaluate training/skills development proposals and direct employees and prospective employees to the appropriate training programme for their needs. They will also be able to contract providers to offer skills development programmes. In this way unemployment and under-employment of the South African workforce will be tackled in a concerted manner by employees in the Department of Labour so uplifting citizens of the country and improving productivity through improved skill levels.

Rationale of the Qualification:

The reduction of unemployment and under-employment through skills development is one of the key priorities for the Department of Labour and is being addressed through a number of strategic interventions, including the National Skills Fund (NSF). One of the initiatives of the NSF, the Social Development Funding Window (SDFW) - has been set up specifically to fund skills development interventions that focus on the reduction of unemployment and under-employment. The Provincial Offices and the Labour Centres of the Department of Labour have primary responsibility for the allocation and management of the funds within the SDFW

To ensure that staff members at the Provincial Offices and Labour Centres are able to assist in the implementation of the Skills Development Strategy and to ensure effective disbursement of funds to skills development projects (mainly to the non-corporate sector), a comprehensive process of transformation of Employment and Skills Development Services (ESDS) is underway in the Provinces. One of the key interventions within the transformation process is to ensure that the staff is competent in the range of skills required to deliver an effective service. The National Certificate in Local Employment and Skills Development Practices will make a significant contribution to the development of skills in Provincial and Local Offices of the Department of Labour

The Qualification is diverse in content, encompassing the broad range of knowledge and skills required in the multi-faceted role of a Local Employment and Skills Development Practitioner. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners should be competent in:
  • Communication in the language chosen as the First Language for the purposes of this Qualification at NQF Level 3
  • Mathematics Literacy at NQF Level 3
  • Communication in the language chosen as the Second language for the purposes of this qualification at NQF Level 2.

    Recognition of Prior Learning:

    This Qualification can be achieved wholly or in part through recognition of prior learning in terms of the criteria laid down for this Qualification.

    Evidence can be presented in a variety of forms, including international or previous local Qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. The assessment methods and tools to be used to assess Prior Learning shall be decided upon jointly by the assessor and the learner

    All such evidence should be judged according to the general principles of assessment as described elsewhere in this Qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Exit points for learners who do not complete the Qualification:
  • Learners will be credited with Unit Standards in which they have proved competence.
  • Learners who complete individual Unit Standards but do not complete this Qualification retain their credits. However, should the substance of the Unit Standard change in the future, the validity of the credit towards the Qualification may be reviewed.
  • Learners who change their provider or learning site before completing the Qualification may transfer their credits to the new learning site.


    Level, credits and learning components assigned to the qualification:

    The Certificate is made up of a planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competence and a basis for further training.

    The Qualification is made up of Unit Standards that are classified as Fundamental, Core and Elective for the purpose of this Qualification. A minimum of 164 credits is required to complete the Qualification. In this Qualification the credits are allocated as follows:

    Fundamental: 56 credits (34%)
    Core: 94 credits (57%)
    Electives: 14 credits (9%)
    Total: 164 credits (100%)

    The majority of the credits relate directly to the purpose of the Qualification. There are also options for Electives that are aimed at personal empowerment. The Qualification is made up of Unit Standards at levels 3, 4, 5 and 6.

    Motivation for number of credits assigned to Fundamental, Core and Elective Components:

    Fundamental Component

    There are four Unit Standards for Communication in the first language at Level 4 totalling 20 credits. Unit Standards to the value of 16 credits at Level 4 have been included in Mathematical Literacy.

    Unit Standards to the value of 20 credits at Level 3 are included for Communication in a second South African language to align the Qualification with SAQA Policy for level 4 Qualifications and to ensure comparability with FET Certificates issued by schools and colleges.

    The Unit Standards for Communication in the second South African language are to be chosen from the following official languages: English, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, isiNdebele, isiXhosa, IsiZulu and sign language. The second language implies a language other than the language of instruction of, or the language taken as the first language for, this Qualification. The selection of the second official language should be based on the language(s) of the people who are the target market of the industry in a selected area, provided that:
  • Only one language from the Nguni group may be offered
  • Only one language from the Sotho group may be offered.

    All the Unit Standards in the Fundamental Component are compulsory.

    Core Component

    Unit Standards to the value of Ninety-Four credits have been allocated to the Core Component of this Qualification. This is to ensure that the Qualification has a definite Employment Practice and Skills Development focus. The Unit Standards classified as Core provide an opportunity to develop knowledge of Employment Practices and Skills Development through research and the application of study skills. The Core Unit Standards provide the basic knowledge and skills that workers in the Employment Practice and Skills Development field need to know. They promote personal development that will enable learners to make informed decisions as Employment and Skills Development Practitioners.

    Elective Component

    Learners are required to select Electives that add up to at least 14 credits. A wide range of Unit Standards totalling Ninety-Three credits are included from Level 3 up to and including Level 6. These Unit Standards allow the learner to specialise in particular areas of the field and to become experts in that specific direction so enhancing their employability in the field that requires those competencies while at the same time making them employable in all fields of Employment and Skills Development Practices. 
    		•

    EXIT LEVEL OUTCOMES 
    The qualified learner will be able to:
  • Identify opportunities for self-employment and social development
  • Develop skills for self-employment and social development
  • Identify large scale placement opportunities and facilitate placement
  • Identify threats within formal sector firms (social plan)
  • Refer and place learners into learnerships
  • Ensure service providers are able to offer appropriate skills training
  • Ensure that Private Placement Agencies are able to offer a sufficient service to work seekers
  • Facilitate employment of people with disabilities 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The assessment criteria of the Qualification are embodied in the Unit Standards. The depth of technical expertise that will be assessed across the various specialist contexts are clearly articulated in the relevant Specific Outcomes, Assessment Criteria and Range Statements within these Unit Standards. In addition the following Exit Level Outcomes apply to the learner:
  • Work output is in line with an agreed mandate, relevant service agreements and the department`s customer service standards applicable to the learner`s clearly defined work role.
  • Methods, procedures and techniques of a clearly defined work role are applied consistently in terms of specific departmental policy, legislative requirements and departmental practices.
  • The consequences of non-compliance with the department`s policy and/or legislative requirements are clearly indicated for practices required in a specific work role.
  • Information is gathered, analysed and presented according to the requirements of the learner`s specific work role.
  • Legislated requirements are applied in the work role.

    The learner can demonstrate ability to:
  • Identify and solve problems in familiar contexts in which responses show that responsible decisions have been made, adjust common solutions to meet changes in the problem and motivate the change within own limit of authority.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Organise and manage him/herself and his/her activities responsibly and effectively in that it is expected that the learner will be responsible for his/her own learning and for organising his/her own work allocated tasks responsibly in the work environment. She/he is required to complete research assignments timeously and to apply knowledge gained to the various tasks required of the learner`s work
  • Collect, organise and critically evaluate information. These competencies are built into the assessment criteria in many of the Unit Standards and the learner is required to do research projects and analyse information obtained for application to the work role.
  • Communicate effectively using visual, mathematics and language skills in the modes of oral and/or written presentations. These competencies are an integral part of all the Unit Standards and are built into the Assessment Criteria.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in that references are made wherever applicable to the learner`s part in the big picture and how his/her actions have implications up and down the line and especially for the work-seekers with whom she/he is working, as well as for the skills development programmes designed and recommended to work-seekers.

    In addition, this Qualification contributes to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make the individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively in order to become an informed Employment and Skills Development practitioner.
  • Being culturally and aesthetically sensitive across a range of social contexts in dealing with diverse people in the workplace including customers, co-workers and people who are surveyed, interviewed and assisted in employment and skills development. The inclusion of an additional official South African language further supports this outcome.

    Integrated Assessment:
  • Assessors and moderators should develop and conduct their own integrated assessment by making use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
  • Unit Standards associated with the Qualification must be used to assess Specific and Critical Cross-Field Outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflective competencies.
  • Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Assessment should focus in an integrated way on determining the competence of the learner in terms of the overall purpose and title of this Qualification. Where assessment of the overall purpose is impractical, focus should be placed on each Specific Outcome, or groups of Specific Outcomes.
  • Evidence must be gathered across the entire range of competencies in the constituent Unit Standards of the Qualification. Assessment activities should be done in real workplace situations, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to display the competencies to the real work situation.
  • All assessments should be conducted in line with the following well-documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent as defined below:

    Principles of assessment:
  • Appropriateness:
    The method of assessment is suited to the performance being assessed.
  • Fairness:
    The method of assessment does not present any artificial barriers to achievement.
  • Manageability:
    The methods used make for easily-arranged, cost-effective assessments that do not unduly interfere with learning.
  • Integration into work or learning:
    Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Validity:
    The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.
  • Direct:
    The activities in the assessment mirror the conditions of actual performance as closely as possible
  • Authenticity:
    The assessor is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient:
    The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic:
    Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open:
    Learners can contribute to the planning and accumulation of evidence. Learners understand the assessment process and the criteria that apply.
  • Consistent:
    The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors. 
    		•

    INTERNATIONAL COMPARABILITY 
    Due to the unique nature of the South African Labour Market, and the context-specific role of the Employment Service Practitioner in that Labour Market, it is difficult to benchmark this Qualification to international Qualifications. In addition, this Qualification is not aimed at specialising in a narrow field, but addresses the range of knowledge and skills required in what is a broad institutional role.

    However some Qualifications and Unit Standards from New Zealand have been identified as having some comparability to specific focus fields within the proposed National Certificate for Local Employment and Skills Development Practices. These are:
  • National Certificate in Employment Skills (NZQA) Level 1,
  • National Certificate in Career Practice (NZQA) (Level 3, Level 4 and Level 5)

    The complete Qualifications are not directly comparable, but rather individual Unit Standards within those Qualifications. Some of these are:
  • Assist client with career information and support in response to inquiries
  • Listen to gain information in an interactive situation
  • Assist clients to develop job seeking strategies
  • Facilitate placement of individuals into education or training
  • Set up a career display and information area
  • Apply the principles and processes of community development
  • Identify support services and resources within the community
  • Demonstrate knowledge of equal employment opportunities, and describe strategies for positive action
  • Demonstrate knowledge of one-to-one negotiation
  • Provide guidance for individual adult trainees
  • Develop and maintain links, partnerships, and networks in the career industry and community
  • Provide information on career development and education for a target group. 
    		•

    ARTICULATION OPTIONS 
    The articulation possibilities of this Qualification are many due to the wide range of competencies included in it. This Qualification articulates horizontally with the following Qualifications at NQF level 4:
  • The National Certificate in Human Resource Management: NQF Level 4
  • The National Certificate in Labour Recruitment Consultancy: NQF Level 4
  • The National Certificate in Customer Management: NQF Level 4
  • The National Certificate in Generic Project Management: NQF Level 4
  • The National Certificate in Occupation-Directed Education, Training and Development (ETD) Practice: NQF Level 4

    Vertical articulation upwards is possible with the following registered Qualification:
  • The National Diploma in Human Resource Management: NQF Level 5.

    Vertical articulation should be possible with any other Human Resource, Labour Relations and Labour Law Qualifications at NQF Level 5. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached on assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards, Exit level Outcomes and the integrated competencies described in the Qualification.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must be registered as an assessor with the Services Seta ETQA or an ETQA that has a memorandum of Understanding with the Services ETQA.

    Assessors should be in possession of a Human Resources or Labour related Qualification, or similar, at NQF Level 5.

    Assessors should have subject matter expertise in the Unit Standards, as well as an understanding of the context of the Qualification in order to carry out integrated assessment. 

    NOTES 
    This Qualification has been replaced by Qualification 57805, which is "National Certificate: Public Sector Employment and Skills Development Practices ", Level 5, 160 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  14534  Apply knowledge of community issues in relation to development projects  Level 3  NQF Level 03  4 
    Core  9931  Advise and refer learners  Level 4  NQF Level 04  6 
    Core  14548  Advise customers on the roles and functions of the institutions participating in skills development  Level 4  NQF Level 04  4 
    Core  14550  Advise on the management of a skills development programme  Level 4  NQF Level 04  6 
    Core  14551  Analyse the skills development legislation and apply it in the workplace  Level 4  NQF Level 04  4 
    Core  14536  Apply an understanding of the characteristics of the South African Labour Market  Level 4  NQF Level 04  4 
    Core  9940  Conduct elementary field research in education, training and development or occupation  Level 4  NQF Level 04  8 
    Core  14552  Contract service providers  Level 4  NQF Level 04  3 
    Core  8612  Demonstrate an understanding of societal values and ethics  Level 4  NQF Level 04  4 
    Core  14538  Evaluate a training proposal  Level 4  NQF Level 04  8 
    Core  10025  Handle a range of customer complaints  Level 4  NQF Level 04  4 
    Core  10021  Instil in myself a personal marketing culture  Level 4  NQF Level 04  4 
    Core  10024  Liaise with a range of customers of a business  Level 4  NQF Level 04  4 
    Core  10143  Monitor, evaluate and communicate project schedules  Level 4  NQF Level 04  4 
    Core  14549  Network locally  Level 4  NQF Level 04  5 
    Core  10136  Plan, organise and support project meetings and workshops  Level 4  NQF Level 04  4 
    Core  10978  Recruit and select candidates to fill defined positions  Level 4  NQF Level 04  10 
    Core  9242  Analyse external factors influencing people who have special needs  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  13648  Apply appropriate social protocols in the workplace and community  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03  5 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04  5 
    Fundamental  12417  Measure, estimate & calculate physical quantities & explore, critique & prove geometrical relationships in 2 and 3 dimensional space in the life and workplace of adult with increasing responsibilities  Level 4  NQF Level 04  4 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  12153  Use the writing process to compose texts required in the business environment  Level 4  NQF Level 04  5 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  13929  Co-ordinate meetings, minor events and travel arrangements  Level 3  NQF Level 03  3 
    Elective  13937  Monitor and control office supplies  Level 3  NQF Level 03  2 
    Elective  13934  Plan and prepare meeting communications  Level 3  NQF Level 03  4 
    Elective  10150  Provide assistance in implementing and assuring project work is conducted in accordance with the project quality plan  Level 3  NQF Level 03  6 
    Elective  13941  Apply the budget function in a business unit  Level 4  NQF Level 04  5 
    Elective  13953  Apply the principles of situational leadership to a business unit  Level 4  NQF Level 04  5 
    Elective  13952  Demonstrate basic understanding of the Primary labour legislation that impacts on a business unit  Level 4  NQF Level 04  8 
    Elective  10031  Edit, Code and Capture data  Level 4  NQF Level 04  5 
    Elective  10388  Interpret basic financial statements  Level 4  NQF Level 04  3 
    Elective  8559  Plan and conduct research  Level 4  NQF Level 04  6 
    Elective  7886  Develop and implement a business plan  Level 5  NQF Level 05  8 
    Elective  7883  Manage workplace relations  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  10055  Present data to stakeholders  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  10146  Supervise a project team of a developmental project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  7859  Lead and manage teams of people  Level 6  Level TBA: Pre-2009 was L6  6 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.