Facilitator and Trainer Accredited Course

Qualifying as a Facilitator (also known as Train the Trainer)

Purpose of this Facilitator Course

This facilitation training course will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.

Who should attend this facilitator course?

Lecturers, teachers and facilitators currently facilitating but not certified and/or registered.
Any person with the intention to become a certified facilitator.
Certified Assessors and/or Moderators with an interest in facilitation.
Sales and marketing personnel.
HR and HRD practitioners.

For booking visit coursesdirect.co.za online.

What is the entry requirements?

Numeracy and Literacy Skills on NQF 4 Level
Basic English Communication Skills on NQF Level 4

The broad learning objective of this course is to develop the awareness, knowledge, skills and attitudes of participants needed to deliver professional facilitation. This course will ensure any facilitator learns how to present a lesson or a training facilitation in a highly professional, entertaining, dynamic, impactful and interactive manner. This course is designed so that the participants understand the theory of good communication prior to preparing, delivering and evaluating facilitation within a stimulated context. The course is divided between what good communication is, how to prepare an effective facilitation, and delivering it so that you have a persuasive audience impact.

TrainYouCan Accredited Training Network generic Facilitator training course will equip learners with the required knowledge and skills to facilitate learning using a variety of given methodologies in their field of expertise. The Facilitator training course will help you better understand the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices.

The Facilitator has to determine the needs of the learners, possible learning barriers, previous learning experience, different learning styles, etc. It is also the responsibility of the Facilitator to ensure that the learning methods selected are appropriate for the learning outcomes to be achieved. Facilitation must promote open interaction and ensure that learners have an active role in their own learning. Facilitation must enable learners to draw from their own experience in their working environment and apply the concepts for themselves. The responsibility of the Facilitator is great and thus they need to meet a high standard of criteria.

Educators and trainers are increasingly using online resources and interaction to support learning across blended and online courses. The shift online emphasises the importance of sound online facilitation skills to facilitate engaged participants in debate, group work and shared knowledge construction across a range of online conversational spaces.

Trained online facilitators are also able to make good choices about the use of online communication when designing learning activities. Facilitating Online provides opportunities for educational technologists, educators and trainers to develop the necessary orientation to become an effective online facilitator. Several past participants have reported that Facilitating Online unlocked new employment opportunities for them.

Is there work for Facilitators?

Yes, in all industries!
Options may include: A work related area / client service / health and safety / leadership/sales / management / finance / legal / hospitality/ life skills / HIV / Aids / gender based study areas / advocacy / ethics /personal growth / goal setting / spiritual / entrepreneurship / animals / volunteerism / wildlife / guiding / community gardening / food security / team building / make up / dressing professionally / food / cooking / a trade, etc.)

Facilitating Online provides a solid foundation for facilitating online events and courses.

Outline for the Facilitator Training Course :

Lesson 1: Plan and Prepare for facilitation

Analysis of learer and learning needs
Plans cater for needs of learners and stakeholders
Resources, locations, and personnel are arranged to suit intended delivery
Learning material preparation
Learning material content
Facilitation methods
Facilitation process
Learning environment
Review criteria

Lesson 2: Facilitate learning

Learning facilitated in a coherent manner
Learning environment and facilitation approach promotes open interaction
Development of concepts through participation
Groups managed in line with facilitation principles
Questioning techniques consistency
Monitoring learner progress

Lesson 3: Evaluate learning and facilitation

Learner and stakeholder feedback on facilitated learning
Strength and weaknesses of the planning, preparation and facilitating of learning
Review and recommendation

Unit Standard Alignment:

US 117871, Facilitate learning using variety of given methodologies, NQF 5, 10 credits

Trainer ETDP SETA Accredited Course

Qualifying as a Facilitator (also known as Train the Trainer)

Facilitating Online provides a solid foundation for facilitating online events and courses.

For booking visit coursesdirect.co.za online.

Is there work for Facilitators?

Purpose of this Facilitator Course

Who should attend this facilitator course?

Lecturers, teachers and facilitators currently facilitating but not certified and/or registered.
Any person with the intention to become a certified facilitator.
Certified Assessors and/or Moderators with an interest in facilitation.
Sales and marketing personnel.
HR and HRD practitioners.

What is the entry requirements?

Numeracy and Literacy Skills on NQF 4 Level
Basic English Communication Skills on NQF Level 4

Outline for the Facilitator Training Course :

Lesson 1: Plan and Prepare for facilitation

Analysis of learer and learning needs
Plans cater for needs of learners and stakeholders
Resources, locations, and personnel are arranged to suit intended delivery
Learning material preparation
Learning material content
Facilitation methods
Facilitation process
Learning environment
Review criteria

Lesson 2: Facilitate learning

Learning facilitated in a coherent manner
Learning environment and facilitation approach promotes open interaction
Development of concepts through participation
Groups managed in line with facilitation principles
Questioning techniques consistency
Monitoring learner progress

Lesson 3: Evaluate learning and facilitation

Learner and stakeholder feedback on facilitated learning
Strength and weaknesses of the planning, preparation and facilitating of learning
Review and recommendation

Unit Standard Alignment:

US 117871, Facilitate learning using variety of given methodologies, NQF 5, 10 credits

Train the Trainer Accredited Course

Qualifying as a Facilitator (also known as Train the Trainer)

Facilitating Online provides a solid foundation for facilitating online events and courses.

Purpose of this Facilitator Course

Who should attend this facilitator course?

Lecturers, teachers and facilitators currently facilitating but not certified and/or registered.
Any person with the intention to become a certified facilitator.
Certified Assessors and/or Moderators with an interest in facilitation.
Sales and marketing personnel.
HR and HRD practitioners.

What is the entry requirements?

Numeracy and Literacy Skills on NQF 4 Level
Basic English Communication Skills on NQF Level 4

Is there work for Facilitators?

For booking visit coursesdirect.co.za online.

Outline for the Facilitator Training Course :

Lesson 1: Plan and Prepare for facilitation

Analysis of learer and learning needs
Plans cater for needs of learners and stakeholders
Resources, locations, and personnel are arranged to suit intended delivery
Learning material preparation
Learning material content
Facilitation methods
Facilitation process
Learning environment
Review criteria

Lesson 2: Facilitate learning

Learning facilitated in a coherent manner
Learning environment and facilitation approach promotes open interaction
Development of concepts through participation
Groups managed in line with facilitation principles
Questioning techniques consistency
Monitoring learner progress

Lesson 3: Evaluate learning and facilitation

Learner and stakeholder feedback on facilitated learning
Strength and weaknesses of the planning, preparation and facilitating of learning
Review and recommendation

Unit Standard Alignment:

US 117871, Facilitate learning using variety of given methodologies, NQF 5, 10 credits

117871 Facilitate learning using a variety of given methodologies

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Facilitate learning using a variety of given methodologies

SAQA US ID	UNIT STANDARD TITLE
117871	Facilitate learning using a variety of given methodologies
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
–
FIELD			SUBFIELD
Field 05 – Education, Training and Development			Adult Learning
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	10
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Reregistered		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

PURPOSE OF THE UNIT STANDARD

This unit standard will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. 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.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training.

UNIT STANDARD RANGE

1. 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 not longer be operating consciously with such rules.
2. 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.
3. 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 Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Plan and prepare for facilitation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

ASSESSMENT CRITERION RANGE

Stakeholders may include but are not limited to – learners, trainer, colleagues, supervisors, management, quality assurance staff, health and safety staff.

ASSESSMENT CRITERION 2

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.

ASSESSMENT CRITERION 3

Resources, locations, and personnel are arranged to suit intended delivery.

ASSESSMENT CRITERION 4

Learning material is prepared to suit the purpose of the facilitated activities and the agreed outcomes.

ASSESSMENT CRITERION RANGE

Learning material could include notes, diagrams, worksheets, audio and visual aids and models

ASSESSMENT CRITERION 5

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.

ASSESSMENT CRITERION 6

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.

ASSESSMENT CRITERION 7

The learning environment is arranged to meet organisational and legislative requirements for safety and accessibility.

ASSESSMENT CRITERION 8

Review criteria are established and documented in accordance with organisation policies and procedures.

SPECIFIC OUTCOME 2

Facilitate learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Learning is facilitated in a coherent manner using appropriate methodologies in line with established principles associated with selected methodologies.

ASSESSMENT CRITERION 2

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.

ASSESSMENT CRITERION 3

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.

ASSESSMENT CRITERION 4

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.

ASSESSMENT CRITERION 5

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.

ASSESSMENT CRITERION 6

Questioning techniques are consistent with the facilitation approach, promote learner involvement and contribute towards the achievement of learning outcomes.

ASSESSMENT CRITERION 7

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

ASSESSMENT CRITERION 1

Learner and stakeholder feedback on facilitated learning is sought and critically analysed against review criteria.

ASSESSMENT CRITERION 2

The review reveals strengths and weaknesses of the planning, preparation and facilitation of learning.

ASSESSMENT CRITERION 3

Review includes useful recommendations for improvement in future interventions, including the possibility of remedial actions.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Assessors for this unit standard must be registered with the relevant ETQA.

2. Providers of learning towards this unit standard must be accredited through the relevant ETQA by SAQA.

3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

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.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Solve problems – dealing with issues of diversity and potential conflict in learning situations, including different rates of progression for different learners and cultural and linguistic diversity; Identifying the limitations of particular methodologies or activities and developing alternative ways of dealing with these.

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams – this outcome will be demonstrated by:

Interacting with learners in a manner which promotes effective learning; and
Identifying team roles to plan own participation

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one’s activities responsibly and effectively – this outcome will be demonstrated through the general and specific activities related to planning and organising the facilitation sessions.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information – this outcome will be demonstrated when candidates analyse information on learner needs in order to plan appropriate facilitation sessions.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills — this outcome will be demonstrated by:

Ensuring the learner clearly understands the role he/she is to play and what is expected of him/her; and
Being culturally sensitive when communicating.

117871 Facilitator Training

117871 Facilitate learning using a variety of given methodologies

Facilitator Training Course

PURPOSE OF THE UNIT STANDARD
This unit standard will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. 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.

Facilitator Training Course

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training.

UNIT STANDARD RANGE
1. 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 not longer be operating consciously with such rules.
2. 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.
3. 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.

Facilitator Training Course

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Plan and prepare for facilitation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
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.
ASSESSMENT CRITERION RANGE
Stakeholders may include but are not limited to – learners, trainer, colleagues, supervisors, management, quality assurance staff, health and safety staff.

ASSESSMENT CRITERION 2
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.

ASSESSMENT CRITERION 3
Resources, locations, and personnel are arranged to suit intended delivery.

ASSESSMENT CRITERION 4
Learning material is prepared to suit the purpose of the facilitated activities and the agreed outcomes.
ASSESSMENT CRITERION RANGE
Learning material could include notes, diagrams, worksheets, audio and visual aids and models

ASSESSMENT CRITERION 5
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.

ASSESSMENT CRITERION 6
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.

ASSESSMENT CRITERION 7
The learning environment is arranged to meet organisational and legislative requirements for safety and accessibility.

ASSESSMENT CRITERION 8
Review criteria are established and documented in accordance with organisation policies and procedures.

SPECIFIC OUTCOME 2
Facilitate learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Learning is facilitated in a coherent manner using appropriate methodologies in line with established principles associated with selected methodologies.

ASSESSMENT CRITERION 2
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.

ASSESSMENT CRITERION 3
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.

ASSESSMENT CRITERION 4
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.

ASSESSMENT CRITERION 5
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.

ASSESSMENT CRITERION 6
Questioning techniques are consistent with the facilitation approach, promote learner involvement and contribute towards the achievement of learning outcomes.

ASSESSMENT CRITERION 7
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

ASSESSMENT CRITERION 1
Learner and stakeholder feedback on facilitated learning is sought and critically analysed against review criteria.

ASSESSMENT CRITERION 2
The review reveals strengths and weaknesses of the planning, preparation and facilitation of learning.

ASSESSMENT CRITERION 3
Review includes useful recommendations for improvement in future interventions, including the possibility of remedial actions.

Facilitator Training Course

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Assessors for this unit standard must be registered with the relevant ETQA.

2. Providers of learning towards this unit standard must be accredited through the relevant ETQA by SAQA.

3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
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.

Facilitator Training Course

117871 Train the Trainer Course

ABOUT THIS COURSE

TRAINYOUCAN (ETDP SETA) Accredited Training Network and its members is committed to follow all the ETQA requirements as stipulated by SAQA.

Train the Trainer Training Course also known as Facilitator Training is aimed to accredit you as the Trainer or Facilitator to be SETA certified that is also nationally and internationally recognised by most countries. During the Train the Trainer Training Course or Facilitator Training individuals will deal with OBE and adult learning principles. Train the Trainer Training course or Facilitator Course can open possibilities for individuals to become training freelancers or add certified skills to your resume. Invest in your future and attend our Train the Trainer training course also knows as Facilitator training course today.

COURSE SUMMARY

People credited with this unit standard are able to:
-Plan and prepare for facilitation;
-Facilitate learning; and
-Evaluate learning and facilitation.
Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa, Department of Labour and Microsoft Certified courses.
Success rate of learner: Currently we have a very high success rate due to the “one-price-policy” that include additional support at no additional cost.

Note: Any person who wants to offer their services as an accredited individual, company or a training provider can only do so with a valid SOR (Statement of Results) from the ETDP SETA. No other document/certificate can be used, even if it reflects the same unit standard.

ENROLLMENT REQUIREMENTS

The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
Recommended 14 days workplace experience in training or facilitation. (part time or full time)
Basic communication skills (English = reading and writing skills on a NQF level 4 (Metric Level))
Able to attend the contact session and any of our workshops offered.
Access to email and where possible to the internet for research.

BOOKINGS

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

WHO SHOULD ATTEND THIS COURSE

WHO SHOULD ATTEND the TRAIN THE TRAINER or FACILITATORS course.

- Training Managers
- Become an Accredited Trainer
- Become and Accredited Facilitator
- Freelance Trainers
- People who want to work with the SETA’s
- People who want to open their own Training Companies
- People who want to train or facilitate learners on unit standards.
- People who want to train or facilitate learners on qualifications.
- Training Companies who want to be Accredited with the SETA.
- People who want to work with outcome based education.
- Mentors & Coaches
- Training Providers or newly registered Training Providers
- Accredited and NON-Accredited Employee/Training Providers
- Lecturers at Technicons, Private Colleges or Universities.
- HR Personnel
- Managers who need to do presentations
- Managers who need to train their staff
- Course Designers
- Persons with no formal presenting/facilitating training that needs to do presentations/training
- Sales personnel who need to train their clients
- Learning material developers looking to enhance their programmes
- Department of Labour approved Safety Reps/First Aid Trainer as part of their entry level requirements
- Microsoft Certified Trainers as part of their entry level requirements
- Learners studying towards their ETDP Qualification
- People who want to work internationally, as my countries accept this certificate in Africa and internationally.

BONUS DISCUSSIONS

BONUS DISCUSSIONS AND HANDOUTS DURING THIS COURSE

As a valued customer the following is included as standard practices in TRAINYOUCAN induction of accredited course, namely:

Detailed induction of the SETA, SAQA, NQF and Credits.
Detailed explanation on the types of accreditation found, namely individual, training provider and programme accreditation.
Difference between unit standards and qualifications with detailed explanation.
FREE templates and resources on this topic, ready to be downloaded to use from our members forum.
FREE resources on compiling your personal CV and registration with the SETA for Assessors and Moderators.
Learners will create during the contact session their own Training Checklist, Training Venue Checklist and Training Evaluation, ready to be used in the workplace.
Two complete learning programmes, namely “Fire Fighting” will be provided to each learner in the class to assist them with their presentations. We provide you will all the documents and templates required.

JOB OPPORTUNITIES

The following types of JOB opportunities exist in the Educational Industry;
Qualified Trainers and Assessors who offer their services as FREELANCERS. (People who are contracted-in by companies to perform training functions).
Permanent employment opportunities for individuals with Training Providers as qualified Trainers, Assessors and Training Administrators.
Appointed Training Managers in Corporate Companies.
Lecturers at both public and private colleges.
Microsoft Certified and Department of Labour Special Projects (Qualified Trainer Certificate as entry level requirement)
Developers of course material for both short and NQF aligned courses.
International JOB opportunities in the Education Field, based on the Outcomes Based Education or Common Core principles.
SETA Project Managers, both internally and externally.
HR related vacancies – becoming industry requirement with recruitment agencies.
Industry specialist who want a change in career.
Individuals who retire and want to generate additional income in their spare time.
Self motivated individuals who offer part time courses on weekends or in their spare time.