What is the purpose of the Skills Development Act?

What is the purpose of the Skills Development Act?

  • The short supply of skilled staff is a serious obstacle to the competitiveness of industry in South Africa. The
  • Skills Development Act of 1998 aims to:
  • Develop skills for the South African work force;
  • Increase investment in education and training, and improve return on investments in those areas
  • Encourage employers to promote skills development by using the workplace as an active learning environment;
  • Encourage workers to participate in learnership and other training programmes;
  • Improve employment prospects by redressing previous disadvantages through training and education;
  • Ensure the quality of education and training in and for the workplace, and
  • Assist with the placement of first time work-seekers


What is the aim of the skills development levy?

What is the aim of the skills development levy?

The levy grant scheme, legislated through the Skills Development Levies Act, 1999, serves to fund the skills development initiative in the country. The intention is to encourage a planned and structured approach to learning, and to increase employment prospects for work seekers. Participating fully in the scheme will allow you benefit from incentives and to reap the benefits of a better skilled and more productive workforce.

What is the purpose of a Workplace Skills Plan – WSP?

What is the purpose of a Workplace Skills Plan WSP?
The Workplace Skills Plan serves to structure the type and amount of training for the year ahead, and is based on the skills needs of the organisation. A good WSP should consider current and future needs, taking into account gaps identified through a skills audit, the performance management system, succession planning initiatives, and any new process or technology changes planned for the year.

Management discusses the company’s goals with employees who in turn commit to the process of achieving these goals. Management gets the opportunity to discover talent as well as skills that they did know that they had.

SDF Course: Skills Development Facilitator

Policy on Accreditation of Skills Development Providers


  • Accreditation
  • Accreditation scope
  • Amendment of scope
  • Assessment
  • Assessment Quality Partner (AQP)
  • Institutional Audit
  • Extension of Scope
  • Formative Assessment
  • Internal Assessment
  • Occupational Qualification

Official approval awarded to a Skills Development Provider that meets the minimum quality standards by QCTO to offer qualification registered on the OQSF

The list of occupational qualifications and part qualifications for which a SOP is accredited to provide learning and internal assessment.

This refers to reducing the number of qualifications in the accreditation scope of skills development provider

The process of collecting evidence of a learners’ achievement to measure and make judgments about the competence or non­ competence of specified occupational qualifications or part qualifications

A body delegated by the QCTO to manage and coordinate the external integrated summative assessments of specified NQF registered trades and occupational qualifications or part qualifications and part qualifications.

An improvement-ori entated, external evaluation of institutional arrangements for assuring quality in teaching and learning.

This refers to addition of qualifications in the accreditation scope of skills development provider

On-going assessments, reviews, and observations which would be a range of formal and informal assessment procedures applied during the learning process in order to modify teaching and learning activities and to improve learners’ attainment;

Final formal assessment conducted per module internally by an SOP which must be recorded for the issuing of a statement of results

Internal self-evaluations done by the provider to monitor its general performance on the training delivery and formative assessments

A qualification associated with a trade, occupation or profession, resulting from work-based learning, developed and quality assured under the auspices of the QCTO and consisting of the knowledge, practical skills and work experience

Occupational Qua­ lifications Learner Management System (OQLMS)

Skills Development Provider (SOP) standards and requires an external integrated summative assessment.

QCTO’s Learner Management System available to all providers in order to ensure standardised uploads of learner information and required quality assurance evidence, to assist the QCTO with on-line monitoring.

The OQLMS will be provided by the QCTO to each accredited SOP upon successful completion of the accreditation process. However, should the SOP not want to make use of the QCTO’s OQLMS, it will have to demonstrate the ability for learner information and quality assurance evidence to be uploaded from their own system into the QCTO’s MIS at the accreditation site visit. If not successful, the SOP would have to make use of the QCTO’s OQLMS.

A legal entity accredited by the QCTO to offer occupational qualifications or part qualifications registered on the Occupational Qualifications Sub Framework


The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of standards and qualifications within its sub-framework.

Accreditation of Skills Development Providers is an integral and critical component of the QCTO’s quality assurance system with regards to the provision of learning and internal assessments that prepares learners for External Integrated Summative Assessment (EISA).

Occupational qualifications or part qualifications comprise three components: knowledge/theory, practical skills and work experience. Each occupational qualification or part qualification has an associated occupational curriculum, downloadable from the QCTO website, to guide implementation.

Only Skills Development Providers accredited by the QCTO are authorised to deliver occupational qualifications and part qualifications registered on the OQSF.

  1. Purpose

    This policy outlines the accreditation of Skills Development Providers (SDPs) who wish to offer occupational qualifications and/or part qualifications that are registered on the Occupational Qualifications Sub-framework (OQSF).

  2. Legislative and regulatory framework

    This policy is informed by the following legislative documents and policies:

    1. National Qualifications Framework (NQF) Act 67 of 2008;
    2. Skills Development Act (SDA), (Act97 of 1998);
    3. Occupational Qualifications Sub-framework Policy (OQSF);
    4. Article 29(3) of the Constitution of the Republic of South Africa, 1996 (Act No. 1OB of 1996)
    1. RPL Policy
    2. Assessment Policy
    3. Approval of results Policy
    4. Guideline for e-assessment
    5. QCTO quality standards for qualifications and part qualifications registered on the OQSF
  1. Scope and Application

    This policy applies to legal entities that seek accreditation or SDPs already accredited as Skills Development Providers to offer occupational qualifications and/or part qualifications registered on the OQSF.

    This policy outlines the criteria and guidelines for the accreditation of skills development providers

    1. Once an SOP has been accredited by the QCTO, that accreditation status is not transferrable to another SOP or site.
    2. An accredited SOP may not offer qualifications or part qualifications for which it is accredited outside the borders of South Africa, unless there is a recognised agreement between the relevant authorities of the two countries.
  2. Fees payable

    The QCTO may charge for services, according to the Skills Development Act 97 of 1998 as amended.

    1. Accreditation application feesThe QCTO may charge an accreditation fee which covers the following:
      1. Processing and evaluation of SOP application for accreditation
      2. Site visit for Programme Delivery Readiness and

        c) Fees for accessing Occupational Qualification Learner Management Information System (OQLMS)

    2. Annual FeesAn annual fee will include the following:
      1. Once accredited, an annual accreditation fee will be payable by accredited Skills Development Providers to submit an annual evaluation in order to maintain their accreditation effective from the following year for the period of the accreditation.

      2. SDP professional development training

      3. Annual access to the OQMLS

      The fees charged by the QCTO will be determined by the Council from time to time.

  3. Responsibilities of accredited Skills Development Providers

      1. An accredited SOP must, in respect of the occupational qualification and/or part qualification for which it is accredited:
        1. Ensure that quality learner support materials aligned to the QCTO approved curriculum documents are available;
        2. provide and deliver occupational learning as specified in the relevant curriculum document irrespective of the mode of delivery
        3. have access to competent and sufficient human resources, financial and physical resources to provide learning and internal assessments relevant to the curriculum document;
        4. enrol learners for registered occupational qualifications and part qualifications in a format prescribed by the QCTO
        5. Record learner data on the OQLMS and upload relevant quality assurance evidence in the format requested by the QCTO.
    1. conduct relevant internal assessments per module as specified in the relevant curriculum document. of which the summative assessment must be recorded in the manner prescribed by the QCTO (all modules of the Knowledge, Practical and Workplace Components) in order for the Skills Development Provider to issue the Statement of Results. Thus the SOP will assess and record final results for the Knowledge and Practical modules, and enter the competencies achieved in the workplace (found in the curriculum document), as signed off by the supervisor or mentor.

    2. internally moderate at least 25% of the final internal assessments conducted;

    3. ensure the statements of results are issued to learners for modules completed for all three components

    4. assist and ensure that enrolled learners meet the entry requirements of the qualification, and record all formal results per module, in order for the learner to gain admission to the External Integrated Summative Assessment in accordance with QCTO requirements, as per the Assessment Policy;

    5. report on learner enrolments and performance in the form and manner required by the QCTO;

    6. adhere to all quality assurance requirements including monitoring and evaluation activities as prescribed by the QCTO;

      1. manage learner information and performance records in the format as prescribed by QCTO;

    1. renew accreditation with the QCTO in accordance with QCTO requirements.;

    2. ensure that the workplace experience requirement as per qualification (based on the competencies of the workplace component in the curriculum) and is evaluated on completion of the simulated or real workplace experience and recorded on the OQLMS

    3. ensure that learners are exposed to some form of workplace simulated or real experience and collaborate with workplaces ( learner placement)

  4. Responsibilities of the QCTO

    1. The QCTO will evaluate and verify the information on the SDP’s application for accreditation;
    2. The QCTO will make a decision as to whether to accredit the SOP or not;
        1. The turnaround time to accredit SDPs will be:
          • An average of 90 working days after receiving the application for occupational qualifications (excluding the fees process);
          • An average of 40 working days after receiving the application for recorded trades and NATED report 190/1 (N4 – N6 programmes) Part Qualifications.
        1. The QCTO will place on its website criteria and guidelines for the accreditation of Skills Development Providers;
        2. The QCTO will maintain and make available from the website a database of accredited Skills Development Providers;
        3. If accreditation is withdrawn, the QCTO will inform the SOP. The details of the de­ accredited SOP will not be removed but will be reflected as a de-accredited SOP on the QCTO database.
        4. The QCTO must ensure that Skills Development Providers have access to the OQLMS, or a successful alternative LMS that complies with QCTO requirements.
  5. Accreditation requirements for Skills Development Providers

    The QCTO will accredit an entity or institution as an SOP for a specific occupational qualification or part qualification provided the following requirements are complied with. The Application Form and process outlined on the QCTO’s website must be followed when applying for application. During Phase 1 the QCTO will conduct a desktop evaluation based on the application form and institutional data and submitted. The institutional data will be stored safely in QCTO archives

    1. Institutional compliance criteria (Phase 1 desktop evaluation):
      1. be a juristic person registered or established in terms of South African law;
        1. have a valid tax clearance certificate issued by the South African Revenue Service, if applicable;

        2. prove financial sustainability to offer training services;

        3. have sufficient human resources to perform the functions of an SOP;

        4. have a learner support policy, assessment policy as well as occupational health and safety policy; and

        5. demonstrate that it has administrative resources for managing learner information.

    2. Programme delivery readiness criteria (Phase 2 verification visit):

      1. provide evidence of suitably qualified personnel to facilitate learning and formative assessments as specified in the curriculum;

        1. be in possession of or have access to the required physical resources required as reflected in curriculum document of the occupational qualification or part qualification as to where training/facilitation will take place;

        2. provide evidence of learning material, internal assessment guidelines ; as well as internal moderation guidelines for the delivery of knowledge and practical components for the occupational qualification or part qualification applied for;

        3. have a learner placement strategy in relation to the programme/s of the occupational qualification or part qualification applied for;

        4. provide evidence of compliance with relevant standards for occupational health and safety for the occupational qualification or part qualification applied for as applicable; and

        1. provide evidence of systems to manage learning and track learner performance;

        2. have an RPL Policy aligned to QCTO’s RPL Policy

  6. Different modes of delivery

    The advent of educational technologies has brought about profound change in how education is delivered. One of the advantages of using technology is that it has great opportunity to expand access, it increases openness and flexibility thereby making it possible to attract and retain a broader range of learners. The QCTO is cognisant of the above hence SDPs are accredited to deliver occupational qualifications either via face to face contact mode or via a blended mode of delivery with contact and distance delivery. However, there are specific additional delivery requirements for the blended mode of delivery stipulated as stipulated in the elearning Policy and Guidelines.

    The QCTO also acknowledges the trend of mobility of training or provisioning. Should an accredited SOP wish to provide training at another venue, e.g. workplace, the SOP must inform the QCTO thereof in writing at least 1 month prior to such event taking place, providing institution name and address, and submit a valid OHS Report prior to training learners there. Written permission by the QCTO must be provided prior to such training. Should this process not be followed, the accredited SOP will be de-accredited with immediate effect.

    During the accreditation application phase the SOP will compile and submit his/her delivery strategy so that the site visit verification be accommodated accordingly.

  7. Misrepresentation of information

SDPs have a responsibility to provide accurate information to the QCTO and the general public. Information such as correct accreditation details, offering qualifications the SOP is accredited for. Any misrepresentation will be regarded as an offence and will lead to the following:

  • De-accreditation of the SDP

  • Suspension of accreditation for a certain period

  • Be reported to the Minister of Higher Education and Training

  1. Duration of accreditation
    1. Accreditation of the SOP, as an institutiton, is valid:
      1. For as long as the SOP complies with the quality standards of the QCTO; the registration period of the qualification and adheres to the accreditation criteria, subject to successful annual self-assessments and QCTO monitoring; or
      2. until the SOP is de-accredited in terms of Section 12 of this policy.
      3. in cases where a QCTO accredited SOP has not enrolled and exited learners on an occupational qualification for a period of three years, the SOP will be de­ accredited and be removed from the QCTO list of accredited SOPs.
  2. Change of scope for accreditation
    1. Extension and amendment of scope of accreditationThe scope of accreditation entails the increase or decrease in the number of occupational qualifications or part qualifications accredited for. Change of address is deemed an important amendment, and an accreditation application in this regard must be made to the QCTO prior to the change of address taking effect.
    2. The QCTO may award an extension of scope to a SOP if the institutional compliance requirements as stipulated under 7.1 are met, and the SOP also meets the programme delivery readiness requirements of accreditation for the occupational qualification or part qualification applied for as stipulated under 7.2. The QCTO may amend the scope of accreditation awarded to the SOP based on the monitoring visits to the SOP that prove failure to comply or a request from the SOP to remove occupational qualifications or part qualifications from its scope of accreditation;
    3. In all cases of a change of scope of an SOP, the SOP will inform the QCTO thereof;
    4. The QCTO will extend the scope of accreditation of an SOP to a maximum of six qualifications including part qualifications. During this period the SOP must prove

its dedication to skills development by enrolling and exiting learners at relevant intervals.

  1. Withdrawal of accreditation of Skills Development Providers

    1. Accreditation of an SDP may be withdrawn by the QCTO based on monitoring visits reports where the SDP was found to be noncompliant to the QCTO policy requirements or any misconduct which provides reasonable grounds for such withdrawal.Reasonable grounds may include, but are not limited to:
      1. failure to comply with specified accreditation criteria and policy requirements;
      2. inability of the SDP to perform its functions adequately;
      3. failure to conduct training over the stipulated period without reasonable grounds to do that;
      4. failure or refusal to comply with the QCTO reporting requirements including but not limited to:
        1. inaccurate statements of results;
        2. poor record keeping;
        3. poor internal moderation; and
        4. poor throughput rate or learner achievementsUpon audit findings, the QCTO may at its discretion reduce the scope of accreditation or rescind the accreditation awarded.
    2. If the SDP fails to renew its accreditation well before it expires, the SDP will be declared unaccredited and will stop operating on the expiry date showing on the accreditation letter/certificate. The SDP will have to re-lodge the accreditation request in a normal way done by any applicant applying for accreditation.
    3. The SOP may appeal the decision to withdraw accreditation as per section 12 of this policy.
  2. Handling disputes and appeals

    1. In the event of a dispute arising between the QCTO and the SOP, all parties must endeavour to negotiate in good faith with a view to settling the dispute amicably.
    2. The aggrieved SOP must notify the QCTO in writing within 7 working days of an accreditation decision dispute. The aggrieved should forward the letter to the CEO of the QCTO.
    3. If the negotiations fail, the dispute must be referred to the QCTO Appeals Committee of Council for resolution.
  3. Monitoring of SOP Performance

    1. The QCTO will monitor SOPs for compliance and performance in terms of this policy and conduct site visits at any time within a five year cycle;
    2. conduct an audit of an SOP’s performance in a five year cycle or when the public raised concerns about the provider; and
    3. a collaboration of monitoring SDPs with SETAs as quality partners will continue until the process of transitioning quality assurance from them to QCTO is completed.
  4. Re-accreditation of SDPs

    1. At the beginning of the final year of accreditation an SOP must apply for re­ accreditation if so required. Failure to renew accreditation will result in the accreditation lapsing and the SOP will be de-accredited
    2. QCTO will conduct a performance audit prior to awarding the re-accreditation.
  5. Collaboration with Professional Bodies and SETAs

    The QCTO is mandated to accredit SDPs for occupational qualifications on its Sub­ Framework. The QCTO recognises the role of Professional Bodies in ensuring quality education and training in their respective industries. Whilst the SETAs are

    currently QCTO quality assurance partners and have direct links with their industries for skills planning and workplaces, the QCTO is embarking on working very closely with them in transitioning the landscape to the QCTO.

  6. Quality Assurance and Monitoring of Policy Implementation

    1. The effectiveness of the policy on the accreditation of skills development providers for all qualifications on the OQSF shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures;
    2. Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst QCTO accredited SDPs;
    3. In cases where the QCTO appointed an Accrediting Agency to manage the accreditation of SDPs for a particular cohort of occupational qualifications the Accreditation Agency will sign a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model of accreditation, stating conditions and requirements to be met during the period of appointment;
    4. In addition, the QCTO has a standardised data reporting template which must be completed and submitted quarterly. This provides specified quantitative data to the QCTO;
    5. Each year the Skills Development Provider must also complete and submit a qualitative report, which serves the dual purpose of a self-evaluation, assisting the


      QCTO and Assessment Partner in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review;

    6. The quality standards set by professional bodies for their occupations will be upheld and recognised as part of the overall quality assurance of the Skills Development Provider accreditation quality assurance process;
    7. All SDPs will be monitored and evaluated against QCTO approved quality standards.
  7. Registration of Skills Development Providers (SDPs) by the Department of Higher Education and Training (DHET)

In terms of Article 29(3) of the Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996):

“Everyone has the right to establish and maintain, at their own expense, independent educational institutions that are registered with the state”.

This means that the Skills Development Providers must be registered with the state, in this case, the Department of Higher Education and Training (DHET) and maintain standards that are comparable to public educational institutions.

Therefor . in terms of this policy and Communique 1 of 2016 Skills Development Providers (SDPs) will apply to be accredited for their occupational qualifications of choice by the QCTO and also apply to be registered by the Department of Higher Education and Training in order to meet the state requirements.

What are skills

Skill is a term that encompasses the knowledge, competencies and abilities to perform operational tasks. Skills are developed through life and work experiences and they can also be learned through study. There are different types of skills and some may be easier to access for some people than others, based on things like dexterity, physical abilities and intelligence.

Skills can also be measured, and levels determined by skill tests. Most jobs require multiple skills, and likewise, some skills will be more useful for certain professions than others.

Examples of Skills

Skills are the expertise or talent needed in order to do a job or task. Job skills allow you to do a particular job and life skills help you through everyday tasks. There are many different types of skills that can help you succeed at all aspects of your life whether it’s school, work, or even a sport or hobby.

Skills are what makes you confident and independent in life and are essential for success. It might take determination and practice, but almost any skill can be learned or improved. Set yourself realistic expectations and goals, get organized and get learning.

A skill is the learned ability to perform an action with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be used only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.

A skill may be called an art when it represents a body of knowledge or branch of learning, as in the art of medicine or the art of war.[1] Although the arts are also skills, there are many skills that form an art but have no connection to the fine arts. A practice is when the learned skill is put into practice. An art or skill may be the basis for a profession, trade, or craft.

What Is a Skill Set?

A skill set is the combination of knowledge, personal qualities, and abilities that you’ve developed through your life and work. It typically combines two types of skills: soft skills and hard skills.

Soft skills are interpersonal or people skills. They are somewhat difficult to quantify and relate to someone’s personality and ability to work with others. This in-demand skill set includes good communication, listening, attention to detail, critical thinking, empathy, and conflict resolution abilities, among other skills.

Hard skills are quantifiable and teachable. They include the specific technical knowledge and abilities required for a job. Examples of hard skills include computer programming, accounting, mathematics, and data analysis.

How Skill Sets Work

In the workplace, you typically use a range of skills on a given day. Some of these skills are job-specific. For example, hairstylists will use their knowledge of hair-coloring techniques and payroll clerks will use their accounting software skills. You might learn these skills by going to school or through training with an experienced mentor.

You might also use hard skills that aren’t job-specific. For example, you might use your written communication skills to craft an email to follow-up on an important project. You might use your verbal communication skills to present a project idea to a manager.

You might also use soft skills you’ve developed through your work experience, school, and volunteer roles. They might include problem-solving or resolving a conflict with a customer.

Skills Development Facilitator Training Course

Skills Development Facilitator Training Course

This Skills Development Facilitator course will equip learners with the required knowledge and skills to identify training needs, draw up Work Place Skills Plans and Annual Training Reports. This course will give you a good comprehension of the National Qualifications Framework (NQF) and will help you to develop your skills and will be a good start in acquiring a variety of qualifications within the fields of Education Training and Development Practices and Human Resource Development.

This course is accredited with ETDP SETA upon successful completion of your Portfolio of Evidence (PoE) for Unit Standard 15221, 15217, 15218 and 15232.

Skills Development Facilitator Training Course

Understand the function of a Skills Development Facilitator

  • Facilitator
  • Understand the context of skills development in South Africa
  • Understand outcomes – based education and training
  • Understand the structures involved in skills development
  • Provide information and advise that is relevant to the need of an organisation
  • Context of a Learning needs analysis
  • Conducting an analysis
  • Identifying current and required skills
  • Establish learning requirements
  • Establish and agree skills priorities
  • Understand the context and requirements of a Workplace Skills plan
  • Creating a matrix for WSP information
  • Develop a Workplace Skills Plan
  • Develop an Annual Training report
  • Plan and organise a learning intervention
  • Coordinate Learning interventions
  • Review and report learning interventions
  • Collate and store data related to skills development
  • Provide information related to skills development data
  • Contribute to the improvement of systems and procedures related to the processing of data

Skills Development Facilitator Training Course

SDF Course also known as Skills Development Facilitator Course

Short name: SDF Training (Training needs, plans, budgets, legislation, WSP/ATR and motivation). Full description: 15232, 15217, 15218, 252041 Skills Development Facilitator or Facilitating Skills Development in an Organisation. SDF Course ETDP SETA Accredited SETA accredited: Yes, ETDP SETA NQF Accredited (Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta) www.etdpseta.org.za) NQF: 5 , Credits: 25, Duration: 4 days – Re-Assessment fees: None – Hidden fees: None SDF Course ETDP SETA Accredited Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa is this also known to be widely accepted in several over international countries, including Department of Labour, First Aid and Microsoft Certified courses. This also becomes minimum requirement in order to register with any SETA and participate in WSP/ATR submissions. SDF Course ETDP SETA Accredited POE building: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA. Check our reviews here for learners who completed the courses with us. SDF Course ETDP SETA Accredited Subject expertise: Our leading edge facilitators have years of experience in working with the SETA’s since their operation in 2000, both in the corporate, medium and small enterprises. TRAINYOUCAN only make use of subject matter expertise. SDF Course ETDP SETA Accredited It is the duty of the Skills Development Facilitator to analyse the needs of the organisation and develop and draw up a suitable skills development plan. It is the Skills Development Facilitator’s responsibility to ensure that the skills development plan is followed and properly administrated. The responsibility of a Skills Development Facilitator is great and thus they need to meet a high standard of criteria. SDF Course ETDP SETA Accredited Click here for more detail on the SDF Course – Skills Development Facilitator Course

SDF Course also known as Skills Development Facilitator Course 10354

POE building: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA. Check our reviews here for learners who completed the courses with us. Skills Development Facilitator Course Skills Development Facilitator course NQF Level 5, total of 25 Credits – ETDP SETA Accredited. Skills Development Facilitator Course Only Accredited SDF or Skills Development facilitator can offer this professional service by completing the SDF training course and SETA certified. Skills Development Facilitator Course This become minimum requirement in order to register with a SETAs as SDF also known as the Skills Development Facilitator. Skills Development Facilitator Course SDF or Skills Development Facilitators act between organisations and the SETA with training plans, reporting and grants. Skills Development Facilitator Course Only Accredited SDF or Skills Development facilitator can offer this professional service by completing the SDF training course and SETA certified. Skills Development Facilitator Course Click here for more detail on the SDF Course – Skills Development Facilitator Course