How to select a Training Provider

First the fear of signing up with a “bogus” provider, then the fear of not getting the required support is probably something we all think of when booking for a course.

Let’s face it: Training is expensive, and waiting for your money from the wrong provider or course could leave to devastating consciences, especially if you bargain on getting future employment.

Below is some of our general guidelines when selecting a Training Provider. It always helps to do a bit of research.

How to select a Training Provider:
• Ask for references.
• Look at the Facilitators CV for experience.
• Type of support provided.
• Duration and if support is limited to a period.
• Type of assessments.
• Type of Certification (Attendance or Competence.)

How to confirm a Training Institution is Accredited:
• Ask for their Accreditation Number.
• Ask for the SETA they accredited with.
• DO NOT accept their accreditation letter. Contact the SETA direction to confirm their scope.
• Ensure legislated terminology, like “we are SETA Accredited”, and not only using the word “Accredited” on its own.
• Check that the programme accreditation is valid by phoning the SETA. (Different from Training Provider Accreditation.)

What should reflect on a course marketing material:
• Unit Standard Number.
• NQF Level
• Credits
• Expiry date
• Entry level requirements.

Guidelines for signing agreements with external providers:
• Payment terms.
• Type of Support provided.
• Duration, time frames.
• Type of methodologies that will be used.
• Content of the course.
• How will re-assessments be handled.
• What is the cost of cancellation?
• What is the cost of learning that must be re-scheduled?
• What are the registration fees and is it refundable?
• Previous references?

Guidelines with registration/enrolments:
• Many institution ask for a registration fee that is not refundable. Note that the SETAs and the QCTO does not ask a fee to be registered and there is merely an admin fee for the institution to register you on their database.
• Some use the registration fee as a “founders fee” for any person who referred or found them the client. That also explains why the fee is never refundable.
• Many providers limit their access to a course content or final submissions to a set period. After this you will be expected to pay-up and in some cases even to re-book for the entire course. Strict deadline clauses should be clearly indicated on their registration forms. It is advisable to always keep a copy of their advertising material and your enrolment details should you want to log a dispute with the relevant SETA.

Provided by TrainYouCan PTY LTD

Why the Facilitator course

TrainYouCan Accredited Training Network in South Africa who also offer the Train the Trainer Course also known as Facilitator course is aimed to accredit you as the Trainer or Facilitator to be SETA certified that is also nationally and internationally recognised by most countries.

Facilitation is essential to successful team and group work. That means it is also critical to organisational success, especially given the presence of conflict in organisations.

The facilitator’s job is to support everyone to do their best thinking. They create an environment where everyone is encouraged to participate, understand one another’s point of view and share responsibility.

Facilitation skills are the abilities you use to provide opportunities and resources to a group of people that enable them to make progress and succeed. Some examples include being prepared, setting guidelines, being flexible, active listening and managing time.

Why is Facilitation Important? Facilitation is important because meetings of large groups of people can be very hard to organize as well as to control when they are in progress. First of all, a facilitator can help members of a group get to know each other and learn to cooperate.

Facilitators often teach courses that require reflection and application of information to a job, such as communications, leadership, problem-solving, and more.

Good facilitation helps a group achieve your purpose by hearing each other, coming to understandings, pooling your wisdom and making wise decisions. The facilitator focuses on both purpose and process. The purpose is what the group has agreed to discuss or make a decision around.

117871 Train the Trainer Course


To become a qualified assessor, you’ll complete an accredited Assessor Course at an accredited learning institution, where a Certificate of Competence and Statement Of Results (SOR) will be issued afterwards. Following this, you can register with an ETQA and start practising as a constituent assessor.

How long does it take to complete the assessor course? Blended e-Learning option: 6 Weeks to complete self-study & 6 weeks to complete final assessment Phase.

To become a qualified assessor or moderator the candidate must first be trained on unit standard 115753 All assessors and moderators must first and foremost be qualified as such. To become a qualified assessor or moderator the candidate must first be trained on unit standard 115753 – Assess outcomes based assessment.

  1. Complete ETDP assessor and moderator training.
  2. Submit your CV and certificates to the SETA that is the custodian of the qualifications you wish to assess and moderate on (For example business administration is with SSETA, IT with MICTSETA etc.)

An Assessor is the person judging whether another person is competent and not yet competent within a certain field. The Assessor Skills Programme is a comprehensive SAQA unit standard-based course that covers best practice standards of assessing outcomes-based learning.


Project managers are natural problem-solvers. They set the plan and guide teammates, and manage changes, risks, and stakeholders.

Project Management has emerged in the business world as one of the most popular career fields in the twenty-first century. It encompasses and touches every facet and business unit of the organisation from human resources to finance and information technology. Having a project management qualification enables individuals to easily switch careers. The project management framework cuts across all disciplines while the tools and techniques required to manage projects remain the same.

Some of these tools and techniques may need to be adapted based on the nature of the project and the industry. This programme is intended to provide students with the framework for understanding the dynamics of project management and covers all the essential elements and processes in project management.

• New project managers or persons who wish to make a career of managing projects.
• Persons concerned with change management and the management of projects in the private or public sectors.
• Project leaders and managers who wish to formalise or improve their project management skills and qualifications.
Project Management is a carefully planned and organised effort to accomplish a specific (and usually) one-time efforts, for example, construct a building.

Project Management includes developing a project plan, which includes defining project goals and objectives, specifying tasks or how goals will be achieved, what resources are needed, and associating budgets and timelines for completion. It also includes implementing the project plan, along with careful controls to stay on the “critical path”, that is, to ensure the plan is being managed according to plan.

Project Management usually follows major phases (with various titles for these phases); including feasibility study, project planning, implementation, evaluation and support/maintenance.

• Project management process
• Project planning, scheduling and control
• Scope management
• Time, cost and quality management
• Project risk and communications management
• Leadership and project HR management
• Procurement

During the course week delegates complete practical project assignments. During the course offering course delegates are assigned to a work-related project to be completed within set criteria.

Please note that this course is a theoretical course – excluding the Microsoft Project software module.

Continuous evaluation based on assignments and group case studies, including a final project assignment. A CPUT Certificate in Project Management will be awarded to successful participants.
Project Management for Non-Project Managers

To allow you greater flexibility in planning, you may now cancel, without cost, an ONLINE event or programme just 6 days prior to commencement, or 11 days prior for a CAMPUS based event or programme, should your circumstances change. Click here for our updated cancellation policy

Learn how to streamline and manage projects more efficiently and effectively in everyday business activities.

Organisations more than ever are under pressure to operate and deliver more effectively and efficiently in order to retain their existing customer base as well as to increase their market share. This places greater emphasis on streamlining internal operations, increases focus on customer needs and on superior service delivery in relation to competitors and within shorter timeframes.


This shift in mind-set requires managers to have the ability to execute and effectively utilise their resources to the best of their ability to derive direct tangible value through the projects they initiate. In today’s economic climate, an organisations ability to deliver against their strategic intent is a critical component to staying competitive and overall relevant.

Project Management is the discipline and process of managing the end-to-end activities within a project life-cycle from the planning, monitoring and control of all aspects of the project to budgeting, resource management and the motivation of all those involved; to achieve the project objectives on time and to the specified cost, quality and performance, in line with the strategic intent of the organisation.



  • Organisation – Business Departments
  • What Are the Functions of Organisation in Business?
  • Business Resources
  • Role of management
  • Responsibilities of Managers and Employees


  • What is management.
  • Planning Process.
  • Organising functions of management
  • Leading as a Management Function
  • Control Functions in an Organisation.
  • Accountable or responsible?


  • Decision making
  • Communication tasks.
  • Importance of trust.
  • Coordinating tasks
  • Motivation
  • Delegating Tasks
  • Disciplianry
  • Evaluation Process


  • What is Decision Making?
  • Definitions of Decision-making .
  • Characteristics of Decision Making.
  • Advantages of Decision Making.
  • Steps Involved In Decision Making Process.
  • Why Rational and Right Decisions Are Not Possible?
  • Reasons Why Rational and Right Decisions May Not Be Possible?
  • Relationship Between Planning and Decision-making.


  • Functions of management in a organisation.
  • The Importance of Organisational Structure.
  • Level of Management.

Requirements to become a SETA Accredited Training Provider:

Requirements to become a SETA Accredited Training Provider:

The document Criteria and Guidelines to become a SETA Accredited Training Provider sets out the requirements for accreditation.

  • The programmes (and/or assessments) offered by the education and training provider must culminate in unit standards and/or qualifications registered on the National Qualifications Framework (NQF).
  • The curriculum (design, content and learning materials) is aligned to the unit standards and/or qualifications.
  • There are suitably qualified staff (facilitators and registered assessors).
  • The learners have access to adequate learning support services.
  • The assessment methods and tools used to measure the requirements for the unit standard and/or qualification are fair, valid and reliable, and are used to enhance learning.

Provider Accreditation with an ETQA can often be a daunting process, best left to the professionals.

SETA Accreditation Services offers ETD Providers a fully encompassing accreditation service and/or guidance with the process.

Having in excess of 30 years HR, Labour Relations, Training, Development and Education as well as Administration experience and knowledge, we have the generalist and specialist knowledge required to streamline the Accreditation process and ensure that Providers are accredited by their relevant ETQA as effectively and efficiently as possible, with little or no fuss to the Provider.

Take a moment to look at our site, send us an e-mail or call us, and we will set up a meeting with you to get the process started.

Providers of education and training must apply for accreditation with an Education and Training Quality Assurance (ETQA) body under the South African Qualifications Authority (SAQA)(link is external). All providers of education and training offering full qualifications must be registered with the Department of Education.

The education and training provider has to offer unit standards and/or qualifications that fall within the primary focus area of the ETQA body of the relevant Sector Education and Training Authority (SETA)(link is external) or professional body.

Requirements for accreditation:

  • The programmes (and/or assessments) offered by the education and training provider must culminate in unit standards and/or qualifications registered on the National Qualifications Framework (NQF).
  • The curriculum (design, content and learning materials) is aligned to the unit standards and/or qualifications.
  • There are suitably qualified staff (facilitators and registered assessors).
  • The learners have access to adequate learning support services.
  • The assessment methods and tools used to measure the requirements for the unit standard and/or qualification are fair, valid and reliable, and are used to enhance learning.

The main steps in the accreditation process to become a SETA Accredited Training Provider:

  1. The Training Provider determines the primary focus
  2. The SETA Quality Assurance Management Division requirements are compiled by the provider
  3. The Training Provider completes and submits an online application form for accreditation
  4. A compliance check is conducted by SETA and the provider receives a notification of compliance / non-compliance
  5. The Training Provider responds to the notification if necessary
  6. A site visit is scheduled and conducted by a SETA ETQA evaluator
  7. The evaluator sends his/her report to SETA
  8. The evaluation report is quality assured and the report indicating the status of accreditation is sent to the provider. Where applicable, areas of remediation will be detailed in the report.
  9. The Training Provider is required to respond to areas of remediation if necessary, and make the relevant submission.
  10. Confirm registration with the DHET




Conduct outcomes-based assessment
115753 Conduct outcomes-based assessment
SGB Assessor Standards
ETDP SETA – Education, Training and Development Practices Sector Education and Training Authority
Field 05 – Education, Training and Development Higher Education and Training
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 15
Reregistered 2018-07-01 2023-06-30 SAQA 06120/18
2024-06-30 2027-06-30


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 unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
7978 Plan and conduct assessment of learning outcomes Level 5 Level TBA: Pre-2009 was L5 15
9927 Conduct an assessment Level 4 NQF Level 04 12

This generic assessor unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications.

Those who achieve this unit standard will be able to conduct assessments within their fields of expertise. This unit standard will contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development.

People credited with this unit standard are able to carry out assessments in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

In particular, people credited with this unit standard will be able to:
Demonstrate understanding of outcomes-based assessment;
Prepare for assessments;
Conduct assessments;
Provide feedback on assessments; and
Review assessments.

The credit calculation is based on the assumption that those starting to learn towards this unit standard have no previous assessment experience. It is assumed, though, that the candidate-assessors have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of “evaluative expertise”).

1. This generic assessment unit standard applies to assessment in all fields of learning. However, it is expected that assessments will be contextualised to meet the requirements of different contexts.

2. Assessment of candidate-assessors will only be valid for award of this unit standard if the following requirements are met:
Assessments carried out by the candidate-assessor are in relation to significant, meaningful and coherent outcome statements that include criteria for assessment purposes, and allow for judgements of competence in line with SAQA’s definition of competence i.e. embrace foundational, practical and reflexive dimensions of competence. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as an assessor in terms of this unit standard. It is important that candidate-assessors select outcomes that enable them to meet the requirement laid out here.
The candidate-assessor demonstrates repeatability by carrying out at least two assessments :
– One of which may be a simulated assessment (in order to cover a range of typical assessment situations), and
– At least one of which must involve a real candidate in a real assessment situation, preferably under the guidance of a mentor.
The assessments may involve two or more candidates in relation to the same outcome.
Candidate-assessors produce evidence that they can conduct assessments in RPL situations and for candidates who may have fairly recently acquired the necessary knowledge and skills through courses or learning programmes. However, candidate assessors do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-assessors carry out an RPL-related assessment for the purposes of this unit standard, then it is sufficient for them to show how they might have conducted the assessment differently had it been an assessment linked to recent learning, and vice versa.

3. For the purposes of assessment against this unit standard, candidate-assessors should have access to Assessment Guides and will not be expected to design assessments. (See Definition of Terms for a definition of Assessment Guides). Candidate assessors will be expected to interpret the standards at hand in order to ensure their assessment judgements are in accordance with the requirements of the standard. In cases where Assessment Guides are not available, providers should seek ways to make such guides available for the purposes of this assessment. Where candidate-assessor also intend to design assessments, then providers are encouraged to integrate the learning and assessment of the unit standards:
Conduct outcomes-based assessments
Design and develop outcomes-based assessments

4. Candidate-assessors should have access to organisational assessment policies, procedures and systems (including moderation). It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where such policies and procedures are not yet available, the provider may make general policies and procedures available for the purposes of this assessment.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

Demonstrate understanding of outcomes-based assessment.


Comparisons between outcomes-based and another form of assessment of learning highlight key differences in terms of the underlying philosophies and approaches to assessment, including an outline of advantages and disadvantages.

RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace.

A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.
The description of methods should cover situations for gathering evidence of:
Problem solving ability,
Knowledge and understanding,
Practical and technical skills,
Attitudinal skills and values.

Key principles of assessment are described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results.

The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment.

Prepare for assessments.
Preparation for assessments relates to organising and preparing resources, people, schedules, venues, assessment instruments and documentation for a particular assessment and/or related assessments for an individual or a number of assessment candidates/learners. Preparation is to be carried out in situations where the candidate assessor has access to:
Relevant organisational assessment and moderation policies and procedures, and
Assessment guides and instruments for the assessment at hand, including the relevant outcomes and criteria.


Preparation of assessment resources, logistics, documentation and environment meets the requirements of the assessment at hand and ensures fairness and safety of assessment.

Parties involved in the assessment are notified in good time. Checks are carried out to ensure parties involved in the assessment are ready and available to meet required schedules.
Parties include assessment candidates and moderators, and may include assessment facilitators and/or assistants, teachers, trainers, invigilators and safety personnel.

All pre-assessment moderation requirements are carried out in accordance with relevant assessment policies, moderation plans and ETQA requirements.

Assessment details are explained to candidates clearly and constructively. Opportunities for clarification are provided and responses promote understanding of the requirements.
Assessment details cover the specific purpose, process, expectations, roles, responsibilities and appeals procedures related to the assessment at hand, as well as the general context of assessment in terms of the principles and mechanisms of the NQF, as applicable to the situation and assessment context.

Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.

Candidate readiness for assessment is confirmed. In cases where candidates are not yet ready, actions taken are in line with assessment policies.

Conduct assessments.
The ability to make assessment judgements using diverse sources of evidence must be demonstrated. Assessments to include cases where candidates have special needs and where evidence arises through RPL situations. Should it not be feasible to gather evidence for assessments of special need candidates or in RPL situations, evidence may be produced through scenarios.

Candidate-assessors must show they can make judgements in situations where:
Candidates meet all criteria for a particular outcome,
Candidates clearly do not meet the criteria for a particular outcome,
Candidates meet some, but not all criteria, and
More evidence is required in order to make a judgement of competence.


Assessment practices promote effective, manageable, fair and safe assessment. Assessment practices are in line with quality assurance requirements, recognised codes of practice and learning-site or work-site standard operating procedures where applicable.
Professional, industry or legislated codes of practice.

The assessment is carried out according to the assessment design and in line with the assessment plan. Adjustments are justified by the situation, and unforeseen events and special needs of candidates are addressed without compromising the validity or fairness of the assessment.

Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses. Communication with candidates is non-leading, and is appropriate to the assessment at hand and the language ability of the candidate.
“Leading” refers to the practice of inadvertently or deliberately influencing the evidence candidates produce through the style of questioning, instructions or responses to candidates.

Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be made.

Assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidence.

Records of the assessment are in line with the requirements of the organisation’s quality assurance system. Records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appeals.

Provide feedback on assessments.
Parties include candidates, educators, trainers, managers and moderators as applicable to the situation.
Evidence must be provided of the ability to give written and oral feedback.
The ability to give feedback must be demonstrated in situations where:
– Candidates meet all criteria in relation to an outcome,
– Candidates clearly do not meet the criteria in relation to an outcome,
– Candidates meet some, but not all criteria, and
– More evidence is required before a judgement is possible.


Feedback is given to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframes.

Feedback is clear and confined to strengths and weaknesses in performance and/or requirements for further evidence in relation to the outcome/s at hand.

The type and manner of feedback is constructive, culturally sensitive and related to the relevant party’s needs. Sufficient information is provided to enable the purpose of the assessment to be met, and to enable parties to make further decisions.
Further decisions include awarding of credit, redirecting candidates to further learning or guiding candidates to further application or re-assessment.

Feedback on the assessment process is obtained from the candidate and opportunities are provided for clarification and explanations concerning the entire assessment.

Disputes and/or appeals that arise are dealt with according to the assessment policy.

Agreements reached and key elements of the feedback are recorded in line with the requirements of the organisation’s quality assurance system.

Review assessments.
The review should address at least the following aspects:
The quality of the assessment instruments, including the outcomes against which assessment takes place and Assessment Guides used,
The assessment process, and
Candidate readiness for assessment.


The review identifies strengths and weaknesses in the instruments and process, and records these for incorporation in assessment redesign.

Feedback from relevant parties is analysed and used to influence future assessments positively.

Weaknesses in the assessment design and process that could have compromised the fairness of assessment are identified and dealt with according to the organisation’s assessment policy.

Weaknesses in the assessment arising from poorly defined outcomes and criteria are identified, and effective steps are taken to inform relevant bodies.

A candidate-assessor wishing to be assessed, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
Anyone assessing a candidate-assessor against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors of candidate-assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements.
Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
External moderation of assessment will be conducted by the relevant ETQA at its discretion.

The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
Outcomes-based education, training and development
Principles of assessment – directly assessed through assessment criterion ‘Key principles of assessment are described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results.’, and indirectly assessed via a requirement to apply the principles throughout the standard.
Principles and practices of RPL – directly assessed through assessment criteria ‘RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace.’, ‘Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.’ and specific outcome ‘Conduct assessments.’, as well as through application in the rest of the standard.
Methods of assessment – directly assessed through assessment criterion ‘A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.’, and indirectly assessed through application of the methods
Potential barriers to assessment – assessed when dealing with special needs.
The principles and mechanisms of the NQF – this knowledge underpins the standard
Assessment policies and ETQA requirements
Moderation requirements



Critical Cross-field Outcomes (CCFO):

Identify and solve problems using critical and creative thinking: preparing for contingencies, candidates with special needs, problems that arise during assessment, suggesting changes to assessment.

Work effectively in a team using critical and creative thinking: working with candidates and other relevant parties during assessment, as well as post-assessment.

Organize and manage oneself and ones activities: preparing, conducting and recording the assessment.

Collect, analyse, organize and critically evaluate information: gather, evaluate and judge evidence and the assessment process.

Communicate effectively: prepare candidates for assessment, communicate during assessment, and provide feedback.

Demonstrate the world as a set of related systems: understanding the impact of assessment on individuals and organisations.

Be culturally and aesthetically sensitive across a range of social contexts: give feedback on assessments in a culturally sensitive manner.


As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

This unit standard replaces unit standard 9927, “Conduct an assessment”, Level 4, 12 credits.

This unit standard replaces unit standard 7978, “Plan and conduct assessment of learning outcomes”, Level 5, 15 credits.

Supplementary information

Definition of Terms

The following terms are defined as used within this and related unit standards:
Assessment: – a process in which evidence is gathered and evaluated against agreed criteria in order to make a judgement of competence for developmental and/or recognition purposes.
Assessment activities: – what a candidate does or is involved in as a means of producing evidence e.g. designing things, making things, repairing things, reporting on something, answering questions, solving problems, demonstrating techniques.
Assessment criteria: – descriptions of the required type and quality of evidence against which candidates are to be assessed.
Assessment design: – the analysis of defined outcomes and criteria to produce a detailed description of how an assessment should take place, including all instructions and information regarding the assessment activities and assessment methods. The product of assessment design could be termed an Assessment Guide (see definition below).
Assessment facilitator (or evidence facilitator): – a person who works within particular contexts, under the supervision of registered assessors, to help candidates/learners gather, produce and organise evidence for assessment.
Assessment Guide: – this is a complete package based on a thorough analysis of specified outcomes and criteria, assessment requirements and a particular assessment context. Assessment Guides are designed primarily for use by assessors to conduct an assessment (or possibly a series of related assessments) in terms of a significant and coherent outcome of learning e.g. a unit standard. Assessment Guides address the following key aspects in detail:
– How will the assessment take place?
– What is needed to make the assessment happen?
– How will evidence be gathered, recorded and judged?
In general, Assessment Guides include descriptions of the approach to the assessment, assessment conditions, assessment activities, instructions to assessors and candidates/learners, assessment methods, assessment instruments (e.g. scenarios, role-plays, questions, tasks), resource requirements, guidance for contextualising assessments, relevant standard operating procedures, administrative procedures, moderation requirements, assessment outcomes and criteria, observations sheets, checklists, possible or required sources of evidence and guidance on expected quality of evidence including exemplars, memoranda or rubrics.
Assessment instruments: – those items that an assessor uses or a candidate uses as part of the assessment e.g. scenarios with questions, case studies, description of tasks to be performed, descriptions of role play situations.
Assessment method: – for the most part, assessment methods relate to what an assessor does to gather and evaluate evidence. Assessment methods include observing candidates, questioning candidates, interviewing supervisors/colleagues/managers of candidates, listening to candidates, reviewing written material, testing products.
Assessment plan: – this is produced at provider level, and gives an overview of the timeframes and responsibilities for assessment and moderation for the agreed delivery period. The plan addresses practical implementation details, including, for example, decisions about the clustering of certain outcomes or unit standards/outcomes for integrated assessment, any planned RPL, and the relation of assessment and moderation to delivery of modules/ programmes in terms of timeframes.
Assessment principles: – see more detailed definitions in next section.
Candidate/learner: – person whose performance is being assessed by an assessor. Such people include those who may already be competent, but who seek assessment for formal recognition (candidates), as well as those who may have completed or are in the process of completing learning programmes (learners).
Candidate-assessor: – the person who is being assessed against this particular unit standard.
Evaluative expertise: – the ability to judge the quality of a performance in relation to specified criteria consistently, reliably and with insight. Evaluative expertise implies deep subject matter understanding and knowledge about the outcomes being assessed at a theoretical and practical level, but does not necessarily include practical ability in the outcome.
Evidence: – tangible proof produced by or about individuals, that can be perceived with the senses, bearing a direct relationship to defined outcomes and criteria, based on which judgements are made concerning the competence of individuals. Evidence includes plans, products, reports, answers to questions, testimonials, certificates, descriptions of observed performances, peer review reports.
Evidence facilitator: – see assessment facilitator
Moderation: – a process that supports and evaluates the assessment environment, process and instruments with a view to confirming the reliability and authenticity of assessment results and improving the quality of assessments and assessors.
Performance: – includes demonstration of skills, knowledge, understanding and attitudes, and the ability to transfer these to new situations.
Portfolio of evidence: – a carefully organised and complete collection of evidence compiled by candidates/learners to prove competence in relation to defined outcomes.
RPL – Recognition of Prior Learning means the comparison of the previous learning and experience of a learner against specified learning outcomes required for:
– The award of credits for a specified unit standard or qualification,
– Access to further learning,
– Recognition in terms of meeting minimum requirements for a specific job,
– Placement at a particular level in an organisation or institution, or
– Advanced standing or status.
This means that regardless of where, when or how a person obtained the required skills and knowledge, it could be recognised for credits. In this sense, RPL is an important principle of the NQF. RPL involves an assessment process of preparing for RPL, engaging with RPL candidates, gathering evidence, evaluating and judging evidence in relation to defined criteria, giving feedback and reporting results. Given that the all candidates are assessed against the same criteria, credits awarded through RPL are therefore just as valid as credits awarded through any other assessment process.
Outcomes-based assessment: – a planned process for gathering and judging evidence of competence, in relation to pre-determined criteria within an outcomes-based paradigm, for various purposes including further development and recognition of learning achievements.
Verifier: – those who operate at systems level to monitor assessment and moderation practices, trends and results.

Principles of assessment

Methods of Assessment:
Appropriate: The method of assessment is suited to the outcome being assessed i.e. is capable of gathering evidence in relation to the intended outcome, and not something else.
Fair: The method of assessment does not present any barriers to achievements, which are not related to the achievement of the outcome at hand.
Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible. (Often referred to as naturally occurring evidence).

Valid: The evidence focuses on the requirements laid down in the relevant standard and matches the evidence requirements of the outcome/s at hand under conditions that mirror the conditions of actual performance as closely as possible
Current: The evidence is sufficient proof that the candidate is able to perform the assessment outcomes at the time the assessor declares the candidate competent.
Authentic: The assessor is satisfied that the evidence 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 in the future i.e. the performance to standard is not a “once-off”.

Overall Assessment Process
Systematic: The overall process ensures assessment is fair, effective, repeatable and manageable.
Open: The process is transparent i.e. assessment candidates understand the assessment process and the criteria that apply and can contribute to the planning and accumulation of evidence.
Reliable/Consistent: The same assessor would make the same judgement again in similar circumstances and judgements match judgements made on similar evidence.

Lay Counselling Course


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

This is a generic Unit Standard for learners in a variety of counselling contexts where clients are enabled to go through the process of finding solutions to their concerns or difficulties. It is intended for learners who counsel people in a variety of situations, but who are not registered professionals such as qualified psychologist and social workers. It will be useful for counsellors in a variety of counselling contexts including, but not limited to, schools, Non-Governmental Organisations, Faith Based Organisations, the South African Police Service, Counselling Call Centres, Hospitals, Clinics and Support Agencies, Sports Centres, Education and Training facilities, Government and Health and Social Services facilities. It should develop learners who know their scope of practice, behave ethically in a counselling context, conform to minimum standards and know when to refer a client..


  • People credited with this Unit Standard are able to:
    Explaining the functions and scope of practice of a counsellor.
    Setting up an enabling counselling environment.
    Explaining the principles and processes of counselling.
    Explaining the role of values in human behaviour and counselling.
    Applying a counselling process in a specific context.
    Reflecting on the counselling process.
  • 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.


  • It is assumed that the learner is competent in Communication at NQF Level 3.
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.


BOOKINGS: Book online through our booking site here.


WHO SHOULD ATTEND the Lay Counselling course.

      • This course is a must for lay counsellors, neighbourhood watch volunteers, educators and community workers who are involved with men, women and children who are facing challenges in their homes, schools, or anyone wishing to improve their own life skills in dealing with conflict, work and social related problems.
      • People who want to work internationally, as my countries accept this certificate in Africa and internationally.




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

  1. Detailed induction of the SETA, SAQA, NQF and Credits.
  2. Detailed explanation on the types of accreditation found, namely individual, training provider and programme accreditation.
  3. Difference between unit standards and qualifications with detailed explanation.
  4. FREE templates and resources on this topic, ready to be downloaded to use from our members forum.
  5. FREE resources on compiling your personal CV and registration with the SETA for Assessors and Moderators.
  6. Learners will create during the contact session their own Training Checklist, Training Venue Checklist and Training Evaluation, ready to be used in the workplace.
  7. 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.



  • 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.


50331 National Certificate: Occupationally Directed Education, Training and Development Practices


This qualification is for those who are qualified at Certificate, Diploma or Degree level within the Higher Education and Training (HET) band in an academic or occupational area, and wish to act in a variety of Education, Training and Development (ETD) related roles at a high level. This Certificate will enable a person to achieve recognition for Occupationally Directed Education, Training and Development (ODETD) competencies at a high level without needing to acquire a Degree in ETD. The Certificate includes competencies across all the ETD roles, with the opportunity to specialise at a high level in two or more of the following roles:
Learning Design and Development.
Learning Facilitation.
Strategic Management.
Quality Assurance.
Standards Setting and Qualification Design.
Skills Development Facilitation.

Depending on areas of specialisation selected, recipients of this Qualification will be able to:
Analyse needs and plan learning.
Design and develop learning programmes and processes.
Facilitate learning in routine and complex situations.
Engage in and promote assessment practices.
Facilitate and manage skills development in an organisation.
Define and evaluate standards and qualifications.
Evaluate HRD interventions.

50331 National Certificate: Occupationally Directed Education, Training and Development Practices


Education, Training and Development (ETD) is a priority area within the South African context and is supported by legislation, national policies and strategies. In order to meet the ETD requirements of the workplace, within the context of a quality assured environment and processes, it is important to be able to identify and recognise competent ETD practitioners at various levels.

Workplace education, training and development are carried out to a large degree by people who have the requisite skills in their subject area, but little or no formal qualifications in ETD. With the need for and emphasis on quality ETD, it becomes critical to have a means to develop and recognise ETD competencies at a high level. Many candidates for this qualification will not have the time or the inclination to undertake an Bachelor Degree: ODETDP at level 6, but will want recognition for the essential competencies required at levels 5, 6 and 7 as represented by this qualification. ODETD stakeholders have indicated that this particular qualification will fill a vital gap within the ODETD field, serving a similar need to the Post Graduate Certificates and Diplomas in Education. This qualification will also be very useful for Further Education and Training (FET) College lecturers who may not have formal ETD qualifications, as well as for high level Skills Development Facilitators.

This qualification will provide a means to give recognition to experienced ODETD practitioners, thus making it possible for practitioners to increase their employment prospects, and at the same time provide a means whereby organisations can appoint experienced practitioners in line with proven ETD competencies at a high level.

Candidates for this qualification will typically add to their non-ETD qualifications to obtain the NC: ODETD level 6. Some holders of the NC: ODETD level 5 may choose to move on to the NC: ODETD level 6. Some holders of the NC: ODETD level 6 may choose to expand their learning so as to obtain the Bachelor Degree: ODETD level 6, or move into formal education.

50331 National Certificate: Occupationally Directed Education, Training and Development Practices

It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field, and have a Certificate or Diploma at least at level 5.

Further learning assumptions are specified within the associated unit standards where required.

Recognition of prior learning:

This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.

Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment.

Access to the qualification:

National Certificate or Diploma at Level 5 in any field of learning other than ETD.


Learners are required to achieve 20 fundamental credits.

Learners are required to achieve all 80 core credits.

Learners are required to achieve 45 of the possible 172 elective credits, selected in line with possible career opportunities and areas of interest. Learners are encouraged to select all or most of the Elective credits from at least two Exit Level Outcomes and then to select the remaining credits from any of the other Elective credits to make up to 45 credits.

Learners who choose to specialise in Sign Language must complete from the following list of Unit Standards totalling a minimum of 23 credits:

ID Number; Title; Level; Credits:
ID 115812; Debate an issue using South African Sign Language; Level 6; 3 credits.
ID 115802; Demonstrate knowledge of the structure of South African Sign Language; Level 6; 6 credits.
ID 115810; Interview a Deaf person using South African Sign Language; Level 6; 4 credits.
ID 115807; Recount a signed conversation on a complex topic, using South African Sign Language; Level 6; 3 credits.
ID 115806; Research a selected issue of the deaf community and deaf culture, using South African Sign Language; Level 6; 10 credits.

If learners choose to, it is preferred that the learners achieve the replacement Unit Standard ID 263978 or ID 263982 rather than ID 114926 or ID 116810.

50331 National Certificate: Occupationally Directed Education, Training and Development Practices

1. Analyse needs and plan and design learning.
2. Facilitate learning in routine and complex situations.
3. Engage in and promote assessment practices.
4. Facilitate and manage skills development in an organisation.
5. Define and evaluate standards.
6. Evaluate Human Resource Development interventions.

Critical Cross-Field Outcomes:

This qualification addresses the following critical cross-field outcomes:
Identifying and solving problems in relation to analysing, planning, designing and organising learning opportunities and in relation to learner’s difficulties within the ETD context.
Working effectively with others as a member of ETD teams in the analysis, design and delivery of ETD.
Organising and managing oneself and one’s activities responsibly and effectively when preparing oneself, preparing learning resources and setting up the learning environment.
Collecting, analysing, organising and critically evaluating information about learners, learning needs, learning resources, organisational requirements and national ETD strategies.
Communicating effectively using visual, mathematical and/or language skills when presenting information to learners and discussing the subject matter.
Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology.
Demonstrating an understanding of the world as a set of related systems, and in particular through the linking of ETD and practice within the occupational field.

Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
Reflecting on and exploring a variety of strategies to learn more effectively.
Participating as responsible citizens in the life of local, national and global communities.
Being culturally and aesthetically sensitive across a range of social contexts.
Exploring education and career opportunities; and developing entrepreneurial opportunities.

The purpose of the qualification is achieved via demonstration of competence in terms of the exit level outcomes, which in turn are a function of the associated unit standards. The unit standards associated with each exit level outcome form a coherent cluster, thus facilitating integrated assessment. The manner in which the unit standards have been clustered is outlined in the section on integrated assessment. Assessment criteria are provided for each exit level outcome mainly to address the need for evidence of integration of competencies.

Research methodology is consistent with field requirements.
The analysis successfully identifies skills needs relevant to the organisation and linked to individuals.
The organisational ETD plan reflects the agreed learning needs and provides for a process and resources to achieve agreed ETD targets.
Skills development plans address individual learning needs and are aligned with organisational strategic objectives.
The organisational learning framework provides a mechanism to organise and communicate learning and assessment within a quality assured environment.
Learning outcomes are aligned with given standards, including unit standards, assessment standards, qualifications or job requirements.
Learning design meets target audience needs, and is appropriate to the subject matter and expected facilitator.
Planning and design includes evaluation strategies capable of revealing the value of programmes or interventions.

Preparation is sufficient to ensure all resources and arrangements are in place and the learning site is fit-for-purpose.
Formal plans and structures are implemented according to plans, using appropriate methodologies and in a manner that achieves the learning objectives.
Facilitation is professional and ensures the physical and psychological safety of the learners.
Problems are solved appropriately using a range of techniques.
Facilitation is self-monitored and behaviour is modified to address weaknesses or difficulties.
Facilitation provides for application in workplace.
Facilitation approach creates opportunities for assessment.
Feedback on performance is given in a constructive manner and is direct, relevant, honest and valuable.
Recommendations are provide to facilitate personal and professional growth of learners.
Learners are supported to ensure they experience the maximum benefit from learning and assessment, and help them prepare for and cope with learning and assessment.

Assessees are adequately supported, prepared and assisted in assessment and/or RPL processes, without compromising the assessment process or results.
Assessment instruments are fit-for-purpose and facilitate the integration of assessment in learning and work environments.
Assessment practices are in line with the principles of outcomes-based assessment.
Assessment decisions are reliable and relevant to pre-determined outcomes.
Feedback is relevant and is given in a constructive manner.

Learning is promoted in line with individual and organisational needs, using appropriate and effective communication techniques.
Skills development is coordinated in line with the ETD plan.
Records are clear, accessible, accurate and up to date.
Resources are allocated and used effectively and within budgets.
Leadership provides focus and direction in line with individual needs and organisational strategy.
Learning and assessment are managed to meet learner and organisational needs, according to relevant ETD plans.
Records are accurate and up to date.

Processes used to determine required standards and qualifications are consultative and ensured to meet stakeholder imperatives.
Standards definition is based on analyses of needs.
Standards and qualifications define stakeholder requirements in clear, measurable terms.
Standards and qualifications are presented in a format as required by the registering body.
Evaluations of standards and qualifications identify the extent to which they are fit-for-purpose.

Contributions to policies and procedures provide a quality framework for the organisation and practitioners to deliver quality ETD services.
Evaluation instruments provide reliable feedback on the ETD cycle.
Evaluation instruments are administered as designed.
Findings from evaluations reflect the situation fairly and accurately and recommendations facilitate improvements and changes that add value to the learning environment and process.

Integrated assessment:

Evidence of integration will be gained by designing and conducting assessments that ensure the unit standards are assessed in clusters linked to each exit level outcome as identified below. Assessors are to be guided by the detailed specifications indicated in each of the identified unit standards, and further guided by the assessment criteria specified for each exit level outcome, all within the context of an active ETD environment, dealing with divergent and random demands related to ETD.

Assessors should note that evidence of integration may be presented by learners when being assessed against the unit standards – thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration at exit level outcome level. Well designed assessments, including formative and summative, should make it possible to gain evidence against the requirements of each unit standard while at the same time gaining evidence of integration at exit level outcome level.

For the purposes of integration, assessment should be guided by the following relationships between each exit level outcome and the associated unit standards:

Exit Level Outcome 1: Analyse needs and plan and design learning

Fundamental unit standard:
Complete a research assignment.

Core unit standards:
Develop an organisational training and development plan.
Conduct an analysis to determine outcomes of learning for SD and other purposes.

Elective unit standards:
Develop outcomes-based learning programmes .
Design outcomes-based learning programmes.
Plan and develop an organisational learning framework.

Exit Level Outcome 2: Facilitate learning in routine and complex situations

Core unit standards:
Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework.
Facilitate learning using a variety of given methodologies.
Guide learners about their learning, assessment and recognition opportunities.

Elective unit standards:
Facilitate in complex situations to create learning and growth.
Advise and counsel learners.

Exit Level Outcome 3: Engage in and promote assessment practices

Core unit standards:
Conduct outcomes-based assessments.

Elective unit standards:
Design and develop outcomes-based assessments.
Conduct moderation of outcomes-based assessments.
Develop, support and promote RPL practices.

Exit Level Outcome 4: Facilitate and manage skills development in an organisation

Core unit standards:
Provide information and advice regarding skills development and related issues.

Elective unit standards:
Coordinate planned skills development interventions in an organisation.
Develop plans for implementing Learnerships and Skills Programmes within a learning organisation.
Advise on the establishment and implementation of a quality management system for skills development practices in an organisation.
Manage learning at an education, training and development provider.
Manage assessment in a learning organisation.
Provide guidance on the strategic governance of NQF implementation by education, training and development providers.

Exit Level Outcome 5: Define and evaluate standards

Core unit standards:
Define standards for assessment, education, training and development.

Elective unit standards:
Design and develop qualifications for assessment, education, training and development.
Evaluate standards for assessment, education, training and development for compliance with quality criteria.

Exit Level Outcome 6: Evaluate HRD interventions

Core unit standards:
Evaluate a learning intervention using given evaluation instruments.
Design and develop instruments to evaluate education, training and development.

Elective unit standards:
Evaluate and promote ETD providers, services and products for organisational use.
Develop education, training and development policies and procedures for an organisation.
Evaluate education, training and development providers.

Assessment should be in accordance with the following general and specific principles:
The initial assessment activities should focus on gathering evidence in terms of the exit level outcomes and the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, then the assessment can focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to perform in the real situation.
All assessments should be conducted in accordance with the following universally accepted principles of assessment:

> Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations.
> Judge evidence on the basis of its validity, currency, authenticity and sufficiency.
> Ensure assessment processes are systematic, open and consistent.