|Institute of People Development Advisor - October 2008|
In this month's issue
ETDP SETA prepares for ETD Practitioner development
Registering qualified and practicing educators in Dept. of Education (DoE) Schools, FET Colleges and HE Universities is integral to the design of the quality assurance systems of both UMALUSI and the HEQC who oversee the quality of learning through such institutions.
ETQAs required assessors and moderators (in some cases also SDFs) to be registered to quality assure the standard of assessment practices whilst leaving the wider field of occupationally directed education, training & development (OD-ETD) practices to seek its own legitimacy and professional status.
Adult educators and workplace trainers (ETD Practitioners) employed in the private sector continue the struggle in an over traded and mostly under resourced ETD environment; with little structured support to improve their own ETD practice.
Qualifications, standards and a curriculum in OD-ETD Practices emerged and have evolved over the past eight years to guide the field, with some accredited training institutions offering learning, recognition of prior learning, and continuous professional development programmes for these ETD Practitioners.
Scarce and critical skills research recently conducted by the ETDP SETA reported more that 50% of scarce skills needs at private training providers being related to occupationally-directed education, training & development (OD-ETD) competence; now defined in one curriculum to guide the field of practice. Similarly, OD-ETDP skills needs amongst adult educators in Public FET Colleges, were reported as a priority.
The ETDP SETA in partnership with the Institute of People Development is now researching and compiling a gap analysis report on the competence of all ETD practitioners in the sector; mapped against each curriculum role, qualification level and the related unit standards. This report will quantify and qualify who in the sector is eligible for RPL toward a qualification in OD-ETD practices, and what specific training and development opportunities should be made available to assist these practitioners to improve their practice.
The free online assessment goes live on 15 October to 15 November 2008 and may be accessed at: http://www.etdpseta.org.za
Professional development of high-level trainers strengthens academic credibility of the field
Market research suggests a crucial shortage of high-level practitioners working in the field of skills development. In part, this reflects a wider shortage in the field of ETD practice (hence, for example, the Department of Education is providing the Advanced Certificate in Education for school leadership).
In part this also reflects how recently formal education and training targeted at skills development practitioners emerged in South Africa. The first higher education programs aimed at skills development practitioners really only emerged during the 1990's; for example, the South African Qualifications Authority only recently registered a National Certificate in Occupationally-directed Education, Training & Development (OD-ETD) Practices NQF 6.
The scale of qualification provision for high-level skills development practitioners, however, is currently totally inadequate given the huge number of practitioners in the field. Exacerbating this challenge is the argument for `professionalising’ skills development practitioners (through professional registration & accountability) assuring clients of sound, quality services that offer a return on investment.
The field of OD-ETD practice itself lacks academic credibility at present, both in South Africa and throughout the Anglophone world. While schooling has been the subject of extensive research and has a substantial theoretical base on which to draw, the field of skills development by contrast is still relatively impoverished.
Many skills development practitioners & adult educators continue to view their professions as separate disciplines built on different bodies of knowledge, approaches and methodologies; preventing an open exchange of ideas and information regarding adult learning theory, curricula and programme design, learning and teaching methodologies.
Whilst skills programmes are generally designed and developed to benefit the organisations that fund and coordinate them, adult education programmes are established to advance or increase knowledge, competence, or skills, where individual participants are the beneficiaries.
But adult educators & skills development practitioners are all in the business of advancing skills, increasing knowledge and improving the behavior of adults, regardless of beneficiary. Spurgeon, Moore. 1994.
Continuous professional development (CPD) for high-level skills development practitioners and adult educators who themselves tend to be isolated from others working in the same field of practice, would address the need for stronger leadership.
Bringing together top experts from the worlds of academic research and workplaces into dialogue with one another through a `community of practice’ may well bridge the divide between adult educators and skills development practitioners and significantly improve OD-ETD practices across the country.
CPD for skills development practitioners would:
By training high-level skills development practitioners who conduct research in their field, the academic credibility of the field of practice would be strengthened and contributions made to the development of a wider theoretical and empirical base on which practitioners are able to draw. This in turn will contribute to the professionalisation of the field.
Mark Orpen CEO: Institute of People Development
IPD now trains ETD Coordinators and Administrators
IPD launches a 2-day ETD Coordination & Administration programme in Nov 2008 to equip existing or prospective ETD administrators with the competences to:
This 2-day training program provides a theoretical and experiential understanding of coordinating learning, administrating learner information, learning processes and results. It is aimed at candidates who do not yet have the competence in ETD coordination and learner administration.
The following unit standards awarded upon successful completion of this program:
Participants review quality assurance requirements of delivering education and training in their organisations and bring this along to the 2-day contact training. The ETD Coordination & Administration program is scheduled at IPD House (MIdrand) on:
19 – 20 November 2008
Costs: R 4950 + VAT (per delegate)
Contact Sylvia on (011) 315-2913 or post us a web enquiry for further information.
Public Training Schedule
For more information about all our OD-ETDP training programs, visit our website at www.peopledevelopment.co.za and embark on an exciting journey of outcomes-based learning through IPD. All programmes are available in other provinces on demand.
To download IPD House Training Center Brochure including map: click here.
|Institute of People Development - Accredited Education & Training Provider ETDP 0133|