Training the trainer – facilitator training to improve your skills

A facilitator of learning, for that reason, is an instructor who does not operate under the standard idea of mentor, but rather is suggested to direct and help students in discovering on their own– picking apart ideas, forming their own thoughts about them, and owning material through self-exploration and dialogue. A facilitator course will take around 4 to 6 weeks to complete.

Purpose of the Facilitator Credentials

This unit standard will provide acknowledgment for those who help with or mean to facilitate finding out using a range of offered approaches. Formal acknowledgment will boost their employability and likewise supply a way to determine proficient knowing facilitators.

The generic Assessor training course will equip learners with the required knowledge and skills to assess candidates in their own particular field of expertise. The Assessor training course will help build your understanding of the National Qualifications Framework (NQF) and will help you take the first step in developing your skills and acquiring a variety of qualifications within the fields of Education Training and Development Practices and Human Resource Development. Assessor Course SAQA ID: 115753

FUNCTION OF THE UNIT STANDARD

This unit standard will provide recognition for those who assist in or intend to help with discovering using a variety of provided approaches. Official recognition will enhance their employability and likewise supply a method to determine skilled learning facilitators.

UNIT STANDARD RANGE

  1. Professionals are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the “rules” or principles, which inform what they do, and will not longer be running purposely with such guidelines.
  2. The specific outcomes must be performed in line with a recognized approach for facilitating learning using a range of methods. At this level professionals must be able to describe two alternative facilitation approaches, to discuss how their performance would vary when utilizing the different methodologies, and to justify their option of methodology.
  3. At this level, professionals need to be able to relate understanding beyond their occupational and ETD skills to the efficiency of the ETD skills explained in this standard.

At this level they will have internalised the “rules” or principles, which inform what they do, and will not longer be operating purposely with such rules.

The particular outcomes must be carried out in line with an established approach for assisting in learning using a range of methods. At this level practitioners must be able to describe two alternative facilitation methods, to discuss how their efficiency would differ when using the different methodologies, and to justify their choice of method