SETA Accredited Facilitator: Professional Training Program

HR Managers, Trainers, Learner Trainers, Coaches, Facilitators, T&D Managers, Skills Development Facilitators, anyone needing to train staff or be accredited by the ETDP SETA as a facilitator.

For credit calculation, it is assumed that learners are already competent in the learning area in which they will provide training. (They must have scope or experience to train in a specific field.)

It is recommended that learners have at least 14 days of workplace experience in training or facilitation (part-time or full-time) and bring proof thereof.

Basic communication skills (English = reading and writing skills on a NQF level 4 /Matric Level).

Access to email and the internet.

• Module 1: Adult Learning
  • Characteristics of adults
  • Adult learning principles
  • Learning style preferences
•  Module 2: Plan and Prepare for Training and Development
  • Identify learning needs in relation to intended learning outcomes
  • Ensure plans cater for the identified learning needs. (possible learning barriers, previous learning experiences, literacy and numeracy levels, language, culture, special needs and different learning styles.)
  • Arrange resources, locations, and personnel. 
  • Prepare learning material to suit agreed outcomes. 
  • Select appropriate facilitation methods
  • Prepare the facilitation process to include the availability of key questions, scenarios, triggers, challenges, problems, tasks and activities as is appropriate to the situation. 
  • Arrange the learning environment
  • Establish and document review criteria
•  Module 3 : Facilitate learning. 
  • Facilitate learning in a coherent manner using appropriate methodologies
  • The learning environment and facilitation approach promotes open interaction
  • Ensure learners are aware of expected learning outcomes
  • Ensure active participation. 
  • Enables learners to draw from and share their own experiences and work out and apply concepts for themselves. 
  • Development of concepts through participation
  • Manage groups in line with facilitation principles
  • Maximise the strengths of group learning while recognising the needs and requirements of individual members. 
  • Questioning techniques to promote learner involvement
  • Questioning techniques to achieve learning outcomes. 
  • Creating opportunities for monitoring learner's progress & gathering of evidence
  • Modifying the facilitation approach to ensure the learners' needs are addressed. 
•  Module 4: Evaluate learning and facilitation. 
  • Obtaining learner and stakeholder feedback
  • Critically analysing feedback against review criteria. 
  • Identifying strengths and weaknesses of the planning, preparation and facilitation of learning. 
  • Obtaining useful recommendations for improvement
  • Identifying remedial actions. 

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