Bachelor of Human Resource Development

Purpose

The qualification enables learners to develop the tasks of Training, and Staff Development Professionals as follows: plan, develop, implement and evaluate training and development programs to ensure that management and staff acquire the skills and develop the competencies required by organisations to meet organisational objectives.

Rationale

The qualification is for the TSDP (Training and Staff Development Professional), also known as a training and development practitioner, occupational trainer, training officer, training consultant, training coordinator, skills development facilitator practising the science, art and skills regarding training in the industry. Training and development is a priority within South Africa that is driven extensively and supported by government policies and legislation, national strategies (NSDS III) and the Human Resource Development Strategy of South Africa. The qualification aims to improve organisational effectiveness and productivity, thereby addressing skills shortages and unemployment. Since the development of the NQF, training and staff development practitioners fulfils various professional roles, namely design and evaluate training qualifications, assessment and research, to mention a few. For example, the Skills Development regulations make provision for the appointment of an SDF who develops the organisational skills strategy, including the workplace skills, plan and annual training report. Competent and qualified training and development staff professionals are needed to upskill the South African workforce to increase global competitiveness.

Recognition of Prior Learning (RPL)

The University accepts the principle underlying outcomes-based, source-based- and life-long learning For the Recognition of Prior Learning, whether acquired by formal education curricula or informally (by experience). These types of learning are indispensable elements in deciding on admission to and awarding credits.

Formal prior learning

Prior accredited learning at the Further Education and Training or at Higher Education level in relevant domains which constitute credit-bearing modules is recognisable. The learner needs to produce evidence that shows that they have achieved at a satisfactory level, the Exit Level Outcomes and Associated Assessment Criteria specified for modules of this qualification and, if appropriate, allow the recognition of prior learning for the achievement of the qualification in part or in full.

Non-formal and informal prior experiential learning

A learner who does not have a formal qualification or has a non-formal qualification may apply for RPL. There will be a consideration for those learners if they can demonstrate (through the production of substantial and satisfactory evidence) experiential, or work-based learning for admission or the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who, after such assessment, is deemed to have sufficient potential but needs further academic development, must be directed to other suitable qualifications before admission or to qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4 with endorsement.

Or

• National Senior Certificate, NQF Level 4 granting access to Bachelors studies.

Or

• National Certificate Vocational, NQF Level 4 granting access to Bachelors studies.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 448 Credits.

• Integrate knowledge, skills and attitudes regarding training and development and will be able to apply this knowledge to identify and solve problems and implement critical and creative thinking.
• Co-operate with the community, the workplace, applicable SETAs and the Department of Education and Labour;
• Organise and manage themselves as well as their activities;
• Gain, analyse, organise and critically evaluate knowledge in the different domains embedded in HRD;
• Communicate using various media in several situations;
• Apply technological and scientific information, by so doing also showing respect for the environment and health of others;
• View the world as holistic and consisting of integrated systems, which implies that problem-solving does not take place in isolation;
• Practise the roles of training and staff development professionals including occupational trainers, skills development facilitators and assessment practitioners as specialists in their selected role/occupation/job and member of a specific or general community.

Integrated Assessment

This qualification employs Formative, Summative and integrated assessments throughout the three years of study in the form of written tests, as well as practical assignments and examinations used in the various disciplines included in the qualification. There will be an assessment of the learners' skills at communicating orally and in written format, using appropriate IT.