PURPOSE OF FOUNDATIONAL LEARNING COMPETENCE
Foundational Learning refers to the competence needed in the two key areas of Communication and Mathematical Literacy in order to deal successfully with occupational learning at NQF Levels 2-4. Its key purpose is to remove barriers to learning and progress in occupational pathways and skills development.
The part qualification component ‘Foundational Communication’ describes the language skills, processes, knowledge and practices needed in the language of instruction for occupational training and in the language of formal usage in the workplace. The purpose of this component is to enable individuals to deal confidently and successfully with the Language of Learning and Teaching (LOLT) of formal occupational training, in relation to oral skills, print-based learning and the language of external assessments such as trade tests.
People who achieve the part qualification will be able to speak, listen, read and write meaningfully and effectively in the language of instruction so that they can progress further in their chosen occupational pathways and workplace contexts.
Foundational Mathematical Literacy
The part qualification component ‘Foundational Mathematical Literacy’ is the minimum, generic mathematical literacy that will provide learners with the necessary foundation to cope with the mathematical demands of occupational training and to engage meaningfully in real-life situations involving mathematics. Foundational Mathematical Literacy will also serve as the foundation for further development of an individual in mathematical literacy contexts and mathematical concepts that may be specific to an occupation or trade.
Individuals who have met all the requirements of Foundational Mathematical Literacy are able to make sense of and solve problems in real contexts by responding to information about mathematical ideas that are presented in a variety of ways. Individuals will solve problems by defining their goals, analysing and making sense of problem situations, planning how to solve problems, executing their plans, interpreting and evaluating the results, and justifying the method and solution. Individuals will respond by means of identifying or locating, ordering, sorting, comparing, counting, estimating, computing, measuring, modelling, interpreting and communicating. The mathematical ideas will revolve around number and quantity, space and shape, patterns and relationships, data and chance and measurements.
|TITLE :||Foundational Learning Competence (FLC)NQF 2|
|SAQA ID :||88895|
|ACCREDITING AUTHORITY :||QCTO|
|PROGRAMME DURATION :||400 hours of training|
EXIT LEVEL OUTCOMES:
- Read and understand a range of text types, extract and use information, and make critical judgments.
- Write a variety of texts to record information and ideas.
- Interact orally with others with a reasonable degree of confidence for a number of purposes.
- Read and produce visual texts.
- Use knowledge of grammar to understand and communicate effectively through reading, writing, speaking and listening.
Foundational Mathematical Literacy:
- Use the language of learning and teaching effectively for occupational learning and training
- Use numbers in a variety of forms to describe and make sense of situations and to solve problems in a range of familiar and unfamiliar contexts.
- Manage personal finances using financial documents and related formulae.
- Collect, display and interpret data in various ways and solve related problems.
- Make measurements using appropriate measuring tools and techniques to solve problems in various measurement contexts.
- Describe and represent objects and the environment in terms of spatial properties and relationships.
- Interpret and solve problems involving mathematical patterns, relationships and functions.
|Foundational Mathematical Literacy:||20||