Call 0867227014, 0318115749 or WhatsApp 0825507946 for more detail!

What is Foundational Learning Competence?

Foundational Learning Competence (FLC) is a part qualification that consists of two learning  areas: Communication and Mathematical Literacy.  it outlines the minimum level of competence required for optimal functioning in the world of work and for occupational learning at NQF Levels 2-4. it is a part qualification registered at NQF Level 2 and carries 40 credits in total. Each learning  area carries 20 credits.

The FLC is directed at learners in occupational qualifications registered on the NQF at Level 2, 3 and 4. it is a compulsory component for all new qualifications developed by the Quality Council for trades and occupations (QCto) at NQF levels 3 and 4 (see exemptions in page 10).Tthis does not mean that developers of qualifications at NQF Level 2 cannot include Foundational Learning Competence as a requirement.

Each learning  area consists of components that are ‘foundational to’ occupational qualifications at NQF Levels 2 to 4. the FLC is intended to address the skills and knowledge required for occupational learning across the FEt sector.

The following documents describe the learning required for the FLC:

  1. the Foundational Learning Competence part Qualification (which contains the Exit Level outcomes and Associated Assessment Criteria for both Communication and Mathematical Literacy, SAQA iD: 88895).
  1. the Foundational Communication in English: Curriculum Framework.
  2. the Foundational Mathematical Literacy: Curriculum Framework.

These documents outline the knowledge, content, applied  skills, range statements and assessment requirements of the FLC. the curriculum documents for Foundational Communication and Foundational Mathematical Literacy outline the necessary ‘learning’ skills for the learner to succeed in occupational or trade training. the curricula set out the areas of knowledge, skills and processes that should be covered in each learning  area. they include learning outcomes and the scope and contexts in which these can be learned or practised, as well as learning activity guidelines and illustrative exemplars for different skills and tasks. the curricula do not represent actual learning programmes. providers will need to develop or adapt their own materials. the learning materials should be contextualised to suite the particular occupational sector.

The curriculum documents are available on the QCto and independent Examinations Board (iEB) websites.

The focus in Foundational Communication  is on developing reading, writing, speaking and listening skills that will enable the learner to function optimally in the workplace, to enable the learner to deal with further learning and to access occupational training materials and related assessments. the focus in Foundational Mathematical Literacy