The WSQ Specialist Diploma in Advanced Facilitation (SDAF) is a competency-based specialist diploma programme. It provides learners with the skills and knowledge to design and facilitate learning and development to enable sustained and positive change, and gives them exposure and practice in facilitation for different contexts.
Though it is a Specialist Diploma, it covers both vertical and horizontal competencies, from facilitation skills and knowledge to professional branding. To enhance learners’ ability to use technology in training, the diploma requires learners to engage with learning technology throughout the programme.
In addition to acquiring basic training competencies, SDAF graduates will be able to:
Overall, SDAF graduates will possess deeper and broader facilitation skillsets that will enhance their professional credentials and enable them to distinguish themselves in the increasingly competitive CET sector.
SDAF is relevant for those who design and conduct WSQ and non-WSQ training, as well as facilitation interventions for organisations.
It is recommended for practicing Adult Educators who want to:
SDAF comprises four modules and a total of 16 credit values. It takes approximately seven months to complete.
Learners will acquire learning facilitation competencies, including the design and delivery of blended learning experiences that integrate classroom active learning approaches and facilitation strategies in a digital space.
Learners will acquire process facilitation competencies, such as the design and delivery of facilitation intended to address desired outcomes scoped in consultation with stakeholders who commissioned the facilitation engagement. Facilitation skills and techniques that can be used to elicit optimal group participation will be introduced.
Learners will undergo an online strengths profiling exercise and one-on-one coaching session to facilitate their development of learning intentions and clarify their desired vision as facilitation practitioners.
Learners will be introduced to concepts and tools that practitioners can use to surface values, beliefs, assumptions and potentially reframe them to optimise desired learning and change. SDAF learners will gain a deeper appreciation of the critical role that mindsets play in performance and how to facilitate reflection on the impact of mindset in supporting or inhibiting learning.
Learners will discover the elements of a holistic career development plan and learn how to build professional credibility and visibility by establishing a professional identity and unique branding which showcases their skillsets for better marketability. Learners will also explore the use of online platforms and social media to showcase professional artefacts.
Learners will attend face-to-face classroom training for the designated hours for each module, supplemented by e-learning where appropriate. Throughout the programme, learners will:
The following delivery formats will be applied:
To optimise classroom learning time, SDAF is delivered partially through a flipped classroom model where learners are expected to complete e-learning prior to classroom training.
SDAF learners start their learning journey by undergoing a global online strengths profiling exercise. This will be followed by a one-to-one coaching session with a programme facilitator to clarify and align the learner’s strengths and passions to optimise the learner’s facilitation practice.
Assessment is integrated, with emphasis on real-world application through a practicum.
Learners are expected to bring their own laptops, tablets or mobile devices for training. All learning resources will be made available in the D2L learning management system for learners to download. No hardcopy notes will be provided.
AF 1 and AF 3 are assessed in an integrated manner and the rest of the modules are assessed independently.
Please note that the Personal Learning Journal is an assessment deliverable of AF1. However, learners will be required to input their reflections of their learning throughout AF1, AF2 and AF3. The Personal Learning Journal is assessed only upon completion of AF1(B).
Learners who are assessed to have fulfilled the competency standard requirements of AF1, AF2, AF3 and AF4 will be graded ‘Competent (C)’. Learners who have not fulfilled the competency standard requirements will be graded ‘Not Yet Competent (NYC)’.
Applicants must meet the following criteria:
1. All applications must be made online through MyIAL e-services.
2. Applicants are to ensure that they meet the entry requirements before proceeding to register for the course.
3. Applicants should have the following ready before proceeding with the online application:
* The PHO should be of a sizeable scale to accommodate the SDAF practicum requirements. As a guideline, there should be at least one to two stakeholders whom the SDAF learner can engage to scope the deliverables of the facilitation. The facilitation should also involve at least five learners (not including the facilitator).
4. IAL endeavours to inform applicants of the screening outcome within 5 working days upon receipt of the online application with completed documents and the video. Incomplete document submission(s) may lead to longer processing times or rejection of application.
5. Upon successful enrolment, applicants will receive a course confirmation email.
6. If the screening outcome is unsuccessful, the paid course fees will be refunded.
|Funding Type||Programme Fee|
Full Programme Fee
Singaporeans / Permanent Residents
(After 70% subsidy)
Singaporeans (40 years old and above)
(After Mid-Career Enhanced Subsidy [MCES])
Singaporeans (35 years and above with average gross monthly income of S$ 2,000 and below)
(With Workfare Training Support [WTS] Scheme)
Programme fee covers training and assessment. The fees are inclusive of prevailing GST and subject to change. IAL reserves the right to amend this information without prior notice.
For full details on the available funding schemes, click here.
SDAF is intended to provide a progression pathway for ACTA and DACE graduates to deepen their training and facilitation skills. It provides practitioners with an avenue to develop specialised skillsets in facilitation design and delivery to enhance their value proposition and employability.
The strengths profiling is essential to enable SDAF learners to identify and develop a desired professional vision as an Adult Educator and facilitation practitioner. The profiling instrument and follow-up coaching process is designed to be fit-for-purpose for SDAF. All learners should undergo the process in its entirety for assessment purposes and to optimise their experience learning.
While the SDAF curriculum does absorb some of the facilitation modules in DACE 1st version, the SDAF modules have distinct competency standards that go beyond those covered in DACE 1st version. However, if you already hold a Statement of Attainment (SOA) for the DACE 1st version E6 (Use Facilitation Techniques for Group-based Learning) module, you may undertake an accelerated curriculum when completing AF3 Use Process Facilitation to Achieve Desired Group Outcomes.
If you do not have the necessary qualifications, IAL will channel you to the Workplace Proficiency Level (WPL) test and is prepared to administer a simple written diagnostic test to ascertain your suitability for the programme.
As SDAF is intended for active practitioners who can enrich the peer learning, it is essential that SDAF learners already possess a baseline competency in facilitation and preferably have ongoing facilitation engagements for just-in-time application of learning.
If you do not meet the prior training experience requirement, but are still keen to enrol for SDAF, it is recommended that you undergo a validation of your current facilitation competency. For the validation, you will be required to submit a video-recording of an actual training delivery (can be WSQ or non-WSQ) that you have completed in the last 3 years, lesson plan and other learning resources developed to support the delivery for IAL’s internal evaluation. This will be used as a proxy indicator of your facilitation capabilities to determine your suitability for enrolment into the programme.
Please contact us for more details.
AF4 is intended to enable active Adult Educators to develop and polish their professional branding with the view of enhancing employability. In the increasingly competitive market, it is essential that practitioners develop both their technical skill-sets in facilitation as well as develop their professional branding to build credibility in the industry.
Potential SDAF learners who are currently an employee would also benefit from the module as the competencies covered in this module are meant to be adaptable too for learning and development professionals in a position to influence the branding and substance behind their employer’s training and development strategies and activities.
To help you apply the knowledge and skills acquired from the modules, you are required to complete at least 12 hours of Practicum in a Practicum Host Organisation (PHO).
The PHO can be any business organisation, not necessarily a training organisation. You will be required to locate your own PHO to facilitate your practicum. As such, it will be helpful if you are already working in an organisation or have organisations ready to take you in for the Practicum. Alternatively, if you run your own training business, you may do your Practicum for a client of your company. However, you will need to seek agreement from a representative in the client organisation to act as your Practicum Host Co-ordinator.
During the course of the Practicum, IAL will provide a supervisor to monitor and assess your performance.
For more information, please refer to this presentation which you can share with prospective PHOs.
You are also to complete and get your PHO to sign a Letter of Consent before applying for the programme.
You are strongly discouraged from changing practicum host organisation mid-way during practicum as this will have an impact on your integrated assessment for AF1 and AF3 modules. In the event where there is a need to change your PHO, please inform your IAL supervisor immediately. This is to support you to complete the range of work activities according to the practicum contract.
No, enrolment into the SDAF programme is not automatic. As the assumed skills and knowledge required for the programme are pitched at a fairly high level, it will be necessary to ascertain if you possess the appropriate level of competency to complete the SDAF programme.
Advisory services to guide applicants on the necessary enrolment process are available.
SDAF is designed as a cohort-based programme to enrich the peer-learning and professional connections that could be forged as a result of undergoing a learning journey together. The modules are designed to scaffold the learning for optimal graduate outcomes and all modules should be taken in the prescribed sequence.
There are limited runs of SDAF per year due to the specific requirements of our target learner profile. We strongly recommend that you complete the required modules with the cohort that you are enrolled in. Deferment is granted only on a case-by-case basis and learners are required to complete the programme within three years. In cases of deferment, you will be required to complete any outstanding SDAF modules with the new cohort that you join.