role

SAQA ID 120372 Project Management NQF 4

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Explain fundamentals of project management 

 

SAQA US ID UNIT STANDARD TITLE
120372 Explain fundamentals of project management
ORIGINATOR
SGB Project Management
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Project Management
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular-Fundamental Level 4 NQF Level 04 5
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
10131 Identify, organise and co-ordinate project life cycle phases for control purposes Level 4 NQF Level 04 5 Complete

PURPOSE OF THE UNIT STANDARD
The person credited with this unit standard is able to begin operating in a project environment by understanding the terminology used and interpreting and explaining fundamental concepts of project management. This standard will also add value to learners who are running their own business and recognise that project management forms an integral component of any business.

The qualifying learner is capable of:

  • Explaining the nature of a project.
  • Explaining the nature and application of project management.
  • Explaining the types of structures that are found in a project environment.
  • Explaining the application of organisation structures in a project environment.
  • Explaining the major processes and activities required to manage a project.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Learners accessing this qualification will have demonstrated competence in computer literacy, numeracy, literacy and communications at NQF level 4 or equivalent.

UNIT STANDARD RANGE

  • Project level will include but is not limited to working as a leader in the context of a small project/sub-project involving few resources and having a limited impact on stakeholders and the environment or working as a contributing team member on a medium to large project when not a leader.
  • Projects may include but are not limited to all projects including technical, developmental and business related projects.
  • Processes and sub-processes may include but are not limited to initiating, planning, controlling, execution, close out processes, budgeting, approval, implementation, monitoring, evaluation, elementary risk identification, analysis, quantification, time management, risk management, quality management, resources management, communication management, scope management, contract management and supplies management.
  • Life cycle phases may include but are not limited to concept, development, design, implementation, construction, close out, identification, formulation, financing and evaluation.
  • Basic terminology and definitions may include but is not limited to project management, project, sub-project, programme, phase, stage, life cycle, process, activities, tasks, milestones, close out, scope, risk, scheduling, timeline, planning, controlling, deliverables/product/service, hierarchy, breakdown structures, operational, stakeholders, budget, estimating, communications.
  • Roles may include but are not limited to Project Sponsor, Project Manager, Project Administrator, Project Engineer, Steering Committee, Team member.
  • Understanding and explanations will reflect the nature of project experience, the sector within the learner is operating and prior management experience.
  • International and local professional bodies linked to project management practice and standards will include but are not limited to Project Management Institute (PMI), Australian Institute of Project Management (AIPM), International Project Management Association (IPMA), and Association for Project Management (APM), Association for Construction Project Managers (ACPM), Cost Engineering Association of South Africa (CEASA) and Project Management South Africa (PMSA).
  • Recognised published standards may include but not limited to those published by APM, PMI, IPMA, Global Performance Standards for Project Management Personnel, American National Standard Institute, International Standards Organisation, British Standard and South African National Standards.
  • Policies and procedures may be organisation specified systems, policies and procedures or where these do not exist, accepted industry best practice.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Explain the nature of a project.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The characteristics of a project are explained with examples.

ASSESSMENT CRITERION 2
Differences between project and non-project work are explained with examples of each.

ASSESSMENT CRITERION 3
A basic project life cycle is explained with examples of possible phases.

ASSESSMENT CRITERION 4
The reasons for undertaking projects are explained with practical examples.

ASSESSMENT CRITERION 5
A range of types of projects and their complexity are explained in simple terms.
ASSESSMENT CRITERION RANGE
Type of project may include but is not limited to simple, complex, closed to open, “fog, quest, movie or paint by number”, technical, business, community based, development, research and development of new products.

SPECIFIC OUTCOME 2
Explain the nature and application of project management.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Project management is defined and its application is explained according to recognised published standards.

ASSESSMENT CRITERION 2
The major project management processes are described and explained according to recognised best practice.

ASSESSMENT CRITERION 3
The differences between project management and general management are explained with examples of each.

ASSESSMENT CRITERION 4
The difference between project management processes and technical (end product related) processes is explained with examples of each.
ASSESSMENT CRITERION RANGE
Project management processes are those associated with the management of a project and technical processes are those required to produce the required deliverables to satisfy the objectives of the project.

ASSESSMENT CRITERION 5
The difference between a project team member and the project manager is explained in accordance with role descriptions.

SPECIFIC OUTCOME 3
Explain the types of structures that are found in a project environment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The reasons for defining structures for a project is explained with examples.
ASSESSMENT CRITERION RANGE
Structures may include but are not limited to; programme to sub project hierarchy; organisation structures; product /work/cost/organisation breakdowns note – structure is a set of interconnecting parts of any complex thing, a framework.

ASSESSMENT CRITERION 2
The concept of programme and project hierarchies is explained with an example.
ASSESSMENT CRITERION RANGE
Programmes include related projects, which may be broken down into sub projects, phases or other components/units.

ASSESSMENT CRITERION 3
The purpose of decomposing a project into manageable components or parts is explained with practical examples.
ASSESSMENT CRITERION RANGE
Decomposing a project is breaking it down from top to lower levels, similar to a functional decomposition.

ASSESSMENT CRITERION 4
The concepts of breakdown structures for product, work and cost are explained in simple terms.
ASSESSMENT CRITERION RANGE
Product may include products, services or results. The term deliverable is associated with Product, a common interpretation is that deliverables are produced as the project progresses resulting in an end product.

SPECIFIC OUTCOME 4
Explain the application of organisation structures in a project environment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The basic differences between a matrix and functional organisation structure are explained with examples of each.
ASSESSMENT CRITERION RANGE
Limited to organisational matrix and functional structures not extended to their impact on a project.

ASSESSMENT CRITERION 2
The project organisation structure is described and explained in a written format.
ASSESSMENT CRITERION RANGE

  • Organisation structure includes project roles and reporting such as team leader to project manager to project sponsor. Organisation structure includes identifying but not detailing description of roles, responsibilities and reporting lines, progress and communication reporting, authority hierarchy, decision-making accountability.
  • Reporting lines, authority levels, single point of responsibility/accountability.

ASSESSMENT CRITERION 3
The purpose and key responsibilities of two roles on a project are described in a written format.

ASSESSMENT CRITERION 4
Stakeholders are explained with examples of at least six different stakeholders.

SPECIFIC OUTCOME 5
Explain the major processes and activities required to manage a project.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Key processes and activities that take place to manage a project are described from beginning to end.
ASSESSMENT CRITERION RANGE
The processes and activities may include but are not limited to start up, initiation, planning, controlling, monitoring, execution, implementing, closing, evaluating.

ASSESSMENT CRITERION 2
The supplementary management sub-processes and activities required to support the key processes and activities are briefly described with examples of each.
ASSESSMENT CRITERION RANGE
Supplementary sub-processes and activities includes but are not limited to scope, risk, quality, communications, schedule, cost, change control, resource, stakeholder and procurement management.

ASSESSMENT CRITERION 3
The reasons for planning and controlling a project are explained with examples of the consequences of not planning and controlling.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

  • An individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

  • Basic terminology and definitions of project management including: project management, project, programme, phase, stage, life cycle, product, deliverable, milestone, activities, tasks, close out, scope, risk, scheduling.
  • The concept and role of product, project and operations life cycles.
  • The Life cycle approach in the structuring of projects.
  • Simple project life cycles.
  • How to decompose a project into manageable components or parts.
  • The elements of a project: uniqueness, constraints of time and resources, specified deliverables.
  • Alternative organisation structures and their implications, for example functional versus matrix.
  • How various role-players are involved over the project and product life cycle.
  • Key project management activities.
  • The relationship between processes, sub-processes and core knowledge areas.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one’s activities responsibly and effectively to gain the required understanding of the fundamentals of project management.

UNIT STANDARD CCFO COLLECTING
Collect, organise, and critically evaluate information pertaining to the fundamentals of project management and recognised best practices.

UNIT STANDARD CCFO SCIENCE
Use of science and technology in representing and communicating the fundamentals of project management.

 

SAQA ID 10146 Supervise a project team NQF 5

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Supervise a project team of a developmental project to deliver project objectives

 

SAQA US ID UNIT STANDARD TITLE
10146 Supervise a project team of a developmental project to deliver project objectives
ORIGINATOR
SGB Project Management
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Project Management
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular-Fundamental Level 5 Level TBA: Pre-2009 was L5 14
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30


This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD
This unit standard forms part of the qualification, National Certificate Project Management and is registered at Level 4 on the National Qualifications Framework. Learners accessing this standard will be involved in project management teams or involved in building small project management teams. These projects may be technical projects, business projects or developmental projects and will cut across a range of economic sectors. This standard will also add value to learners who are running their own business and recognise that project management forms an integral component of any business.

The qualifying learner is capable of:

  • Discussing and explaining the appropriateness of the various organisational structures.
  • Supervising and monitoring a developmental project team.
  • Reporting progress on a developmental project.
  • Identifying and rectifying problems occurring in a developmental project.
  • Setting up, running and closing a developmental project.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

  • Learners accessing this qualification will have demonstrated competence in mathematics and communication skills at NQF level 3 or equivalent.
  • Learners accessing this qualification will have demonstrated competence in computer literacy and applicable software at NQF level 3 or equivalent.

UNIT STANDARD RANGE

  • Identify and use appropriate organisational structures and supervising a project team in the context of a small project / sub-project involving few resources and having a limited impact on stakeholders and the environment.
  • Developmental projects will include any project, which contains the following characteristics: The project is donor or self funded. The project is community based. The project is not profit driven. The project is non-tangible. The project is focused on outcomes rather than outputs
  • Projects at this level will include single projects rather than simultaneously managed multiple projects
  • Relevant “subject matter” expertise will be required where learners will apply developmental projects with specific areas / economic sectors.
  • Advantages and disadvantages of organisational structures including: culture, values, politics, vision, ethics, etiquette.
  • Organisational structures will include any hierarchical, matrix, flat or projectised structures within which projects are performed.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Discuss and explain the appropriateness of the various organisational structures

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.Alternative organisational structures are identified and how projects operate within
each structure are identified.

ASSESSMENT CRITERION 2
2.Advantages & disadvantages of all organisational structures are explained.

ASSESSMENT CRITERION 3
3.Reasons for choosing particular organisational structures are described.

ASSESSMENT CRITERION 4
4.The interface and overlap between general management and project management is
explained.

ASSESSMENT CRITERION 5
5.Examples of organisational structures are provided.

SPECIFIC OUTCOME 2
Supervise and monitor a developmental project team

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.Supervision practices, with reference to project teams are described.

ASSESSMENT CRITERION 2
2.Project team objectives are confirmed in accordance with the scope of the project
and requirements.

ASSESSMENT CRITERION 3
3.Project team progress is monitored and recorded against project plan.

ASSESSMENT CRITERION 4
4.Task workflow is organised to achieve minimal waste and delay.

SPECIFIC OUTCOME 3
Report progress on a developmental project

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.A variety of reporting lines are recognised and explained.

ASSESSMENT CRITERION 2
2.Report priorities and requirements are described and documented.

ASSESSMENT CRITERION 3
3.Progress is documented and reported in accordance with established procedures.

ASSESSMENT CRITERION 4
4.Reports are produced according to donor specifications.

ASSESSMENT CRITERION 5
5.Progress report is produced within agreed time frame and format.

SPECIFIC OUTCOME 4
Identify and rectify problems occurring in a developmental project

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.Potential problems are identified, recorded and notified in terms that allow
resolution.

ASSESSMENT CRITERION 2
2.Symptoms of problems are identified and root causes determined.

ASSESSMENT CRITERION 3
3.Appropriate problem-solving methods and techniques are identified, selected and applied to solve the problem.

ASSESSMENT CRITERION 4
4.Unresolved problems are reported to higher authority.

ASSESSMENT CRITERION 5
5.Problems are rectified within set time frames.

SPECIFIC OUTCOME 5
Set-up, run and close a developmental project

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.Project duration, start and end time and tasks are communicated and explained.

ASSESSMENT CRITERION 2
2.Project is set up within agreed time frames using identified personnel.

ASSESSMENT CRITERION 3
3.Project progress is observed against project scope and requirements.

ASSESSMENT CRITERION 4
4.Project work structures are applied and monitored.

ASSESSMENT CRITERION 5
5.Closing down procedures are followed.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Providers will be accredited against this unit standard and assessors registered by the relevant Education Training Quality Assurance Body (ETQA).

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

  • An in-depth understanding of the range of project organisational structures regarding functional and matrix.
  • An in-depth understanding of the advantages and disadvantages of each type of organisational structure.
  • A comprehensive understanding of the principles and techniques for general supervision of people.
  • A comprehensive understanding of the methods and techniques for reporting progress to higher authority.
  • A comprehensive understanding of the nature and scope of a developmental project.
  • An all-rounded understanding of the methods and techniques for solving problems related to supervising a team
  • A comprehensive understanding of the methods and techniques for general supervision of others.
  • A general understanding of measuring instruments to measure a project teams performance.
  • A general understanding of the national priorities requiring dedicated project management expertise
  • An in-depth understanding of the implication of change in a new South Africa.
  • A general understanding of a range of donor sources.
  • A general understanding of donor methods, requirements and procedures.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems, monitoring all problems occurring within a project team and in a developmental project.

UNIT STANDARD CCFO WORKING
Work effectively with others as a member of a team when supervising a project team.

UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities maintaining fairness and transparency throughout the process of supervision.

UNIT STANDARD CCFO COLLECTING
Collect and organise information pertaining to the monitoring, identifying and rectifying of project teams performance and problems.

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively when reporting progress on a developmental project, and with regards to the organisational structure.

UNIT STANDARD CCFO SCIENCE
Use science and technology in the gathering of information and for reporting progress.

UNIT STANDARD CCFO DEMONSTRATING
Demonstrate an understanding of the world as a set of related systems where the impact of poor supervision of a project team leads to sub standard results, and how the advantages and disadvantages of organisational structures work against each other (culture and policies).

UNIT STANDARD CCFO CONTRIBUTING
In order to contribute to the full personal development of each learner and the social and economic development of society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of reflecting on and exploring a variety of strategies to learn more effectively and developing entrepreneurial opportunities.

SAQA ID 15218

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Conduct an analysis to determine outcomes of learning for skills development and other purposes
SAQA US ID UNIT STANDARD TITLE
15218 Conduct an analysis to determine outcomes of learning for skills development and other purposes
ORIGINATOR
SGB Human Resource Management and Practices
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Human Resources
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 6 Level TBA: Pre-2009 was L6 4
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9946 Develop workplace skills plan(s) Level 5 Level TBA: Pre-2009 was L5 20 Complete

PURPOSE OF THE UNIT STANDARD
This Unit Standard is for people who intend to conduct an analysis to determine outcomes of learning for the purposes of defining skills needs at organisational level and/or to identify assessment standard titles at industry or sub-sector level. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

People credited with this Unit Standard are able to:

  • plan, organise a skills analysis process
  • conduct an analysis to determine outcomes of learning needed for formal recognition
  • produce and verify a matrix of outcomes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that people starting to learn towards this Standard are competent in Communication, Mathematical Literacy and Computer Literacy at NQF Level 4.

UNIT STANDARD RANGE
An “Outcome” represents a significant, coherent, meaningful milestone of learning that is worth recognising as an individual achievement.

The Outcomes identified may be used for the purposes of identifying skills development needs at organisational level or as titles for assessment standards at industry or sector level.

It is expected that the candidate seeking this Unit Standard will conduct the analysis through the facilitation of group processes, interviews and document studies.

The term “analyst” refers to the person seeking recognition for this Unit Standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Plan and organise the analysis process.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. The scope and purpose of the analysis is defined in line with organisational or sub-field requirements and aligns with intended reasons for formal recognition of outcomes of learning.

ASSESSMENT CRITERION 2
2. The form of the analysis selected is appropriate to the skill areas to be analysed and enables the analyst to identify outcomes appropriate to those areas.
ASSESSMENT CRITERION RANGE
There are a variety of forms of analysis that could be used including purpose analysis, work process analysis, functional analysis, task analysis. More than one type of analysis could be used in order to verify results.

ASSESSMENT CRITERION 3
3. Possible sources of information are identified and selected in terms of their potential to provide details of skills, knowledge and attributes required by people in relation to key roles and/or work processes.
ASSESSMENT CRITERION RANGE
Any of the following sources as may be applicable in the situation: subject matter experts, management, customers, work instructions, standing operating procedures, training manuals, key shareholders, legislation, reports.

ASSESSMENT CRITERION 4
4. People with an established interest in the results of the analysis are identified and the nature of their contribution is confirmed in accordance with organisational or national policies and procedures. Sufficient notification is provided to ensure participants are aware of times, venues and purpose of any activities related to the analysis process.

ASSESSMENT CRITERION 5
5. All resources needed to ensure an effective process are obtained so as to be ready and available on time.
ASSESSMENT CRITERION RANGE
Resources include venue, audio and visual aids, source documentation, recording resources and catering.

ASSESSMENT CRITERION 6
6. Insights gained from similar processes are incorporated into the planning and preparation.

SPECIFIC OUTCOME 2
Conduct the analysis.
OUTCOME RANGE
The analysis to include the facilitation of group processes, interviews and document studies where these methods are relevant.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Clear definitions are provided to participants concerning the nature and purpose of any outcomes analysis workshops. The nature and purpose are confirmed with relevant stakeholders where necessary.
ASSESSMENT CRITERION RANGE
Confirmed to be within the scope, terms of reference and authority of the analyst.

ASSESSMENT CRITERION 2
2. Information is collected and recorded using structured data collection methods.
ASSESSMENT CRITERION RANGE
Including the use of a selection of interviews, observation, questionnaires, brainstorms or surveys as may be applicable to the situation.

ASSESSMENT CRITERION 3
3. The information is checked and verified for completeness, relevance and validity.

ASSESSMENT CRITERION 4
4. Group processes and dynamics are managed to ensure the achievement of the workshop purposes.

ASSESSMENT CRITERION 5
5. The analysis yields outcomes that are realistic, current and fit for purpose in terms of the needs of the organisation or sub-field concerned.
ASSESSMENT CRITERION RANGE
“Fit for purpose” means the outcomes

  • are significant, measurable, meaningful, coherent milestones
  • are attainable by and attributable to individuals
  • can be justified as outcomes worthy of recognition,
  • reflect the organisation or sub-field’s current and predicted needs, and
  • address individual’s needs for recognition.

SPECIFIC OUTCOME 3
Develop and verify a matrix of outcomes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. The matrix reflects the outcomes needed within the defined scope and a clear rationale is provided and endorsed in terms of the established needs for recognition.
ASSESSMENT CRITERION RANGE
The needs for recognition including standards as parts of a qualification or as recognition milestones in their own right.

ASSESSMENT CRITERION 2
2. The matrix is continually updated so as to reflect changes that emerge through the design and implementation process.

ASSESSMENT CRITERION 3
3. The outcomes are written in precise and meaningful language, consistent with normal and/or sub-field usage.

ASSESSMENT CRITERION 4
4. Outcome statements are presented in the format required by approval bodies and are unique to the organisation.
ASSESSMENT CRITERION RANGE
Unless specifically required in another format, the conventional format of “active verb – noun” should be used, including a condition or modifier where required.

ASSESSMENT CRITERION 5
5. The presentation of the matrix allows for easy access to and interpretation of the information and Outcomes are clearly linked to the various roles or disciplines within the scope of the analysis.

ASSESSMENT CRITERION 6
6. The Outcomes describe results of applying skill and knowledge and avoid describing methods and procedures.

ASSESSMENT CRITERION 7
7. Key stakeholders are consulted, through structured processes, concerning the usefulness, relevance, validity and size of the proposed Outcomes.

ASSESSMENT CRITERION 8
8. Agreed changes are made to reflect the inputs of key stakeholders, if necessary.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant Education and Training Quality Assurance Body (ETQA) or with an ETQA that has a Memorandum of Understanding with the relevant ETQA..
2. Any institution offering learning that will enable achievement of this Unit Standard or will assess this Unit Standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed accredited ETQA procedures.
4. Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following essential embedded knowledge will be assessed through assessment of the Specific Outcomes in terms of the stipulated Assessment criteria:

  • The essential concepts, principles, structures and terminology of an outcomes-based system.
  • Methods of facilitating group processes and the dynamics involved.
  • Methods of gathering, analysing and recording data

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

  • Identify and solve problems:
    This outcome will be demonstrated during the planning stage as well as when conducting the analysis.

UNIT STANDARD CCFO WORKING

  • Work effectively with others and in teams
    This outcome will be demonstrated when conducting the analysis using group processes.

UNIT STANDARD CCFO ORGANISING

  • Organise and manage oneself and one`s activities responsibly and effectively This Unit Standard requires high levels of self-management and organisation.

UNIT STANDARD CCFO COLLECTING

  • Collect, analyse, organise and critically evaluate information
    The standard is primarily focused on this outcome, in particular specific outcome 2:
    Conduct the analysis

UNIT STANDARD CCFO COMMUNICATING

  • Communicate effectively using visual, mathematical and/or language skills
    Communication will be demonstrated during the preparation, the actual analysis and when recording the results.

UNIT STANDARD CCFO DEMONSTRATING

  • Understand the world as a set of inter-related parts of a system
    The inter-relatedness of roles, disciplines and outcomes will emerge throughout the analysis.

SAQA ID 263976 Outcomes-Based Education

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework

 

SAQA US ID UNIT STANDARD TITLE
263976 Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 05 – Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 5
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30
This unit standard replaces:
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
114924 Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework Level 5 Level TBA: Pre-2009 was L5 5 Complete

 

PURPOSE OF THE UNIT STANDARD
The purpose of this Unit Standard is to develop underpinning knowledge and understanding that will inform actions and decisions with regard to implementation of OBET and the NQF. This Unit Standard is for those involved in education, training and development, skills and people development.

  • Learners credited with this unit standard are capable of:
  • Describing the key elements of the outcomes-based approach to education and training (OBET).
  • Describing the form and function of the National Qualifications Framework (NQF).
  • Describing and explain standards within the context of the NQF.
  • Explaining the purpose and use of qualifications.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Communication at NQF Level 4 or equivalent.

UNIT STANDARD RANGE
“Learning organisations” refer to any public or private institution, company or body that provides education, training and development services to internal or external learners.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Describe the key elements of the outcomes-based approach to education and training (OBET).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The concept of an outcome is explained as a means of defining learner achievements and/or desired results of learning within the context education, training and development.

ASSESSMENT CRITERION 2
Different approaches to outcomes-based education and training are explored and compared to recognise the different forms of learning and assessment.
ASSESSMENT CRITERION RANGE
Differences include:

  • Purposes of the approaches.
  • Principles underpinning the approaches.
  • Processes for defining outcomes.
  • Approaches to learning design and delivery.
  • Approaches to assessment.

ASSESSMENT CRITERION 3
Assessment is explained in terms of its role in the learning process within an OBET approach.
ASSESSMENT CRITERION RANGE
Key features of Continuous assessment, formative assessment, summative assessment, integrated assessment.

ASSESSMENT CRITERION 4
The impact of OBET is described in terms of potential benefits to learners, employers, industry and society at large.

ASSESSMENT CRITERION 5
Key terminology associated with OBET is used appropriately and in context.

SPECIFIC OUTCOME 2
Describe the form and function of the National Qualifications Framework (NQF).
OUTCOME RANGE
Descriptions to include the history, rationale, objectives, principles, aims, mechanisms and structures of the NQF.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Descriptions of the history, rationale, objectives, principles and aims of the NQF are given to demonstrate understanding of the intent of the NQF as a transformative vehicle.

ASSESSMENT CRITERION 2
The descriptions given of the mechanisms of the NQF and their purposes are consistent with the current regulatory framework.
ASSESSMENT CRITERION RANGE
“Mechanisms” refer to standards setting, qualification design, assessment, moderation, credit accumulation, accreditation of providers, registration of assessors, and recognition of achievements through the award of credits and/or qualifications.

ASSESSMENT CRITERION 3
Structures responsible for implementation of the NQF are described in terms of their composition, role, function and relationships in line with the current regulatory framework.
ASSESSMENT CRITERION RANGE
SAQA, Government departments, Professional bodies, standards setting structures and quality assurance structures, education, training and skills development structures.

ASSESSMENT CRITERION 4
The roles and responsibilities of individuals and organisations in implementing the NQF are described in relation to the impact on personal, social and economic development and transformation.

ASSESSMENT CRITERION 5
The concept of levels of the NQF are described in relation to the increasing complexity of learning and levels of progression.

ASSESSMENT CRITERION 6
Challenges associated with the implementation of OBET in the NQF are described in terms of resource implications, management and the impact on the learning and assessment processes and practices.

SPECIFIC OUTCOME 3
Describe and explain standards within the context of the NQF.
OUTCOME RANGE
“Standards” include those found in national curriculum statements, unit standards, exit level outcomes and qualifications.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The features of standards are identified and explained in terms of their purpose, and relationship to one another.

ASSESSMENT CRITERION 2
The use of the standard is explained in terms of how it informs the content of the learning process.

ASSESSMENT CRITERION 3
Standards are described in terms of their various uses and relationship to qualifications.
ASSESSMENT CRITERION RANGE
Uses in relation to ETD, skills development and other Human Resource-related uses.

ASSESSMENT CRITERION 4
Knowledge of the processes and principles concerning the design and registration of standards are provided in line with SAQA regulations.

SPECIFIC OUTCOME 4
Explain the purpose and use of qualifications.
OUTCOME RANGE
“Qualifications” refers to the definitions as outlined in the current regulatory framework.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The features of qualifications are explained in terms of their purpose, and relationship to one another.

ASSESSMENT CRITERION 2
The use of the qualification is explained in terms of how it informs the content of the learning process.

ASSESSMENT CRITERION 3
Qualifications are described in terms of to their various modes of delivery and their benefits to specific contexts.
ASSESSMENT CRITERION RANGE

  • Uses in relation to ETD, skills development and other Human Resource-related uses.
  • Modes of delivery includes Unit Standards, skills programmes, learnerships, curriculum, programmes.

ASSESSMENT CRITERION 4
The requirements, rules, processes and principles relating to the design and registration of qualifications are explained in line with current regulatory framework.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

  • Assessors for this unit standard must be registered with the relevant ETQA.
  • Providers offering learning towards this unit standard must be accredited by the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to moderation guidelines and agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The entire unit standard addresses issues of knowledge relative to the outcomes-based approach and the National Qualifications Framework – thus all the outcomes and criteria define the knowledge explicitly.
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COMMUNICATING

  • Communicate effectively using visual, mathematical and/or language skills.
  • Communication through oral and written means is central to this unit standard.

UNIT STANDARD CCFO DEMONSTRATING

  • Understand the world as a set of inter-related parts of a system.
  • Application of this outcome will be revealed through the quality of the descriptions and explanations of the NQF, which is an inter-related system.

SAQA ID 15232 Skills Development Interventions

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Coordinate planned skills development interventions in an organisation
SAQA US ID UNIT STANDARD TITLE
15232 Coordinate planned skills development interventions in an organisation
ORIGINATOR
SGB Human Resource Management and Practices
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Human Resources
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 6
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9935 Manage a learnership/learning programme Level 5 Level TBA: Pre-2009 was L5 12 Complete
9936 Manage a learning system Level 6 Level TBA: Pre-2009 was L6 12 Complete
9947 Implement workplace skills plan(s) Level 5 Level TBA: Pre-2009 was L5 20 Complete

PURPOSE OF THE UNIT STANDARD
This Unit Standard will be useful to people who oversee or manage education, training and skills development within organisations according to agreed development plans. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

People credited with this Unit Standard are able to:

  • identify and prioritise learners` learning requirements
  • plan and organise learning interventions
  • coordinate learning interventions
  • review and report on learning interventions.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that people starting to learn towards this standard are competent in Communication at NQF Level 4.

UNIT STANDARD RANGE
For the purposes of this Unit Standard, it is sufficient for the candidate to coordinate education, training and skills development within a small to medium organisation, or for a department of a large organisation.

The learner should have access to an organisational training and development plan.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Identify and prioritise learners’ learning requirements.
OUTCOME RANGE
From supplied training and development plans or learning needs analyses.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Learning requirements are identified and defined in outcome terms at individual and group level.

ASSESSMENT CRITERION 2
2. Justifications for learning programmes are provided in terms of available needs analyses.

ASSESSMENT CRITERION 3
3. Learning outcomes are confirmed with relevant stakeholders.

ASSESSMENT CRITERION 4
4. Priorities are established using agreed criteria and policies.

ASSESSMENT CRITERION 5
5. Decisions are consistent with learner and organisational needs and take into account costs versus benefits.

ASSESSMENT CRITERION 6
6. Prioritisation is matched with available resources, including budget, facilities, personnel and learning opportunities.

SPECIFIC OUTCOME 2
Plan and organise learning interventions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Individuals and organisations are assisted to identify and consider options for implementation of education, training and development plans.

ASSESSMENT CRITERION 2
2. The selection of providers ensures a suitable match between identified needs of the learner/s and the availability, experience, expertise, resources and delivery style of the providers.

ASSESSMENT CRITERION 3
3. Selection of provider/s and learners allows identified learning requirements to be met within available resources and according to established priorities.

ASSESSMENT CRITERION 4
4. Plans take into account the culture of the organisation and lessons learnt from other interventions.

ASSESSMENT CRITERION 5
5. Location, facilities and equipment support learning requirements and are ensured to be ready and available.

ASSESSMENT CRITERION 6
6. Interventions are promoted, grouped and scheduled to accommodate stakeholder requirements and learner availability.

SPECIFIC OUTCOME 3
Coordinate learning interventions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Coordination activities are carried out according to the plan.

ASSESSMENT CRITERION 2
2. Communication is maintained between involved parties in such a way as to maximise efficiency.

ASSESSMENT CRITERION 3
3. Implementation difficulties are addressed through appropriate mechanisms.

ASSESSMENT CRITERION 4
4. Records are maintained to reveal the progress of learning interventions.

SPECIFIC OUTCOME 4
Review and report on learning interventions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Reviews provide information on the strengths and weaknesses of the learning interventions.

ASSESSMENT CRITERION 2
2. Recommendations made have the potential to improve the planning and implementation of future learning interventions.

ASSESSMENT CRITERION 3
3. Outcomes are reviewed for conformity with identified needs so as to define and determine successes and discrepancies.

ASSESSMENT CRITERION 4
4. Learning data is recorded in accordance with quality management requirements for format and content.
ASSESSMENT CRITERION RANGE
Data can include but are not limited to attendance, learner achievements, evaluation results and feedback from stakeholders
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant Education and Training Quality Assurance Body (ETQA), or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this Unit Standard or will assess this Unit Standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed accredited ETQA procedures.
4. Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the accredited ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
A variety of learning methodologies.
Methods of gathering, analysing and recording data
Key mechanisms for training and developing people.

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems:
This outcome will be demonstrated during the planning stage as well as when coordinating activities.

 

SAQA ID 15221

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Provide information and advice regarding skills development and related issues
SAQA US ID UNIT STANDARD TITLE
15221 Provide information and advice regarding skills development and related issues
ORIGINATOR
SGB Human Resource Management and Practices
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Human Resources
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 4
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9947 Implement workplace skills plan(s) Level 5 Level TBA: Pre-2009 was L5 20 Complete

PURPOSE OF THE UNIT STANDARD
This Unit Standard is for people who are involved in some capacity in human resource development. This Unit Standard will be of particular application for those involved in skills development facilitation.

People credited with this Unit Standard are able to provide information related to skills development, including relevant legislation, learning and assessment, advise an organisation concerning the alignment of skills development practices to the information provided; and advise on the promotion of skills development.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Learners should be competent in communication at NQF Level 4.

UNIT STANDARD RANGE
The Information and advice could be given to a range of people including learners, employees, providers, employers, educators, trainers and careers counsellors. Further range statements have been included throughout the Unit Standard as needed.

For the purposes of assessment against this Unit Standard, candidates may demonstrate the ability to apply the specific outcomes for a small to medium organisation.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Provide information and advice on legislation related to skills development.
OUTCOME RANGE
Purpose of and relationships between the various Acts (South African Qualifications Authority Act (No 58 of 1995), Skills Development Act (Act (No. 97 of 1998), Skills Development Levies Act (No. 9 of 1999),
Structures (National Skills Authority, Sector Education and Training Authorities, Education and Training Quality Assurance Bodies, Skills Development Planning Unit, Employment Services) Mechanisms (Learnerships, Skills Programmes, Employment Services) Financing (Levies, grants, subsidies, National Skills Fund).

ASSESSMENT CRITERION 1
1. Legislation relative to skills development is identified and outlined in terms of purposes and key elements.
ASSESSMENT CRITERION RANGE
Descriptions of the purposes of the legislation are consistent with the relevant Acts. The purposes are explained in the light of the prevailing context and historical development practices in South Africa.

ASSESSMENT CRITERION 2
2. Explanations are provided concerning the benefits, challenges and responsibilities of the legislation for organisations, providers and individuals. Common misconceptions and misgivings are identified and clarified.

ASSESSMENT CRITERION 3
3. Descriptions of the mechanisms for the implementation of the legislation are consistent with the Acts.

ASSESSMENT CRITERION 4
4. Structures are described in terms of their composition, function and relationships in line with current published definitions.

ASSESSMENT CRITERION 5
5. The processes and requirements for participation in the structures are described in line with current published definitions.

ASSESSMENT CRITERION 6
6. Information and advice is provided in a way that aligns the objectives of the legislation with the strategic objectives of the organisation. Consideration is taken of the various workplace pressures that may be encountered.

SPECIFIC OUTCOME 2
Provide information and advice concerning learning and assessment.
OUTCOME RANGE
Informal and formal mechanisms and sources for learning and assessment.
To include information on learnerships and skills programmes in general as those relevant to individuals and organisations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Information and advice is relevant to the established needs of the party concerned.

ASSESSMENT CRITERION 2
2. The information is sufficiently detailed to allow parties to make informed decisions concerning learning pathways and sources and mechanisms for learning and assessment.

SPECIFIC OUTCOME 3
Provide advice to an organisation concerning the promotion of skills development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Barriers to the implementation of skills development plans are identified and advice provided contributes to the removal of such barriers.

ASSESSMENT CRITERION 2
2. Advice contributes to the development of effective advocacy campaigns to sensitise people and organisations to the concept, context, purpose, mechanisms and structures related to skills development.

ASSESSMENT CRITERION 3
3. Advice is given in a manner that is sensitive to various target groups.

ASSESSMENT CRITERION 4
4. Skills development activities are monitored and trends are evaluated resulting in sensible advice concerning the improvement of skills development.
ASSESSMENT CRITERION RANGE
Trends related to successes and failures.

ASSESSMENT CRITERION 5
5. Advice is given in a manner that helps to remove the emotional, educational, cultural and economic factors that constitute barriers to effective skills development.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with therelevant Education and Training Quality Assurance Body (ETQA).

2. Any institution offering learning that will enable achievement of this Unit Standard or will assess this Unit Standard must be accredited as a provider with the relevant ETQA.

3. Moderation of assessment will be overseen by the accredited ETQA according to the moderation guidelines in the relevant qualification and the agreed relevant ETQA procedures.

4. Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The entire Unit Standard addresses issues of knowledge relative to the skills development system – thus all the outcomes and criteria define the knowledge explicitly. Particular aspects embedded are:
Legislation and regulations pertaining to the skills development acts and the NATIONAL QUALIFICATIONS FRAMEWORK
Organisational mission, vision, goals, strategies and implementation plans

 

 

 

SAQA ID 123401 Design OBE Learning programmes

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Design outcomes-based learning programmes
SAQA US ID UNIT STANDARD TITLE
123401 Design outcomes-based learning programmes
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 05 – Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 6 Level TBA: Pre-2009 was L6 15
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9951 Plan a learning programme Level 5 Level TBA: Pre-2009 was L5 18 Complete
9955 Co-ordinate the design of a variety of training materials Level 6 Level TBA: Pre-2009 was L6 12 Complete

PURPOSE OF THE UNIT STANDARD
This Unit Standard is for those who design learning programmes to meet defined learning needs, thus producing a brief for the development of the learning programmes.

People credited with this unit standard are capable of:

  • Drafting learning outcomes for the programme.
  • Conducting analysis for learning design.
  • Designing the learning programme.
  • Drafting a brief for the development of the learning programme.
  • Evaluating learning design.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that learners are already competent in general analysis and design techniques, and have a working knowledge of outcome-based education and training. It is also assumed that learners are able to develop learning materials based on a given design.

UNIT STANDARD RANGE
1. This is a generic Unit Standard, and designers can design learning within any field of learning in line with their subject matter expertise. Where designers are not themselves experts in the field of learning, then they would typically work in close consultation with subject experts.

This Unit Standard only covers the design of the learning process and materials, and does not include the actual development of the learning materials and resources. The development of the materials and resources is addressed by the Unit Standard – 123394: “Develop outcomes-based learning programmes”, Level 5, 10 credits. Such development will be carried out on the basis of the design specification produced by the designer.

The design and development are addressed in two separate unit standards to reflect the situation where not all developers necessarily carry out the design, which is at a higher level, but develop programmes on the basis of given design specifications. Where an individual carries out both the design and the development, s/he will seek to obtain both Unit Standards.

2. This Unit Standard is to be assessed within the context of the following givens:
The design will be in response to an identified learning need as expressed in a given brief. The need may be expressed in a variety of ways such as a workplace skills plan, a skills audit, a training and development plan, or a formal request for the learning design. The expressed need might be for courses, a learning programme or a learnership.
The designer will have access to a range of documents such as performance appraisals, job descriptions, existing training manuals, operational manuals, workplace skills plans, learning outcomes, unit standards, qualifications, Education, Training and Development plan. The designer will also have access to an outline of the target audience and the essential nature of the skills gap.
The designer will have access to relevant Unit Standards, Exit Level Outcomes, curriculum statements or outcomes expressed in other documents.

3. The assessment of candidate-designers will only be valid for award of this Unit Standard if the following requirements are met:

  • The outcome/s selected for design of learning are significant, meaningful and coherent outcome statements that include assessment criteria and allow for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. Designers will need to demonstrate the ability to design learning that includes learning of tasks and conceptual learning. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as a designer in terms of this unit standard.
  • The learning programmes should be for a significant learning experience. Although this is not a rule, for the purposes of this unit standard the programme designed should generally require in the region of 50 – 80 hours of learning time.
  • The design should be such that the designer demonstrates the ability to incorporate a variety of learning approaches.

 

The design should be for any one of the following modes of delivery:

> Distance.
> Formal classroom-based training.
> On-the job training.
> Self directed learning.

Having designed for a particular mode, the designer should describe how s/he would adapt the design for the other three modes.

4. Although the design must make provision for summative assessment, this unit standard does not require designers to design full scale assessment guides, as these are covered by the Unit Standard – 115755: “Design and develop outcomes-based assessments”, Level 6, 10 credits. Where designers wish to achieve the assessment design and learning design unit standards, assessment should be integrated as far as possible.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Draft learning outcomes for the programme.
OUTCOME RANGE
Learning programme outcomes describe what learners are required to know and be able to do as a result of the learning programme. The outcomes thus describe the end state, and do not describe all the learning along the way. Learning outcomes are accompanied by criteria, which are statements that define the quality of performance expected by competent learners i.e. they specify the critical indicators of competence. Outcomes may also be accompanied by clarifying statements that provide information on the context and scope of the required performance, as well as any other clarifying information that may be required to define the required result of learning.

ASSESSMENT CRITERION 1
The outcomes reflect the required results of learning as per the given brief.
ASSESSMENT CRITERION NOTES
Where applicable, the learning outcomes are consistent with the specifications of Unit Standards, Exit Level Outcomes or Curriculum Statements.

ASSESSMENT CRITERION 2
The outcomes and criteria are written in a format that is consistent with established norms for outcomes and criteria.

ASSESSMENT CRITERION 3
The outcomes, together with criteria, are achievable and assessable.

ASSESSMENT CRITERION 4
Outcomes and related criteria provide clear guidelines of the expected standard of performance required and are written in a language accessible to the trainer and the learner with minimum mediation required.

ASSESSMENT CRITERION 5
Clarifying statements are used where required to provide scope and context for the learning programmes and to ensure consistent interpretation of the outcomes and criteria by users.

ASSESSMENT CRITERION 6
Language used is consistent with field-usage.

SPECIFIC OUTCOME 2
Conduct analysis for learning design.
OUTCOME RANGE
Analysis relates to needs, learners, available resources and desired outcomes. The outcomes may be in the form of Unit Standards, Curriculum Statements, Enterprise Standards or Qualifications.

 

ASSESSMENT CRITERION 1
The analysis provides accurate information on the nature and type of potential learners, their typical learning backgrounds, possible special needs and their skills profile in relation to the intended outcomes.

ASSESSMENT CRITERION 2
The analysis identifies the expected or required starting point for learning.

ASSESSMENT CRITERION 3
The analysis makes use of appropriate tools to identify all the skills that learners need to develop in order to achieve the outcomes. The skills are broken down into the detail of what learners need to know and do in order to develop the skills.
ASSESSMENT CRITERION RANGE
Skills refer to psychomotor, cognitive and affective domains.

ASSESSMENT CRITERION 4
The skills are sequenced in a manner that ensures an appropriate build up and integration of skills.

ASSESSMENT CRITERION 5
Analysis of existing materials and resources reveals their relevance and suitability for the programme.

ASSESSMENT CRITERION 6
The analysis helps to group and sequence learning outcomes across programmes to facilitate integration.

SPECIFIC OUTCOME 3
Design the learning programme.
OUTCOME RANGE
Design relates to clear specification regarding learning activities, sequencing, facilitation methods, learning theories to be applied, methodologies, strategies, structure, approach to assessment; resources, time allocations.

ASSESSMENT CRITERION 1
The design is based on the results of the analysis and incorporates lessons from previous developments, pilot projects and evaluations.

ASSESSMENT CRITERION 2
Learning activities and methodologies are selected which are appropriate to the learner and the learning content, and have the potential to enable the learner to integrate all the needed skills required to achieve the outcomes. Methodologies selected are explained and justified in terms of relevance, effectiveness and appropriateness.
ASSESSMENT CRITERION RANGE
At least two methodologies are considered.

ASSESSMENT CRITERION 3
The design meets budgetary constraints and ensures that implementation of the learning programme is manageable within reasonable time frames.

ASSESSMENT CRITERION 4
The design makes effective use of existing resources without compromising the quality of the learning experiences.

ASSESSMENT CRITERION 5
The design ensures sufficient opportunities for learners to practice and thereby achieve mastery of the required outcomes.

ASSESSMENT CRITERION 6
The design sequence is appropriate to the learners’ needs in terms of logic of structure and pace.

ASSESSMENT CRITERION 7
The design is outcomes-based, adheres to adult learning principles, promotes integration and takes account of possible special needs of learners.

ASSESSMENT CRITERION 8
Provision is made for adequate formative and summative assessment. The scope of assessments are directly related to and cover the stated outcomes.

SPECIFIC OUTCOME 4
Draft a brief for the development of the learning programme.

ASSESSMENT CRITERION 1
The brief is developed with sufficient background information to ensure the developer understands the learning context.

ASSESSMENT CRITERION 2
The brief provides the developer with insights into the learning design, with explanations for selected learning activities and methodologies.

ASSESSMENT CRITERION 3
The brief provides sufficient instructions and guidelines to ensure the developer develops the programme to design specifications.
ASSESSMENT CRITERION RANGE
Instructions and guidelines for the development of learning activities, the development of learning aids, links to other resources, style, formatting, packaging. The brief will also contain broad costings.

SPECIFIC OUTCOME 5
Evaluate learning design.
OUTCOME RANGE
It may be that the learning design can only be evaluated after the learning programme has been developed and piloted. If the timing does not suit the purposes of the assessment of designers against this unit standard, designers can demonstrate competence by evaluating the design of other learning programmes.

ASSESSMENT CRITERION 1
The evaluation is conducted in a consistent and systematic manner, including the use of pilots where possible. Pilots make use of representative samples of the material, learners and practitioners.

ASSESSMENT CRITERION 2
The evaluation is conducted in accordance with the learning organisation’s quality assurance requirements for design.

ASSESSMENT CRITERION 3
The evaluation reveals strengths and weaknesses of the drafted learning outcomes, the analysis for learning design, the learning design and the brief for development.

ASSESSMENT CRITERION 4
Opportunities and mechanisms to improve upon the design are identified and recorded for integration into future revisions.

ASSESSMENT CRITERION 5
Recommendations are made which contribute towards the improvement of learning design in line with the learning need and required outcomes.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessors for this Unit Standard must be registered with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
Providers of learning towards this Unit Standard must be accredited through the relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following knowledge is embedded within the Unit Standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:

  • Outcomes-based education, training and development.
  • Learning styles and methodologies.
  • Principles of assessment.
  • Potential barriers to learning.
  • The principles and mechanisms of the NQF.
  • ETQA requirements for programme approval relevant to design.

 

 

 

 

ROLE PLAYS

Role plays can be very effective as training tools. They can also be amongst the most complex activities to plan and run. When it is well run, a role play will have a strong impact, but a poor one is likely to result in criticism and frustration. There is a potential complication in the case of facilitators who may be implementing role plays that they have not developed, and so they must think very carefully about how relevant or effective they will be. This should include careful consideration of any cultural aspects that might affect the running of the role play.

Method

The role play centres on recreating an actual, anticipated, or imaginary scene. This scene would probably involve dialogue and/or action. The script for a role play involves two elements:

• A clear description of the starting point, for example, what is the context, what led up to the point where the role play starts, who are involved, in what capacity?

• An indication of how each person might react or behave after the role play begins – this is often referred to as their brief.

Please see Topic 6 for more-detailed information about how to devise role plays.

The role play should aim to be spontaneous within its established context. Role plays do not provide specific dialogue for the actors, nor do they have a predetermined outcome; their purpose is to explore what might happen and how different actions or statements might influence the outcome. Role plays also provide the opportunity for participants to experience how various situations or outcomes might feel.

When organising or using a role play, facilitators should bear in mind the stages through which the role play goes. The facilitator needs a clear plan that involves:

• Planning the role play in advance;

• Preparing the script in advance;

• Informing and engaging the participants;

• Running the role-play activity;

• Stopping the role play;

• Clearing unfinished business that might have occurred whilst role-playing;

• A short debriefing;

• Bringing the participants out of their roles;

• Debriefing the role play;

• Taking the learning from the role play;

• Transferring the learning to the real world.

If any of the above steps are incomplete or omitted, facilitators and/or participants are likely to experience problems.

Examples where role plays might be used effectively

• To provide participants with the experience of seeing a situation first-hand from the perspective of another person.

• In situations where there is a high degree of trust and understanding amongst the participants, and where there is sufficient time to run the role play effectively. They are not suitable for short-life groups or one-day training workshops.