SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Design learning events 
SAQA US ID UNIT STANDARD TITLE
119763  Design learning events 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

PURPOSE OF THE UNIT STANDARD 
This Unit Standard requires learners to be able to design learning events that are relevant for specific contexts. Credited learners can make critical decisions regarding the design and delivery of learning events, and can gather information about learning expectations.

Development practice benefits from well-designed learning events through the exchange and optimal use of learning resources. Social and economic transformation is enhanced as coherence within the sector is enhanced, and those participating in well-designed learning events improve their own competence.

Credited learners are capable of:
  • Analysing relevant information that impacts on learning event design.
    > Range: Relevant information includes policies, contexts, needs and rights of learners, development theories, learning strategies, barriers to learning and availability of resources.
  • Designing learning experiences that meet learning expectations.
  • Developing learning support materials relevant for specific learning outcomes.
  • Developing learning event plans according to context requirements. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 4. 

    UNIT STANDARD RANGE 
    The typical scope of this Unit Standard is a structured learning event that form part of a development initiative (including projects and/or programmes). 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse relevant information that impacts on learning event design. 
    OUTCOME RANGE 
    Relevant information includes policies, contexts, needs and rights of learners, development theories, learning strategies, barriers to learning and availability of resources. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Lessons learnt from previous learning events are analysed in terms of recommendations for improvements. 

    ASSESSMENT CRITERION 2 
    All relevant factors impacting on learning event design are identified and implications are explained. 
    ASSESSMENT CRITERION RANGE 
    Factors can include learner characteristics, time allocation, weighting, learning styles, facilitation approaches, design principles, etc.
     

    SPECIFIC OUTCOME 2 
    Design learning experiences that meet learning expectations. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Expressed needs are prioritised and addressed in accordance with the outcomes of consultation processes. 

    ASSESSMENT CRITERION 2 
    Quality management recommendations are incorporated within design to achieve optimum alignment between organisational and learning objectives. 

    ASSESSMENT CRITERION 3 
    Development of instruments for the facilitation of learning is explained and described in relation to transformative development. 

    ASSESSMENT CRITERION 4 
    Content and sequencing of experiences are justified in terms of underpinning theories of learning and facilitation. 

    SPECIFIC OUTCOME 3 
    Develop learning support materials relevant for specific learning outcomes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Learning materials are identified and selected according to learner needs. 

    ASSESSMENT CRITERION 2 
    New learning materials are created using specified, relevant principles and guidelines for designing learning materials. 

    ASSESSMENT CRITERION 3 
    Adapted learning support materials, equipment, and resources are accessible for specific learners and meet the requirements of specific contexts. 

    ASSESSMENT CRITERION 4 
    Materials support learning experience requirements and outcome achievement. 

    ASSESSMENT CRITERION 5 
    Language and level of complexity are appropriate for identified learners. 

    SPECIFIC OUTCOME 4 
    Develop learning event plans according to context requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Plans are achievable within time allocated for specific events. 

    ASSESSMENT CRITERION 2 
    Equipment and resources are identified for specified context requirements. 

    ASSESSMENT CRITERION 3 
    Logistic plan meets learner and learning requirements. 
    ASSESSMENT CRITERION RANGE 
    Logistics include venue, materials production and quantities, etc.
     

    ASSESSMENT CRITERION 4 
    Learning event plans are presented in written format meet specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Requirements include key learning outcomes, time frames, resource requirements, learning support materials, specific learner group characteristics and special needs requirements, and impact and evaluation criteria.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Unit Standard.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Relevant policies
  • Needs and rights of learners
  • Development theories
  • Underpinning theories of learning and facilitation, and learning strategies
  • Barriers to learning
  • Organisational guidelines, methodology and philosophy underpinning learning activities
  • Factors impacting on learning event design are identified and implications are explained
    > Range: factors can include learner characteristics, time allocation, weighting, learning styles, facilitation approaches, design principles, etc.
  • Quality management
  • Development of instruments for the facilitation of learning
  • Transformative development
  • Relevant principles and guidelines for designing learning materials, including language and level of complexity 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to design learning experiences that meet learning expectations and prioritised expressed needs are addressed in accordance with the outcomes of consultation processes. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when plans are achievable within time allocated for specific events. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information that impact on learning event design and when content and sequencing of experiences are justified in terms of underpinning theories of learning and facilitation. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation of learning design plans in written format. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when new learning materials are created using specified, relevant principles and guidelines for designing learning materials. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when lessons learnt from previous learning events are analysed in terms of recommendations for improvements, quality management recommendations incorporated within design achieve optimum alignment between organisational and learning objectives and language and level of complexity are appropriate for identified learners. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to assessors

    Assessors should keep the following principles in mind when designing and conducting assessments against this Unit Standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Elective  65030   National Certificate: Arts and Culture Development Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Elective  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. African Learning & Development Academy (Pty) Ltd (ALDA) 
    2. Amaqamu Project Management and Consulting 
    3. Artshub Institute (Pty) Ltd 
    4. ATTI Nelspruit Pty Ltd 
    5. CURMO Designs (Pty) Ltd Co 
    6. Falcon Business Institute (Pty) Ltd 
    7. Gauteng Central College PTY LTD 
    8. IALE School of Advanced Learning and Education (Pty) Ltd 
    9. Igugu Training and Investments 
    10. In Excess Trading 22 T/A ATTI Polokwane 
    11. KITSO TRAINING AND DEVELOPMENT 
    12. Kundani Trading 
    13. Letlhabile Institute Of Management and Training 
    14. Nkinane Training Institute and Consulting (Pty) Ltd 
    15. Ntevho-Ketso Training and Recruitement Consultancy cc 
    16. Professional Development and Training Institute (Pty) Ltd 
    17. Project Literacy 
    18. Regenesys Management (Pty) Ltd 
    19. Resonance Institue of Learning 
    20. SEOPOSENGOE TRAINING CONSULTANCY CC 
    21. South African Guide-Dogs Association for the Blind 
    22. The Media Workshop cc 
    23. Thuto Botshabelo Training Academy 
    24. Ulwazi Training & Development 
    25. Ungaphelamandla Consultancy Private College (PTY) LTD 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.