SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitate learning using a variety of methodologies

SAQA US ID	UNIT STANDARD TITLE
9957	Facilitate learning using a variety of methodologies
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
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	18
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2000-10-11	2003-10-11	SAQA 0532/00
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-10-11		2007-10-11

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
117871	Facilitate learning using a variety of given methodologies	Level 5	Level TBA: Pre-2009 was L5	10

PURPOSE OF THE UNIT STANDARD

The practitioner who has achieved this unit standard will be aware of sector and workplace Skills Plans and will be able to facilitate skills and personal development across learner ships/learning programmes.

This competence is core to ETD practice and provides a basis for the further development of the practitioner`s facilitation skills on the part of the practitioner.

This contribution to the Skills Development Strategy is the key developmental interface between learners and new competences to be achieved.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practice this ETD competence.

This standard describes the ETD competence, which will be needed for them to facilitate learning using a variety of methodologies in relation to their occupational competence.

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the "rules" or principles, which inform what they do, and will not longer be operating consciously with such rules.
2. The specific outcomes should be performed in line with an established methodology for facilitating learning using a variety of methodologies. At this level practitioners should be able to describe two alternative methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.
3. At this level, practitioners should be able to relate knowledge beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Prepare the learners and the learning environment for effective learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

The assessment of practitioners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this.

SPECIFIC OUTCOME 2

Create strategies to encourage dialogue between all participants.

OUTCOME NOTES

Create strategies to encourage dialogue between all participants by, e. g.,

sensitising learners to different viewpoints.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Recap knowledge to link to prior learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Clarify the goals/outcomes of the learning activity.

OUTCOME NOTES

Clarify the goals/outcomes of the learning activity by, e. g.

stating the outcomes are clearly; and

understanding the relationship between different activities.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Implement learning activities.

OUTCOME NOTES

Implement learning activities by, e. g.,

applying learning strategies for both group and individual work to the learning context;

encouraging open, interactive and participatory approaches within the learning situation;

monitoring learner progress and making necessary interventions;

managing the learning event productively; and

creating the opportunities to apply new knowledge within the various contexts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Consolidate the learning activity.

OUTCOME NOTES

Consolidate the learning activity by, e. g.

encouraging learners to provide feedback; and

constructing a synthesis report based on learner feedback.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Evaluate the learning process.

OUTCOME NOTES

Evaluate the learning process by, e. g.,

reflecting on the learning process to determine the extent to which it has achieved the outcomes; and

taking remedial action when necessary.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 8

Maintain an effective and efficient administrative system.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner against this unit standard must be registered as an assessor 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 ETQA procedures.

Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Practitioners should be able to demonstrate a knowledge and understanding of:
1. The sector and workplace skills plans.
2. At least two methodologies for facilitation.
3. Alternative ways of providing information to learners

Through oral or written presentations, demonstrations or other activities)
4. Strategies, techniques and activities for using the kinds of support materials and/or equipment used in the learning event.
5. Methods for evaluating facilitation, through

soliciting learner feedback and

analysing the learning process in relation to learner needs and intended outcomes; and

adapt facilitation strategies accordingly.
6. Ways of documenting and filing information about the series of learning events and the practitioner`s own facilitation during the series of learning events.
7. Ways of organising the learning environment to promote effective learning.
8. Understand group dynamics to

promote effective communication;

creatively use learners diversity; and

maximise learning form each other.
9. Outcomes-based forms of facilitating learning using a variety of methodologies which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
10. Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems by, e. g.,

dealing with issues of diversity in classes, including different rates of progression for different learners and cultural and linguistic diversity;

dealing with classroom conflict; and

identifying the limitations of particular methodologies or activities and developing alternative ways of dealing with these.

UNIT STANDARD CCFO WORKING

Work efficiently with others as a member of a team/group/community.

UNIT STANDARD CCFO COLLECTING

Collect, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e. g.,

effective, appropriate and culturally sensitive use of communication strategies and tasks.

UNIT STANDARD CCFO SCIENCE

Use science and technology by, e. g.,

understanding the education and training potential of various technologies and demonstrating their effective use in promoting learning.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 117871, which is "Facilitate learning using a variety of given methodologies", Level 5, 10 credits.

VALUES
The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	13740	Certificate: Occupation-directed Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Core	13741	Diploma: Occupation-directed Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Core	13742	Degree: Occupation-directed Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Registered"	2003-10-11	ETDP SETA
Elective	22902	National Diploma: Environmental Education, Training and Development Practice	Level 5	NQF Level 05	Passed the End Date - Status was "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.	ACADEMY OF PEOPLE DEVELOPMENT PTY LTD
2.	Accreditation & Training Services
3.	AFRICA COMPETENCY DEVELOPMENT (PTY) LTD
4.	Aldabri 106 Institute for Quality (Pty) Ltd
5.	Annacol Training Consultants
6.	ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD
7.	ATTE - The Training Edge
8.	Berry Rose Project Consultants & Service Providers
9.	Bonang Training & Development
10.	Business Development Unit (PTY)Ltd
11.	Convergent Ideas cc
12.	CORE TRAINING INTERNATIONAL
13.	DELTA ENVIRONMENTAL CENTRE NPC
14.	Dionysus Skills Development Initiative
15.	EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC
16.	EDUTEL SKILLS DEVELOPMENT PTY LTD
17.	Employmax
18.	G & K Gray Training cc
19.	IEB Assessment Education and Training (Pty) Ltd
20.	Ken Mathews & AssociatesTraining Counsultants cc.
21.	Learning Performance Link
22.	M P van Rooy Training Consultant
23.	M Power Learning and Development
24.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
25.	Matimba Management and Labour cc
26.	MENTORNET (PTY) LTD
27.	Ntsangalala Business Enterprise
28.	Project Literacy
29.	QPD CONSULTANTS
30.	Read Educational Trust
31.	Resonance Institute of Learning
32.	SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY
33.	Sigodi Development Services and Associates (SDS) cc
34.	SKILLS DYNAMICS AFRICA PTY LTD
35.	SKU Training and Assessment
36.	T Mabuya & Associates (Pty) Ltd
37.	TEAM CONSULTANTS CC
38.	THE GMC GROUP PTY LTD
39.	The Institute of People Development
40.	Ulwazi Training & Development
41.	Umzansi Educational Programs Centre
42.	VERYCOOLIDEAS
43.	Vuka Training & Development