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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Evaluate and assure quality of learning programmes 
SAQA US ID UNIT STANDARD TITLE
10300  Evaluate and assure quality of learning programmes 
ORIGINATOR
SGB ABET Educators 
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 6  Level TBA: Pre-2009 was L6  16 
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 
Persons credited with this unit standard are able to undertake a participatory programme evaluation within an organisation, conduct staff appraisals and maintain a quality assurance system. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Higher Diploma in ABET Practice at NQF Level 5. 

UNIT STANDARD RANGE 
A "learning programme" refers to a learning programme within an organisation, i.e. internal evaluation. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Plan a programme evaluation within an organisation 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Scope and focus of evaluation are determined.
(e.g. curricula, methodology, materials, impact of interventions, efficiency, return on investment) 

ASSESSMENT CRITERION 2 
2. Type of evaluation is determined. 
ASSESSMENT CRITERION RANGE 
Summative, formative.
 

ASSESSMENT CRITERION 3 
3. Evaluation brief is amended according to formal and policy requirements.
(e.g. with reference to unit standards, criteria from Workplace Skills Plans, effect of training on job performance) 

ASSESSMENT CRITERION 4 
4. Ethical considerations with regard to carrying out an evaluation can be explained. 
ASSESSMENT CRITERION RANGE 
Courtesy, confidentiality, cultural sensitivity.
 

ASSESSMENT CRITERION 5 
5. Evaluation instruments are developed.
(e.g. interview schedules, questionnaires, document surveys, observation schedules) 

ASSESSMENT CRITERION 6 
6. Relevant stakeholders are identified 

ASSESSMENT CRITERION 7 
7. Stakeholder consultation is carried out with regard to evaluation scope, focus and instruments 

ASSESSMENT CRITERION 8 
8. Evaluation instruments are trialed/tested on a sample group and adjusted according to feedback. 

ASSESSMENT CRITERION 9 
9. Logistical arrangements and contingency plans are made for conducting programme evaluation. 

ASSESSMENT CRITERION 10 
10. Human and material resources required for the evaluation are identified. 

SPECIFIC OUTCOME 2 
Gather and interpret evaluation data 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Information gathered is collated in such a way that meaningful conclusions can be drawn.
(e.g. graphs, tables) 

ASSESSMENT CRITERION 2 
2. Statistics are compiled and interpretations offered. 

ASSESSMENT CRITERION 3 
3. Financial calculations are carried out as required.
(e.g. calculating unit cost per learner, cost/benefit to organisation) 

ASSESSMENT CRITERION 4 
4. Recommendations are made and are related to interpretation of data. 

ASSESSMENT CRITERION 5 
5. Significant unanticipated findings are accommodated in recommendations. 

ASSESSMENT CRITERION 6 
6. Stakeholders are consulted on interpretations and recommendations. 

SPECIFIC OUTCOME 3 
Follow up on evaluation 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Evaluation report is written. 

ASSESSMENT CRITERION 2 
6. Differing interpretations and recommendations from stakeholders are accommodated 

ASSESSMENT CRITERION 3 
2. An action plan is drawn up based on recommendations agreed to by relevant stakeholders and linked to organisation's vision and strategy. 

ASSESSMENT CRITERION 4 
3. Action plan is implemented. 

ASSESSMENT CRITERION 5 
4. Implementation of action plan is monitored. 

ASSESSMENT CRITERION 6 
5. Own evaluation practice is critically reflected on.
(e.g. Strengths and weaknesses of evaluation instruments and process used can be identified.) 

SPECIFIC OUTCOME 4 
Conduct staff appraisals and take follow-up action 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Contributions are made to development of policy for staff appraisals. 

ASSESSMENT CRITERION 2 
2. Staff appraisal policy is interpreted. 

ASSESSMENT CRITERION 3 
3. Staff are counselled about the purpose of and procedures for appraisals. 

ASSESSMENT CRITERION 4 
4. Questionnaires/interview and observation schedules for staff appraisals are drawn up in consultation with the staff members concerned. 

ASSESSMENT CRITERION 5 
5. Staff appraisals are conducted ethically. 
ASSESSMENT CRITERION RANGE 
With due regard for courtesy, confidentiality and cultural sensitivity, confidence of practitioner being appraised.
 

ASSESSMENT CRITERION 6 
6. Feedback is given to staff and superiors. 

ASSESSMENT CRITERION 7 
7. Information gathered during staff appraisals is analysed and staff training needs are identified. 

ASSESSMENT CRITERION 8 
8. Relevant training interventions are organised, in consultation with the staff concerned. 

ASSESSMENT CRITERION 9 
9. Performance of staff in relation to agreed goals is monitored. 

SPECIFIC OUTCOME 5 
Maintain a quality assurance system 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Goals and objectives with regard to quality of different aspects of the programme are determined in consultation relevant stakeholders. 

ASSESSMENT CRITERION 2 
2. Quality control plan of action, linked to quality goals and objectives, is produced. 

ASSESSMENT CRITERION 3 
3. Education and training policies and procedures within the organisation are documented and accessed when needed. 

ASSESSMENT CRITERION 4 
4. Education and training policies and procedures are checked for compliance with national or sectoral quality assurance requirements.
(e.g. regulations from Education and Training Quality Assurers) 

ASSESSMENT CRITERION 5 
5. Education and training practices within the organisation are monitored for compliance with organisational policies and procedures. 

ASSESSMENT CRITERION 6 
6. Deviations from documented organisational policies and procedures are communicated to relevant stakeholders. 

ASSESSMENT CRITERION 7 
7. Agreed aspects of learning programme implementation are monitored.
(e.g. absenteeism, expenditure) 



Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made. 

UNIT STANDARD CCFO WORKING 
Working effectively with others as a member of a team, group, organisation, or community. 

UNIT STANDARD CCFO ORGANISING 
Organising and managing oneself and one's actions responsibly and effectively. 

UNIT STANDARD CCFO COLLECTING 
Collecting, analysing, organising and critically evaluating information. 

UNIT STANDARD CCFO COMMUNICATING 
Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or written presentation. 

UNIT STANDARD CCFO SCIENCE 
Use science and technology effectively and critically, showing responsibility towards the environment and health of others 

UNIT STANDARD CCFO DEMONSTRATING 
Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation. 

UNIT STANDARD CCFO CONTRIBUTING 
Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities. 

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

UNIT STANDARD NOTES 
The formation of an SGB on 'quality assurance' is currently under discussion. Such an SGB could produce other unit standards on quality assurance to be used in this qualification. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Core  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
Status was "Reregistered" 
2018-12-31  ETDP SETA 
Elective  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  CHE 


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.
 
NONE 



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.