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 THAT HAS PASSED THE END DATE: |
Design outcomes-based learning programmes |
SAQA US ID | UNIT STANDARD TITLE | |||
123401 | Design outcomes-based learning programmes | |||
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 6 | Level TBA: Pre-2009 was L6 | 15 |
REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
Passed the End Date - Status was "Reregistered" |
2018-07-01 | 2023-06-30 | SAQA 06120/18 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2026-06-30 | 2029-06-30 |
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 | |
9955 | Co-ordinate the design of a variety of training materials | Level 6 | Level TBA: Pre-2009 was L6 | 12 |
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: |
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: 3. The assessment of candidate-designers will only be valid for award of this Unit Standard if the following requirements are met: > 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 CRITERIA |
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 CRITERIA |
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 CRITERIA |
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 CRITERIA |
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 CRITERIA |
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 |
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:
|
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Identify and solve problems using critical and creative thinking: planning for contingencies, candidates with special needs, problems that could arise during implementation, suggesting changes to the design following evaluation. |
UNIT STANDARD CCFO ORGANISING |
Organise and manage oneself and ones activities: this will be evident throughout the design process. |
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information: the design depends on careful collection, analysis, organisation and evaluation about learners, the learning needs, the learning context and available resources. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively: this Unit Standard requires constant communication throughout the design process and through the development of the brief. |
UNIT STANDARD CCFO DEMONSTRATING |
Demonstrate the world as a set of related systems: understanding the impact of learning design on individuals and organisations. |
UNIT STANDARD CCFO CONTRIBUTING |
Be culturally and aesthetically sensitive across a range of social contexts: plan and design learning in a culturally sensitive manner. |
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 |
This unit standard replaces the following unit standards:
Definitions |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Elective | 50334 | National Certificate: Occupationally Directed Education Training and Development Practices | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 50333 | National Diploma: Occupationally Directed Education, Training and Development Practices | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 50330 | Bachelor: Occupationally Directed Education Training and Development Practices | Level 6 | NQF Level 07 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 50331 | National Certificate: Occupationally Directed Education, Training and Development Practices | Level 6 | Level TBA: Pre-2009 was L6 | 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. | A5 Competence Evolution |
2. | ABASUNGULI TRAINING SPESIALISTS (PTY) LTD |
3. | Abinet Training and Development |
4. | ACADEMY OF PEOPLE DEVELOPMENT PTY LTD |
5. | Academy Training Group |
6. | Accreditation & Training Services |
7. | Acorser Corporate & Business Consulting t/a Acorser Academy |
8. | Advantage Training Services cc |
9. | AFRICA COMPETENCY DEVELOPMENT (PTY) LTD |
10. | Afrika Tikkun NCC |
11. | Aldabri 106 Institute for Quality (Pty) Ltd |
12. | Amaqamu Project Management and Consulting |
13. | Annacol Training Consultants |
14. | AQUARIUS SKILLS SOLUTION |
15. | ASORIP NPC |
16. | Assessment and Entrepreneurship Centre |
17. | ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD |
18. | ATE Solutions (Pty) Ltd |
19. | ATTE - The Training Edge |
20. | Aubrey Nyiko Business Enterprise cc |
21. | Ayoba Training Institute (Pty)Ltd |
22. | Azanian Community Development Pty Ltd |
23. | Basadi Africa Management |
24. | Bohlali Provider Support |
25. | Bonang Training & Development |
26. | BORDERGATE EVENTS MANAGEMENT AND PROJECTS |
27. | Brain Boosters Business Education (PTY) LTD |
28. | Braingro |
29. | Brainwave Projects 1997 CC |
30. | Breakeven 59(PTY) Ltd |
31. | Bull's Business and Skills Training Institute |
32. | Business Development Unit (PTY)Ltd |
33. | Business Intelligence Trading 48 (PTY) LTD |
34. | Cale Developments |
35. | CLASS Consulting |
36. | Colleen Osorio Skills Development Consultancy cc |
37. | College of Cape Town - Athlone Campus |
38. | Compass Academy of Learning |
39. | Competitive Edge Training & Consulting |
40. | Convergent Ideas cc |
41. | Corporate Safety Training Academy PTY Ltd |
42. | CTU Training Solutions |
43. | Curoplex PTY LTD |
44. | D M Management and Consulting |
45. | Dabulamanzi & Njabulo Ndaba Consulting cc |
46. | Daleseb Business Enterprise |
47. | Dee s Training PTY LTD |
48. | Diligence Defined Projects PTY Ltd t/a Deligence Defined |
49. | Divine Inspiration Trading 704 PTY Ltd |
50. | Driving Instincts cc |
51. | DRM Skills Academy |
52. | Dru A Professional Further Education and Training College DAPFETC PT |
53. | Eagles Wings Skills Development Consultants |
54. | Education and Training Unit |
55. | EDUTEL SKILLS DEVELOPMENT PTY LTD |
56. | Emergence Learning Academy (Pty) Ltd |
57. | Employmax |
58. | Enjo Consultants (Pty) Ltd |
59. | Environment and Language Education Trust |
60. | Fourways Private College |
61. | Future Discovery Training Academy CC |
62. | Future Performance Training and Development |
63. | Gateway City College |
64. | Giver of Givers Foundation Organisation |
65. | Goldfields TVET College |
66. | Gotsec Skills Training |
67. | Guru Group of Learning (Pty) Ltd |
68. | HEART Solutions |
69. | HRD Training & Consulting |
70. | ICM t/a Institute for Career Management |
71. | Igugu Training and Investments |
72. | Infomage Pty Ltd |
73. | Inkwazi Learning Network |
74. | INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc |
75. | Isamon Vocational College of Excellence Pty Ltd |
76. | Isibani Skills Academy |
77. | Isibani Soluntu Development Trust |
78. | IYAM Investments (Pty) Ltd |
79. | Karabo Info Centre and Trading |
80. | Katiso-kuno Consulting |
81. | Katlego Compliance Training |
82. | KDS Centre for Skills Development and Training Pty Ltd |
83. | Kgaka Kgolo Institute (Pty) Ltd |
84. | Kgang-Kgolo Consulting |
85. | Khaas Training Academy |
86. | KITSO TRAINING AND DEVELOPMENT |
87. | Klein Karoo Resource Centre |
88. | Learnership Support Systems (Pty) Ltd |
89. | Learning Performance Link |
90. | Lebzatainment Foundation NPC |
91. | Lehlabile Emergency Institute |
92. | Leronsa Trading Enterprise |
93. | LICENCE WISE TRAINING SPECIALISTS |
94. | Loago Business Consulting |
95. | M3i Skills Development |
96. | Mabidi Funzani Trading And Projects Pty Ltd |
97. | MACCAUVLEI LEARNING ACADEMY (PTY) LTD |
98. | MASHUSHE ETDP TRADING AND PROJECTS |
99. | Masimong Resource Solutions |
100. | Matimba Management and Labour cc |
101. | Mawethu Training |
102. | Mentor Me Corporate Foundation |
103. | MENTORNET (PTY) LTD |
104. | MI Learning & Development Consultancy |
105. | MIET Africa |
106. | Mnambithi FET College - Central Office |
107. | MOKO SECURITY SERVICES |
108. | Motheo Training Institute Trust |
109. | Mtk Corporation Solutions |
110. | MWG Logistical Services |
111. | Ndwamato Training Solutions PTY LTD |
112. | Ndzalama Training |
113. | Neolebongi Trading Enterprise |
114. | Nero Training Consultants cc |
115. | Netgrow Training Solutions |
116. | Networx for Career Development |
117. | Next Step Academy (Pty) Ltd |
118. | NTI College |
119. | Ntsangalala Business Enterprise |
120. | OMNI HR CONSULTING PTY LTD |
121. | Omni-ED |
122. | Opehst Trading |
123. | OPELONG BUSINESS INSTITUTE (PT |
124. | Pachi Global Foundation |
125. | Paradise Skills Development |
126. | Petra institute of Development (PTY) Ltd |
127. | PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD |
128. | Pitt Institute T/A Imithombo Institute |
129. | PMADS Holdings (PTY) Ltd |
130. | PND Academy of Learning cc |
131. | Polly Maths Sci (Pty) Ltd |
132. | PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD |
133. | Professional Development and Training Institute (Pty) Ltd |
134. | QED Quality Executive Development |
135. | QED-Quality Executive Development |
136. | QPD CONSULTANTS |
137. | Reflections Development Institute |
138. | Regenesys Management (Pty) Ltd |
139. | Resonance Institute of Learning |
140. | Retshetse Training Project |
141. | Revo Quest Consulting |
142. | S A Skills Solutions (Pty) Ltd |
143. | Saint Colonel Graduate Institute (PTY) Ltd |
144. | SANDA SKILLS DEVELOPMENT |
145. | SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY |
146. | Sebenzisanane Human Capital |
147. | SEOPOSENGOE TRAINING CONSULTANCY CC |
148. | SHANWES TRAILER MANUFACTURING AND BUILDERS T/A SHANWES LEARNING AND DE |
149. | Sigodi Development Services and Associates (SDS) cc |
150. | Sisazi Consulting |
151. | Siyazama Professional Management Services t/a Siyazama |
152. | Skillsversity |
153. | South African Guide-Dogs Association for the Blind |
154. | South West Gauteng Tvet College |
155. | Southern African Institute of Learning (SAIL) |
156. | SPS Consulting (Pty) Ltd |
157. | T Mabuya & Associates (Pty) Ltd |
158. | TEAM CONSULTANTS CC |
159. | Tembe Service Providers |
160. | The Brokers Learning Centre |
161. | The Finishing College (Pty) Lt |
162. | The Institute of People Development |
163. | The Iscariota Group (Pty) Ltd |
164. | THE SKILLS COLLEGE FOR DEVELOPMENT AND TRAINING(PTY) LTD |
165. | THE SKILLS FACTOR |
166. | The Skills Launchpad |
167. | TMG Quality Services |
168. | Totally Tailored Solutions Pty Ltd |
169. | Trainers Without Borders |
170. | Training Answers |
171. | Training Consultant and SD College |
172. | Trainyoucan (Pty) Ltd |
173. | Tshireletso Multi-skills and Training |
174. | Ulwazi Training & Development |
175. | UMO LEARNING SUPPORT SYSTEM |
176. | Umzansi Educational Programs Centre |
177. | University of Johannesburg |
178. | VERYCOOLIDEAS |
179. | Vicresco (Pty) Ltd |
180. | VUTLHARI BYA DZONGA CONSULTANTS (PTY) LTD |
181. | Workers Knowledge Centre Pty Ltd |
182. | XO EDUCATION (Pty) Ltd |
183. | Yellow Media Learning Institute (Pty) Ltd |
184. | Zisukumele Training Academy (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. |