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 THAT HAS PASSED THE END DATE: 

Mediate and facilitate learning in Higher Education 
SAQA US ID UNIT STANDARD TITLE
14298  Mediate and facilitate learning in Higher Education 
ORIGINATOR
SGB Higher Education & Training 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  20 
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
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 is intended for higher education practitioners who wish to acquire recognised professional competence in the mediation and facilitation of learning in higher education and training (HET). The competence described in this standard is that considered to be essential for the professional practice of mediating and facilitating learning in HET, including specific learning areas.

In general, people credited with this unit standard are able to:
  • Improve learning and teaching in HET;
  • Raise knowledge and skills levels for social and economic development and transformation;
  • Promote social inclusion and academic success through valuing and harnessing the diversity of learners as well as the diversity of their knowledge, skills and experience.

    In particular, people credited with this unit standard are able to:
  • Use language to mediate and facilitate learning.
  • Mediate and facilitate the initiation of learners into HET discourses and practices.
  • Mediate and facilitate learning through the selection and use of multiple resources in a resource-based HET learning environment.
  • Mediate and facilitate the integration of knowledge produced through formal, informal and non-formal learning. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that the following is in place prior to practitioners starting to learn towards this unit:
  • Proficiency in the language of instruction
  • Applicable prior or concurrent experience as an educator
  • A discipline-specific qualification at NQF Level 6 (or equivalent) 
    		•

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard:

    "Mediate and facilitate" involves the application of a variety of learning-teaching strategies in a variety of teaching-learning contexts. "Mediate" refers to the use of a medium as well as channelling aspects of knowledge between contexts, cultures and languages. "Facilitate" refers to the directing of learning.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.
  • "Formal" refers to accredited learning;
  • "Non-formal" refers to structured but unaccredited learning;
  • "Informal" refers to unstructured learning as it occurs in work or other life experiences. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use language to mediate and facilitate learning. 
    OUTCOME RANGE 
    "Language" refers to the medium/media of teaching and learning, e.g. one or more of the official languages.
    "Use language" refers to how both the educator and the learners use language in oral and written communication. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Language is used in ways that contribute to the achievement of the learning outcomes involved. 

    ASSESSMENT CRITERION 2 
    2. The language of instruction is used appropriately to explain, describe and discuss relevant concepts in the particular field of learning or discipline. 

    ASSESSMENT CRITERION 3 
    3. The instructional strategies and learning materials used in the mediation and facilitation of learning, are adapted and developed in ways that are appropriate to the diverse language competences of multilingual or monolingual groups or individual learners. 

    ASSESSMENT CRITERION 4 
    4. The use of language is consistent with the relevant theories and research about the mediation and facilitation of learning in monolingual or multilingual settings. 

    ASSESSMENT CRITERION 5 
    5. Language is used in ways that recognise learner diversity and promote learner equity and the quality of learner experiences. 

    SPECIFIC OUTCOME 2 
    Mediate and facilitate the initiation of learners into HET discourses and practices. 
    OUTCOME RANGE 
    "HET discourses" refers to theories, debates, terminology and scientific conventions, including both graphics and visuals, pertinent to HET and specific disciplines or fields of study. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The initiation of learners into the discourses and practices pertaining to HET in general and the specific learning area involved, is done in ways that contribute to the achievement of the learning outcomes involved. 

    ASSESSMENT CRITERION 2 
    2. The rules, conventions and practices pertaining to a particular learning area are critically related to the competences of diverse groups of learners. Where necessary, reasoned adaptations and modifications are made to the conventions. 
    ASSESSMENT CRITERION RANGE 
    "Diverse" refers to differences in class, culture, age, gender, urban/rural settings, academic background, abilities, and approaches to learning.
     

    ASSESSMENT CRITERION 3 
    3. Theories and research regarding mediation and facilitation of learning in higher education, are applied in ways that contribute to the achievement of the learning outcomes involved. 

    ASSESSMENT CRITERION 4 
    4. Theories and research regarding the mediation and facilitation of learning in a particular discipline or field of study in HET, are applied in ways that contribute to the achievement of the learning outcomes involved. 

    SPECIFIC OUTCOME 3 
    Mediate and facilitate learning. 
    OUTCOME NOTES 
    Mediate and facilitate learning through the selection and use of multiple resources in an integrated learning environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Multiple resources (including human resources) are selected and used to mediate and facilitate learning successfully. 

    ASSESSMENT CRITERION 2 
    2. Resources are adapted, modified and extended to mediate and facilitate learning successfully. 

    ASSESSMENT CRITERION 3 
    3. Theories and research about flexible delivery and resource-based learning in higher education are used in ways that contribute to the achievement of the learning outcomes involved and accommodate the special needs of learners. 

    SPECIFIC OUTCOME 4 
    Mediate and facilitate the integration of knowledge. 
    OUTCOME NOTES 
    Mediate and facilitate the integration of knowledge produced through formal, informal and non-formal learning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Knowledge gained by the learner from formal, informal and informal learning is identified and interpreted in terms of the agreed learning outcomes. 

    ASSESSMENT CRITERION 2 
    2. The knowledge and experience that learners bring into the current learning context is integrated into the learning process, where appropriate. 

    ASSESSMENT CRITERION 3 
    3. Academic knowledge and practices are related to learners and/or their communities. 

    ASSESSMENT CRITERION 4 
    4. Theories and research about the integration of knowledge gained through formal, informal or non-formal learning are meaningfully applied. 

    SPECIFIC OUTCOME 5 
    Evaluate the mediation and facilitation process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Strengths and weaknesses of the practitioner's own mediation and facilitation are identified, analysed and related to relevant theories and principles. 

    ASSESSMENT CRITERION 2 
    2. Strengths and weaknesses of the mediation and facilitation of others are identified, analysed and related to relevant theories and principles. 

    ASSESSMENT CRITERION 3 
    3. Recommendations arising from the evaluation have the potential to contribute to the improvement of the mediation and facilitation. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any institution offering learning that will enable a candidate to achieve this unit standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be conducted by means of peer review and other processes approved by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Principles of mediation and facilitation - see the following assessment criteria:
    *Theories and research regarding mediation and facilitation of learning in higher education, are applied in ways that contribute to the achievement of the learning outcomes involved.
    **Theories and research regarding the mediation and facilitation of learning in a particular discipline or field of study in HET, are applied in ways that contribute to the achievement of the learning outcomes involved.
  • Principles of learning
  • The role and functions of the mediator and facilitator.
  • Understanding of organisational and institutional contexts
  • Functions of language in HET learning 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve teaching and learning problems using critical and creative thinking e.g. planning for contingencies, candidates with special needs, problems arising during mediation of learning. 

    UNIT STANDARD CCFO WORKING 
    Engage effectively in teamwork with colleagues and fellow-students to deal with learning and teaching tasks in ways that contribute positively to the mediation and facilitation of learning. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself in ways that contribute to the successful mediation and facilitation of the learning.

    Engage in self-directed learning to improve the competence to successfully mediate and facilitate the learning. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information used in the mediation of the learning.

    Use and evaluate information from different sources in order to enhance learning (of self and students), solve problems and generate new knowledge. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with peers and other stakeholders in HET on learning mediation issues. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology to enhance student learning. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Use systems thinking to recognise the world of learning as consisting of a variety of related learning contexts and experiences and harnessing the resources of this world to promote learning. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Be culturally and aesthetically sensitive across a range of social contexts. 

    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 general 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 candidate 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 candidate 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  23113   Post Graduate Certificate: Higher Education and Training  Level 7  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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.