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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Manage learning facilitation in Higher Education and Training 
SAQA US ID UNIT STANDARD TITLE
14302  Manage learning facilitation in Higher Education and Training 
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  10 
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 and training practitioners who have the responsibility of planning, organising, leading and controlling learning facilitation in a defined HET context.

A person credited with this unit will be able to:
  • plan, organise, lead and control learning facilitation in a defined HET context in a manner that contributes to the effectiveness and efficiency of a management system
  • integrate the educator roles and align with institutional values, strategic goals and plans
  • identify and implement quality management controls so as to enhance the quality of teaching and learning
  • administrate processes and procedures during learning facilitation 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that a person starting to learn towards this unit standard has specialised at NQF level 6 in a specific discipline.

    It is further assumed that the person has concurrent experience in leading, administration and managing. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan and organise learning facilitation for a defined HET context. 
    OUTCOME RANGE 
    The education context should include a range of learners, from individuals to single and multiple groups and a variety of educational delivery methods for which learning experiences are planned, implemented and assessed. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Learning resources are listed and described in terms of source, lead time, and cost to site. 

    ASSESSMENT CRITERION 2 
    2. The planned modes, methods and schedules for learning facilitation and assessment are appropriate to the purpose of the learning programme and the needs of the target learning group. 

    ASSESSMENT CRITERION 3 
    3. Identified administrative processes and procedures are user-friendly for practitioners and learners and provide effective support to planning and implementation. 

    ASSESSMENT CRITERION 4 
    4. The strengths and weaknesses of various administrative systems are described in terms of appropriateness to the context and recommendations for improvement are appropriate to the identified strengths and weaknesses. 

    SPECIFIC OUTCOME 2 
    Integrate educator roles and align with responsibilities. 
    OUTCOME RANGE 
    Roles include: programme development/review, mediation, assessment, moderation, research, management and administration, collaborative projects. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Roles and responsibilities are integrated and aligned with due consideration of personal and professional requirements. 

    ASSESSMENT CRITERION 2 
    2. Roles and responsibilities are performed in a manner that supports effective and efficient education. 

    ASSESSMENT CRITERION 3 
    3. Roles are agreed in terms of career opportunities for the individual and institutional requirements. 

    ASSESSMENT CRITERION 4 
    4. The agreed roles are fair in terms of level of expertise of the individual, and the performance expected. 

    ASSESSMENT CRITERION 5 
    5. The practitioner utilises a variety of self-assessment measures. 

    SPECIFIC OUTCOME 3 
    Identify, implement, evaluate and review quality management controls (QMCs). 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Identified QMCs are fit for institutional quality control purposes, and address the full scope of teaching and learning to be evaluated. 

    ASSESSMENT CRITERION 2 
    2. QMCs are implemented as prescribed by institutional practice and procedures. 

    ASSESSMENT CRITERION 3 
    3. The evaluation reveals the overall effectiveness of the controls in terms of strengths and weaknesses. 

    ASSESSMENT CRITERION 4 
    4. The review of QMCs is consistent with the evaluation results and addresses the inadequacies in the system. 

    ASSESSMENT CRITERION 5 
    5. Control documentation and evaluation results are recorded in accordance with institutional practice and procedures. The content is current, accurate and complete and all information is relevant to the subject at hand. 


    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 
    Knowledge and understanding of:
  • Management principles relating to planning, organizing, leading and controlling
  • Factors affecting management in an educational perspective
  • Quality assurance requirements
  • National/institutional policies and guidelines
  • Evaluation procedures
  • Integrated management systems
  • Ethics appropriate to the candidates field. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems relating to planning, organising leading and control of learning facilitation. 

    UNIT STANDARD CCFO WORKING 
    Work effectively in a team with colleagues. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself in ways that contribute to successful planning and control.

    Engage in self-directed learning to improve the competence to successfully plan, organise lead and control of learning facilitation. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information used to plan, organise lead and control learning facilitation.

    Use and evaluate information from different sources in order to enhance planning, organising, leading and control. 

    UNIT STANDARD CCFO COMMUNICATING 
    Interact with peers and other stakeholders in HET on planning, organising leading and control issues. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology to enhance planning, organising, leading and control. 

    UNIT STANDARD CCFO DEMONSTRATING 
    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.