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:

Coach learners

SAQA US ID	UNIT STANDARD TITLE
9926	Coach learners
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 3	NQF Level 03	10
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
117877	Perform one-to-one training on the job	Level 3	NQF Level 03	4

PURPOSE OF THE UNIT STANDARD

Practitioners who have achieved this unit standard will be able to identify and provide structured and targeted skills development opportunities in the workplace.

This unit standard will therefore provide recognition for individuals who are competent coaches and enhance their employability.

The quality of education and training will be enhanced, thus contributing to the full personal development of each learner. In addition, organisations will achieve rising levels of productivity and competitiveness.

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 coach learners in their occupational competence.

UNIT STANDARD RANGE

The following statement provides a general guide to the scope and complexity of a coach:
1. The specific outcomes should be performed in line with an established methodology for coaching learner`s -and the choice of the methodology should be explained. At this level the practitioner is not expected to know more than one methodology.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate a task in a practical manner.

OUTCOME NOTES

Demonstrate a task in a practical manner by, e.g.:

explaining the task in appropriate language whilst demonstrating it;

pacing the demonstration to match learners' needs; and

ensuring the demonstration of the task complies with health and safety regulations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 knowledges 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

Provide appropriate opportunities for a learner to practice skill and knowledge.

OUTCOME NOTES

Provide appropriate opportunities for a learner to practice skill and knowledge by, e.g.:

ensuring tasks are sequenced in a logical manner;

ensuring tasks are appropriate to learners' needs;

checking learners' understanding of the task;

modifying task instructions according to learners' needs;

providing supplementary information to learners to reinforce key learning points; and

orientating learners to the availability of resources.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

SPECIFIC OUTCOME 3

Assess the learners' competence.

OUTCOME NOTES

Assess the learners' competence by, e.g.:

evaluating learners' competence by means of progress evaluation and remedial actions;

assessing learners' competence to perform tasks unaided; and

providing feedback on progress to the learners.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

SPECIFIC OUTCOME 4

Handle conditions which may occur.

OUTCOME NOTES

Handle conditions which may occur due to unforeseen circumstances, in keeping with health and safety regulations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

SPECIFIC OUTCOME 5

Explain the elements of the task to be performed.

OUTCOME NOTES

Explain the elements of the task to be performed by, e.g.:

ensuring the explanation of the task is sequenced in a series of logical steps;

explaining the importance of the task in relation to the broader context; and

establishing the required standards for the task by means of example.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 6

Provide support and advice in relation to the task.

OUTCOME NOTES

Provide support and advice in relation to the task by, e.g.:

nurturing the learner; and

redirecting learners when they are not meeting required performance standards.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 7

Identify the learning gap and possible coaching opportunities for individuals and groups.

OUTCOME NOTES

Identify the learning gap and possible coaching opportunities for individuals and groups by, e.g.:

defining learner performance gaps against workplace standards.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 8

Evaluate own performance.

OUTCOME NOTES

Evaluate own performance by, e.g.:

identifying strengths and weaknesses in coaching; and

planning to integrate lessons learned into future coaching practice.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

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

Coaches should be able to demonstrate a knowledge and understanding of:
1. Identification of learner needs
- Pace of learner needs;
- Sequence of activities;
- Appropriateness of language; and
- Dealing with issues in cultural diversity
2. The importance of providing learner feedback in a constructive manner.
3. Options available to the coach in the event that a learner is continuously assessed as not yet competent.
4. Methods of checking a learner`s understanding and progress.
5. Understanding group dynamics and processes.
6. Outcomes-based forms of coaching learners, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
7. 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 WORKING

Work effectively with others by, e.g.:

Interacting with learners in a manner which promotes effective learning; and

Identifying team roles to plan own participation.

UNIT STANDARD CCFO COLLECTING

Collect, organise and critically evaluate information by, e. g.:

Analysing information on learner needs in order to plan appropriate learning interventions.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with others by, e.g.:

Ensuring each learner clearly understands the role they are to play and what is expected of them; and

Being culturally sensitive when communicating.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 117877, which is "Perform one-to-one training on the job", Level 3, 4 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	36233	National Certificate: Specialist Hygiene and Cleaning Services	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Core	20893	National Certificate: Human Resources Management and Practices Support	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2005-02-13	Was SABPP until Last Date for Achievement
Elective	20175	National Certificate: Hygiene and Cleaning Supervision	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Elective	35939	National Certificate: Pulp and Paper Woodyard Operations	Level 3	NQF Level 03	Passed the End Date - Status was "Registered"	2007-02-01	Was FPMSETA until Last Date for Achievement
Elective	48643	Further Education and Training Certificate: Chemical Pulp Manufacturing	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2007-02-11	Was FPMSETA until Last Date for Achievement
Elective	23094	Further Education and Training Certificate: Development Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2009-09-09	ETDP SETA
Elective	48644	Further Education and Training Certificate: Paper, Board or Tissue Manufacturing	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2007-02-11	Was FPMSETA until Last Date for Achievement
Elective	48645	Further Education and Training Certificate: Pulp and Paper Chemical Recovery	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2007-02-11	Was FPMSETA until Last Date for Achievement
Elective	22491	Further Education and Training Certificate: Specialist Security Practices	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2006-11-16	SAS SETA
Elective	21854	Further Education and Training Certificate: Use of Firearms	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2008-11-01	Was SAS SETA until Last Date for Achievement
Elective	24194	National Certificate: Construction Material Manufacturing	Level 4	Level TBA: Pre-2009 was L4	Passed the End Date - Status was "Reregistered"	2023-06-30	CETA

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.	ADT SECURITY SERVICES PTY LTD
2.	AIM TRAINING ACADEMY
3.	Fidelity Security Services
4.	NU LAW FIREARMS COMPLIANCE
5.	SAPPI SAICCOR
6.	SOUTH AFRICAN RESERVE BANK
7.	SPS Consulting (Pty) Ltd
8.	WEST COAST COLLEGE FET
9.	ZEVOLI 9 PTY LTD