SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Evaluate learning systems

SAQA US ID	UNIT STANDARD TITLE
9939	Evaluate learning systems
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
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 6	Level TBA: Pre-2009 was L6	18
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
15191	Evaluate education, training and development providers	Level 7	Level TBA: Pre-2009 was L7	15
123400	Evaluate and promote education training and development (ETD) providers, services and products for organisational use	Level 6	Level TBA: Pre-2009 was L6	5

PURPOSE OF THE UNIT STANDARD

Practitioners who have achieved this unit standard will be able to create partnerships for evaluating and improving learning systems across a range of contexts.

They will also be able to reflect on their own contribution to learning and evaluate the performance of other ETD practitioners.

These skills combine with other competences (such as research)to build better practice across a range of ETD and ETD-related fields practices.

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 create partnerships for evaluating learning systems across a range of contexts within their occupational competence.

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner.
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be creatively interpreting the "rules" or principles, which inform what they do.
2. The practitioner is required to demonstrate the competence described in this standard in the context of a skills development system or sub-system.
3. The specific outcomes should be performed in line with an established methodology for evaluating learning systems. At this level the practitioner should be able to describe a spectrum of methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.
4. At this level, practitioners are expected to draw on and integrate insights and knowledge from beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Develop stakeholder driven evaluation systems within an enterprise or economic
sector.

OUTCOME NOTES

Develop stakeholder driven evaluation systems within an enterprise or economic
sector by, e.g.:

working with affected stakeholders in order to jointly develop systems.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

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 2

Evaluate systems consistently across a range of learning situations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Analyse the results of evaluations.

OUTCOME NOTES

Analyse the results of evaluations by, e.g.:

taking into account efficiency and effectiveness of various learning options.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Report and communicate the analysis of the evaluations.

OUTCOME NOTES

Report and generally communicate the analysis of the evaluations to the involved
stakeholders and the appropriate audiences.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Evaluate the effectiveness of the evaluation systems.

OUTCOME NOTES

Evaluate the effectiveness of the evaluation systems by, e.g.:

taking into account efficiency and effectiveness of various evaluation options.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

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

Practitioners should be able to demonstrate a knowledge and understanding of:
1. Purposes and usefulness of a range of evaluation methodologies.
2. Intended outcomes and learning methodologies of the learning system being evaluated.
3. Intentions and implications of applicable national policies and legislation on learning programmes and hence on evaluation systems.
4. Organisational policies and procedures and their impact on the learning programme and hence on the evaluation system.
5. National policies.
6. The role of diversity, value and belief systems within evaluation systems.
7. Strategies for involving stakeholders in all aspects of evaluation.
8. Stakeholder policies and/or attitudes towards the learning system/s.
9. Strategies for building the capacity of stakeholders to conduct future evaluations.
10. Possible sources and methods of national and international benchmarking evaluation procedures and results.
11. Outcomes-based forms of evaluating learning systems, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
12. 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 IDENTIFYING

Identify and solve problems; e.g. assisting stakeholders in identifying shortcomings in any aspect of a learning system, deciding which factors cause the shortcomings and in making recommendations on how these can be overcome.

UNIT STANDARD CCFO WORKING

Work in teams; e.g. working with stakeholders in order to evaluate learning systems.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, and evaluate information; e.g. assisting stakeholders in analysing and relating information on all aspects relating to a learning system and in evaluating the system to identify shortcomings.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively; e.g. compiling, or assisting others to compile, clear, concise and comprehensive reports on strengths, shortcomings and possible improvements to learning systems, and communicating these to relevant stakeholders.

UNIT STANDARD NOTES

This unit standard has been replaced by the following unit standards:

15191, "Evaluate education, training and development providers", Level 7, 5 credits.

123400, "Evaluate and promote education training and development (ETD) providers, services and products for organisational use", Level 6, 5 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	13742	Degree: Occupation-directed Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Registered"	2003-10-11	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.

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