SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Engage in occupational development

SAQA US ID	UNIT STANDARD TITLE
9945	Engage in occupational development
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	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 does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

Practitioners who have achieved this unit standard will be able to integrate advanced ETD competence with a current analysis of their occupation. Both ETD competence and occupational competence will benefit from, and be changed by each other, and will feed into discipline-based learning at NQF level 6.

Practitioners will be in a position to contribute to national debates regarding the future of the occupation and the potential for ETD in the occupation to support national skills development and economic development strategies.

This competence will position practitioners to participate in further occupational, ETD or other discipline-based learning and development, and to move to learning at NQF level 7.

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 engage in occupational development 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. 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

Analyse recent changes in a chosen occupation in South Africa and internationally.

OUTCOME NOTES

Analyse recent changes in a chosen occupation in South Africa and internationally by, e. g.,

using a range research techniques to collect this information;

categorising various forces impacting on the profession; and

identifying ways in which the occupation has adapted or failed to adapt to forces impacting on it, and some of the underlying reasons.

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

Identify possible implications of recent occupational changes.

OUTCOME NOTES

Identify possible implications of recent occupational changes on occupational education, training and development in South Africa and internationally, by, e. g.,

comparing and contrasting changes in ETD for the occupation in South Africa and internationally over the last few years;

identifying possible implications of recent government strategies and legislation on the occupation in South Africa;

identifying major challenges currently faced by ETD for this occupation in South Africa;

identifying some of the strengths and weaknesses of current ETD for the occupation in South Africa; and

suggesting ways in which ETD for this occupation might meet some of the challenges facing it.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Incorporate the issues identified into ETD practice.

OUTCOME NOTES

Incorporate the issues identified (see other outcomes) into ETD practice via the integrated practice of various ETD roles, by, e. g.,

identifying the ways in which the issues above impact on each role and on the integrated performance of roles;

demonstrating the ways in which this has been incorporated into practice.

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. A range of research techniques for the collection and analysis of data.
2. Occupational ethics and values, and prescribed or generally accepted practices.
3. Linkages and interconnections between the occupation and other occupations in South African society, and internationally.
4. National, sector, industry and workplace skills plans.
5. Recent changes and trends in the occupation in South Africa and internationally.
6. The impact of recent occupational changes on education, training and development for the occupation.
7. The nature of ETD roles at NQF level 6.
8. Outcomes-based forms of engaging in occupational development, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
9. 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 by, e. g.,

Identifying barriers to effective learning and adopting strategies to deal with them; and

Dealing with issues of diversity as informed by social and psychological insights.

UNIT STANDARD CCFO ORGANISING

Organise and manage by, e. g.,

Planning the adoption, adaptation or redesign of policies and practices, and participation in the legislative processes; and

Analysing information contained in legislation in order to align ETD practices with legislative requirements.

UNIT STANDARD CCFO COLLECTING

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

Analysing information on learner needs, trends, practices, policies and legislation in order to plan appropriate learning interventions.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively in the modes of oral and/or written presentation by,
e. g.,

Planning the use of technologies which exploit their education and training potential.

UNIT STANDARD CCFO SCIENCE

Use science and technology by, e. g.,

Using education and training technologies such as audio-visual equipment, computer-assisted learning equipment, etc.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation by, e. g.,

Recognising and helping learners to explore the complexity of learning and career path choices in the contexts of the life choices and circumstances of individual learners.

UNIT STANDARD NOTES

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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