SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Plan a learning programme

SAQA US ID	UNIT STANDARD TITLE
9951	Plan a learning programme
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 5	Level TBA: Pre-2009 was L5	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
123401	Design outcomes-based learning programmes	Level 6	Level TBA: Pre-2009 was L6	15

PURPOSE OF THE UNIT STANDARD

A practitioner who has achieved this unit standard will be competent to develop, evaluate and record a plan for learning programme.

This competence complements other ETD competences and lays the basis for specialisation in programme planning and design at higher levels.

It contributes towards the development of a professional community of ETD practitioners who rigorously plan and evaluate their education and training practices to ensure that they meet the needs of learners, society and the economy.

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 plan learning programmes 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:

Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the "rules" or principles, which inform what they do, and will no longer be operating consciously with such rules.

The practitioner is required to demonstrate the competence described in this standard in the context of learning programmes/learner ships.

The specific outcomes should be performed in line with an established methodology for planning a learning programme. At this level the practitioner should be able to describe two alternative methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.

At this level, practitioners should be able to relate knowledge 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

Identify the labour market needs.

OUTCOME NOTES

Identify the labour market needs by, e. g.,

analysing the sector, enterprise or workplace skills plan to identify areas of potential need; or (if no plan yet exists)

analysing the labour market in the relevant occupation to identify what needs exist.

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

Establish the partnerships needed to design and deliver the programme.

OUTCOME NOTES

Establish the partnerships needed to design and deliver the programme by, e. g.,

identifying relevant role-players in the design and delivery of the programme;

establishing a forum or structure needed to involve all parties; and

identifying the functions, roles and levels of involvement for each role-player.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Identify and analyse the employment contexts within which learners will apply their competence.

OUTCOME NOTES

Identify and analyse the employment contexts within which learners will apply their competence by, e. g.,

checking where learners will be (or are likely to be)employed; and

analysing the nature of work in the employment context to identify the kinds of competence which learners will need.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Identify or develop the qualification (or part qualification) which the programme will lead to.

OUTCOME NOTES

Identify or develop the qualification (or part qualification) which the programme will lead to by, e. g.,

identifying an existing NQF qualification which describes the outcomes which will meet the labour market needs, or

liasing with a relevant National Standards Body about developing a qualification which describes the outcomes needed.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Map the possible progressions to related qualifications.

OUTCOME NOTES

Map the possible progressions to related qualifications by, e. g.,

analysing similarities and differences with qualifications in related occupations; and

analysing how learners will be able to progress to completing the qualification or to a further qualification.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Develop a set of course outlines which will help learners to achieve the outcomes.

OUTCOME NOTES

Develop a set of course outlines which will help learners to achieve the outcomes by, e. g.,

detailing the purpose, outcomes, materials, assessment strategy and mode of delivery for each course.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Pilot the programme.

OUTCOME NOTES

Pilot the programme by, e. g.,

listing the factors on which feedback will be needed;

developing plans and instruments for collating information;

collecting and analysing information; and

making revisions as needed.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 8

Record the programme plan.

OUTCOME NOTES

Record the programme plan by, e. g.,

storing documentation in accordance with organisational and national quality assurance guidelines; and

ensuring that documentation is suitable for future use by practitioners.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 9

Evaluate own performance.

OUTCOME NOTES

Evaluate own performance by, e. g.,

identifying strengths and weaknesses in developing the programme plan; and

planning to build lessons learned into future 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. The sector, enterprise or workplace skills plans.
2. Role-players who should be involved in the design and delivery of programmes, as detailed in the Skills Development Act, the Labour Relations Act and other relevant legislation.
3. Government and organisational guidelines around the development and implementation of skills programmes, learner ships and other occupation-directed education and training.
4. Existing national standards and qualifications.
5. South African Qualification Authority structures and processes.
6. Principles and procedures for outcomes-based programme design.
7. Technologies and materials available for education and training delivery.
8. Principles and procedures for piloting education and training programmes.
9. National and organisational quality assurance policies.
10. Outcomes-based forms of planning learning programmes, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
11. 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 plan a curriculum in such a way as to deal with these.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself in relation to planning a curriculum, e. g.,

selection of providers;

time frames;

assessment points;

evaluation;

records;

co-ordinating learning programmes; and

conceptual development.

UNIT STANDARD CCFO COLLECTING

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

learner needs in order to plan appropriate curriculum; and

the effectiveness of the curriculum through pilot testing and on an ongoing basis.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively 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 NOTES

This unit standard has been replaced by unit standard 123401, which is "Design outcomes-based learning programmes", Level 6, 15 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	13740	Certificate: Occupation-directed Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Core	13741	Diploma: Occupation-directed Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
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
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	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	22900	National Certificate: Environmental Education, Training and Development Practice	Level 4	Level TBA: Pre-2009 was L4	Passed the End Date - Status was "Reregistered"	2023-06-30	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.

1.	ACADEMY OF PEOPLE DEVELOPMENT PTY LTD
2.	AFRICA COMPETENCY DEVELOPMENT (PTY) LTD
3.	Aldabri 106 Institute for Quality (Pty) Ltd
4.	ATTE - The Training Edge
5.	Business Development Unit (PTY)Ltd
6.	CORE TRAINING INTERNATIONAL
7.	Dabulamanzi & Njabulo Ndaba Consulting cc
8.	EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC
9.	EDUTEL SKILLS DEVELOPMENT PTY LTD
10.	Guru Group of Learning (Pty) Ltd
11.	Learning Performance Link
12.	M P van Rooy Training Consultant
13.	M Power Learning and Development
14.	M3i Skills Development
15.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
16.	MENTORNET (PTY) LTD
17.	NTI College
18.	QPD CONSULTANTS
19.	Resonance Institute of Learning
20.	SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY
21.	SAPPI SAICCOR
22.	SKU Training and Assessment
23.	T Mabuya & Associates (Pty) Ltd
24.	THE GMC GROUP PTY LTD
25.	The Institute of People Development
26.	Ulwazi Training & Development
27.	Umzansi Educational Programs Centre
28.	VERYCOOLIDEAS