SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitate learning through selecting and integrating methodologies

SAQA US ID	UNIT STANDARD TITLE
9958	Facilitate learning through selecting and integrating methodologies
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
123395	Facilitate in complex situations to create learning and growth	Level 6	Level TBA: Pre-2009 was L6	10

PURPOSE OF THE UNIT STANDARD

The practitioner who has achieved this unit standard will be aware of sector and workplace Skills Plans and will be able to facilitate skills and personal development across learner ships/learning programmes.

At this level of competence the practitioner will work with bodies of theory and will pay attention to learners' meta-cognitive issues.

In this way the practitioner will ensure that learners achieve nationally recognised qualifications and are able to assume increased independence and responsibility. It also ensures that employers 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 facilitate learning through selecting and integrating a variety of methodologies in relation to 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 specific outcomes should be performed in line with an established methodology for facilitating learning through selecting and integrating methodologies. 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.
3. 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

Prepare the learners and learning environment.

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

Create communication and support strategies within groups.

OUTCOME NOTES

Create communication and support strategies within groups to encourage, e. g.,

dialogue;

lasting networks; and

integration of different viewpoints.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Relate new knowledge to prior learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Scope the intended learning intervention.

OUTCOME NOTES

Scope the intended learning intervention by, e. g.,

clarifying goals/outcomes;

establishing relationships between various activities; and

incorporating learner needs and expectations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Implement the learning strategy.

OUTCOME NOTES

Implement the learning strategy by, e. g.

adapting the learning strategies for individual and/or group learning to the learning context;

using open, interactive and participatory approaches to construct knowledge;

supporting learner progress;

effectively managing the learning process.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Consolidate the learning.

OUTCOME NOTES

Consolidate the learning by, e. g.,

encouraging learners to construct a synthesis report.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Evaluate the learning process.

OUTCOME NOTES

Evaluate the learning process

critiquing the facilitation and learning process through reflection

making modifications to inform the planning of the facilitation of future learning interventions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 8

Maintain effective and efficient administrative system.

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 and workplace Skills Plans.
2. The spectrum of available methodologies for facilitation.
3. Principles and procedures for selecting and integrating insights, tools and techniques from different methodologies.
4. Strategies, techniques and activities for using the kinds of support materials and/or equipment used in the learning event.
5. Methods for evaluating facilitation, through

soliciting learner feedback;

analysing the facilitation during the learning event in relation to learner needs, learning outcomes; and

adapt facilitation strategies accordingly.
6. Ways of documenting and organising information about the series of learning events and the practitioners own facilitation during the series of learning events.
7. Ways of organising the learning environment to promote effective learning.
8. An awareness of the Bill of Rights and its relevance to this unit standard.
9. Outcomes-based forms of facilitating learning through selecting and integrating methodologies which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
10. 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.,

dealing with issues of diversity in classes, including different rates of progression for different learners and cultural and linguistic diversity;

dealing with classroom conflict; and

identifying the limitations of particular methodologies or activities and developing alternative ways of dealing with these.

UNIT STANDARD CCFO WORKING

Work efficiently with others as a member of a team/group/community.

UNIT STANDARD CCFO COLLECTING

Collect, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e. g.,

effective, appropriate and culturally sensitive use of communication strategies and tasks.

UNIT STANDARD CCFO SCIENCE

Use science and technology by, e. g.,

understanding the education and training potential of various technologies and demonstrating their effective use in promoting learning.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 123395, which is "Facilitate in complex situations to create learning and growth", Level 6, 10 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
Elective	22903	Bachelor of Environmental Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2023-06-30	CHE

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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