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: 

Develop plans for implementing Learnerships and Skills Programmes within a learning organisation 
SAQA US ID UNIT STANDARD TITLE
114926  Develop plans for implementing Learnerships and Skills Programmes within a learning organisation 
ORIGINATOR ORIGINATING PROVIDER
SGB Occupationally-directed ETD Practitioners   
QUALITY ASSURING BODY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority 
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 6  Level TBA: Pre-2009 was L6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2007-06-26  2009-05-13  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-05-13   2013-05-31  

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
263978  Develop plans for implementing learnerships and apprenticeships  Level 6  Level TBA: Pre-2009 was L6  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for those who are responsible for planning Learnerships and/or Skills Programmes within organisations.

People credited with this unit standard are able to:
  • Analyse the environment to determine needs and opportunities for implementing Learnerships and/or Skills Programmes;
  • Develop a strategic plan for the use of Learnerships and/or Skills Programmes in an organisation; and
  • Plan the implementation of Learnerships and/or Skills Programmes. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that people starting to learn towards this unit standard are already competent in terms of the unit standard:
  • Demonstrate understanding of the outcomes-based education and training philosophy within the context of a National Qualifications Framework. 

  • UNIT STANDARD RANGE 
    "Learning organisation" refers to any public or private institution, company or body that provides education, training and development services to internal or external learners. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse the environment to determine needs and opportunities. 
    OUTCOME NOTES 
    Analyse the environment to determine needs and opportunities for implementing Learnerships and/or Skills Programmes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The analysis identifies the main features of South Africa's skills base, characteristics of the labour market, employer needs for a skilled workforce and employable skills that are relevant to the workplace. 

    ASSESSMENT CRITERION 2 
    The analysis identifies weaknesses in the education and training system in relation to developing employable skills. 

    ASSESSMENT CRITERION 3 
    The analysis outlines the purpose of Learnerships and Skills Programmes in terms of how they contribute towards achieving the objectives of the national skills development strategy (NSDS). 

    ASSESSMENT CRITERION 4 
    The analysis provides a description of Learnerships and Skills Programmes and their relationship to the National Qualifications Framework (NQF). 
    ASSESSMENT CRITERION RANGE 
    The description to include:
  • Characteristics of Learnerships and Skills Programmes,
  • Benefits to learners, employers and training providers,
  • Relationships of Learnerships and Skills Programmes to SAQA-registered qualifications and unit standards,
  • Differences between Learnerships and Skills Programmes and other types of programmes, including apprenticeships and short courses, and
  • Circumstances in which Learnerships and/or Skills Programmes are the most appropriate route to a qualification or a useful cluster of unit standards.
     

  • ASSESSMENT CRITERION 5 
    The analysis outlines the organisation's status regarding involvement in or readiness for implementing Learnerships and Skills Programmes. 
    ASSESSMENT CRITERION RANGE 
    Status in terms of:
  • Current relationship of the organisation with parties to Learnerships and Skills Programmes, including local workplaces, learning institutions and the community,
  • Actions required for establishing closer relationships between parties to Learnerships and Skills Programmes, and
  • Obstacles to involvement in developing and implementing Learnerships and Skills Programmes.
     

  • SPECIFIC OUTCOME 2 
    Develop a strategic plan for the use of Learnerships and/or Skills Programmes in an organisation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The plan is based on the analysis of the environment and guides decision-making and actions at a strategic level related to using Learnerships and Skills Programmes. 

    ASSESSMENT CRITERION 2 
    The strategic plan is consistent with the organisation's vision, mission and overall strategy. 

    ASSESSMENT CRITERION 3 
    The strategic plan outlines broad steps that need to be taken to maximise the benefits and remove the obstacles to the institution's involvement in Learnerships and Skills Programmes. 

    ASSESSMENT CRITERION 4 
    The strategic plan outlines the impact of Learnerships and Skills Programmes on the organisation and the national interest. 
    ASSESSMENT CRITERION RANGE 
    Impact relates to:
  • The nature and scope of the organisation's involvement in the development and implementation of Learnerships and Skills Programmes,
  • The areas in which the organisation has to interact with external stakeholders,
  • The financial and other benefits of Learnerships and Skills Programmes for the organisation, and
  • The manner in which implementation of Learnerships and Skills Programmes promotes the objectives of the NQF and the NSDS.
     

  • ASSESSMENT CRITERION 5 
    The plan accurately reflects the functions, duties and rights of parties to Learnerships and Skills Programmes. 

    ASSESSMENT CRITERION 6 
    The strategic plan provides a realistic view of the resources available to the organization, its previous experiences with Learnerships and Skills Programmes, and the specific Learnerships and Skills Programmes selected for implementation. 

    SPECIFIC OUTCOME 3 
    Plan the implementation of Learnerships and/or Skills Programmes. 
    OUTCOME RANGE 
    The Implementation Plan is to be developed on the basis of an existing Learnership and/or Skills Programme that is considered suitable for the organisation at hand. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The plan details the actions that need to be taken to implement specific Learnerships and/or Skills Programmes. 
    ASSESSMENT CRITERION RANGE 
    Actions with regard to:
  • Initiating the implementation within the organization;
  • Establishing implementation partnerships with parties to Learnerships and Skills Programmes;
  • Obtaining buy-in and commitment from internal and external stakeholders;
  • Planning the joint delivery of the learning programme;
  • Preparing the organization to deliver the learning programme;
  • Participation in the recruitment and selection of learners;
  • Marketing the Learnerships and/or Skills Programmes;
  • Administrative, contractual and financial considerations;
  • Facilitating and assessing learning;
  • Promoting learner placement;
  • Managing and quality assuring the implementation; and
  • Evaluating the implementation.
     

  • ASSESSMENT CRITERION 2 
    The plan allocates responsibilities for implementation to staff in accordance with identified areas of responsibility and skills. 

    ASSESSMENT CRITERION 3 
    The plan defines mechanisms and guidelines for interaction between staff of the organisation and staff of parties to the Learnerships and Skills Programmes. 

    ASSESSMENT CRITERION 4 
    Potential obstacles to the effective implementation of the plan are identified and appropriate actions are described for overcoming such obstacles. 

    ASSESSMENT CRITERION 5 
    The allocation of resources is realistic in terms of organisational facilities and is sufficient for successful implementation of the specific Learnerships and Skills Programmes selected. 

    ASSESSMENT CRITERION 6 
    The plan is aligned to the requirements of relevant legislation, regulations and quality assurance requirements governing Learnerships and Skills Programmes. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessors for this unit standard must be registered with the relevant ETQA.
  • Providers offering learning towards this unit standard must be accredited by the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to moderation guidelines and agreed ETQA procedures. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
  • Structures, mechanisms and objectives of the NQF and Skills Development Act;
  • Workplace needs and the learning environment, historical, present and future. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: using critical and creative thinking to propose methods for implementing Learnerships and Skills Programmes. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: determining needs. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: the level of planning involves high levels of organisation and management. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: analyzing the environment for implementation. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: communicating the plans. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE QUALITY ASSURING BODY
    Core  57805   National Certificate: Public Sector Employment and Skills Development Practices  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2015-06-30  PSETA 
    Core  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Reregistered  2015-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2015-06-30  ETDP SETA 
    Elective  49060   National Degree: Master Craftsmanship (Electrical)  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2015-06-30  EWSETA 
    Elective  67460   National Diploma: Public Administration  Level 6  NQF Level 06  Reregistered  2015-06-30  As per Learning Programmes recorded against this Qual 


    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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    1. DIONYSIUS & LABORIA CONSULTANTS 
    2. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    3. MENTORNET (PTY) LTD 
    4. Resonance Institute of Learning 
    5. The Institute of People Development 
    6. TMG Quality Services 



    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.