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: 

Manage learning at an education, training and development provider 
SAQA US ID UNIT STANDARD TITLE
116811  Manage learning at an education, training and development provider 
ORIGINATOR
SGB Education Management and Leadership 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
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  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9934  Manage a skills development course  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for managers and leaders involved in evaluating, planning, managing and supporting education, training and development.

People credited with this unit standard are able to:
  • Conduct an analysis of learning needs within the current and potential scope of provision,
  • Evaluate the provider's current systems for the management of learning,
  • Plan development of learning programmes and learning provision,
  • Contribute to and promote ETD policies and quality assurance procedures within the organisation,
  • Support the ETD team, and
  • Monitor and review learning provision and related systems. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits have been calculated on the assumption that the average learner will already be familiar with quality management processes, and have achieved the unit standard:
  • NLRD 114924: "Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework".

    It is recommended that learners take this unit standard together with the unit standard: "Manage assessment in a learning organisation". 

  • UNIT STANDARD RANGE 
    For assessment of this unit standard, learners do not need to do the analysis, evaluation and planning across the full range of programmes offered by the provider, but may limit their activities to a particular learning area. Learners should show how their analysis, evaluation and planning could be translated to cover other learning areas. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Conduct an analysis of learning needs within the current and potential scope of provision. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The analysis identifies learning needs and profiles of potential learners within the relevant sector/s and/or local context. 

    ASSESSMENT CRITERION 2 
    The analysis prioritises learning areas for provision of learning programmes in terms of individual, social and economic needs, as well as the provider's strategic objectives. 

    ASSESSMENT CRITERION 3 
    The analysis identifies potential barriers to learning provision and possible ways of overcoming such barriers. 

    ASSESSMENT CRITERION 4 
    The analysis informs curriculum development and the planning and design of learning programmes. 

    SPECIFIC OUTCOME 2 
    Evaluate the provider's current management of learning. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Features of the current management of learning are identified and evaluated in terms of organisational needs and strategic objectives. 

    ASSESSMENT CRITERION 2 
    Gaps and/or weaknesses in the current management of learning are identified in relation to internal management requirements and requirements of relevant external quality assurance bodies. 

    ASSESSMENT CRITERION 3 
    The evaluation identifies barriers to managing learning provision and possible ways of overcoming such barriers. 

    ASSESSMENT CRITERION 4 
    Recommendations provide for effective ways of addressing gaps and/or weaknesses in the learning management. 

    ASSESSMENT CRITERION 5 
    Recommendations support the transformative potential of ETD. 

    SPECIFIC OUTCOME 3 
    Plan development of learning programmes and learning provision. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Planning is carried out in cooperation with relevant stakeholders and role-players using appropriate planning techniques. 

    ASSESSMENT CRITERION 2 
    The plan defines practical implementation details in line with organisational needs and resources. 
    ASSESSMENT CRITERION RANGE 
    Details include resourcing, administration, legislative requirements, ethical and industrial considerations, time frames, ETD practitioner support, learner support, ETD strategies and quality assurance procedures.
     

    ASSESSMENT CRITERION 3 
    The plan allocates responsibilities for implementation to those involved in development and provision in accordance with identified areas of responsibility and skills. 

    ASSESSMENT CRITERION 4 
    The plan clarifies the roles and timing of assessment and moderation in relation to delivery of learning. 

    ASSESSMENT CRITERION 5 
    The plan is responsive to economic, social and individual needs as identified in the learning needs analysis, and takes into account the changing demands of the economy and society. 

    ASSESSMENT CRITERION 6 
    The plan is documented within agreed timeframes and in a manner that facilitates communication and implementation. 

    SPECIFIC OUTCOME 4 
    Contribute to and promote ETD policies and quality assurance procedures within the organisation. 
    OUTCOME RANGE 
    To include quality assurance procedures related to design, development, provision, and review of learning programmes and monitoring of parties involved. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Contributions promote the design and provision of learning in line with quality management principles. 

    ASSESSMENT CRITERION 2 
    Contributions promote the principles of access, redress, flexibility and RPL. 

    ASSESSMENT CRITERION 3 
    Contributions sufficiently address findings and recommendations concerning the current learning management system. 

    ASSESSMENT CRITERION 4 
    Quality assurance procedures are documented and communicated to all other relevant parties in line with relevant plans. 

    SPECIFIC OUTCOME 5 
    Support the ETD team. 
    OUTCOME RANGE 
    "The ETD team" could include curriculum developers, designers, facilitators, administrators and learner support practitioners. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Interactions with the team ensure clear two-way communication of the learning provision plan, related policies and procedures, and quality assurance mechanisms. 

    ASSESSMENT CRITERION 2 
    Performance of team members is monitored in line with current standards for practitioners. 

    ASSESSMENT CRITERION 3 
    Training and development needs of the team are identified and plans are developed that address identified needs. 

    ASSESSMENT CRITERION 4 
    Support facilitates effective and manageable provision in line with the plan. 

    ASSESSMENT CRITERION 5 
    Mechanisms are established to facilitate effective networking among various role-players within the team. 

    SPECIFIC OUTCOME 6 
    Monitor and review learning provision and related systems. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Monitoring activities provide sufficient and valid information on the implementation of the plan. 

    ASSESSMENT CRITERION 2 
    Problems and challenges are identified and corrective or supportive actions are sufficient to address the situation in keeping with the plan. 

    ASSESSMENT CRITERION 3 
    Monitoring and review activities promote the involvement of and contributions by the various role-players in the provision process. 

    ASSESSMENT CRITERION 4 
    The plan is evaluated, reviewed, and adjusted to meet the requirements of individuals, the organisation and the relevant external quality assurance body. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Assessors for this unit standard must be registered with the relevant ETQA.

    2. Providers offering learning towards this unit standard must be accredited by the relevant ETQA.

    3. 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 National Qualifications Framework and Skills Development Act;
  • Societal needs, 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 improvements for correcting identified weaknesses in the learning management system. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: supporting the ETD team. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: ensuring that management activities result in effective assessment. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: analysing learning needs, evaluating the learning management system, reviewing the plan and making recommendations for improvement. 

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

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: understanding the impact of learning provision on the individuals, the organisation, the industry and the nation. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 9934, "Manage a skills development course", Level 4, 6 credits.

    Supplementary Information:

    Terms have been clarified as far as possible through the use of range statements.

    Acronymns and abbreviations used:
  • ETD: Education, Training and Development
  • ETQA: Education and Training Quality Assurance Body
  • RPL: Recognition of Prior Learning 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  59201   National Certificate: Generic Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Elective  73529   Advanced Certificate: Education: School Management and Leadership  Level 6  NQF Level 06  Reregistered  2021-06-30  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  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. Bonang Training & Development 
    2. Colleen Osorio Skills Development Consultancy cc 
    3. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    4. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    5. KHULISANE ACADEMY 
    6. Kula Institute 
    7. MENTORNET (PTY) LTD 
    8. Petra institute of Development (PTY) Ltd 
    9. Pitt Institute T/A Imithombo Institute 
    10. Public Management Academy of South Africa t/a Pumasa 
    11. Resonance Institue of Learning 
    12. SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY 
    13. The Institute of People Development 
    14. 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.