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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Plan and develop an organisational learning framework 
SAQA US ID UNIT STANDARD TITLE
123399  Plan and develop an organisational learning framework 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
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  15 
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
9952  Plan a curriculum  Level 6  Level TBA: Pre-2009 was L6  18  Complete 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard will be useful to people who are responsible for planning and designing education, training and development broadly at organisational level.

People credited with this Unit Standard are capable:
  • Preparing for framework development.
  • Designing the framework.
  • Developing the framework content.
  • Piloting and evaluating the framework. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner is familiar with the NQF and the outcomes-based approach to learning and assessment. 

    UNIT STANDARD RANGE 
    This Unit Standard refers to the process of developing a framework to describe all the learning offered by the organisation. The learning framework will be developed to inform the organisational training and development plan, both in the short and long term. The framework will cater for in-house training, skills programmes, learnerships and outsourced training.

    The framework will reflect all the learning outcomes for which the organisation provides learning opportunities, whether internal or external, with linkages showing learning progression pathways, providers, assessors, learnerships, skills programmes, learning programmes, courses, seminars, workshops, learning resources and quality assurance requirements. The organisational framework may thus be seen as that small part of the NQF that applies to the organisation in particular. In some quarters, this may be seen as the curriculum offered by the organisation.

    This Unit Standard builds on the following Unit Standards, which are linked to this Unit Standard:
  • 15218: Conduct an analysis to determine outcomes of learning for skills development and other purposes.
  • 15217: Develop an organisational training and development plan. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Prepare for framework development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Partnerships are formed to suit the task and represent the needs of stakeholders and/or roleplayers. 

    ASSESSMENT CRITERION 2 
    Structures are established to ensure an effective means for stakeholders and roleplayers to participate. 

    ASSESSMENT CRITERION 3 
    A plan is developed to outline the functions, roles and levels of involvement of all participants. 

    ASSESSMENT CRITERION 4 
    The analysis of the results of skills analyses, outcomes analyses and the organisational training and development plan identifies the full spectrum of learning outcomes required by the organisation. Further analysis leads to a selection of outcomes for which the organisation plans to offer or resource learning. 

    ASSESSMENT CRITERION 5 
    Training courses, providers and assessors, whether internal or external, are identified in relation to outcomes delivered. 

    ASSESSMENT CRITERION 6 
    Quality assurance systems are confirmed to address the full scope of learning and assessment offered. 

    SPECIFIC OUTCOME 2 
    Design the framework. 
    OUTCOME RANGE 
    This refers to the design of the overall purpose, components, functions and layout of the framework. The designer will provide a detailed brief to systems specialists to produce a working framework that will be accessible to all users in electronic form. The designer will also oversee the technical development of the framework. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The design is based on the results of the analysis and incorporates lessons from previous developments, pilot projects and evaluations. 

    ASSESSMENT CRITERION 2 
    SAQA principles and NQF and organisational requirements are incorporated in the design. 

    ASSESSMENT CRITERION 3 
    The design ensures the framework forms a series of learning pathways and a coherent whole, with useful and appropriate linkages between the various components. 

    ASSESSMENT CRITERION 4 
    The brief for the technical development of the framework gives sufficient detail to ensure the framework meets the design specification. 

    SPECIFIC OUTCOME 3 
    Develop the framework content. 
    OUTCOME RANGE 
    The content to include the learning outcomes for which the organisation provides learning opportunities, whether internal or external, with linkages showing learning progression pathways, providers, assessors, learnerships, skills programmes, learning programmes, courses, seminars, workshops, learning resources and quality assurance requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of the framework and related outcomes are clearly identified and show direct relationships to identified qualifications where applicable and learning and assessment opportunities. 

    ASSESSMENT CRITERION 2 
    The content, educational methods and learning processes are appropriate to the needs and characteristics of the organisation. 

    ASSESSMENT CRITERION 3 
    The framework forms a series of learning pathways and a coherent whole. 

    ASSESSMENT CRITERION 4 
    The content uses language, visuals and a structure that are likely to be understood and received by the anticipated group of users of the framework. 

    ASSESSMENT CRITERION 5 
    The content supports the quality assurance and implementation needs of the organisation. 

    SPECIFIC OUTCOME 4 
    Pilot and evaluate the framework. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The preparation for the pilot includes a description of the aim of the pilot and a listing of the factors on which feedback is needed. 

    ASSESSMENT CRITERION 2 
    Pilot strategies and instruments are developed and used effectively and in keeping with the aim of the pilot. 

    ASSESSMENT CRITERION 3 
    The pilot makes use of representative samples of the framework and incorporates feedback from stakeholders and users. 

    ASSESSMENT CRITERION 4 
    Data are recorded and collated accurately and organised for ease of evaluation. 

    ASSESSMENT CRITERION 5 
    The pilot is conducted in accordance with the learning organisation's quality assurance requirements. 

    ASSESSMENT CRITERION 6 
    The pilot reveals strengths and weaknesses of the framework in relation to the purpose of the framework and needs of the organisation. 
    ASSESSMENT CRITERION RANGE 
    Strengths and weaknesses in the design, accessibility, presentation and content.
     

    ASSESSMENT CRITERION 7 
    Opportunities and mechanisms to improve upon the framework are identified and recorded for integration into framework revision. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessors for this Unit Standard must be registered with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Providers of learning towards this Unit Standard must be accredited through the relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

  • 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:
  • Outcomes-based education, training and development.
  • Learning styles and methodologies.
  • Principles of assessment.
  • Potential barriers to learning.
  • The principles and mechanisms of the NQF. 

  • 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: planning for contingencies, finding ways to meet the needs of users, solving framework-related problems. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and ones activities: this will be evident throughout the development process. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: the development depends on careful collection, analysis, organisation and evaluation of the organisations needs, learning outcomes, providers and assessors. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively: this unit standard requires constant communication throughout the development process. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate the world as a set of related systems: understanding the impact of the framework on all aspects of ETD. 

    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 9952, "Plan a curriculum", Level 6, 18 credits. 

    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  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. Bohlali Provider Support 
    2. Colleen Osorio Skills Development Consultancy cc 
    3. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    4. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    5. J and N Ikwekwezi Yokusa Development Training 
    6. MENTORNET (PTY) LTD 
    7. PC Educational Holdings 
    8. PC Educational Holdings Pty Ltd 
    9. Petra institute of Development (PTY) Ltd 
    10. Resonance Institue of Learning 
    11. The Institute of People Development 
    12. 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.