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:

Guide and support learners

SAQA US ID	UNIT STANDARD TITLE
9932	Guide and support learners
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 5	Level TBA: Pre-2009 was L5	12
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
117874	Guide learners about their learning, assessment and recognition opportunities	Level 5	Level TBA: Pre-2009 was L5	6

PURPOSE OF THE UNIT STANDARD

Practitioners who have achieved this unit standard will be able to give guidance and support to learners. They will also be able to refer learners to appropriate counselling or career information agencies.

This competence complements other ETD competences and enables the individual to further develop in a broader range of guidance and support skills. It contributes to the development of supportive environments for personal development.

In addition, a community of practitioners with guidance and learner support competence will be able to support the implementation of the National Qualifications Framework and the Skills Development Strategy by referring learners to appropriate employment services agencies, provider institutions, etc.

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 guide and support learners in relation to their occupational competence.

UNIT STANDARD RANGE

The following statement provides 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 have internalised the "rules" or principles, which inform what they do, and will no longer be operating consciously with such rules.
2. The practitioner is required to demonstrate the competence described in this standard in the context of learning programmes/learner ships.
3. The specific outcomes should be performed in line with an established methodology for guiding and supporting learners. 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.
4. 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 learner's needs.

OUTCOME NOTES

Identify learner's needs regarding, e.g.:

learning anxiety;

assessment anxiety; and

barriers to learning.

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

Analyse problem/need and decide on appropriate action.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Provide advice to learners.

OUTCOME NOTES

Provide advice to learners, e.g.:

how to access information needed that practitioner cannot provide;

resources, options, people;

study methods;

learning pathways;

learnerships and skills programmes; and

organisational expectations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Provide support to learners.

OUTCOME NOTES

Provide support to learners, e.g.:

stress management;

crisis management;

conditions of service; and

employee well-being issues (i.e. medical, occupational, health and safety).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Refer learners to specialist guidance and counselling services.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Keep records of interactions with the learner.

OUTCOME NOTES

Keep records of interactions with the learner in keeping with, e.g.:

the requirements of their organisation, and

established counselling and guidance principles.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Evaluate own performance.

OUTCOME NOTES

Evaluate own performance by, e.g.:

identifying strengths and weaknesses in the guidance and support provided to learners; and

developing plans to integrate 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. How to identify learner needs, principles.
2. What kinds of support learners are likely to need and where to find it.
3. Strategies, techniques and activities for providing guidance and support to individual learners.
4. Knowing to whom, when and why to refer learners, outside of the immediate context.
5. The required record keeping for guidance and support given to learners.
6. Techniques for reflecting on own performance and integrating lessons learned into future practice
7. Outcomes-based forms of guiding and supporting learners, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
8. 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

Problem solving.

UNIT STANDARD CCFO ORGANISING

Organise and manage myself.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critical evaluate information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e.g.:

Using interpersonal communication techniques, which provide a supportive environment for learners to explore issues in their lives, work and study.

UNIT STANDARD CCFO SCIENCE

Effective use of science and technology.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation -by. e.g.:

Recognising and helping learners to explore the complexity of learning and career path choices in the context of the life choices and circumstances of individual learners.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 117874, which is "Guide learners about their learning, assessment and recognition opportunities", Level 5, 6 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
Elective	13739	Certificate in Occupation-directed Education, Training and Development Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Elective	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
Elective	23095	Higher Education and Training Certificate: Development Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	48908	National Certificate: Sanitation Project Co-ordination	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	EWSETA
Elective	64650	National Diploma: Early Childhood Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	As per Learning Programmes recorded against this Qual
Elective	21847	National Diploma: Manufacturing Management: Food and Beverage	Level 6	NQF Level 06	Passed the End Date - Status was "Reregistered"	2023-06-30	FOODBEV

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.	ABM COLLEGE SA (PTY) LTD
2.	ACADEMY OF PEOPLE DEVELOPMENT PTY LTD
3.	Accreditation & Training Services
4.	AFRICA COMPETENCY DEVELOPMENT (PTY) LTD
5.	Aldabri 106 Institute for Quality (Pty) Ltd
6.	Amogelang Marketing and Training
7.	Annacol Training Consultants
8.	Assessment and Entrepreneurship Centre
9.	ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD
10.	ATS Institute
11.	ATTE - The Training Edge
12.	B T Group of Companies Pty Ltd
13.	BOLAND COLLEGE
14.	Bonang Training & Development
15.	BPC HR Consultants
16.	Brainwave Projects 1997 CC
17.	Business Development Unit (PTY)Ltd
18.	Caversham Education Institute
19.	College of Cape Town - Athlone Campus
20.	Compass Academy of Learning
21.	CORE TRAINING INTERNATIONAL
22.	D and D Lwazi Renaissance Research and Development Institute
23.	Dabulamanzi & Njabulo Ndaba Consulting cc
24.	Dee s Training PTY LTD
25.	DINALEDI MANAGEMENT AND SERVICES
26.	Dionysus Skills Development Initiative
27.	Directflo
28.	DM Training Consultants
29.	Early Learning Foundation Montessori Teacher Training
30.	EDU-Bless College
31.	Edu-Build Institute
32.	EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC
33.	ERGO MAPHELONG INSTITUTE (PTY) LTD
34.	FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE
35.	FLAVIUS MAREKA FET COLLEGE
36.	FURNITURE WORLD TRAINING CENTRE
37.	G & K Gray Training cc
38.	Goldfields TVET College
39.	Grassroots Adult Education and Training Trust
40.	GWALA TRAINING SERVICES
41.	HDPSA
42.	Headspace Consulting (PTY) Ltd
43.	Heirs Training and Development
44.	IEB Assessment Education and Training (Pty) Ltd
45.	INGWE FET COLLEGE
46.	Institute of Professional Studies and Services
47.	Isibani Skills Academy
48.	Isibani Soluntu Development Trust
49.	Itireleng Bokamoso Trading Development Services and Associates
50.	Katiso-kuno Consulting
51.	Kenako Investments
52.	Khululeka Community Education Centre
53.	Kids Academy
54.	Klein Karoo Resource Centre
55.	Learning Performance Link
56.	Leronsa Trading Enterprise
57.	Li Lichule Trading cc
58.	Loago Business Consulting
59.	LONA ULWAZI CONSULTANTS CC
60.	M Power Learning and Development
61.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
62.	Marematlou Training Institute
63.	MATHS CENTRE INCORPORATING SCIENCES
64.	Matimba Management and Labour cc
65.	MENTORNET (PTY) LTD
66.	MMAKAU TRAINING INSTITUTE (PTY) LTD
67.	Mochochonono Training Solutions cc
68.	Montessori Teacher Training Centre South Africa
69.	Networx for Career Development
70.	NOMAKU TRADERS CC
71.	Northern Cape Urban College: Kimberley Campus
72.	Northlink College
73.	Northshore Trading 19CC t/a Makakhaunye Training and Development Agency
74.	Ntevho-Ketso Training and Recruitement Consultancy cc
75.	NTI College
76.	Orbit FET College - Central Office
77.	Pace Career Centre
78.	Petra institute of Development (PTY) Ltd
79.	Pineridge Training Centre
80.	PMA Holding (Pty) Ltd
81.	Pro-Ed Training
82.	Professional Development and Training Institute (Pty) Ltd
83.	Project Literacy
84.	QPD CONSULTANTS
85.	Read Educational Trust
86.	Resonance Institute of Learning
87.	Retshetse Training Project
88.	Rhodes University
89.	SANTS College
90.	Sigodi Development Services and Associates (SDS) cc
91.	Sirius Training
92.	Sisazi Consulting
93.	Siyahluma Education Institute
94.	SKU Training and Assessment
95.	South Cape Public FET College - George Campus
96.	Southern African Youth Movement
97.	Spotru Training Centre
98.	SPS Consulting (Pty) Ltd
99.	Sustainability Institute Trust
100.	T Mabuya & Associates (Pty) Ltd
101.	TEAM CONSULTANTS CC
102.	Tembe Service Providers
103.	Thabelanang t/a Thabelanang Trading Enterprise
104.	Thasha Training and Consulting
105.	The College of Modern Montessori
106.	The Finishing College (Pty) Lt
107.	The Fundamentals Training Centre
108.	THE GMC GROUP PTY LTD
109.	The Institute of People Development
110.	The Iscariota Group (Pty) Ltd
111.	Thembekile training consulting
112.	Thuto-Botshabelo Training and Projects (Pty) Ltd
113.	TMG Quality Services
114.	Tshwane South College for (ECD Academy)
115.	Ulwazi Training & Development
116.	Umzansi Educational Programs Centre
117.	UNIVERSAL COLLEGE OUTCOMES SA
118.	VERYCOOLIDEAS
119.	Vuselela TVET College
120.	Wildfire Development Training Agency
121.	Winston Academy
122.	World Wide Education Providers(Pty)Ltd