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: 

Promote lifelong learning and development 
SAQA US ID UNIT STANDARD TITLE
10295  Promote lifelong learning and development 
ORIGINATOR
SGB ABET Educators 
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  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Persons credited with this unit standard will be able to promote a 'culture of learning', the lifelong learning of themselves and others through the following actions:
  • Explain to learners how the learning programme relates to the NQF
  • Use knowledge of latest developments in policy to improve ETD practice and delivery
  • Provide learners with information on further ETD and career options
  • Identify relevant resources for own professional development
  • Work and learn cooperatively 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain to learners how the learning programme relates to the NQF 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Visual aids which illustrate the NQF at an appropriate level are used. 

    ASSESSMENT CRITERION 2 
    2. Explanation describes the levels of adult learning in relation to NQF levels, the equivalence to formal education, the accumulation of credits and possible lateral and vertical movements for learners. 

    ASSESSMENT CRITERION 3 
    3. Terminology is used accurately in terms of SAQA definitions and uses.
    (e.g. assessment, moderation, credits, accreditation, qualification) 

    ASSESSMENT CRITERION 4 
    4. Purpose and use of standards in the learning context are explained. 

    ASSESSMENT CRITERION 5 
    5. Assessment and accreditation procedures, including credit accumulation, rules of combination and awarding of qualifications, are explained. 

    SPECIFIC OUTCOME 2 
    Inform learners about relevant ETD and career options 
    OUTCOME NOTES 
    Producing CVs, analysing job advertisements and applying for jobs are essential life skills for learners. They are not included here, because the SGB decided that these skills should be part of the fundamental education of all learners in all fields of learning, not specifically in the ABET field. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Further ETD and career options within organisations and local context are identified and described to learners. 

    ASSESSMENT CRITERION 2 
    2. Options are described in terms of entry requirements, content, articulation and NQF levels, where possible. 

    ASSESSMENT CRITERION 3 
    3. Opportunities for RPL are described to learners. 

    ASSESSMENT CRITERION 4 
    4. General sources of education, training and career opportunities are identified and compiled for general use. 
    ASSESSMENT CRITERION RANGE 
    Local advice offices, career information centres, Department of Human Resources, university and technikon outreach services, company HR offices, newspapers, employment agencies
     

    SPECIFIC OUTCOME 3 
    Locate own practice within national policy developments 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Historical, political, social origins of illiteracy and under-education in own country are described. 

    ASSESSMENT CRITERION 2 
    2. Recent developments in national ABET and ETD policy are described. 

    ASSESSMENT CRITERION 3 
    3. Impact of these developments on own practice and learning programme is described. 

    ASSESSMENT CRITERION 4 
    4. Resolutions are formulated to adjust own practices and programme to policy development. 

    SPECIFIC OUTCOME 4 
    Manage own lifelong learning and professional development 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Own curriculum vitae which is complete, up to date and includes proof of qualifications is produced. 

    ASSESSMENT CRITERION 2 
    2. Own learning and development needs are identified. 

    ASSESSMENT CRITERION 3 
    3. Formal, professional training/development opportunities for self-development are described. 

    ASSESSMENT CRITERION 4 
    4. Own preferences and styles for studying and learning are identified.
    (e.g. alone vs. group work, distance vs. face to face learning) 

    ASSESSMENT CRITERION 5 
    5. Own learning needs and preferences are linked to formal training/development opportunities. 

    ASSESSMENT CRITERION 6 
    6. Local resources, agencies, individuals who could assist with own professional development are identified. 

    SPECIFIC OUTCOME 5 
    Work and learn cooperatively 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Plans for own teaching and learning are produced cooperatively with peers, where appropriate 

    ASSESSMENT CRITERION 2 
    2. Successful teaching aids or experiences are shared with peers. 

    ASSESSMENT CRITERION 3 
    3. Specific strengths of peers are identified and integrated into own planning. 

    ASSESSMENT CRITERION 4 
    4. Participation in staff meetings and staff development activities is consistent and constructive. 

    ASSESSMENT CRITERION 5 
    5. Assistance and advice is sought from and offered to peers, promptly and whenever necessary. 



    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and ?one?s? actions responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
    (i) reflecting on and exploring a variety of strategies to learn more effectively;
    (ii) participating as responsible citizens in the life of local, national and global communities;
    (iii) being culturally and aesthetically sensitive across a range of social contexts;
    (iv) exploring education and career opportunities; and
    (v) developing entrepreneurial opportunities. 

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  ETDP SETA 
    Fundamental  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  ETDP SETA 
    Fundamental  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  65030   National Certificate: Arts and Culture Development Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    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. Damelin Correspondence College (Pty) Ltd 
    3. Dynamic Safety Solutions 
    4. Gender Education & Development Institute (GEDI 
    5. HLOSI SECURITY SOLUTIONS 
    6. HLUVUKA TRAINING AND CONSULTING 
    7. The Finishing College (Pty) Lt 
    8. Vicresco (Pty) Ltd 
    9. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 


    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.