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: 

Plan learning programmes that redress social development issues 
SAQA US ID UNIT STANDARD TITLE
110060  Plan learning programmes that redress social development issues 
ORIGINATOR
SGB Development 
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 
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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A learner credited with this unit standard will be able to plan learning programmes used in development practice projects based on community learner needs and community social development principles.

The learner will also be able to create procedural plans and steps in the implementation of these learning programmes that will include intended outcomes, agendas, assessment and evaluation techniques. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learner studying towards this unit standard is assumed to have completed the following Unit Standard at Level 4:
  • Understand and apply theories and principles of transformative development practice. 

  • UNIT STANDARD RANGE 
  • This will include intended outcomes for each session; a broad flow of learning activities; outlines of input sessions and related integrated assessment techniques. The learning programme plan should include the costing and budgeting of such a programme.
  • Key concepts and practices of adult and youth learning appropriate to contexts of cultural diversity will be included in the different approaches used.
  • Principles and concepts underpinning the design of learning programmes from unit standards will be used.
  • Concepts and principles will be more advanced and complex than those at NQF Level 4. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of how adults and youth learn in different contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. How adults and youth learn in different cultures is explained. 

    ASSESSMENT CRITERION 2 
    2. Differences are identified and learning outcomes suitable to community based learning are proposed. 

    SPECIFIC OUTCOME 2 
    Identify and prepare learning outcomes for a learning programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Learning outcomes relevant to the needs of the community are identified and described. 

    ASSESSMENT CRITERION 2 
    2. The learning outcomes are customised and listed in accordance with the needs of the community. 

    SPECIFIC OUTCOME 3 
    Plan a learning programme in a development practice project. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. A learning programme based on the needs of the community is planned and constructed according to sound curriculum practice. 

    ASSESSMENT CRITERION 2 
    2. This learning programme is structured into time frames in consultation with the local community. 

    ASSESSMENT CRITERION 3 
    3. A learning programme is piloted by a practical presentation to a community-learning group. The learner in such a pilot will be interviewed to assess the success of the learning outcomes. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accredited providers may establish or refine moderation procedures and systems in line with the requirements of the relevant ETQA.

    An external moderator may moderate the results of learners. External moderators should provide reports not only on the fairness and consistency of assessment, but also on the validity of the assessment design in terms of the specified outcomes. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The knowledge embedded in this unit standard includes:
  • Different curriculum design theories and approaches to learning programme design
  • Adult and youth education theories, principles and knowledge
  • Processes of costing of learning programme delivery 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made:
  • Planning learning programmes is a process whereby a learner prepares information, encountering problems and making critical decisions about solving problems encountered. 

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

    The following Assessment Criteria address the need for a learner to work effectively with others.
  • How adults and youth learn in different cultures is explained
  • The learning outcomes are customised and listed in accordance with the needs of the community
  • This learning programme is structured into time frames in consultation with the local community
  • A learning programme is piloted by a practical presentation to a community-learning group 

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

    The whole unit standard is about planning learning programmes meaning that a learner must plan to communicate effectively in a learning setting. In particular the following Assessment Criteria support the critical cross-field outcomes:
  • Differences are identified and learning outcomes suitable to community based learning are proposed.
  • A learning programme is piloted by a practical presentation to a community-learning group 

  • 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 an individual aware of the underlying intention of any programme.

    Participating as responsible citizens in the life of local, national and global communities.

    Being culturally and aesthetically sensitive across a range of social contexts.

    All three critical cross-field outcomes above are addressed in the unit standard since the planning must address these critical cross-field outcomes inherent in development practice education. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Anyone assessing a learner against this unit standard could be employed as a development practitioner in the same provider institution with at least a level 6 Qualification and work with a registered assessor in development practice with the relevant ETQA.

    Registered Assessors must have a level 6 qualification in development practice and prior or concurrent experience as a development practitioner. 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23095   Higher Education and Training Certificate: Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Core  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Elective  49257   National Certificate: Conflict Management and Transformation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 
    Elective  49598   National Diploma: Paralegal Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  SAS SETA 
    Elective  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 


    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. KMS COLLEGE 
    2. Reflections Development Institute 



    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.