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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Plan the facilitation of learning in development practice 
SAQA US ID UNIT STANDARD TITLE
110062  Plan the facilitation of learning in development practice 
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  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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A learner is accredited with this unit standard will be able to write up facilitation plans for development practitioners and monitor the implementation of those plans.

The learner will also be able to evaluate and review facilitation plans and integrate findings in future facilitation plans. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A learner studying towards this standard is assumed to have completed a Further Education Training Certificate in Development Practice at level 4 and unit standards 13, 15, and 16 at level 5. 

UNIT STANDARD RANGE 
Most of the range information is included under the assessment criteria and only those mentioned here are those that apply to all unit standards.

Facilitation of learning for development practice projects is meant to include meetings, workshops, campaigns, rallies and individual learning activities and is conducted either within formal or informal settings and contexts. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Outline a facilitation plan for a development practice project. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. An issue that is relevant to the local community is identified. 

ASSESSMENT CRITERION 2 
2. An outline for a development practices project with clear objectives and outcomes is presented. 

ASSESSMENT CRITERION 3 
3. Steps to involve relevant stakeholders are included in the outlay of the plan. 

SPECIFIC OUTCOME 2 
Consult all relevant stakeholders to engage facilitation plan for a development practice projects. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Community stakeholders are invited to a public gathering using different means of communication. 

ASSESSMENT CRITERION 2 
2. The plan is presented to stakeholders to solicit opinions. 

ASSESSMENT CRITERION 3 
3. Concerns of different stakeholders are recorded for incorporation into a revised plan. 

SPECIFIC OUTCOME 3 
Write a facilitation plan for a development practice project. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. An implementation plan for learning facilitation is written. 

ASSESSMENT CRITERION 2 
2. The plan provides a rationale for selecting a particular strategy and facilitation method. 

SPECIFIC OUTCOME 4 
Monitor the implementation of the facilitation plan for a development practice project. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Implementation of the facilitation plan is observed while being carried out by a co-worker and strengths and weaknesses are noted. 

ASSESSMENT CRITERION 2 
2. Co-workers are monitored on the usage of a suitable language, tone, level and sensitivity. 

ASSESSMENT CRITERION 3 
3. Co-workers are monitored on how they manage the issue of ethics and diversity in communities. 

ASSESSMENT CRITERION 4 
4. A report on the performance of co-workers is produced. 

SPECIFIC OUTCOME 5 
Evaluate and review the facilitation plan for a development practice projects. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. The facilitation plans is evaluated following a prescribed procedure that illustrates weaknesses and strengths in the plans. 

ASSESSMENT CRITERION 2 
2. Explanations are provided for what was wrong in the plan (where applicable). 

ASSESSMENT CRITERION 3 
3. The evaluation is recorded and lessons are indicated from the review. 


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 
A development practitioner shall gain knowledge and understanding of:
  • A broad range of training strategies, facilitation skills and methods
  • Relevant knowledge of all stakeholders
  • Organisational development theory, mobilisation and organising skills
  • The specialised knowledge required around the issue involved in the programme 

  • 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 facilitation of learning is a process that will encounter solving problems and making decisions for the learner. This whole unit standard addresses this critical cross-field outcome fully. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community:
  • Planning facilitation of learning is a process that requires a learner to work effectively with all stakeholders. Therefore this whole unit standard addresses this critical cross-field outcome. 

  • UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one`s activities responsibly and effectively:
  • Planning facilitation of learning is a process that requires of a learner to organise and manage data properly. This whole unit standard addresses this critical cross-field outcome fully. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion:
  • Planning facilitation of learning is about continuously communicating with others throughout the unit standard. This whole unit standard addresses this critical cross-field outcome fully. 

  • UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others:
  • In the specialised learning area such as environmental protection and health, the unit standard addresses this critical cross-field outcome. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation:
  • Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made

    Being culturally and aesthetically sensitive across a range of social contexts:
  • The whole unit standard supports this critical cross-field outcome as learners are expected to support the principle of being aesthetically sensitive and responsible and culturally appropriate when planning facilitation programmes. 

  • 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 


    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.