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:

Design learning events

SAQA US ID	UNIT STANDARD TITLE
119763	Design learning events
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	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

This Unit Standard requires learners to be able to design learning events that are relevant for specific contexts. Credited learners can make critical decisions regarding the design and delivery of learning events, and can gather information about learning expectations. Development practice benefits from well-designed learning events through the exchange and optimal use of learning resources. Social and economic transformation is enhanced as coherence within the sector is enhanced, and those participating in well-designed learning events improve their own competence. Credited learners are capable of: Analysing relevant information that impacts on learning event design. > Range: Relevant information includes policies, contexts, needs and rights of learners, development theories, learning strategies, barriers to learning and availability of resources. Designing learning experiences that meet learning expectations. Developing learning support materials relevant for specific learning outcomes. Developing learning event plans according to context requirements.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 4.

UNIT STANDARD RANGE

The typical scope of this Unit Standard is a structured learning event that form part of a development initiative (including projects and/or programmes).

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Analyse relevant information that impacts on learning event design.

OUTCOME RANGE

Relevant information includes policies, contexts, needs and rights of learners, development theories, learning strategies, barriers to learning and availability of resources.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Lessons learnt from previous learning events are analysed in terms of recommendations for improvements.

ASSESSMENT CRITERION 2

All relevant factors impacting on learning event design are identified and implications are explained.

ASSESSMENT CRITERION RANGE

Factors can include learner characteristics, time allocation, weighting, learning styles, facilitation approaches, design principles, etc.

SPECIFIC OUTCOME 2

Design learning experiences that meet learning expectations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Expressed needs are prioritised and addressed in accordance with the outcomes of consultation processes.

ASSESSMENT CRITERION 2

Quality management recommendations are incorporated within design to achieve optimum alignment between organisational and learning objectives.

ASSESSMENT CRITERION 3

Development of instruments for the facilitation of learning is explained and described in relation to transformative development.

ASSESSMENT CRITERION 4

Content and sequencing of experiences are justified in terms of underpinning theories of learning and facilitation.

SPECIFIC OUTCOME 3

Develop learning support materials relevant for specific learning outcomes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Learning materials are identified and selected according to learner needs.

ASSESSMENT CRITERION 2

New learning materials are created using specified, relevant principles and guidelines for designing learning materials.

ASSESSMENT CRITERION 3

Adapted learning support materials, equipment, and resources are accessible for specific learners and meet the requirements of specific contexts.

ASSESSMENT CRITERION 4

Materials support learning experience requirements and outcome achievement.

ASSESSMENT CRITERION 5

Language and level of complexity are appropriate for identified learners.

SPECIFIC OUTCOME 4

Develop learning event plans according to context requirements.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Plans are achievable within time allocated for specific events.

ASSESSMENT CRITERION 2

Equipment and resources are identified for specified context requirements.

ASSESSMENT CRITERION 3

Logistic plan meets learner and learning requirements.

ASSESSMENT CRITERION RANGE

Logistics include venue, materials production and quantities, etc.

ASSESSMENT CRITERION 4

Learning event plans are presented in written format meet specified requirements.

ASSESSMENT CRITERION RANGE

Requirements include key learning outcomes, time frames, resource requirements, learning support materials, specific learner group characteristics and special needs requirements, and impact and evaluation criteria.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Unit Standard. Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA. Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA. The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain: Relevant policies Needs and rights of learners Development theories Underpinning theories of learning and facilitation, and learning strategies Barriers to learning Organisational guidelines, methodology and philosophy underpinning learning activities Factors impacting on learning event design are identified and implications are explained > Range: factors can include learner characteristics, time allocation, weighting, learning styles, facilitation approaches, design principles, etc. Quality management Development of instruments for the facilitation of learning Transformative development Relevant principles and guidelines for designing learning materials, including language and level of complexity

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community to design learning experiences that meet learning expectations and prioritised expressed needs are addressed in accordance with the outcomes of consultation processes.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when plans are achievable within time allocated for specific events.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information that impact on learning event design and when content and sequencing of experiences are justified in terms of underpinning theories of learning and facilitation.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation of learning design plans in written format.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others when new learning materials are created using specified, relevant principles and guidelines for designing learning materials.

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 when lessons learnt from previous learning events are analysed in terms of recommendations for improvements, quality management recommendations incorporated within design achieve optimum alignment between organisational and learning objectives and language and level of complexity are appropriate for identified learners.

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

Notes to assessors Assessors should keep the following principles in mind when designing and conducting assessments against this Unit Standard: Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation. Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria. The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required. The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible. All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	49710	National Diploma: Development Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
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	58978	National Certificate: Journalism	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	MICTS
Elective	20159	National Diploma: ABET Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	ETDP SETA
Elective	67373	National Diploma: Orientation and Mobility Practice	Level 5	NQF Level 05	Passed the End Date - Status was "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.	African Learing and Development Academy for Adults ALDAA
2.	African Learning & Development Academy (Pty) Ltd (ALDA)
3.	Amaqamu Project Management and Consulting
4.	ATTI Nelspruit Pty Ltd
5.	B T Group of Companies Pty Ltd
6.	CURMO Designs (Pty) Ltd Co
7.	Frayintermedia Cc
8.	HILLCROSS BUSINESS SCHOOL (PTY
9.	HOPE ACADEMIC AND SKILL CENTRE
10.	Igugu Training and Investments
11.	Jeppe College of Commerce and
12.	KITSO TRAINING AND DEVELOPMENT
13.	MBOWA COLLEGE PTY LTD
14.	Musengavhadzimu Media
15.	Ntevho-Ketso Training and Recruitement Consultancy cc
16.	NTI College
17.	Posh Multimedia
18.	Pretoria Technical College
19.	Professional Development and Training Institute (Pty) Ltd
20.	Project Literacy
21.	Regenesys Management (Pty) Ltd
22.	Resonance Institute of Learning
23.	Retshetse Training Project
24.	SEOPOSENGOE TRAINING CONSULTANCY CC
25.	South African Guide-Dogs Association for the Blind
26.	Thembekile training consulting
27.	Thuto-Botshabelo Training and Projects (Pty) Ltd
28.	Together Lifestyle Resort Pty Ltd
29.	TSP COLLEGE
30.	Ulwazi Training & Development
31.	Ungaphelamandla Consultancy Private College (PTY) LTD
32.	Varsity Institute of Science & Technology (Pty)Ltd
33.	VUTHLARI MARKETING CONSULTING
34.	Whitestone College

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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.