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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Facilitate in complex situations to create learning and growth 
SAQA US ID UNIT STANDARD TITLE
123395  Facilitate in complex situations to create learning and growth 
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 6  Level TBA: Pre-2009 was L6  10 
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9958  Facilitate learning through selecting and integrating methodologies  Level 6  Level TBA: Pre-2009 was L6  18   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard will be useful for those who facilitate processes where learning outcomes are undefined or broadly defined, and where the situation involves complex issues and group dynamics.

People credited with this unit standard are capable of:
  • Analysing the situation.
  • Designing and prepare the facilitation approach and process.
  • Facilitating group processes.
  • Evaluating and reporting on the facilitation process and effects. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has high levels of communication and an understanding of the psychology of groups. 

    UNIT STANDARD RANGE 
    This Unit Standard deals with the kind of facilitation that does not involve any direct training or teaching, and where the intended learning outcomes may not be clearly defined. The situation would typically be one that focuses on group process facilitation, where the situation and dynamics are complex. Conflict may be involved, sometimes as a necessary part of the facilitation process. The process would be characterised by high levels of participation by participants, in the style of open democracy, with seemingly little direct input by facilitator, who mediates learning, inviting exploration, discovery and communication, and seeks opportunities to integrate at appropriate stages. Although there are no prescriptions concerning the facilitation techniques used, facilitation may include nominal group techniques, open space technology, brainstorming, problem solving techniques and small group work.

    The learning and growth expected among the group would be at NQF level 6 and above, and there would generally not be any formal assessment of individual achievement. Where there is assessment, it would typically involve facilitated peer and self-assessment, but without a formal report on each individual. Where learning does lead to a formal outcome, such as is reflected in a unit standard, evidence produced via the process may be used for formal assessment purposes. The subject matter would typically involve so-called soft skills such as conflict management, diversity, BEE, change and transformation, improving emotional intelligence and gender and cultural issues. The learning is not pre-designed, but is designed for the particular need, and particular context, with some of the design taking place during the facilitation process, in between sessions, through reflection by facilitator and by engaging with the group on the design of learning.

    The facilitation would be initiated in accordance with a defined purpose as per a given brief from the client. The learning outcomes may be broad and open initially, and be negotiated and defined in the process of facilitation. While the expectations may be defined, learning strategies are negotiated and reflected upon.

    Facilitators would be equipped with a variety of facilitation techniques and would be prepared with a number of possible activities that are highly participative. In this style of facilitation, not all planned activities would typically be used, and the facilitator would use appropriate activities as needed to respond to the emerging direction and dynamics. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse the situation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The analysis provides key information concerning the situation. 
    ASSESSMENT CRITERION RANGE 
    Analysis includes purpose of the facilitation process, the issues that the process is intended to respond to, the background and culture of the group, the broad environment in which facilitation is to take place, possible barriers to achieving the facilitation purpose, and where applicable, possible learning outcomes.
     

    ASSESSMENT CRITERION 2 
    The analysis identifies similar situations and provides information on patterns, trends, barriers, sources of unhelpful conflict and ways of maximising the chances of a successful process and result. 

    ASSESSMENT CRITERION 3 
    The analysis reveals possible ways of facilitating the process, including strengths, weaknesses and applications of the various approaches. 

    SPECIFIC OUTCOME 2 
    Design and prepare the facilitation approach and process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The design is flexible and caters for a range of possible situations that could arise during the facilitation process. 

    ASSESSMENT CRITERION 2 
    The design is appropriate for group processes and to the situation as revealed by the analysis. 

    ASSESSMENT CRITERION 3 
    The design caters for the diverse needs of the participants and stakeholders. 

    ASSESSMENT CRITERION 4 
    Resources, locations and support personnel are arranged to suit the design. 

    ASSESSMENT CRITERION 5 
    Resources are prepared to suit the purpose of the process. 

    ASSESSMENT CRITERION 6 
    Preparation of the facilitation process ensures the facilitator is ready to implement the process in a flexible way. 

    SPECIFIC OUTCOME 3 
    Facilitate group processes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The facilitation approach promotes participation, open interaction and the integration of different viewpoints. 

    ASSESSMENT CRITERION 2 
    The facilitation approach is adapted according to the dynamics and direction of the group, but in keeping with the agreed purpose. 

    ASSESSMENT CRITERION 3 
    Group dynamics and conflict are managed in line with facilitation principles and in a manner that promotes the achievement of the agreed purpose, while recognising the needs and requirements of individual members. 

    ASSESSMENT CRITERION 4 
    Interactions with participants are consistent with the facilitation approach, promote participation and contribute towards the achievement of agreed purpose. 

    ASSESSMENT CRITERION 5 
    Consolidation of learning is obtained through reflecting, integrating and expanding on emerging outcomes. 

    SPECIFIC OUTCOME 4 
    Evaluate and report on the facilitation process and effects. 
    OUTCOME RANGE 
    In some cases, the evaluation may be built into the entire facilitation process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Evaluation criteria are established with participants and stakeholders. 

    ASSESSMENT CRITERION 2 
    The evaluation is carried out in an open and participatory manner, according to agreed evaluation criteria, and in a manner that respects dignity and integrity of participants. 

    ASSESSMENT CRITERION 3 
    The evaluation involves critical review of the process, dynamics and outcomes. 

    ASSESSMENT CRITERION 4 
    The evaluation helps to contributes towards learning and growth. 

    ASSESSMENT CRITERION 5 
    The evaluation reveals strengths and weaknesses of the process. 

    ASSESSMENT CRITERION 6 
    Recommendations have the potential to improve future processes, and where possible attend to relevant areas in the current process. 

    ASSESSMENT CRITERION 7 
    The report provides a detailed description of the purpose, process, successes, failures, group dynamics, results, findings and recommendations. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessors for this Unit Standard must be registered with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Providers of learning towards this Unit Standard must be accredited through the relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
  • Open facilitation approaches.
  • Methods for evaluating and facilitation.
  • Psychology of group dynamics. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Solve problems, dealing with issues of diversity and potential conflict, including cultural and linguistic diversity, identifying the limitations of particular methodologies or activities and developing alternative ways of dealing with these. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams, this outcome will be demonstrated by interacting with participants in a manner which promotes the purpose of the facilitation process. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively, this outcome will be demonstrated through the general and specific activities related to planning and organising the facilitation process. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information, this outcome will be demonstrated when facilitators analyse information on the situation in order to plan and design the facilitation process. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills, this outcome will be demonstrated by facilitating the entire process. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems, this is integrated throughout the unity standard in that it is critical for such facilitation processes to be aware of the relationships between various events, systems and issues. 

    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 
    This unit standard replaces unit standard 9958, "Facilitate learning through selecting and integrating methodologies", Level 6, 18 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  61729   National Diploma: Policing  Level 6  NQF Level 06  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  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. Colleen Osorio Skills Development Consultancy cc 
    2. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    3. J and N Ikwekwezi Yokusa Development Training 
    4. MENTORNET (PTY) LTD 
    5. NTI College 
    6. PC Educational Holdings Pty Ltd 
    7. Petra institute of Development (PTY) Ltd 
    8. Resonance Institute of Learning 
    9. South West Gauteng Tvet College 
    10. The Institute of People Development 
    11. TMG Quality Services 
    12. VERYCOOLIDEAS 


    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.