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

Design outcomes-based learning programmes 
SAQA US ID UNIT STANDARD TITLE
123401  Design outcomes-based learning programmes 
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  15 
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
9951  Plan a learning programme  Level 5  Level TBA: Pre-2009 was L5  18   
9955  Co-ordinate the design of a variety of training materials  Level 6  Level TBA: Pre-2009 was L6  12   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for those who design learning programmes to meet defined learning needs, thus producing a brief for the development of the learning programmes.

People credited with this unit standard are capable of:
  • Drafting learning outcomes for the programme.
  • Conducting analysis for learning design.
  • Designing the learning programme.
  • Drafting a brief for the development of the learning programme.
  • Evaluating learning design. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in general analysis and design techniques, and have a working knowledge of outcome-based education and training. It is also assumed that learners are able to develop learning materials based on a given design. 

    UNIT STANDARD RANGE 
    1. This is a generic Unit Standard, and designers can design learning within any field of learning in line with their subject matter expertise. Where designers are not themselves experts in the field of learning, then they would typically work in close consultation with subject experts.

    This Unit Standard only covers the design of the learning process and materials, and does not include the actual development of the learning materials and resources. The development of the materials and resources is addressed by the Unit Standard - 123394: "Develop outcomes-based learning programmes", Level 5, 10 credits. Such development will be carried out on the basis of the design specification produced by the designer.

    The design and development are addressed in two separate unit standards to reflect the situation where not all developers necessarily carry out the design, which is at a higher level, but develop programmes on the basis of given design specifications. Where an individual carries out both the design and the development, s/he will seek to obtain both Unit Standards.

    2. This Unit Standard is to be assessed within the context of the following givens:
  • The design will be in response to an identified learning need as expressed in a given brief. The need may be expressed in a variety of ways such as a workplace skills plan, a skills audit, a training and development plan, or a formal request for the learning design. The expressed need might be for courses, a learning programme or a learnership.
  • The designer will have access to a range of documents such as performance appraisals, job descriptions, existing training manuals, operational manuals, workplace skills plans, learning outcomes, unit standards, qualifications, Education, Training and Development plan. The designer will also have access to an outline of the target audience and the essential nature of the skills gap.
  • The designer will have access to relevant Unit Standards, Exit Level Outcomes, curriculum statements or outcomes expressed in other documents.

    3. The assessment of candidate-designers will only be valid for award of this Unit Standard if the following requirements are met:
  • The outcome/s selected for design of learning are significant, meaningful and coherent outcome statements that include assessment criteria and allow for judgements of competence in line with SAQA's definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. Designers will need to demonstrate the ability to design learning that includes learning of tasks and conceptual learning. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as a designer in terms of this unit standard.
  • The learning programmes should be for a significant learning experience. Although this is not a rule, for the purposes of this unit standard the programme designed should generally require in the region of 50 - 80 hours of learning time.
  • The design should be such that the designer demonstrates the ability to incorporate a variety of learning approaches.
  • The design should be for any one of the following modes of delivery:
    > Distance.
    > Formal classroom-based training.
    > On-the job training.
    > Self directed learning.

    Having designed for a particular mode, the designer should describe how s/he would adapt the design for the other three modes.

    4. Although the design must make provision for summative assessment, this unit standard does not require designers to design full scale assessment guides, as these are covered by the Unit Standard - 115755: "Design and develop outcomes-based assessments", Level 6, 10 credits. Where designers wish to achieve the assessment design and learning design unit standards, assessment should be integrated as far as possible. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Draft learning outcomes for the programme. 
    OUTCOME RANGE 
    Learning programme outcomes describe what learners are required to know and be able to do as a result of the learning programme. The outcomes thus describe the end state, and do not describe all the learning along the way. Learning outcomes are accompanied by criteria, which are statements that define the quality of performance expected by competent learners i.e. they specify the critical indicators of competence. Outcomes may also be accompanied by clarifying statements that provide information on the context and scope of the required performance, as well as any other clarifying information that may be required to define the required result of learning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The outcomes reflect the required results of learning as per the given brief. 
    ASSESSMENT CRITERION NOTES 
    Where applicable, the learning outcomes are consistent with the specifications of Unit Standards, Exit Level Outcomes or Curriculum Statements. 

    ASSESSMENT CRITERION 2 
    The outcomes and criteria are written in a format that is consistent with established norms for outcomes and criteria. 

    ASSESSMENT CRITERION 3 
    The outcomes, together with criteria, are achievable and assessable. 

    ASSESSMENT CRITERION 4 
    Outcomes and related criteria provide clear guidelines of the expected standard of performance required and are written in a language accessible to the trainer and the learner with minimum mediation required. 

    ASSESSMENT CRITERION 5 
    Clarifying statements are used where required to provide scope and context for the learning programmes and to ensure consistent interpretation of the outcomes and criteria by users. 

    ASSESSMENT CRITERION 6 
    Language used is consistent with field-usage. 

    SPECIFIC OUTCOME 2 
    Conduct analysis for learning design. 
    OUTCOME RANGE 
    Analysis relates to needs, learners, available resources and desired outcomes. The outcomes may be in the form of Unit Standards, Curriculum Statements, Enterprise Standards or Qualifications. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The analysis provides accurate information on the nature and type of potential learners, their typical learning backgrounds, possible special needs and their skills profile in relation to the intended outcomes. 

    ASSESSMENT CRITERION 2 
    The analysis identifies the expected or required starting point for learning. 

    ASSESSMENT CRITERION 3 
    The analysis makes use of appropriate tools to identify all the skills that learners need to develop in order to achieve the outcomes. The skills are broken down into the detail of what learners need to know and do in order to develop the skills. 
    ASSESSMENT CRITERION RANGE 
    Skills refer to psychomotor, cognitive and affective domains.
     

    ASSESSMENT CRITERION 4 
    The skills are sequenced in a manner that ensures an appropriate build up and integration of skills. 

    ASSESSMENT CRITERION 5 
    Analysis of existing materials and resources reveals their relevance and suitability for the programme. 

    ASSESSMENT CRITERION 6 
    The analysis helps to group and sequence learning outcomes across programmes to facilitate integration. 

    SPECIFIC OUTCOME 3 
    Design the learning programme. 
    OUTCOME RANGE 
    Design relates to clear specification regarding learning activities, sequencing, facilitation methods, learning theories to be applied, methodologies, strategies, structure, approach to assessment; resources, time allocations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The design is based on the results of the analysis and incorporates lessons from previous developments, pilot projects and evaluations. 

    ASSESSMENT CRITERION 2 
    Learning activities and methodologies are selected which are appropriate to the learner and the learning content, and have the potential to enable the learner to integrate all the needed skills required to achieve the outcomes. Methodologies selected are explained and justified in terms of relevance, effectiveness and appropriateness. 
    ASSESSMENT CRITERION RANGE 
    At least two methodologies are considered.
     

    ASSESSMENT CRITERION 3 
    The design meets budgetary constraints and ensures that implementation of the learning programme is manageable within reasonable time frames. 

    ASSESSMENT CRITERION 4 
    The design makes effective use of existing resources without compromising the quality of the learning experiences. 

    ASSESSMENT CRITERION 5 
    The design ensures sufficient opportunities for learners to practice and thereby achieve mastery of the required outcomes. 

    ASSESSMENT CRITERION 6 
    The design sequence is appropriate to the learners' needs in terms of logic of structure and pace. 

    ASSESSMENT CRITERION 7 
    The design is outcomes-based, adheres to adult learning principles, promotes integration and takes account of possible special needs of learners. 

    ASSESSMENT CRITERION 8 
    Provision is made for adequate formative and summative assessment. The scope of assessments are directly related to and cover the stated outcomes. 

    SPECIFIC OUTCOME 4 
    Draft a brief for the development of the learning programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The brief is developed with sufficient background information to ensure the developer understands the learning context. 

    ASSESSMENT CRITERION 2 
    The brief provides the developer with insights into the learning design, with explanations for selected learning activities and methodologies. 

    ASSESSMENT CRITERION 3 
    The brief provides sufficient instructions and guidelines to ensure the developer develops the programme to design specifications. 
    ASSESSMENT CRITERION RANGE 
    Instructions and guidelines for the development of learning activities, the development of learning aids, links to other resources, style, formatting, packaging. The brief will also contain broad costings.
     

    SPECIFIC OUTCOME 5 
    Evaluate learning design. 
    OUTCOME RANGE 
    It may be that the learning design can only be evaluated after the learning programme has been developed and piloted. If the timing does not suit the purposes of the assessment of designers against this unit standard, designers can demonstrate competence by evaluating the design of other learning programmes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The evaluation is conducted in a consistent and systematic manner, including the use of pilots where possible. Pilots make use of representative samples of the material, learners and practitioners. 

    ASSESSMENT CRITERION 2 
    The evaluation is conducted in accordance with the learning organisation's quality assurance requirements for design. 

    ASSESSMENT CRITERION 3 
    The evaluation reveals strengths and weaknesses of the drafted learning outcomes, the analysis for learning design, the learning design and the brief for development. 

    ASSESSMENT CRITERION 4 
    Opportunities and mechanisms to improve upon the design are identified and recorded for integration into future revisions. 

    ASSESSMENT CRITERION 5 
    Recommendations are made which contribute towards the improvement of learning design in line with the learning need and required outcomes. 


    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 indirectly through assessment of the specific outcomes in terms of the assessment criteria:
  • Outcomes-based education, training and development.
  • Learning styles and methodologies.
  • Principles of assessment.
  • Potential barriers to learning.
  • The principles and mechanisms of the NQF.
  • ETQA requirements for programme approval relevant to design. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking: planning for contingencies, candidates with special needs, problems that could arise during implementation, suggesting changes to the design following evaluation. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and ones activities: this will be evident throughout the design process. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: the design depends on careful collection, analysis, organisation and evaluation about learners, the learning needs, the learning context and available resources. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively: this Unit Standard requires constant communication throughout the design process and through the development of the brief. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate the world as a set of related systems: understanding the impact of learning design on individuals and organisations. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Be culturally and aesthetically sensitive across a range of social contexts: plan and design learning in a culturally sensitive manner. 

    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 the following unit standards:
  • 9951, "Plan a learning programme", Level 5, 18 credits.
  • 9955, "Co-ordinate the design of a variety of training materials", Level 6, 12 credits.

    Definitions
  • Learning activities: what a learner does or is involved in as a means of gaining understanding, knowledge and skills. Examples include participating in role plays, carrying out an investigation, participating in group discussions, completing a worksheet containing questions, tasks and problems.
  • Facilitation methods: what a facilitator/instructor/trainer/coach does in a learning situation, and how they do it, to ensure learning occurs. Examples include facilitating group processes, lecturing, demonstrating.
  • Methodologies: approaches that are taken to enable learning to happen, thus informing the learning activities and facilitation methods. Examples include experiential learning, action learning, accelerated learning, problem-centred learning.
  • Strategies: strategies reveal how the design seeks to meet the needs within the prevailing context and explain the reason for selecting particular methodologies, facilitation methods and learning activities. For example, we may expose learners to an extreme stressful situation in order to help learners develop coping skills. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  50334   National Certificate: Occupationally Directed Education Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  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 


    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. ASORIP NPC 
    2. Azanian Community Development Pty Ltd 
    3. Corporate Safety Training Academy PTY Ltd 
    4. CTU Training Solutions 
    5. Curoplex PTY LTD 
    6. Giver of Givers Foundation Organisation 
    7. Katlego Compliance Training 
    8. KDS Centre for Skills Development and Training Pty Ltd 
    9. Lehlabile Emergency Institute 
    10. LICENCE WISE TRAINING SPECIALISTS 
    11. Mabidi Funzani Trading And Projects Pty Ltd 
    12. MASHUSHE ETDP TRADING AND PROJECTS 
    13. Mentor Me Corporate Foundation 
    14. MOKO SECURITY SERVICES 
    15. PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD 
    16. Revo Quest Consulting 
    17. The Finishing College (Pty) Lt 
    18. Totally Tailored Solutions Pty Ltd 
    19. Training Consultant and SD College 
    20. UMO LEARNING SUPPORT SYSTEM 
    21. Vicresco (Pty) Ltd 
    22. Workers Knowledge Centre Pty Ltd 
    23. XO EDUCATION (Pty) Ltd 


    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.