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 THAT HAS PASSED THE END DATE: 

Interpret and design learning programmes and modules for higher education and training 
SAQA US ID UNIT STANDARD TITLE
14301  Interpret and design learning programmes and modules for higher education and training 
ORIGINATOR
SGB Higher Education & Training 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  20 
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
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 practitioner in higher education who has achieved this unit standard will be able to:
  • Conduct a situational analysis and synthesise information
  • Design a learning programme in a variety of contexts
  • Evaluate the learning programme for higher education and training.
  • Analyse the specific programme
  • Identify relevant knowledge, skills, values and attitudes relevant to the module
  • Develop a module by applying relevant curriculum design.
  • Develop and choose relevant materials.
  • Evaluate the effectiveness of the module

    These competences complement other competences of the higher education and training practitioner and lay the basis for specialisation in programme and module planning and design at higher levels.

    This unit standard recognises professional HET practitioners who rigorously design their education and training practices to enhance learners learning and the achievement of their learning outcomes. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that a practitioner applying to enter a programme for this standard, has a qualification or equivalent competences at least at NQF level 6 in the field in which they will practice this competence. In addition, it is assumed the practitioner understands the relationships between his/her discipline and the related disciplines encompassed in a particular programme as well as has, or is in the process of acquiring, basic research, mediation and facilitation skills. Furthermore he/she should have a sound grasp of international developments in his/her discipline, and will probably be engaged in further disciplinary study/research. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard:
  • A learning programme refers to the programme of study undertaken by an individual to achieve a higher education and training certificate, diploma or degree in a specific field of specialisation. The learning programme should be in the practitioner's area of expertise and range of experience.
  • Programme design is used within the OBE context and encompasses curriculum design.
  • Design refers to situational analysis and formulation and evaluation of the learning programme and the modules.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Conduct a situation analysis and synthesise information. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Stakeholders and role players are identified and their contributions to the design, functions, roles and levels of involvement analysed. 

    ASSESSMENT CRITERION 2 
    2. Context (e.g. distance, contact, mixed mode) and relevant resources and their appropriateness to the learning programme are identified and analysed. 

    ASSESSMENT CRITERION 3 
    3. Typical learner needs and profiles are described including previous learning experiences and learners entry points. 

    ASSESSMENT CRITERION 4 
    4. Relevant educational, legislative and institutional requirements are analysed in terms of impact on design and implications for the programme. 
    ASSESSMENT CRITERION RANGE 
    Requirements include policies, procedures, regulations and legal obligations.
     

    ASSESSMENT CRITERION 5 
    5. All relevant information including cultural contexts are analysed and synthesised into a coherent framework. 

    SPECIFIC OUTCOME 2 
    Develop a learning programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. This specific outcome generates a purpose in society that this programme will fulfil. 

    ASSESSMENT CRITERION 2 
    2. Alternative approaches to curriculum design are explored and compared, and a relevant approach chosen or developed from existing approaches. 

    ASSESSMENT CRITERION 3 
    3. The learning programme (which could be simulated) is consistent with design principles and appropriate to the context. 
    ASSESSMENT CRITERION RANGE 
    This includes analysis of relevance of the modules for achieving the outcomes of the programme.
    Context includes mode of delivery, e.g. distance, contact or mixed mode.
     

    ASSESSMENT CRITERION 4 
    4. The learning programme reflects outcomes-based education principles as applied in specific disciplines. The principles of curriculum design which are applied are consistent with the situational analysis. Where the design deviates from the analysis, justification is given. 

    ASSESSMENT CRITERION 5 
    5. The design reflects the results of evaluations. 

    SPECIFIC OUTCOME 3 
    Evaluate the design of a learning programme using different methods of programme assessment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The evaluation is systematic, consistent and sufficient and addresses all principles of programme design including situation analysis, in a coherent way. 

    ASSESSMENT CRITERION 2 
    2. Different methods of assessment such as peer review, learner assessment self-reflection by the lecturer, etc. are applied when the programme is evaluated. 

    ASSESSMENT CRITERION 3 
    3. The results of the evaluation are presented in a manner that promotes their integration into learning programme design. 

    ASSESSMENT CRITERION 4 
    4. The evaluation identifies areas of strength and weakness and potential impact on the learner and provider. 

    ASSESSMENT CRITERION 5 
    5. The results of the evaluation are presented in a manner that promote their integration into learning programme design. 

    ASSESSMENT CRITERION 6 
    6. The evaluation results in a clear formulation of outcomes and a logical, balanced and systematic learning programme. 

    SPECIFIC OUTCOME 4 
    Analyse the existing learning programme(s) to develop a module as part of the programme(s). 
    OUTCOME RANGE 
    The analysis provides details of learner needs, exit-level outcomes, purpose and relevant educational and legislative policy. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Situational factors are identified including those which are systemic, and their relevance for the module interpreted. 

    ASSESSMENT CRITERION 2 
    2. Exit level outcomes are interpreted as skills, embedded knowledge, values and attitudes. 

    ASSESSMENT CRITERION 3 
    3. Information concerning learning, teaching and assessment in the particular discipline is interpreted and its relevance for the module is determined. 

    ASSESSMENT CRITERION 4 
    4. The analysis reveals the knowledge, skills, values and attitudes the module is required to develop. 

    SPECIFIC OUTCOME 5 
    Select appropriate teaching, learning and assessment strategies. 
    OUTCOME NOTES 
    Select appropriate teaching, learning and assessment strategies for the module with relevance to the learning programme. 
    OUTCOME RANGE 
    These strategies may include lecture, tutorials, simulations, case studies, service learning, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Module title, level and purpose relevant to the learning programme title, level and purpose are chosen. 

    ASSESSMENT CRITERION 2 
    2. Module outcomes and assessment criteria relevant to the learning programme are developed. 

    ASSESSMENT CRITERION 3 
    3. Appropriate teaching, learning and assessment strategies and methods are selected. 

    SPECIFIC OUTCOME 6 
    Identify, select and develop learning materials and other resources for teaching. 
    OUTCOME NOTES 
    Identify, select and develop learning materials and other resources for teaching and learning in line with the approach to teaching and learning in the programme. 
    OUTCOME RANGE 
    This includes technology, availability and costs of resources e.g. tutors, computers, electronic microscopes, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Situational and institutional requirements are identified and taken into consideration when learning materials and other resources are chosen or developed. 

    ASSESSMENT CRITERION 2 
    2. Learning materials selected are appropriate to the learners and the context, and are suitable in terms of supporting the required learning. 

    ASSESSMENT CRITERION 3 
    3. Interactive learning materials are developed by taking basic instructional design principles as well as the chosen teaching, learning and assessment strategies into consideration. The study guides are appropriate to the student level, context and address the learning outcomes. 

    SPECIFIC OUTCOME 7 
    Evaluate the effectiveness of the module. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The module is assessed by applying criteria that focus on coherence between the module and the learning programme, as well as the principles of programme design. 

    ASSESSMENT CRITERION 2 
    2. The evaluation is systematic, consistent and sufficient and addresses all principles of programme design including situation analysis, in a coherent way. 

    ASSESSMENT CRITERION 3 
    3. Different methods of assessment such as peer review, learner assessment self-reflection by the lecturer, etc. are applied when the programme is evaluated. 

    ASSESSMENT CRITERION 4 
    4. The results of the evaluation are presented in a manner that promote their integration into learning programme design. 

    ASSESSMENT CRITERION 5 
    5. The evaluation identifies areas of strength and weakness and potential impact on the learner and provider. 

    ASSESSMENT CRITERION 6 
    6. The results of the evaluation are presented in a manner that promote their integration into learning programme and module design. 

    ASSESSMENT CRITERION 7 
    7. The evaluation results in a clear formulation of outcomes and a logical, balanced and systematic learning programme. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
    3. Moderation will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the practitioner's. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.
  • Knowledge of different methods of data collection.
  • Knowledge of relevant legislation, educational principles and institutional policies.
  • Principles and models of programme design and discipline specific Teaching and Learning strategies.
  • Knowledge of outcomes-based education
  • Principles of module design
  • Development of learner support materials including basic principles of instructional design. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem-solving: identifying the knowledge, skills, values and attitudes relevant to the learning programme in the practitioner's discipline and identifying the needs of stakeholders and role-players and integrating these into the programme design. 

    UNIT STANDARD CCFO WORKING 
    Teamwork: incorporating the requirements of the learners and providers into the learning programme through involvement of the stakeholders and role-players. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation: conducting research and applying principles of curriculum design in designing a learning programme whilst taking cognisance of educational, legal and institutional prerequisites. 

    UNIT STANDARD CCFO COLLECTING 
    Information processing: gathering information for situational analysis and synthesising information in as the foundation for the programme development. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication: facilitating the understanding of the stakeholders and role-players about the relevance of, and the relationships between the focal discipline for the learning and related fields. 

    UNIT STANDARD CCFO SCIENCE 
    Use of technology: applying appropriate technology in programme design in order to facilitate learning as well as utilisation of technology to assist research. 

    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 general 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 candidate 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 candidate 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  23113   Post Graduate Certificate: Higher Education and Training  Level 7  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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.
     
    NONE 


    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.