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: 

Develop plans for implementing learnerships and apprenticeships 
SAQA US ID UNIT STANDARD TITLE
263978  Develop plans for implementing learnerships and apprenticeships 
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  5 
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
114926  Develop plans for implementing Learnerships and Skills Programmes within a learning organisation  Level 6  Level TBA: Pre-2009 was L6  5   

PURPOSE OF THE UNIT STANDARD 
This unit standard is for those who are responsible for planning the implementation of learnerships and/or apprenticeships within organisations.

People credited with this unit standard are able to:
  • Analyse the environment to determine needs and opportunities for implementing Learnerships and/or Apprenticeships.
  • Develop a strategic plan for the use of Learnerships and/or Apprenticeships in an organisation.
  • Plan the implementation of Learnerships and/or Apprenticeships. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that people starting to learn towards this unit standard are already competent in terms of the unit standard:
  • ID 114924: Demonstrate understanding of the outcomes-based education and training philosophy within the context of the National Qualifications Framework. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse the employment environment to determine needs and opportunities. 
    OUTCOME NOTES 
    Analyse the employment environment and labour market to determine needs and opportunities for implementing learnerships and/or apprenticeships. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The analysis identifies the main features of South Africa`s skills base, characteristics of the labour market, employer needs for a skilled workforce and employable skills that are relevant to the workplace. 

    ASSESSMENT CRITERION 2 
    The analysis identifies challenges in the education and training system in relation to developing employable skills. 

    ASSESSMENT CRITERION 3 
    The analysis outlines the purpose of Learnerships and Apprenticeships in terms of how they contribute towards achieving the objectives of the National Skills Development Strategy (NSDS). 

    ASSESSMENT CRITERION 4 
    The analysis provides a description of learnerships and apprenticeships and their relationship to the National Qualifications Framework (NQF). 
    ASSESSMENT CRITERION RANGE 
    The description to include:
  • Characteristics of Learnerships and Apprenticeships.
  • Benefits for learners, employers and training providers.
  • Relationships of Learnerships and Apprenticeships to one another and to SAQA-registered qualifications and unit standards.
  • Differences between Learnerships and Apprenticeships and other types of programmes, including internships and short courses.
  • Circumstances in which Learnerships and Apprenticeships are the most appropriate route to a qualification.
     
    		•

    ASSESSMENT CRITERION 5 
    The analysis outlines the organisation`s status regarding involvement in or readiness for implementing learnerships and/or apprenticeships. 
    ASSESSMENT CRITERION RANGE 
    Status in terms of:
  • Current relationship of the organisation with stakeholders with an interest in learnerships and/or apprenticeships, including local workplaces, education and training providers and the community.
  • Actions required for establishing closer relationships with stakeholders interested in learnerships and/or apprenticeships.
  • Challenges to involvement in implementing Learnerships and/or Apprenticeships.
     
    		•

    SPECIFIC OUTCOME 2 
    Develop a strategic plan for the use of learnerships and/or apprenticeships in an organisation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The strategic plan is based on an analysis of the environment and guides decision-making and actions related to using learnerships and/or apprenticeships at a strategic level. 

    ASSESSMENT CRITERION 2 
    The strategic plan is consistent with the organisation`s vision, mission and skills development strategy. 

    ASSESSMENT CRITERION 3 
    The strategic plan outlines broad steps that need to be taken to maximise the benefits and remove the challenges to the institution's involvement in learnerships and/or apprenticeships. 

    ASSESSMENT CRITERION 4 
    The strategic plan outlines the impact of learnerships and/or apprenticeships on the organisation and the nation. 
    ASSESSMENT CRITERION RANGE 
    Impact relates to:
  • The nature and scope of the organisation`s involvement in the implementation of learnerships and/or apprenticeships.
  • The areas in which the organisation has to interact with external stakeholders.
  • The financial and other benefits of Learnerships and/or Apprenticeships for the organisation.
  • The manner in which the implementation of Learnerships and/or Apprenticeships promotes the objectives of the NQF and the NSDS.
     
    		•

    ASSESSMENT CRITERION 5 
    The strategic plan accurately reflects the functions, duties and rights of parties to learnerships. 
    ASSESSMENT CRITERION RANGE 
    Functions, duties and rights are consistent with the acts and regulations relating to skills development and learnerships.
     

    SPECIFIC OUTCOME 3 
    Plan the implementation of learnerships and/or apprenticeships. 
    OUTCOME RANGE 
    The Implementation Plan is to be developed on the basis of a registered learnership and/or apprenticeship that is considered suitable for the organisation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The implementation plan details the actions that need to be taken to implement a specific learnership and/or apprenticeship. 
    ASSESSMENT CRITERION RANGE 
    Actions include:
  • Initiating the implementation within the organisation.
  • Establishing implementation partnerships with parties to the Learnership and/or Apprenticeship.
  • Obtaining buy-in and commitment from internal and external stakeholders.
  • Planning the joint delivery of the learning programme by the employer and training provider.
  • Preparing the organisation to deliver the learning programme.
  • Participation in the recruitment and selection of learners.
  • Marketing the Learnership and/or Apprenticeship.
  • Administrative, contractual and financial considerations.
  • Facilitating and assessing learning.
  • Promoting learner placement after completion of the Learnership and/or Apprenticeship.
  • Managing and quality assuring the implementation.
  • Evaluating the implementation.
     
    		•

    ASSESSMENT CRITERION 2 
    The implementation plan allocates responsibilities for implementation to staff in accordance with identified areas of responsibility. 

    ASSESSMENT CRITERION 3 
    The implementation plan describes mechanisms and guidelines for interaction between staff of the organisation and staff of parties to the learnership and/or apprenticeship. 

    ASSESSMENT CRITERION 4 
    Potential challenges to the effective implementation of the plan are identified and appropriate actions are described for overcoming such challenges. 

    ASSESSMENT CRITERION 5 
    The allocation of resources is realistic in terms of organisational capacity and facilities and is sufficient for successful implementation of the learnership and/or apprenticeship selected. 

    ASSESSMENT CRITERION 6 
    The plan is aligned to the requirements of relevant legislation, regulations and quality-assurance requirements governing learnerships and/or apprenticeships. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessors for this unit standard must be registered with the relevant ETQA.
  • Providers offering learning towards this unit standard must be accredited by the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to moderation guidelines and agreed ETQA procedures. 
    		•

    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:
  • Structures, mechanisms and objectives of the NQF and the Skills Development Act.
  • Regulations and external quality-assurance requirements relating to Learnerships and Apprenticeships. 
    		•

    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 to propose methods for addressing challenges in implementing learnerships and/or aprenticeships. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:
  • Using information gathered through the analysis of the employment environment and labour market in the plans. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using Visual, Mathematical and/or Language Skills:
  • Formulating and communicating the plans. 
    		•

    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 114926, "Develop plans for implementing Learnerships and Skills Programmes within a learning organisation", Level 6, 5 credits.

    Supplementary Information:

    Terms have been clarified as far as possible through the use of range statements.

    Acronyms and abbreviations used:
  • ETQA: Education and Training Quality Assurance Body.
  • NQF: National Qualifications Framework.
  • NSDS: National Skills Development Strategy.
  • SAQA: South African Qualifications Authority. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  59201   National Certificate: Generic Management  Level 5  Level TBA: Pre-2009 was L5  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. Colleen Osorio Skills Development Consultancy cc 
    2. Enjo Consultants (Pty) Ltd 
    3. Petra institute of Development (PTY) Ltd 
    4. Resonance Institute of Learning 
    5. Saint Colonel Graduate Institute (PTY) Ltd 
    6. The Institute of People Development 
    7. VERYCOOLIDEAS 
    8. Vutivi Training and Skills Development 


    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.