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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Guide and counsel learners

SAQA US ID	UNIT STANDARD TITLE
9933	Guide and counsel learners
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	12
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2000-10-11	2003-10-11	SAQA 0532/00
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-10-11		2007-10-11

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
117864	Advise and counsel learners	Level 6	Level TBA: Pre-2009 was L6	8

PURPOSE OF THE UNIT STANDARD

A practitioner who has achieved this unit standard will be able to guide, counsel and monitor learners in order to support their learning. They will also be able to refer learners to appropriate specialists, where necessary.

This competence complements other ETD competences and lays the basis for specialisation in guidance and counselling at higher levels. It contributes to the development of supportive environments for personal development (learning and career progression as well as lifelong learning).

In addition, a community of practitioners with mentoring competence will be able to support the implementation of the National Qualifications Framework and the Skills Development Strategy by guiding, counselling, mentoring and referring learners to appropriate individuals or organisations who can assist them.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practice this ETD competence.

This standard describes the ETD competence which will be needed for them to guide and counsel learners in relation to their occupational competence.

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be creatively interpreting the "rules" or principles, which inform what they do.
2. The practitioner is required to demonstrate the competence described in this standard in the context of a skills development system or sub-system.
3. The specific outcomes should be performed in line with an established methodology for guiding and counselling learners. At this level the practitioner should be able to describe a spectrum of methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.
4. At this level, practitioners are expected to draw on and integrate insights and knowledge from beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify learners' needs and problems.

OUTCOME NOTES

Identify learners' needs and problems e.g.:

through interviews;

when approached; and

through ongoing interaction with learners.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

The assessment of practitioners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.

1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.

4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this.

SPECIFIC OUTCOME 2

Establish a relationship between oneself and the learner.

OUTCOME NOTES

Establish a relationship between oneself and the learner -e.g.:

relationship of trust; and

relationship should assist the learner in dealing with the need problem.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Provide guidance and counselling to the learner on the areas that the
practitioner can handle.

OUTCOME NOTES

Provide guidance and counselling to the learner on the areas that the
practitioner can handle, e.g.:

career planning;

career development;

conflict resolution;

anxiety management (learning, assessment, performance);

personal development;

time management;

stress management; and

personal crisis relating to immediate events in the learners' lives (e.g. divorce, family deaths, etc).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Refer issues outside of own expertise to a relevant specialist.

OUTCOME NOTES

Refer issues outside of own expertise to a relevant specialist, e.g. to

occupational therapists;

social welfare issues;

alcoholic anonymous;

drug rehabilitation centres;

retrenchment counselling; and

marriage/family counselling.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Evaluate and identify ways of improving the relationship with the learner.

OUTCOME NOTES

Evaluate the relationship and progress on activities one has with the learner and
identify ways of improving it.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Keep records of interactions with the learner.

OUTCOME NOTES

Keep records of interactions with the learner which, e.g.:

should be confidential

are in keeping with the organisational and established guidance and counselling principles.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

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 of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Practitioners should be able to demonstrate a knowledge and understanding of:
1. An appropriate methodology or approach to providing counselling, guidance to individual learners/colleagues.
2. What kinds of information learners or colleagues entering a learning programme or new occupation are likely to need and where to find it?
3. Personal, institutional and broader social factors which promote or inhibit effective learning.
4. Issues of diversity in the workplace or learning programme and the kinds of strategies, which can be adopted, to deal with these.
5. Contextual issues affecting learner ships and career progression (inside and outside the organisation).
6. Knowing who to refer learners to, when and why.
7. The Bill of Rights and its relevance to this unit standard.
8. Outcomes-based forms of guiding and counselling learners, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
9. Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COMMUNICATING

Communicating effectively e.g.:

by using interpersonal communication techniques which provide a supportive environment for learners/colleagues to explore issues in their lives, work and study.

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 e.g.:

by recognising and helping learners/colleagues to explore the complexity of learning and career path choices and in the context of the life choices and circumstances of individual learners.

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full personal development of learners/colleagues by providing life skills (e.g. problem solving skills).

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 117864, which is "Advise and counsel learners", Level 6, 8 credits.

VALUES
The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	13741	Diploma: Occupation-directed Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Elective	13742	Degree: Occupation-directed Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Registered"	2003-10-11	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.

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