SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Manage a skills development course

SAQA US ID	UNIT STANDARD TITLE
9934	Manage a skills development course
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 4	NQF Level 04	6
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
116811	Manage learning at an education, training and development provider	Level 6	Level TBA: Pre-2009 was L6	10

PURPOSE OF THE UNIT STANDARD

A practitioner who has achieved this unit standard will be able to manage a skills development course and provide the necessary administration and logistical support.

This competence provides the practitioner with a base for further learning in managing ETD and will enhance and support their other ETD competence.

It will also contribute to creating sustainable learning environments.

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 manage skills development courses related 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 consciously following a set of "rules" or principles, which inform what they do, rather than performing "internalised rules".
2. The practitioner is required to demonstrate the competence described in this standard in the context of skills development courses.
3. The specific outcomes should be performed in line with an established methodology for managing skills development courses. At this level the practitioner should be able to describe one alternative methodology; to explain how their performance would differ if they used them and to justify their choice of methodology.
4. At this level, practitioners are not expected to draw on or integrate insights from beyond their occupational and ETD competences.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Provide management and logistical support to a training course.

OUTCOME NOTES

Provide management and logistical support to a training course by, e.g.:

applying and maintaining relevant management and administrative procedures;

following externally directed procedures; and

co-ordinating the activities of ETD practitioners and other staff within the course.

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

Manage and maintain learning records.

OUTCOME NOTES

Manage and maintain learning records by, e.g.:

creating a storage and retrieval system for records; and

deciding on necessary records to be kept, taking account of prescribed procedures.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Involve learners in the management of learning.

OUTCOME NOTES

Involve learners in the management of learning by, e.g.:

explaining the objectives, intended outcomes, and nature of the course; and

explaining what is expected and required of learners.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Contribute to the budgetary process.

OUTCOME NOTES

Contribute to the budgetary process by, e.g.:

providing appropriate information; and

reflecting on financing in order to contribute to future financial planning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Evaluate management of the training course.

OUTCOME NOTES

Evaluate management of the training course by, e.g.:

making recommendations for better future procedures or support.

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

The practitioner is able to demonstrate knowledge and understanding of:
1. The institutional context:

The workplace skills plan.

Structures, processes, and workplace cultures impacting on the course.

The aims and objectives of the course, as well as its place in the workplace skills plan.
2. Functions and the application of a recording system.
3. Several educational management techniques.
4. Basic budget administration and reporting practice and procedures.
5. Principles and practices of confidentiality in respect of records.
6. Outcomes-based forms of managing training courses, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
7. 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 ORGANISING

Organise and manage by, e.g.:

Providing managerial, administrative and logistical support in a timely and cost effective manner.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information by, e.g.:

Providing relevant and accurate information as required.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e.g.:

Interacting with practitioners, administrators and learners.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 116811, which is "Manage learning at an education, training and development provider", Level 6, 10 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
Core	13739	Certificate in Occupation-directed Education, Training and Development Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Elective	20893	National Certificate: Human Resources Management and Practices Support	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2005-02-13	Was SABPP until Last Date for Achievement

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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