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: 

Manage a learnership/learning programme 
SAQA US ID UNIT STANDARD TITLE
9935  Manage a learnership/learning programme 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
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 5  Level TBA: Pre-2009 was L5  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
15232  Coordinate planned skills development interventions in an organisation  Level 5  Level TBA: Pre-2009 was L5   

PURPOSE OF THE UNIT STANDARD 
A practitioner who has achieved this unit standard will be able to manage and oversee the logistical support for learning programmes/learner ships, either in a single context or across contexts.

This competence will allow practitioners to better manage their own contribution to workplace skills development environments and plans.

The competence prepares a practitioner for broader managerial learning and roles. 

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 learner ships or learning programmes 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 have internalised the "rules" or principles, which inform what they do, and will not longer be operating consciously with such rules.
2. The practitioner is required to demonstrate the competence described in this standard in the context of learning programmes/learner ships.
3. The specific outcomes should be performed in line with an established methodology for managing learner ships/learning programmes. At this level the practitioner should be able to describe two alternative methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.
4. At this level, practitioners should be able to relate knowledge 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 
Design and develop a management system for a learnership/learning programme. 
OUTCOME NOTES 
Design and develop a management system for a learnership/learning programme
by, e.g.:
  • ensuring that the management system provides the support required for the learning to occur; and
  • understanding management systems for the implementation of learnerships within an enterprise as well as across various contexts. 

  • 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 
    Co-ordinate the management of a learnership/learning programme. 
    OUTCOME NOTES 
    Co-ordinate the management of a learnership/learning programme by, e.g.:
  • ensuring alignment with the educational aims and supporting the needs of the learnership/learning programme; and
  • taking resources and educational management trends into account; and
  • keeping the management open to reflection and adaptation. 

  • 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 3 
    Develop plans for the improvement of the management. 
    OUTCOME NOTES 
    Develop plans for the improvement of the management. by, e.g.:
  • taking feedback, reflection and developing trends into account. 

  • 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. 


    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. Applicable legislation, enterprise and occupational policies.
    2. Current education and training trends in the enterprise, occupation, sector, and the country as a whole.
    3. The nature of the occupational or enterprise system.
  • Extracting implications for the management of a learner ship/learning programme.
  • The nature of, differences, and interconnections between various learning and work contexts.
    4. Principles and practices of quality assurance.
    5. Outcomes-based forms of managing learner ships/learning programmes, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
    6. 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; and
  • Providing relevant and accurate administrative information. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 15232, which is "Coordinate planned skills development interventions in an organisation", Level 5, 6 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  22900   National Certificate: Environmental Education, Training and Development Practice  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  ETDP SETA 
    Elective  13740   Certificate: 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  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  23095   Higher Education and Training Certificate: Development Practice  Level 5  NQF Level 05  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. Adelaine Training Solutions Pty Ltd 
    2. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    3. Aldabri 106 Institute for Quality (Pty) Ltd 
    4. Annacol Training Consultants 
    5. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    6. BOLAND COLLEGE 
    7. Business Development Unit (PTY)Ltd 
    8. Caversham Education Institute 
    9. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    10. College of Cape Town - Athlone Campus 
    11. Cooperative Organization for the Upgrading of Numeracy Training 
    12. CORE TRAINING INTERNATIONAL 
    13. Custoda Trust 
    14. D M Management and Consulting 
    15. Dabulamanzi & Njabulo Ndaba Consulting cc 
    16. Damelin 
    17. Directflo 
    18. DM Training Consultants 
    19. Early Learning Foundation Montessori Teacher Training 
    20. Early Learning Resource Unit (ELRU) 
    21. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    22. EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC 
    23. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    24. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    25. Faranang Business and Training Solutions PTY(LTD) 
    26. Funda Africa Academy (Pty) Ltd 
    27. Goldfields TVET College 
    28. Grassroots Adult Education and Training Trust 
    29. HUGENOTE COLLEGE 
    30. IN TUITION 
    31. Isibani Skills Academy 
    32. Jabulani Training & Development 
    33. Katiso-kuno Consulting 
    34. Kenako Investments 
    35. Kgaka Kgolo Institute 
    36. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    37. Klein Karoo Resource Centre 
    38. Learning Performance Link 
    39. Loago Business Consulting 
    40. MACCAUVLEI LEARNING ACADEMYPTY LTD 
    41. Marematlou Training Institute 
    42. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    43. Mass Computer Training and Printers 
    44. MATHS CENTRE INCORPORATING SCIENCES 
    45. Matimba Management and Labour cc 
    46. MENTORNET (PTY) LTD 
    47. Montessori Teacher Training Centre South Africa 
    48. Motheo Training Institute Trust 
    49. MWG Logistical Services 
    50. New Beginnings Training and Development Organisation 
    51. Northern Cape Rural TVET College 
    52. Northern Cape Urban College: Kimberley Campus 
    53. Northlink College 
    54. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    55. Ntevho-Ketso Training and Recruitement Consultancy cc 
    56. NTI College 
    57. Ntingantakandini Training, Education and Development Company 
    58. Orbit FET College - Central Office 
    59. Petra institute of Development (PTY) Ltd 
    60. PMA Holding (Pty) Ltd 
    61. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    62. Professional Development and Training Institute (Pty) Ltd 
    63. QPD CONSULTANTS 
    64. Resonance Institute of Learning 
    65. Retshetse Training Project 
    66. Right 4 u College 
    67. SANTS College 
    68. Shelley Mcmaster cc 
    69. Sigodi Development Services and Associates (SDS) cc 
    70. SKU Training and Assessment 
    71. South Cape Public FET College - George Campus 
    72. Southern African Youth Movement 
    73. Spotru Training Centre 
    74. SPS Consulting (Pty) Ltd 
    75. Sustainability Institute Trust 
    76. T Mabuya & Associates (Pty) Ltd 
    77. Teachers Learning Centre (Pty) Ltd 
    78. Tembe Service Providers 
    79. Tendazwau Trading 8 (PTY) LTD 
    80. Thabelanang t/a Thabelanang Trading Enterprise 
    81. Thasha Training and Consulting 
    82. The Fundamentals Training Centre 
    83. THE GMC GROUP PTY LTD 
    84. The Institute of People Development 
    85. The Iscariota Group (Pty) Ltd 
    86. The Port Elizabeth Early Learning Centre 
    87. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    88. Thuto Ya Setshaba Training Services (Pty) Ltd 
    89. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    90. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    91. TMG Quality Services 
    92. Ulwazi Training & Development 
    93. Umzansi Educational Programs Centre 
    94. UNIVERSAL COLLEGE OUTCOMES SA 
    95. Vuselela TVET College 
    96. Wildfire Development Training Agency 
    97. WonderKids Academy 
    98. World Wide Education Providers(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.