SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Evaluate a course

SAQA US ID	UNIT STANDARD TITLE
9937	Evaluate a 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	8
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
123397	Evaluate a learning intervention using given evaluation instruments	Level 5	Level TBA: Pre-2009 was L5	10

PURPOSE OF THE UNIT STANDARD

Practitioners who have achieved this unit standard will be able to evaluate training courses within the structured workplace or learning context.

In addition they will be able to evaluate their own contribution towards these, as well as be able to use this reflection to improve their own practice.

This basis of reflection skills will allow for further development of evaluation at other National Qualification Framework levels.

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 evaluate a series of work-related learning events and/or learner ships within the structured workplace or learning context within 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 evaluating a course. 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

Identify the most appropriate option for evaluating a course.

OUTCOME NOTES

Identify the most appropriate option for evaluating a course by, e.g.:

Selecting the options from a given set of methodologies/approaches; and

Linking the options to the nature of the course being evaluated.

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

Develop a viable action plan for the evaluation of a work-related course.

OUTCOME NOTES

Develop a viable action plan for the evaluation of a work-related course by, e.g.:

basing the action plan on using selected methodologies; and

matching the action taken to the nature of the work processes for which training is happening.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Conduct evaluation of the work-related course.

OUTCOME NOTES

Conduct the evaluation of the work-related course according to the action plan,
adapting the evaluation as necessary.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Report on the strengths and shortcomings of the learning events.

OUTCOME NOTES

Report on the strengths and shortcomings of the learning events by, e.g.:

taking into account the intended outcomes/standards for the course, and the success rate of learners on the course;

taking into account the target audience of the report; and

ensuring the report is in the format most acceptable to the context of the training.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Propose possible improvements to the course.

OUTCOME NOTES

Propose possible improvements to the course by, e.g.:

taking account of the learning outcomes/standards that the course was designed to achieve.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Analyse the evaluation exercise.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Identify areas for improvement in applying the evaluation.

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. Types of evaluation methodologies appropriate to various learning environments.
2. Enterprise policy and strategic objectives with regard to skills development, as outlined in the Skills Development Plan of the workplace.
3. The intended outcomes/standards of the course.
4. Enterprise-level implications of the Skills Development Plan for the sector.
5. The purpose, nature and structure of learner ships.
6. Outcomes-based forms of evaluating a course, 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 IDENTIFYING

Identify and solve problems by, e.g.:

Identifying shortcomings in any aspect of a course, deciding which factors cause the shortcomings and making recommendations on how these can be overcome.

UNIT STANDARD CCFO COLLECTING

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

Analysing information on all aspects of a course and evaluate it to identify shortcomings.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e.g.:

Compiling a clear, concise and comprehensive report on strengths, shortcomings and possible improvements to a course.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 123397, which is "Evaluate a learning intervention using given evaluation instruments", Level 5, 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
Elective	22901	National Certificate: Environmental Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	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.	Bonang Training & Development
2.	Business Development Unit (PTY)Ltd
3.	CORE TRAINING INTERNATIONAL
4.	Custoda Trust
5.	DELTA ENVIRONMENTAL CENTRE NPC
6.	EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC
7.	Learning Performance Link
8.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
9.	Matimba Management and Labour cc
10.	MENTORNET (PTY) LTD
11.	Ndzalama Training
12.	NTI College
13.	Reflections Development Institute
14.	Resonance Institute of Learning
15.	SKU Training and Assessment
16.	South Cape Public FET College - George Campus
17.	SPS Consulting (Pty) Ltd
18.	THE GMC GROUP PTY LTD
19.	Tshwane Leadership & Management Academy/Tshwane Metro Police
20.	Ulwazi Training & Development
21.	Umzansi Educational Programs Centre
22.	Wildlife and Enviroment Society of South Africa
23.	World Wide Education Providers(Pty)Ltd