SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Evaluate learning programmes

SAQA US ID	UNIT STANDARD TITLE
9938	Evaluate learning programmes
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
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 learning programmes/learner ships, their interconnections, and relationship to a context or range of contexts.

They will also be able to reflect on their own contribution to learning and evaluate the performance of other ETD practitioners.

This competence will contribute to improvements in the delivery of learner ships/ learning programmes.

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 learning programmes and learner ships within a range of contexts 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 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 evaluating 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 evaluation strategies for learnerships/learning programmes.

OUTCOME NOTES

Design evaluation strategies for learnerships/learning programmes by, e.g.:

devising evaluation components which include appropriate methodology/methodologies, plans for preparation & implementation, and review plans; and

taking into account accepted evaluation principles which are appropriate to both the organisational and/or the occupational environment.

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

Implement evaluation strategies, adapting them or having them adapted as necessary.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Compare/match/judge evaluation results.

OUTCOME NOTES

Compare/match/judge evaluation results by, e.g.:

gathering the results from various learning programmes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Generate findings in order to recommend future improvements.

OUTCOME NOTES

Generate findings in order to recommend future improvements by, e.g.:

disseminating and consulting on the findings in order to increase their impact.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Evaluate the feasibility of evaluation-generated recommendations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes.

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Reflect on the effectiveness of the evaluation strategies.

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. Purposes and usefulness of a range of evaluation methodologies.
2. Intended outcomes and learning methodologies of the learning programme being evaluated.
3. Intentions of applicable national policies and legislation on learning programmes and hence evaluation systems.
4. Organisational policies and procedures and their impact on the learning programme -and hence on the evaluation system.
5. The role of diversity, value and belief systems within evaluation systems.
6. Possible sources and methods of benchmarking evaluation procedures and results.
7. Outcomes-based forms of evaluating learning programmes, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
8. 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; e.g. identify shortcomings in any aspect of a learning programme. Decide which factors cause the shortcomings and make recommendations on how these can be overcome.

UNIT STANDARD CCFO COLLECTING

Collect, organise, analyse, and critically evaluate information; e.g. analyse information on all aspects relating to a learning programme. Evaluate it to identify shortcomings.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively; e.g. compile clear, concise and comprehensive reports on strengths, shortcomings and possible improvements to learning programmes -and communicate these to relevant stakeholders.

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	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
Core	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
Core	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
Elective	22902	National Diploma: Environmental Education, Training and Development Practice	Level 5	NQF Level 05	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.	AFRICA COMPETENCY DEVELOPMENT (PTY) LTD
2.	Aldabri 106 Institute for Quality (Pty) Ltd
3.	ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD
4.	Business Development Unit (PTY)Ltd
5.	Convergent Ideas cc
6.	CORE TRAINING INTERNATIONAL
7.	DELTA ENVIRONMENTAL CENTRE NPC
8.	EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC
9.	EDUTEL SKILLS DEVELOPMENT PTY LTD
10.	Learning Performance Link
11.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
12.	Matimba Management and Labour cc
13.	MENTORNET (PTY) LTD
14.	QED Quality Executive Development
15.	QED-Quality Executive Development
16.	QPD CONSULTANTS
17.	Resonance Institute of Learning
18.	Sigodi Development Services and Associates (SDS) cc
19.	SKU Training and Assessment
20.	THE GMC GROUP PTY LTD
21.	The Institute of People Development
22.	Ulwazi Training & Development
23.	Umzansi Educational Programs Centre
24.	VERYCOOLIDEAS