SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Implement workplace skills plan(s)

SAQA US ID	UNIT STANDARD TITLE
9947	Implement workplace skills plan(s)
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	20
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
15221	Provide information and advice regarding skills development and related issues	Level 5	Level TBA: Pre-2009 was L5	4
15222	Promote a learning culture in an organisation	Level 5	Level TBA: Pre-2009 was L5	3
15232	Coordinate planned skills development interventions in an organisation	Level 5	Level TBA: Pre-2009 was L5	6

PURPOSE OF THE UNIT STANDARD

The Skills Development Facilitator assessed as competent against this unit standard will be able to co-ordinate the effective implementation of a Workplace Skills Plan(s)which meets the needs of individual learners, the enterprise(s), sector and national skills priorities.

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 (in specific enterprise(s)and SETA). This should enable the practitioner to have an understanding of the enterprise(s)and relevant SETA(s).

This standard describes the ETD competence which will be needed for them to implement the workplace skills plan(s).

The Skills Development Facilitator is expected to have good communication and negotiation skills.

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:
1. The implementation process should happen in the enterprise(s)within the set financial year for grant disbursement.
2. The practitioner must co-ordinate and monitor the process and the system for the implementation of the Workplace Skills Plan(s) in the enterprise(s).

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Reconcile appropriate information system(s).

OUTCOME NOTES

Reconcile an appropriate information system(s) to manage the implementation of the skills development process in the enterprise(s).

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.
7. 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 establishment of a communication structure.

OUTCOME NOTES

Co-ordinate the establishment of a communication structure for skills development planning (i.e. Training Committee) within the enterprise(s) and actively liaise with the relevant SETA.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Prioritise the implementation process of the Workplace Skills Plan(s) in the enterprise(s).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Advise on learning interventions.

OUTCOME NOTES

Advise on learning interventions to meet the requirements of the Workplace Skills Plan(s) of the enterprise(s).

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

A Skills Development Facilitator should be able to demonstrate a knowledge and understanding of:
1. The Skills Development Strategies (e. g. learnerships, skills programmes, ETQA, skills levies and SETA functions).
2. Relevant legislation (e. g. Employment Equity Act, Labour Relations Act and SAQA Act).
3. Information systems for skills development implementation.
4. Communication structures within the enterprise(s).
5. Negotiation techniques.
6. Appropriate learning interventions.
7. NQF system.
8. Occupational classification system.
9. Local and international economic and skills trends.
10. Outcomes-based forms of implementing the workplace skills plan(s)which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
11. 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.,

prioritizing the implementation process of the Workplace Skills Plan(s)in an enterprise(s).

UNIT STANDARD CCFO WORKING

Work effectively with others by, e. g.,

advising on learning interventions to meet the requirements of the Workplace Skills Plan(s)of an enterprise(s).

UNIT STANDARD CCFO COLLECTING

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

reconciling an appropriate information system(s)to manage the implementation of the skills development process in the enterprise(s).

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e. g.,

co-ordinating a forum with relevant parties within an enterprise(s)for consultation with regard to skills development.

UNIT STANDARD NOTES

This unit standard has been replaced by the following unit standards:

15221, "Provide information and advice regarding skills development and related issues", Level 5, 4 credits.

15222, "Promote a learning culture in an organisation", Level 5, 3 credits.

15232, "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
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

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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