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:

Develop training materials

SAQA US ID	UNIT STANDARD TITLE
9954	Develop training materials
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
123394	Develop outcomes-based learning programmes	Level 5	Level TBA: Pre-2009 was L5	10

PURPOSE OF THE UNIT STANDARD

A practitioner who has achieved this unit standard will be able to develop training materials that meet the needs of the target group. The practitioner will draw on available resources in the development of new training materials.

This competence combines with other competences (such as facilitation) to build better ETD practices.

In addition, the development of outcomes-based training materials, which are relevant to the South African context and to the learners' needs will support the forms and goals of education and training within the National Qualifications Framework.

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 develop training materials within their occupational competence.

UNIT STANDARD RANGE

A practitioner assessed as competent against this standard will be able to:
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 developing training materials. 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

Identify the need for materials.

OUTCOME NOTES

Identify the need for materials by, e.g.,

reviewing courses or programmes which are/will be offered;

reviewing existing materials to identify gaps or weaknesses; and

analysing the scale of need, priority of materials and cost implications.

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 outcomes to be achieved through the materials.

OUTCOME NOTES

Develop outcomes to be achieved through the materials by, e. g.,

analysing the audience to identify typical styles and needs;

developing outcomes in relation to national standards; and

consulting those involved in delivery of programmes and courses.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Design the framework for the materials.

OUTCOME NOTES

Design the framework for the materials by, e.g.,

deciding on the mode of delivery and media to be used;

researching the content; and

developing the structure and training methodology.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Select resources to be used.

OUTCOME NOTES

Select resources to be used by, e.g.,

acknowledging or negotiating copyright or patent rights.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Develop draft of materials.

OUTCOME NOTES

Develop draft of materials by, e.g.,

adapting resources appropriately;

developing activities;

sequencing materials; and

editing where necessary.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Pilot materials.

OUTCOME NOTES

Pilot materials by, e.g.,

using materials with a representative sample of learners and practitioners; and

collating and analysing feedback.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Complete final production.

OUTCOME NOTES

Complete final production by, e.g.,

revising the materials, based on feedback.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 8

Evaluate own performance.

OUTCOME NOTES

Evaluate own performance by, e.g.,

identifying strengths and weaknesses; and

making plans to integrate lessons learned into future practice.

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. Existing materials in the occupational field and how to analyse these.
2. Target group analysis.
3. Learning theories and their implication for the development of training materials.
4. Modes of education and training delivery and media appropriate to each.
5. Principles and procedures of materials design.
6. Principles and techniques for piloting materials.
7. Resources, which can be used in the development of materials.
8. Copyright or patent right legislation and how to negotiate copyright or patent rights.
9. Outcomes-based forms of developing training materials, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
10. 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 COLLECTING

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

Researching, selecting, designing and developing the supportive material on the relevant learning programme.

UNIT STANDARD CCFO SCIENCE

Use science and technology by, e.g.,

Critically analysing the learning programme and using technology in the design of training materials.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 123394, which is "Develop outcomes-based learning programmes", 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
Elective	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	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	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.	ACADEMY OF PEOPLE DEVELOPMENT PTY LTD
2.	AFRICA COMPETENCY DEVELOPMENT (PTY) LTD
3.	Aldabri 106 Institute for Quality (Pty) Ltd
4.	Annacol Training Consultants
5.	Bonang Training & Development
6.	BPC HR Consultants
7.	Business Development Unit (PTY)Ltd
8.	Convergent Ideas cc
9.	CORE TRAINING INTERNATIONAL
10.	DELTA ENVIRONMENTAL CENTRE NPC
11.	EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC
12.	G & K Gray Training cc
13.	HRD Training & Consulting
14.	Learning Performance Link
15.	M P van Rooy Training Consultant
16.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
17.	MENTORNET (PTY) LTD
18.	Ndzalama Training
19.	Open Learning Group
20.	QED Quality Executive Development
21.	QED-Quality Executive Development
22.	QPD CONSULTANTS
23.	Resonance Institute of Learning
24.	SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY
25.	SKU Training and Assessment
26.	South Cape Public FET College - George Campus
27.	T Mabuya & Associates (Pty) Ltd
28.	The Institute of People Development
29.	Ulwazi Training & Development
30.	Umzansi Educational Programs Centre
31.	VERYCOOLIDEAS
32.	Vuka Training & Development
33.	World Wide Education Providers(Pty)Ltd