SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitate targeted skills development

SAQA US ID	UNIT STANDARD TITLE
9956	Facilitate targeted skills development
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	14
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
117870	Conduct targeted training and development using given methodologies	Level 4	NQF Level 04	10

PURPOSE OF THE UNIT STANDARD

The practitioner who has achieved this unit standard will be able to facilitate skills and personal development within a well-prepared skills development course.

This competence is core to ETD practice and provides a basis for the further development of the practitioner's facilitation skills.

This contribution to the Skills Development Strategy is the key developmental interface between learners and new competences to be achieved.

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 facilitate targeted skills development in relation 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 be consciously following a set of "rules" or principles, which inform what they do, rather than performing "internalised rules".
2. The specific outcomes should be performed in line with an established methodology for facilitating targeted skills development. 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.
3. 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

Prepare a learning environment that is appropriate for effective learning.

OUTCOME NOTES

Prepare a learning environment that is appropriate for effective learning, e. g.,

which is structured to ensure individual or group learning.

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

Encourage dialogue.

OUTCOME NOTES

Encourage dialogue between, e. g.

learners and learners; and

learners and the practitioner.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Recap knowledge to link to previous learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Clarify goals/outcomes of the learning activity.

OUTCOME NOTES

Clarify goals/outcomes of the learning activity by, e. g.,

stating the goals/outcomes clearly.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Implement the learning activities.

OUTCOME NOTES

Implement the learning activities by, e. g.

setting the tasks and activities for individual or/and group learning;

encouraging an open, interactive and participatory approach within the learning situation;

monitoring the learners' progress;

managing the learning activity; and

creating opportunities to apply new knowledge.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Consolidate the learning activity.

OUTCOME NOTES

Consolidate the learning activity by, e. g.,

encouraging learners to provide feedback; and

reinforcing learning through activities such as summarising and reaching consensus.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Evaluate the learning activity.

OUTCOME NOTES

Evaluate the learning activity by, e. g.,

identifying the strengths and weaknesses of the following

the learner's performance in achieving the intended outcomes,

the effectiveness of the different phases of the learning activity,

the practitioner's role in the facilitation process.

providing necessary creative/remedial measures.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 8

Maintain administrative system.

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. The sector and workplace skills plans.
2. At least one methodology for facilitating learning.
3. Alternative ways of providing information to learners through oral or written presentations, demonstrations or other activities.
4. Strategies, techniques and activities for using the kinds of support materials and/or equipment used in the learning event.
5. Methods for evaluating facilitation, through

Soliciting learner feedback;

Analysing the facilitation during the learning event in relation to learner needs, learning event outcomes and assumptions about learning; and

Adapting facilitation strategies accordingly.
6. Ways of documenting and filing information about the learning event and the practitioner's own facilitation during the learning event.
7. Ways of organising the learning environment to promote effective learning.
8. Understand group dynamics to promote effective learning.
9. Outcomes-based forms of facilitating targeted skills development, 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 IDENTIFYING

Identify and solve problems by, e. g.,

Dealing with issues of diversity in classes, including different rates of progression for different learners and cultural and linguistic diversity;

Dealing with classroom conflict;

Identifying the limitations of particular methodologies or activities and developing alternative ways of dealing with these.

UNIT STANDARD CCFO WORKING

Work efficiently with others as a member of a team/group/community.

UNIT STANDARD CCFO COLLECTING

Collect, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e. g.,

Effective, appropriate and culturally sensitive use of communication strategies and tasks.

UNIT STANDARD CCFO SCIENCE

Use science and technology by, e. g.,

Understanding the education and training potential of various technologies and demonstrating their effective use in promoting learning.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 117870, which is "Conduct targeted training and development sing given methodologies", Level 4, 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

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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