114924 + 263976 Outcomes-based education and training elearning course

R750.00

  • ID: 114924 + 263976
  • Description: Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
  • NQF Level: 5
  • Credits: 10
  • Method of delivery: elearning
  • Company: TrainYouCan PTY LTD
  • Website: www.trainyoucan.co.za
  • Accreditation: ETDP SETA

 

PURPOSE OF THE UNIT STANDARD
This unit standard is for those involved in education, training and development. This standard is not intended to recognize the ability to explain OBET and the NQF to learners. Rather, this unit standard is intended to recognise practitioners for their own understanding of OBET and the NQF.

 

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Description

  • ID: 114924 + 263976
  • Description: Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
  • NQF Level: 5
  • Credits: 10
  • Method of delivery: elearning
  • Company: TrainYouCan PTY LTD
  • Website: www.trainyoucan.co.za
  • Accreditation: ETDP SETA

 

PURPOSE OF THE UNIT STANDARD
This unit standard is for those involved in education, training and development. This standard is not intended to recognize the ability to explain OBET and the NQF to learners. Rather, this unit standard is intended to recognise practitioners for their own understanding of OBET and the NQF.

  • People credited with this unit standard are able to:
    Explain the outcomes-based approach to education and training;
    Describe the National Qualifications Framework;
    Describe and explain standards;
    Describe and explain national qualifications; and
    Develop a broad plan for implementing the NQF within an organisation.
  • UNIT STANDARD RANGE
    “Learning organisations” refer to any public or private institution, company or body that provides education, training and development services to internal or external learners.
    “Standards” include those found in national curriculum statements, unit standards, exit level outcomes and qualifications.

UNIT STANDARD

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

 

Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
SAQA US ID UNIT STANDARD TITLE
114924 Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA – Education, Training and Development Practices Sector Education and Training Authority
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 5 Level TBA: Pre-2009 was L5 5
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date –
Status was “Reregistered”
2007-06-26 2009-05-13 SAQA 0160/05
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-05-13 2013-05-13

 

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
263976 Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework Level 5 Level TBA: Pre-2009 was L5 5

 

PURPOSE OF THE UNIT STANDARD
This unit standard is for those involved in education, training and development. This standard is not intended to recognize the ability to explain OBET and the NQF to learners. Rather, this unit standard is intended to recognise practitioners for their own understanding of OBET and the NQF.

People credited with this unit standard are able to:

  • Explain the outcomes-based approach to education and training;
  • Describe the National Qualifications Framework;
  • Describe and explain standards;
  • Describe and explain national qualifications; and
  • Develop a broad plan for implementing the NQF within an organisation.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credits have been calculated on the assumption that the average learner will be at level 5 or above in their own field of expertise.

 

UNIT STANDARD RANGE
  • “Learning organisations” refer to any public or private institution, company or body that provides education, training and development services to internal or external learners.
  • “Standards” include those found in national curriculum statements, unit standards, exit level outcomes and qualifications.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1
Explain the outcomes-based approach to education and training (OBET).

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Explanations reveal insight into the concept of an outcome as a means of defining learner achievements and/or desired results of learning within the context of a transformative approach to education, training and development.

 

ASSESSMENT CRITERION 2
Explanations reveal differences between the outcomes-based approach and other education and training approaches in terms of key factors.
ASSESSMENT CRITERION RANGE
Factors include at least:

  • Purposes of the approaches,
  • General principles underpinning the approaches,
  • Processes for defining outcomes,
  • Essential approaches to learning design and delivery, and
  • Different approaches to and methods of assessment.

 

ASSESSMENT CRITERION 3
Assessment is explained in terms of its centrality to the outcomes-based approach, the importance of applying principles of assessment and the impact of assessment on learning.

 

ASSESSMENT CRITERION 4
The impact of OBET is described in terms of potential benefits to learners, employers, industry and society at large.

 

ASSESSMENT CRITERION 5
Challenges associated with the implementation of OBET are described in terms of cost, manageability and the potential impact on learning organisations.

 

ASSESSMENT CRITERION 6
Key terminology associated with OBET is used appropriately to the context.

 

SPECIFIC OUTCOME 2
Describe the National Qualifications Framework (NQF).
OUTCOME RANGE
Descriptions to include the history, rationale, objectives, principles, aims, mechanisms and structures of the NQF.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Descriptions of the history, rationale, objectives, principles and aims of the NQF are consistent with the body of literature on the subject, and reveal a grasp of the development of the NQF.
ASSESSMENT CRITERION RANGE
The “body of literature” includes but is not limited to SAQA documentation.

 

ASSESSMENT CRITERION 2
Descriptions of the mechanisms of the NQF are consistent with SAQA definitions and reveal an understanding of the purposes of the various mechanisms.
ASSESSMENT CRITERION RANGE
“Mechanisms” refer to standards setting, qualification design, assessment, moderation, credit accumulation, accreditation of providers, registration of assessors, and recognition of achievements through the award of credits and/or qualifications.

 

ASSESSMENT CRITERION 3
NQF-related structures are described in terms of their composition, function and relationships in line with current published definitions.
ASSESSMENT CRITERION RANGE
SAQA, National Standards Bodies (NSB’s), Standards Generating Bodies (SGB’s), Education and Training Quality Assurance Bodies (ETQA’s), Sector Education and Training Authorities (SETA’s).

 

ASSESSMENT CRITERION 4
Processes and requirements for participation in the structures are described in line with current published definitions. Descriptions reveal the impact of participation and/or non-participation on learners, learning organisations, and companies.

 

ASSESSMENT CRITERION 5
The notion of levels and bands of the NQF are described in line with SAQA definitions.

 

ASSESSMENT CRITERION 6
Key terminology associated with the NQF is used appropriately to the context.

 

SPECIFIC OUTCOME 3
Describe and explain standards.
OUTCOME RANGE
“Standards” refers to unit standards, assessment standards, or any other description of a significant and coherent result of learning that includes an outcome with criteria for assessment purposes.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Definitions of standards are consistent with SAQA definitions.

 

ASSESSMENT CRITERION 2
Key parts of standards are explained in terms of their purpose, key features, form of language and relationships with the other parts of standards.

 

ASSESSMENT CRITERION 3
Issues concerning the size and scope of standards are identified and focus questions are provided to enable decision-making regarding the size and scope of a standard.

 

ASSESSMENT CRITERION 4
Standards are described according to their various uses and relationship to qualifications.
ASSESSMENT CRITERION RANGE
Uses in relation to ETD and other Human Resource-related uses.

 

ASSESSMENT CRITERION 5
Rules, processes and principles concerning the design and registration of standards are provided in line with SAQA regulations.

 

ASSESSMENT CRITERION 6
Key terminology associated with standards is used appropriately to the context.

 

SPECIFIC OUTCOME 4
Describe and explain qualifications.
OUTCOME RANGE
“Qualifications” refers to the SAQA definition of the term.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Definitions of qualifications are consistent with SAQA definitions.

 

ASSESSMENT CRITERION 2
Key parts of qualifications are explained in terms of their purpose, key features, form of language and relationships with the other parts of qualifications.

 

ASSESSMENT CRITERION 3
Issues concerning the size and scope of qualifications are identified and focus questions are provided to enable decision-making regarding the size and scope of a qualification.

 

ASSESSMENT CRITERION 4
Qualifications are described according to their various uses and relationship to standards.
ASSESSMENT CRITERION RANGE
Uses in relation to ETD and other Human Resource-related uses.

 

ASSESSMENT CRITERION 5
Rules, processes and principles concerning the design and registration of qualifications are provided in line with SAQA regulations.

 

ASSESSMENT CRITERION 6
Key terminology associated with qualifications is used appropriately to the context.

 

SPECIFIC OUTCOME 5
Develop a broad plan for implementing the NQF within an organisation.
OUTCOME RANGE
“Broad” refers to the essential elements of implementing the NQF as opposed to a detailed implementation plan.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
The plan identifies the key elements that need to be put in place to ensure implementation of the NQF.

 

ASSESSMENT CRITERION 2
The plan provides motivation for implementation of the NQF in terms of benefits to learners, employers, employees and organisations.

 

ASSESSMENT CRITERION 3
The plan provides a credible framework for further analysis and the development of detailed action plans, policies and procedures.

 

ASSESSMENT CRITERION 4
The plan reveals insight into the rationale, objectives, principles, aims, mechanisms and structures of the NQF.

 

ASSESSMENT CRITERION 5
The plan takes account of the vision, mission, values and strategic objectives of the organisation.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
  • Assessors for this unit standard must be registered with the relevant ETQA.
  • Providers offering learning towards this unit standard must be accredited by the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to moderation guidelines and agreed ETQA procedures.

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The entire unit standard addresses issues of knowledge relative to the outcomes-based approach and the National Qualifications Framework – thus all the outcomes and criteria define the knowledge explicitly.

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