117865 + 117874 Assist and support learners to manage their learning experiences elearning course

R1,000.00

  • ID: 117865 + 117874
  • Description: Assist and support learners to manage their learning experiences
  • NQF Level: 5
  • Credits: 11
  • Method of delivery:
  • Company: TrainYouCan PTY LTD
  • Website: www.trainyoucan.co.za
  • Accreditation: ETDP SETA

 

PURPOSE OF THE UNIT STANDARD
This Unit Standard will be useful to those who provide a basic level of support and assistance to learners about their learning and assessment needs.

 

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Description

  • ID: 117865 + 117874
  • Description: Assist and support learners to manage their learning experiences
  • NQF Level: 5
  • Credits: 11
  • Method of delivery:
  • Company: TrainYouCan PTY LTD
  • Website: www.trainyoucan.co.za
  • Accreditation: ETDP SETA

 

PURPOSE OF THE UNIT STANDARD
This Unit Standard will be useful to those who provide a basic level of support and assistance to learners about their learning and assessment needs.

  • People credited with this Unit Standard are able to:
    Source and maintain information to assist and support learners;
    Provide assistance and support to learners;
    Maintain records of assistance and support provided; and
    Review support services.

 

UNIT STANDARD RANGE
This Unit Standard is limited to providing basic support and assistance to learners in terms of issues such as:
Learning programme content, structure, admission requirements, exit level outcomes, learning contracts, approaches to learning and assessment;
Career progression options within the occupation; and
Typical learning or personal difficulties experienced by learners.

UNIT STANDARD

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Assist and support learners to manage their learning experiences
SAQA US ID UNIT STANDARD TITLE
117865 Assist and support learners to manage their learning experiences
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 5
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2018-07-01 2023-06-30 SAQA 06120/18
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30 2027-06-30

 

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 replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9931 Advise and refer learners Level 4 NQF Level 04 6

 

PURPOSE OF THE UNIT STANDARD
This Unit Standard will be useful to those who provide a basic level of support and assistance to learners about their learning and assessment needs.

People credited with this Unit Standard are able to:

  • Source and maintain information to assist and support learners;
  • Provide assistance and support to learners;
  • Maintain records of assistance and support provided; and
  • Review support services.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Exposure to education, training and development environments and practices.

 

UNIT STANDARD RANGE
This Unit Standard is limited to providing basic support and assistance to learners in terms of issues such as:

  • Learning programme content, structure, admission requirements, exit level outcomes, learning contracts, approaches to learning and assessment;
  • Career progression options within the occupation; and
  • Typical learning or personal difficulties experienced by learners.

    This Unit Standard excludes complex situations involving diagnosis of needs, career counselling, personal counselling or psychological services.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1
Source and maintain information to assist and support learners.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
A review of learner needs identifies the kinds of assistance or support that learners may need.
ASSESSMENT CRITERION RANGE
  • Learning programme content, structure, admission requirements, exit level outcomes, learning contracts, approaches to learning and assessment;
  • Career progression options within the occupation; and
  • Typical learning or personal difficulties experienced by learners.

 

ASSESSMENT CRITERION 2
Information sourced is relevant to identified needs and is sufficiently comprehensive and diverse to meet a variety of needs and different learners.

 

ASSESSMENT CRITERION 3
Information and support resources are maintained and updated to ensure relevance and currency of information. This includes regular improvement of available resources based on ongoing reviews of the effectiveness of the support services offered.

 

ASSESSMENT CRITERION 4
Information is maintained in a secure and accessible manner, using a manageable information management system.

 

SPECIFIC OUTCOME 2
Provide assistance and support to learners.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Learner needs are established in a sensitive, caring and professional manner.

 

ASSESSMENT CRITERION 2
Assistance and support provided is accurate and relevant to the learner needs.

 

ASSESSMENT CRITERION 3
Assistance and support is provided in a sensitive, caring and professional manner, and in a way that promotes learner participation in the process.

 

ASSESSMENT CRITERION 4
Opportunities are taken to check the suitability of the support and assistance provided in terms of the learner’s needs.

 

ASSESSMENT CRITERION 5
Learners are referred to appropriate support services where the level and nature of the need extends beyond basic support services.
ASSESSMENT CRITERION RANGE
Referrals to career counsellors; occupational therapists, social workers, learning support centres, community centres and CCMA.

 

ASSESSMENT CRITERION 6
Confidentiality is maintained at all times.

 

SPECIFIC OUTCOME 3
Maintain records of assistance and support provided.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Records capture the learner’s needs and the essential nature and content of assistance and support provided.

 

ASSESSMENT CRITERION 2
Records are consistent with the assistance and support actually provided.

 

ASSESSMENT CRITERION 3
Records are sufficient to facilitate the need for future references when engaging learners and to facilitate reviews. Records also support the information needs of referred services where applicable.

 

ASSESSMENT CRITERION 4
Records meet organisational quality assurance requirements in terms of content, format, distribution and safekeeping.

 

ASSESSMENT CRITERION 5
Confidentiality is maintained at all times.

 

SPECIFIC OUTCOME 4
Review support services.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
The review reveals strengths and weaknesses of the support resources and assistance and support provided.

 

ASSESSMENT CRITERION 2
Learner and stakeholder feedback on assistance and support is sought and analysed against given review criteria.

 

ASSESSMENT CRITERION 3
Review includes useful recommendations for improvement of the support resources and ways of integrating lessons learned into future assistance and support.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Assessors for this unit standard must be registered with the relevant ETQA.

2. Providers of learning towards this unit standard must be accredited through the relevant ETQA by SAQA.

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

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following knowledge is embedded within the Unit Standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:

  • Types of information and support learners entering learning programmes or an occupation are likely to need.
  • Activities and techniques for identifying learner information and support needs.
  • Sources of information.
  • Employment services centres and counselling centres available in the region.
  • How to maintain a database of information.
  • Activities and techniques for providing information to learners.
  • Knowing who to refer learners to, when and why.
  • How to keep records of information and support provided to learners.
  • Techniques for reflecting on practice and integrating lessons learned into future practice.
  • Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act.

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