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SAQA ID 14667 Management Functions

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Describe and apply the management functions of an organization
SAQA US ID UNIT STANDARD TITLE
14667 Describe and apply the management functions of an organization
ORIGINATOR
SGB Generic Management
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Generic Management
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular-Fundamental Level 4 NQF Level 04 10
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

PURPOSE OF THE UNIT STANDARD

This unit standard is intended for managers of small businesses and junior managers of business units in larger organisations. It provides the background necessary to understand the management function in an organisation. The term business unit in this unit standard implies a small business, cost center, section or department.

Junior managers include, but are not limited to team leaders, supervisors, first line managers and section heads. The position is term is used to describe the first level of management in an organisation at which an employee has other employees reporting to him/her.

The qualifying learner is capable of:

  • Describing the management activities involved in running a successful business.
  • Explaining the basic activities involved in the management process.
  • Identifying and explaining the main tasks required of managers.
  • Applying the decision making process to make a management decision.
  • Analysing the application of the general management functions in a selected organisation.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNINGThere is open access to this unit standard. Learners should be competent in Communication and Mathematical Literacy at NQF Level 3

 

UNIT STANDARD RANGE

  • Basic management activities are planning, organising, leading and controlling.
  • Management tasks include, but are not limited to, decision making, communicating, controlling, disciplining, motivating, coordinating, evaluating and delegating.
  • When the learner is already in a junior management role this unit standard should be read as referring to the learner`s own position in an organisation.
  • General management functions include Human Resources, Marketing, Public Relations, Production, Financial and Administration.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Describe the management activities involved in running a successful business
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The business functions of an organisation are analysed and the main business functions are identified for a specific organisation.

 

ASSESSMENT CRITERION 22. The resources used in a business are analysed and the role of management in ensuring that resources of the business are used to best advantage is explained with examples from a specific organisation.

 

ASSESSMENT CRITERION 33. The responsibilities of employees in ensuring that resources are used to best advantage is explained with examples.

 

SPECIFIC OUTCOME 2Explain the basic activities involved in the management process
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The basic activities involved in the management process are named with examples.

 

ASSESSMENT CRITERION 22. The planning function in an organisation is identified and an indication is given of who in the organisation is responsible for the planning function.

 

ASSESSMENT CRITERION 33. An example of the planning required in the learner’s own situation is produced and an indication is given of how this fits into the organisation’s business plan.

 

ASSESSMENT CRITERION 44. The organising function in an organisation is identified and an indication is given of who in the organisation is responsible for the organising function.

 

ASSESSMENT CRITERION 55. The organising function in the learner’s own position is identified with examples.

 

ASSESSMENT CRITERION 66. The leading function in an organisation is identified and an indication is given of who in the organisation is responsible for the leading function.

 

ASSESSMENT CRITERION 77. The leading function applicable to the learner is identified and an indication is given of the learner`s own leadership style.

 

ASSESSMENT CRITERION 88. The control function in an organisation is identified and an indication is given of who in the organisation is responsible for the control function.

 

ASSESSMENT CRITERION 99. The control function in the learner`s own situation is identified and an indication is given of what the learner controls and how s/he exercises control

 

ASSESSMENT CRITERION 1010. The difference between responsibility and accountability is explained with reference to delegation.

 

SPECIFIC OUTCOME 3Identify and explain some of the tasks required of managers.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The decision making task of managers is explained with examples.

 

ASSESSMENT CRITERION 22. The communication task of managers is explained with examples and suggestions are made as to how cultural diversity can be accommodated in communications.

 

ASSESSMENT CRITERION 33. The importance of trust in an organisation is explained and an indication is given of how trust affects communication.

 

ASSESSMENT CRITERION 44. The coordinating task of managers is explained and an indication is given of how the learner is responsible for co-ordinating based on a position description.

 

ASSESSMENT CRITERION 55. The motivating task of managers is explained with examples.

 

ASSESSMENT CRITERION 66. The delegating task of managers is explained and an indication is given of what tasks can and may not be delegated in a specific organisation.

 

ASSESSMENT CRITERION 77. The disciplinary task of managers is explained and an indication is given of the role of the team leader/low level manager in the disciplinary process.

 

ASSESSMENT CRITERION 88. The evaluating task of managers is explained and an indication is given of the role of the junior manager in the assessing worker performance.

 

SPECIFIC OUTCOME 4Apply the decision making process to make a management decision
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The steps to be followed in making a decision are explained with reference to an authentic workplace situation.

 

ASSESSMENT CRITERION 22. The decision making process is used to make a management decision.

 

SPECIFIC OUTCOME 5Apply the general management functions to a selected organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The management functions in an organisation are listed and an indication is given of who in the organisation is responsible for each function.

 

ASSESSMENT CRITERION 22. The way in which each management function is addressed in a specific organisation is explained with reference to the organogram of a selected organisation.

 

ASSESSMENT CRITERION 33. The role of a team leader or low level manager in the management of an organisation is outlined with reference to the basic management functions and tasks.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of this Unit Standard should be contextual and practical.

  • Assessors must be registered as an assessor with the Services ETQA or an ETQA that represents the sectors in which the learner is employed.
  • Moderators must be registered as assessors with the Services ETQA, or with an ETQA that has a Memorandum of Understanding with the Services ETQA.
  • The mechanisms and requirements for moderation should be applied in accordance with the requirements of the relevant ETQA.
  • Assessment should include both formative and summative assessment.
  • Training providers must be accredited by the Services ETQA or with an ETQA that has a Memorandum of Understanding with the Services ETQA

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO ORGANISINGLearners can manage themselves and their activities responsibly and effectively in applying the management function to own situation.

 

UNIT STANDARD CCFO COLLECTINGLearners are able to collect, organise and evaluate information when identifying the fundamental processes and tasks of management.

 

UNIT STANDARD CCFO COMMUNICATINGLearners are able to communicate effectively and responsibly when explaining the basic management activities.

 

UNIT STANDARD CCFO DEMONSTRATINGLearners are able to demonstrate an understanding of the world as a set of related systems recognising how own position fits into the management of an organisation and how the management function contributes to the success of a business.

SAQA ID 10146 Supervise a project team NQF 5

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Supervise a project team of a developmental project to deliver project objectives

 

SAQA US ID UNIT STANDARD TITLE
10146 Supervise a project team of a developmental project to deliver project objectives
ORIGINATOR
SGB Project Management
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Project Management
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular-Fundamental Level 5 Level TBA: Pre-2009 was L5 14
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30


This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD
This unit standard forms part of the qualification, National Certificate Project Management and is registered at Level 4 on the National Qualifications Framework. Learners accessing this standard will be involved in project management teams or involved in building small project management teams. These projects may be technical projects, business projects or developmental projects and will cut across a range of economic sectors. This standard will also add value to learners who are running their own business and recognise that project management forms an integral component of any business.

The qualifying learner is capable of:

  • Discussing and explaining the appropriateness of the various organisational structures.
  • Supervising and monitoring a developmental project team.
  • Reporting progress on a developmental project.
  • Identifying and rectifying problems occurring in a developmental project.
  • Setting up, running and closing a developmental project.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

  • Learners accessing this qualification will have demonstrated competence in mathematics and communication skills at NQF level 3 or equivalent.
  • Learners accessing this qualification will have demonstrated competence in computer literacy and applicable software at NQF level 3 or equivalent.

UNIT STANDARD RANGE

  • Identify and use appropriate organisational structures and supervising a project team in the context of a small project / sub-project involving few resources and having a limited impact on stakeholders and the environment.
  • Developmental projects will include any project, which contains the following characteristics: The project is donor or self funded. The project is community based. The project is not profit driven. The project is non-tangible. The project is focused on outcomes rather than outputs
  • Projects at this level will include single projects rather than simultaneously managed multiple projects
  • Relevant “subject matter” expertise will be required where learners will apply developmental projects with specific areas / economic sectors.
  • Advantages and disadvantages of organisational structures including: culture, values, politics, vision, ethics, etiquette.
  • Organisational structures will include any hierarchical, matrix, flat or projectised structures within which projects are performed.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Discuss and explain the appropriateness of the various organisational structures

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.Alternative organisational structures are identified and how projects operate within
each structure are identified.

ASSESSMENT CRITERION 2
2.Advantages & disadvantages of all organisational structures are explained.

ASSESSMENT CRITERION 3
3.Reasons for choosing particular organisational structures are described.

ASSESSMENT CRITERION 4
4.The interface and overlap between general management and project management is
explained.

ASSESSMENT CRITERION 5
5.Examples of organisational structures are provided.

SPECIFIC OUTCOME 2
Supervise and monitor a developmental project team

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.Supervision practices, with reference to project teams are described.

ASSESSMENT CRITERION 2
2.Project team objectives are confirmed in accordance with the scope of the project
and requirements.

ASSESSMENT CRITERION 3
3.Project team progress is monitored and recorded against project plan.

ASSESSMENT CRITERION 4
4.Task workflow is organised to achieve minimal waste and delay.

SPECIFIC OUTCOME 3
Report progress on a developmental project

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.A variety of reporting lines are recognised and explained.

ASSESSMENT CRITERION 2
2.Report priorities and requirements are described and documented.

ASSESSMENT CRITERION 3
3.Progress is documented and reported in accordance with established procedures.

ASSESSMENT CRITERION 4
4.Reports are produced according to donor specifications.

ASSESSMENT CRITERION 5
5.Progress report is produced within agreed time frame and format.

SPECIFIC OUTCOME 4
Identify and rectify problems occurring in a developmental project

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.Potential problems are identified, recorded and notified in terms that allow
resolution.

ASSESSMENT CRITERION 2
2.Symptoms of problems are identified and root causes determined.

ASSESSMENT CRITERION 3
3.Appropriate problem-solving methods and techniques are identified, selected and applied to solve the problem.

ASSESSMENT CRITERION 4
4.Unresolved problems are reported to higher authority.

ASSESSMENT CRITERION 5
5.Problems are rectified within set time frames.

SPECIFIC OUTCOME 5
Set-up, run and close a developmental project

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1.Project duration, start and end time and tasks are communicated and explained.

ASSESSMENT CRITERION 2
2.Project is set up within agreed time frames using identified personnel.

ASSESSMENT CRITERION 3
3.Project progress is observed against project scope and requirements.

ASSESSMENT CRITERION 4
4.Project work structures are applied and monitored.

ASSESSMENT CRITERION 5
5.Closing down procedures are followed.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Providers will be accredited against this unit standard and assessors registered by the relevant Education Training Quality Assurance Body (ETQA).

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

  • An in-depth understanding of the range of project organisational structures regarding functional and matrix.
  • An in-depth understanding of the advantages and disadvantages of each type of organisational structure.
  • A comprehensive understanding of the principles and techniques for general supervision of people.
  • A comprehensive understanding of the methods and techniques for reporting progress to higher authority.
  • A comprehensive understanding of the nature and scope of a developmental project.
  • An all-rounded understanding of the methods and techniques for solving problems related to supervising a team
  • A comprehensive understanding of the methods and techniques for general supervision of others.
  • A general understanding of measuring instruments to measure a project teams performance.
  • A general understanding of the national priorities requiring dedicated project management expertise
  • An in-depth understanding of the implication of change in a new South Africa.
  • A general understanding of a range of donor sources.
  • A general understanding of donor methods, requirements and procedures.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems, monitoring all problems occurring within a project team and in a developmental project.

UNIT STANDARD CCFO WORKING
Work effectively with others as a member of a team when supervising a project team.

UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities maintaining fairness and transparency throughout the process of supervision.

UNIT STANDARD CCFO COLLECTING
Collect and organise information pertaining to the monitoring, identifying and rectifying of project teams performance and problems.

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively when reporting progress on a developmental project, and with regards to the organisational structure.

UNIT STANDARD CCFO SCIENCE
Use science and technology in the gathering of information and for reporting progress.

UNIT STANDARD CCFO DEMONSTRATING
Demonstrate an understanding of the world as a set of related systems where the impact of poor supervision of a project team leads to sub standard results, and how the advantages and disadvantages of organisational structures work against each other (culture and policies).

UNIT STANDARD CCFO CONTRIBUTING
In order to contribute to the full personal development of each learner and the social and economic development of society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of reflecting on and exploring a variety of strategies to learn more effectively and developing entrepreneurial opportunities.

SAQA ID 263976 Outcomes-Based Education

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework

 

SAQA US ID UNIT STANDARD TITLE
263976 Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
QUALITY ASSURING BODY
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
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30
This unit standard replaces:
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.
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
114924 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 Complete

 

PURPOSE OF THE UNIT STANDARD
The purpose of this Unit Standard is to develop underpinning knowledge and understanding that will inform actions and decisions with regard to implementation of OBET and the NQF. This Unit Standard is for those involved in education, training and development, skills and people development.

  • Learners credited with this unit standard are capable of:
  • Describing the key elements of the outcomes-based approach to education and training (OBET).
  • Describing the form and function of the National Qualifications Framework (NQF).
  • Describing and explain standards within the context of the NQF.
  • Explaining the purpose and use of qualifications.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Communication at NQF Level 4 or equivalent.

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.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Describe the key elements of the outcomes-based approach to education and training (OBET).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The concept of an outcome is explained as a means of defining learner achievements and/or desired results of learning within the context education, training and development.

ASSESSMENT CRITERION 2
Different approaches to outcomes-based education and training are explored and compared to recognise the different forms of learning and assessment.
ASSESSMENT CRITERION RANGE
Differences include:

  • Purposes of the approaches.
  • Principles underpinning the approaches.
  • Processes for defining outcomes.
  • Approaches to learning design and delivery.
  • Approaches to assessment.

ASSESSMENT CRITERION 3
Assessment is explained in terms of its role in the learning process within an OBET approach.
ASSESSMENT CRITERION RANGE
Key features of Continuous assessment, formative assessment, summative assessment, integrated assessment.

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
Key terminology associated with OBET is used appropriately and in context.

SPECIFIC OUTCOME 2
Describe the form and function of 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 given to demonstrate understanding of the intent of the NQF as a transformative vehicle.

ASSESSMENT CRITERION 2
The descriptions given of the mechanisms of the NQF and their purposes are consistent with the current regulatory framework.
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
Structures responsible for implementation of the NQF are described in terms of their composition, role, function and relationships in line with the current regulatory framework.
ASSESSMENT CRITERION RANGE
SAQA, Government departments, Professional bodies, standards setting structures and quality assurance structures, education, training and skills development structures.

ASSESSMENT CRITERION 4
The roles and responsibilities of individuals and organisations in implementing the NQF are described in relation to the impact on personal, social and economic development and transformation.

ASSESSMENT CRITERION 5
The concept of levels of the NQF are described in relation to the increasing complexity of learning and levels of progression.

ASSESSMENT CRITERION 6
Challenges associated with the implementation of OBET in the NQF are described in terms of resource implications, management and the impact on the learning and assessment processes and practices.

SPECIFIC OUTCOME 3
Describe and explain standards within the context of the NQF.
OUTCOME RANGE
“Standards” include those found in national curriculum statements, unit standards, exit level outcomes and qualifications.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The features of standards are identified and explained in terms of their purpose, and relationship to one another.

ASSESSMENT CRITERION 2
The use of the standard is explained in terms of how it informs the content of the learning process.

ASSESSMENT CRITERION 3
Standards are described in terms of their various uses and relationship to qualifications.
ASSESSMENT CRITERION RANGE
Uses in relation to ETD, skills development and other Human Resource-related uses.

ASSESSMENT CRITERION 4
Knowledge of the processes and principles concerning the design and registration of standards are provided in line with SAQA regulations.

SPECIFIC OUTCOME 4
Explain the purpose and use of qualifications.
OUTCOME RANGE
“Qualifications” refers to the definitions as outlined in the current regulatory framework.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The features of qualifications are explained in terms of their purpose, and relationship to one another.

ASSESSMENT CRITERION 2
The use of the qualification is explained in terms of how it informs the content of the learning process.

ASSESSMENT CRITERION 3
Qualifications are described in terms of to their various modes of delivery and their benefits to specific contexts.
ASSESSMENT CRITERION RANGE

  • Uses in relation to ETD, skills development and other Human Resource-related uses.
  • Modes of delivery includes Unit Standards, skills programmes, learnerships, curriculum, programmes.

ASSESSMENT CRITERION 4
The requirements, rules, processes and principles relating to the design and registration of qualifications are explained in line with current regulatory framework.
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.
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COMMUNICATING

  • Communicate effectively using visual, mathematical and/or language skills.
  • Communication through oral and written means is central to this unit standard.

UNIT STANDARD CCFO DEMONSTRATING

  • Understand the world as a set of inter-related parts of a system.
  • Application of this outcome will be revealed through the quality of the descriptions and explanations of the NQF, which is an inter-related system.

SAQA ID 15232 Skills Development Interventions

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Coordinate planned skills development interventions in an organisation
SAQA US ID UNIT STANDARD TITLE
15232 Coordinate planned skills development interventions in an organisation
ORIGINATOR
SGB Human Resource Management and Practices
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Human Resources
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 6
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

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
9935 Manage a learnership/learning programme Level 5 Level TBA: Pre-2009 was L5 12 Complete
9936 Manage a learning system Level 6 Level TBA: Pre-2009 was L6 12 Complete
9947 Implement workplace skills plan(s) Level 5 Level TBA: Pre-2009 was L5 20 Complete

PURPOSE OF THE UNIT STANDARD
This Unit Standard will be useful to people who oversee or manage education, training and skills development within organisations according to agreed development plans. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

People credited with this Unit Standard are able to:

  • identify and prioritise learners` learning requirements
  • plan and organise learning interventions
  • coordinate learning interventions
  • review and report on learning interventions.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that people starting to learn towards this standard are competent in Communication at NQF Level 4.

UNIT STANDARD RANGE
For the purposes of this Unit Standard, it is sufficient for the candidate to coordinate education, training and skills development within a small to medium organisation, or for a department of a large organisation.

The learner should have access to an organisational training and development plan.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Identify and prioritise learners’ learning requirements.
OUTCOME RANGE
From supplied training and development plans or learning needs analyses.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Learning requirements are identified and defined in outcome terms at individual and group level.

ASSESSMENT CRITERION 2
2. Justifications for learning programmes are provided in terms of available needs analyses.

ASSESSMENT CRITERION 3
3. Learning outcomes are confirmed with relevant stakeholders.

ASSESSMENT CRITERION 4
4. Priorities are established using agreed criteria and policies.

ASSESSMENT CRITERION 5
5. Decisions are consistent with learner and organisational needs and take into account costs versus benefits.

ASSESSMENT CRITERION 6
6. Prioritisation is matched with available resources, including budget, facilities, personnel and learning opportunities.

SPECIFIC OUTCOME 2
Plan and organise learning interventions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Individuals and organisations are assisted to identify and consider options for implementation of education, training and development plans.

ASSESSMENT CRITERION 2
2. The selection of providers ensures a suitable match between identified needs of the learner/s and the availability, experience, expertise, resources and delivery style of the providers.

ASSESSMENT CRITERION 3
3. Selection of provider/s and learners allows identified learning requirements to be met within available resources and according to established priorities.

ASSESSMENT CRITERION 4
4. Plans take into account the culture of the organisation and lessons learnt from other interventions.

ASSESSMENT CRITERION 5
5. Location, facilities and equipment support learning requirements and are ensured to be ready and available.

ASSESSMENT CRITERION 6
6. Interventions are promoted, grouped and scheduled to accommodate stakeholder requirements and learner availability.

SPECIFIC OUTCOME 3
Coordinate learning interventions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Coordination activities are carried out according to the plan.

ASSESSMENT CRITERION 2
2. Communication is maintained between involved parties in such a way as to maximise efficiency.

ASSESSMENT CRITERION 3
3. Implementation difficulties are addressed through appropriate mechanisms.

ASSESSMENT CRITERION 4
4. Records are maintained to reveal the progress of learning interventions.

SPECIFIC OUTCOME 4
Review and report on learning interventions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Reviews provide information on the strengths and weaknesses of the learning interventions.

ASSESSMENT CRITERION 2
2. Recommendations made have the potential to improve the planning and implementation of future learning interventions.

ASSESSMENT CRITERION 3
3. Outcomes are reviewed for conformity with identified needs so as to define and determine successes and discrepancies.

ASSESSMENT CRITERION 4
4. Learning data is recorded in accordance with quality management requirements for format and content.
ASSESSMENT CRITERION RANGE
Data can include but are not limited to attendance, learner achievements, evaluation results and feedback from stakeholders
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant Education and Training Quality Assurance Body (ETQA), or an ETQA that has a Memorandum of Understanding 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 accredited ETQA procedures.
4. Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the accredited ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
A variety of learning methodologies.
Methods of gathering, analysing and recording data
Key mechanisms for training and developing people.

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems:
This outcome will be demonstrated during the planning stage as well as when coordinating activities.

 

115759 Unit Standard

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Conduct moderation of outcomes-based assessments
SAQA US ID UNIT STANDARD TITLE
115759 Conduct moderation of outcomes-based assessments
ORIGINATOR
SGB Assessor Standards
QUALITY ASSURING BODY
ETDP SETA – Education, Training and Development Practices Sector Education and Training Authority
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 6 Level TBA: Pre-2009 was L6 10
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

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
9929 Moderate an assessment Level 5 Level TBA: Pre-2009 was L5 12 Complete
7977 Moderate Assessment Level 6 Level TBA: Pre-2009 was L6 10 Complete

PURPOSE OF THE UNIT STANDARD
This unit standard is for people who conduct internal or external moderation of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.

Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

In particular, people credited with this unit standard are able to:

  • Demonstrate understanding of moderation within the context of an outcomes-based assessment system,
  • Plan and prepare for moderation,
  • Conduct moderation,
  • Advise and support assessors,
  • Report, record and administer moderation, and
  • Review moderation systems and processes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: “Conduct outcomes-based assessments”. It is recommended that candidates should achieve NLRD 115755: “Design and develop outcomes-based assessments” before attempting this unit standard:

It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments.

UNIT STANDARD RANGE
1. This is a generic unit standard, and applies to internal and/or external moderation within all fields of learning. It is accepted that moderation happens in different ways and at different levels in different sectors, including different models for what constitutes internal versus external moderation. This standard is intended to cover any situation in which moderation occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.

2. Assessment of candidate-moderators will only be valid for award of this unit standard if the following requirements are met:

  • Moderation is carried out for assessments that include candidates with special needs, and RPL situations. Where real assessments are not available to cover these situations, the candidate is able to demonstrate how special needs and RPL situations would be addressed within their moderation plan and process.
  • Moderation covers assessment instruments, assessment design and methodology, assessment records; assessment decisions, reporting and feedback mechanisms.
  • Moderation is carried out for assessments involving a variety of assessment techniques, such as work samples, simulations, role-plays, written items, oral, portfolios and projects.
  • Moderation activities include pre-assessment interactions with assessors, interactions during assessments and post-assessment interactions.
  • Moderation involves at least two sets of real assessment materials for the same standards and at least six assessor decisions.
  • The assessments that are moderated are in relation to a significant, meaningful and coherent outcome statement that includes assessment criteria and allows for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. This means that moderation of simple, single-task assessments will not be valid for awarding this unit standard.

3. For the purposes of assessment against this unit standard, candidate-moderators should have access to organisational assessment and moderation policies, procedures and systems. It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where candidate-moderators are assessed in organisations that do not have a moderation system in place, assessors of moderators should provide a mock system for the purposes of the assessment.

4. This unit standard applies to all Moderators, regardless of whether a person carries out moderation internally, as part of an organisation’s quality assurance system, or externally, as part of an ETQA or other process to verify assessment results supplied by the provider or assessment agency.

Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Demonstrate understanding of moderation within the context of an outcomes-based assessment system.

ASSESSMENT CRITERION 1
Moderation is explained in terms of its contribution to quality assured assessment and recognition systems within the context of principles and regulations concerning the NQF.

ASSESSMENT CRITERION 2
A variety of moderation methods are described and compared in terms of strengths, weaknesses and applications. The descriptions show how moderation is intended to uphold the need for manageable, credible and reliable assessments.

ASSESSMENT CRITERION 3
Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results. Examples are provided to show how moderation may be effective in ensuring the principles of assessment are upheld.
ASSESSMENT CRITERION RANGE
See “Definition of Terms” for a definition of assessment principles.

ASSESSMENT CRITERION 4
Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessment situations.
ASSESSMENT CRITERION RANGE
Assessment situations for gathering evidence of abilities in problem solving, knowledge, understanding, practical and technical skills, personal and attitudinal skills and values.

SPECIFIC OUTCOME 2
Plan and prepare for moderation.
OUTCOME RANGE
The planning and preparation is to take place within the context of an existing moderation system, whether internal or external, as well as an existing assessment plan.

ASSESSMENT CRITERION 1
Planning and preparation activities are aligned with moderation system requirements.

ASSESSMENT CRITERION 2
The scope of the moderation is confirmed with relevant parties.
ASSESSMENT CRITERION RANGE
Parties include the assessors and moderating bodies where these exist.

ASSESSMENT CRITERION 3
Planning of the extent of moderation and methods of moderation ensures manageability of the process. Planning makes provision for sufficient moderation evidence to enable a reliable judgement to be passed on the assessments under review.

ASSESSMENT CRITERION 4
The contexts of the assessments under review are clarified with the assessors or assessment agency, and special needs are taken into consideration in the moderation planning.

ASSESSMENT CRITERION 5
Moderation methods and processes are sufficient to deal with all common forms of evidence for the assessments to be moderated, including evidence gathered for recognition of prior learning.

ASSESSMENT CRITERION 6
The documentation is prepared in line with the moderation system requirements and in such a way as to ensure moderation decisions are clearly documented.

ASSESSMENT CRITERION 7
Required physical and human resources are ensured to be ready and available for use. Logistical arrangements are confirmed with relevant role-players prior to the moderation.

SPECIFIC OUTCOME 3
Conduct moderation.

OUTCOME RANGE
Moderation to address the design of the assessment, activities before, during and after assessment, and assessment documentation.
Moderation to include assessments of candidates with special needs and for RPL cases. Where assessments do not include special needs or RPL cases, evidence for this may be produced through scenarios.
Evidence must be gathered for on-site and off-site moderation.
Evidence must be show candidate-moderators are able to moderate in situations where:

– The moderation process confirms the assessment results, and where
– The moderation process finds it cannot uphold the assessment results.

ASSESSMENT CRITERION 1
The moderation is conducted in accordance with the moderation plan. Unforeseen events are handled without compromising the validity of the moderation.

ASSESSMENT CRITERION 2
The assessment instruments and process are checked and judged in terms of the extent to which the principles of good assessment are upheld.
ASSESSMENT CRITERION RANGE
See “Definitions of Terms” for definitions of assessment principles.

ASSESSMENT CRITERION 3
Moderation confirms that special needs of candidates have been provided for but without compromising the requirements specified in the relevant outcome statements.

ASSESSMENT CRITERION 4
The proportion of assessments selected for checking meets the quality assurance body’s requirements for consistency and reliability. The use of time and resources is justified by the assessment history or record of the assessors and/or assessment agency under consideration.

ASSESSMENT CRITERION 5
Appeals against assessment decisions are handled in accordance with organisational appeal procedures.

ASSESSMENT CRITERION 6
The moderation decision is consistent with the quality assurance body’s requirements for fairness, validity and reliability of assessments to be achieved.
ASSESSMENT CRITERION RANGE
The “moderation decision” includes agreement or disagreement with the results of the assessments.
requirements include the interpretation of assessment criteria and correct application of assessment procedures.

SPECIFIC OUTCOME 4
Advise and support assessors.

ASSESSMENT CRITERION 1
The nature and quality of advice facilitates a common understanding of the relevant outcomes and criteria, and issues related to their assessment by assessors.

ASSESSMENT CRITERION 2
The nature and quality of advice promotes assessment in accordance with good assessment principles and enhances the development and maintenance of quality management systems in line with ETQA requirements.
ASSESSMENT CRITERION RANGE
Advice on quality management systems includes planning, staffing, resourcing, training and recording systems.

ASSESSMENT CRITERION 3
Support contributes towards the further development of assessors as needed.

ASSESSMENT CRITERION 4
All communications are conducted in accordance with relevant confidentiality requirements.

SPECIFIC OUTCOME 5
Report, record and administer moderation.

ASSESSMENT CRITERION 1
Moderation findings are reported to designated role-players within agreed time-frames and according to the quality assurance body’s requirements for format and content.
ASSESSMENT CRITERION RANGE
Role-players could include ETQA or Moderating Body personnel, internal or external moderators and assessors.

ASSESSMENT CRITERION 2
Records are maintained in accordance with organisational quality assurance and ETQA requirements.

ASSESSMENT CRITERION 3
Confidentiality of information relating to candidates and assessors is preserved in accordance with organisational quality assurance and ETQA requirements.

SPECIFIC OUTCOME 6
Review moderation systems and processes.

ASSESSMENT CRITERION 1
Strengths and weaknesses of moderation systems and processes are identified in terms of their manageability and effectiveness in facilitating judgements on the quality and validity of assessment decisions.

ASSESSMENT CRITERION 2
Recommendations contribute towards the improvement of moderation systems and processes in line with ETQA requirements and overall manageability.

ASSESSMENT CRITERION 3
The review enhances the credibility and integrity of the recognition system.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
A candidate-moderator wishing to be assessed, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
Anyone assessing a candidate-moderator against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors of candidate-moderators must demonstrate that they assess in terms of the scope and context defined in all the range statements.
Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
External moderation of assessment will be conducted by the relevant ETQA at its discretion.

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

  • Outcomes-based education, training and development
  • The role and function of moderation – directly assessed through assessment criterion
  • ‘Moderation is explained in terms of its contribution to quality assured assessment and recognition systems within the context of principles and regulations concerning the NQF.’ and indirectly assessed throughout the unit standard.
  • Moderation methods – directly assessed through assessment criterion ‘A variety of moderation methods are described and compared in terms of strengths, weaknesses and applications. The descriptions show how moderation is intended to uphold the need for manageable, credible and reliable assessments.’ and ‘Moderation methods and processes are sufficient to deal with all common forms of evidence for the assessments to be moderated, including evidence gathered for recognition of prior learning.’, and indirectly assessed through application throughout the standard.
  • Principles of assessment – directly assessed through assessment criterion ‘Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results. Examples are provided to show how moderation may be effective in ensuring the principles of assessment are upheld.’, and indirectly assessed via a requirement to judge whether the principles are applied by assessors.
  • Principles and practices of RPL – assessed in terms of the requirement for candidate moderators to moderate RPL-related assessments.
  • Methods of assessment – directly assessed through assessment criterion ‘Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessment situations’, and indirectly when checking the appropriateness and fairness of assessment methods used by assessors
  • Potential barriers to assessment – assessed when dealing with special needs.
  • The principles and mechanisms of the NQF – this knowledge underpins the standard
  • Assessment policies and ETQA requirements
  • Knowledge of quality assurance policy and procedures
  • Understanding of organisational or institutional contexts
  • Understanding the curriculum (where applicable).

SAQA ID 123401 Design OBE Learning programmes

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Design outcomes-based learning programmes
SAQA US ID UNIT STANDARD TITLE
123401 Design outcomes-based learning programmes
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
QUALITY ASSURING BODY
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 6 Level TBA: Pre-2009 was L6 15
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

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
9951 Plan a learning programme Level 5 Level TBA: Pre-2009 was L5 18 Complete
9955 Co-ordinate the design of a variety of training materials Level 6 Level TBA: Pre-2009 was L6 12 Complete

PURPOSE OF THE UNIT STANDARD
This Unit Standard is for those who design learning programmes to meet defined learning needs, thus producing a brief for the development of the learning programmes.

People credited with this unit standard are capable of:

  • Drafting learning outcomes for the programme.
  • Conducting analysis for learning design.
  • Designing the learning programme.
  • Drafting a brief for the development of the learning programme.
  • Evaluating learning design.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that learners are already competent in general analysis and design techniques, and have a working knowledge of outcome-based education and training. It is also assumed that learners are able to develop learning materials based on a given design.

UNIT STANDARD RANGE
1. This is a generic Unit Standard, and designers can design learning within any field of learning in line with their subject matter expertise. Where designers are not themselves experts in the field of learning, then they would typically work in close consultation with subject experts.

This Unit Standard only covers the design of the learning process and materials, and does not include the actual development of the learning materials and resources. The development of the materials and resources is addressed by the Unit Standard – 123394: “Develop outcomes-based learning programmes”, Level 5, 10 credits. Such development will be carried out on the basis of the design specification produced by the designer.

The design and development are addressed in two separate unit standards to reflect the situation where not all developers necessarily carry out the design, which is at a higher level, but develop programmes on the basis of given design specifications. Where an individual carries out both the design and the development, s/he will seek to obtain both Unit Standards.

2. This Unit Standard is to be assessed within the context of the following givens:
The design will be in response to an identified learning need as expressed in a given brief. The need may be expressed in a variety of ways such as a workplace skills plan, a skills audit, a training and development plan, or a formal request for the learning design. The expressed need might be for courses, a learning programme or a learnership.
The designer will have access to a range of documents such as performance appraisals, job descriptions, existing training manuals, operational manuals, workplace skills plans, learning outcomes, unit standards, qualifications, Education, Training and Development plan. The designer will also have access to an outline of the target audience and the essential nature of the skills gap.
The designer will have access to relevant Unit Standards, Exit Level Outcomes, curriculum statements or outcomes expressed in other documents.

3. The assessment of candidate-designers will only be valid for award of this Unit Standard if the following requirements are met:

  • The outcome/s selected for design of learning are significant, meaningful and coherent outcome statements that include assessment criteria and allow for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. Designers will need to demonstrate the ability to design learning that includes learning of tasks and conceptual learning. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as a designer in terms of this unit standard.
  • The learning programmes should be for a significant learning experience. Although this is not a rule, for the purposes of this unit standard the programme designed should generally require in the region of 50 – 80 hours of learning time.
  • The design should be such that the designer demonstrates the ability to incorporate a variety of learning approaches.

 

The design should be for any one of the following modes of delivery:

> Distance.
> Formal classroom-based training.
> On-the job training.
> Self directed learning.

Having designed for a particular mode, the designer should describe how s/he would adapt the design for the other three modes.

4. Although the design must make provision for summative assessment, this unit standard does not require designers to design full scale assessment guides, as these are covered by the Unit Standard – 115755: “Design and develop outcomes-based assessments”, Level 6, 10 credits. Where designers wish to achieve the assessment design and learning design unit standards, assessment should be integrated as far as possible.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Draft learning outcomes for the programme.
OUTCOME RANGE
Learning programme outcomes describe what learners are required to know and be able to do as a result of the learning programme. The outcomes thus describe the end state, and do not describe all the learning along the way. Learning outcomes are accompanied by criteria, which are statements that define the quality of performance expected by competent learners i.e. they specify the critical indicators of competence. Outcomes may also be accompanied by clarifying statements that provide information on the context and scope of the required performance, as well as any other clarifying information that may be required to define the required result of learning.

ASSESSMENT CRITERION 1
The outcomes reflect the required results of learning as per the given brief.
ASSESSMENT CRITERION NOTES
Where applicable, the learning outcomes are consistent with the specifications of Unit Standards, Exit Level Outcomes or Curriculum Statements.

ASSESSMENT CRITERION 2
The outcomes and criteria are written in a format that is consistent with established norms for outcomes and criteria.

ASSESSMENT CRITERION 3
The outcomes, together with criteria, are achievable and assessable.

ASSESSMENT CRITERION 4
Outcomes and related criteria provide clear guidelines of the expected standard of performance required and are written in a language accessible to the trainer and the learner with minimum mediation required.

ASSESSMENT CRITERION 5
Clarifying statements are used where required to provide scope and context for the learning programmes and to ensure consistent interpretation of the outcomes and criteria by users.

ASSESSMENT CRITERION 6
Language used is consistent with field-usage.

SPECIFIC OUTCOME 2
Conduct analysis for learning design.
OUTCOME RANGE
Analysis relates to needs, learners, available resources and desired outcomes. The outcomes may be in the form of Unit Standards, Curriculum Statements, Enterprise Standards or Qualifications.

 

ASSESSMENT CRITERION 1
The analysis provides accurate information on the nature and type of potential learners, their typical learning backgrounds, possible special needs and their skills profile in relation to the intended outcomes.

ASSESSMENT CRITERION 2
The analysis identifies the expected or required starting point for learning.

ASSESSMENT CRITERION 3
The analysis makes use of appropriate tools to identify all the skills that learners need to develop in order to achieve the outcomes. The skills are broken down into the detail of what learners need to know and do in order to develop the skills.
ASSESSMENT CRITERION RANGE
Skills refer to psychomotor, cognitive and affective domains.

ASSESSMENT CRITERION 4
The skills are sequenced in a manner that ensures an appropriate build up and integration of skills.

ASSESSMENT CRITERION 5
Analysis of existing materials and resources reveals their relevance and suitability for the programme.

ASSESSMENT CRITERION 6
The analysis helps to group and sequence learning outcomes across programmes to facilitate integration.

SPECIFIC OUTCOME 3
Design the learning programme.
OUTCOME RANGE
Design relates to clear specification regarding learning activities, sequencing, facilitation methods, learning theories to be applied, methodologies, strategies, structure, approach to assessment; resources, time allocations.

ASSESSMENT CRITERION 1
The design is based on the results of the analysis and incorporates lessons from previous developments, pilot projects and evaluations.

ASSESSMENT CRITERION 2
Learning activities and methodologies are selected which are appropriate to the learner and the learning content, and have the potential to enable the learner to integrate all the needed skills required to achieve the outcomes. Methodologies selected are explained and justified in terms of relevance, effectiveness and appropriateness.
ASSESSMENT CRITERION RANGE
At least two methodologies are considered.

ASSESSMENT CRITERION 3
The design meets budgetary constraints and ensures that implementation of the learning programme is manageable within reasonable time frames.

ASSESSMENT CRITERION 4
The design makes effective use of existing resources without compromising the quality of the learning experiences.

ASSESSMENT CRITERION 5
The design ensures sufficient opportunities for learners to practice and thereby achieve mastery of the required outcomes.

ASSESSMENT CRITERION 6
The design sequence is appropriate to the learners’ needs in terms of logic of structure and pace.

ASSESSMENT CRITERION 7
The design is outcomes-based, adheres to adult learning principles, promotes integration and takes account of possible special needs of learners.

ASSESSMENT CRITERION 8
Provision is made for adequate formative and summative assessment. The scope of assessments are directly related to and cover the stated outcomes.

SPECIFIC OUTCOME 4
Draft a brief for the development of the learning programme.

ASSESSMENT CRITERION 1
The brief is developed with sufficient background information to ensure the developer understands the learning context.

ASSESSMENT CRITERION 2
The brief provides the developer with insights into the learning design, with explanations for selected learning activities and methodologies.

ASSESSMENT CRITERION 3
The brief provides sufficient instructions and guidelines to ensure the developer develops the programme to design specifications.
ASSESSMENT CRITERION RANGE
Instructions and guidelines for the development of learning activities, the development of learning aids, links to other resources, style, formatting, packaging. The brief will also contain broad costings.

SPECIFIC OUTCOME 5
Evaluate learning design.
OUTCOME RANGE
It may be that the learning design can only be evaluated after the learning programme has been developed and piloted. If the timing does not suit the purposes of the assessment of designers against this unit standard, designers can demonstrate competence by evaluating the design of other learning programmes.

ASSESSMENT CRITERION 1
The evaluation is conducted in a consistent and systematic manner, including the use of pilots where possible. Pilots make use of representative samples of the material, learners and practitioners.

ASSESSMENT CRITERION 2
The evaluation is conducted in accordance with the learning organisation’s quality assurance requirements for design.

ASSESSMENT CRITERION 3
The evaluation reveals strengths and weaknesses of the drafted learning outcomes, the analysis for learning design, the learning design and the brief for development.

ASSESSMENT CRITERION 4
Opportunities and mechanisms to improve upon the design are identified and recorded for integration into future revisions.

ASSESSMENT CRITERION 5
Recommendations are made which contribute towards the improvement of learning design in line with the learning need and required outcomes.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessors for this Unit Standard must be registered with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
Providers of learning towards this Unit Standard must be accredited through the relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

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

  • Outcomes-based education, training and development.
  • Learning styles and methodologies.
  • Principles of assessment.
  • Potential barriers to learning.
  • The principles and mechanisms of the NQF.
  • ETQA requirements for programme approval relevant to design.

 

 

 

 

10146 Project Management NQF 5

10146 Project Management NQF 5

COURSE SUMMARY

COURSE SUMMARY Project Management NQF 5

  • Short name: SETA Accredited Project Management Training NQF 5
  • Full description: 10146 Supervise a project team of a developmental project to deliver project objectives
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education Training Development Practices Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 14
  • Duration: 2.5 days
  • Re-Assessment fees: None
  • Hidden fees: None
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa.
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • Location: Public courses in KZN Durban but we do from time to time schedule classes in Cape Town and Gauteng.

Note: Any person who wants to offer their services as an accredited individual, company or a training provider can only do so with a valid SOR (Statement of Results) from the ETDP SETA. No other document/certificate can be used, even if it reflects the same unit standard.

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English, Tel. 0870574923/4/5 English/Zulu.
  • Helpdesk – www.trainyoucansupport.co.za – 7 days a week (integrated email and sms notifications).
  • Members private forum with model answers to all  activities including JOB opportunities.
  • Check-out our reviews: www.trainyoucanreviews.co.za

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

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COURSE DETAIL

  •  This course is based on the Unit Standard  10146  – click here to read more
  • People credited with this unit standard are able to:
    • Discussing and explaining the appropriateness of the various organisational structures.
    • Supervising and monitoring a developmental project team.
    • Reporting progress on a developmental project.
    • Identifying and rectifying problems occurring in a developmental project.
    • Setting up, running and closing a developmental project.
  • This unit standard forms part of the qualification, National Certificate Project Management and is registered at Level 4 on the National Qualifications Framework. Learners accessing this standard will be involved in project management teams or involved in building small project management teams. These projects may be technical projects, business projects or developmental projects and will cut across a range of economic sectors. This standard will also add value to learners who are running their own business and recognise that project management forms an integral component of any business.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

Anyone involved in projects – whether as project manager, project team member, planner or senior manager – will benefit from this program. The skills and techniques taught on this program are relevant to all sectors of business and government including services, engineering, social development and information management.

  • Project Manager
  • Project Team Member
  • Senior Manager
  • Event Management
  • General Management
  • construction Management
  • Executive Management
  • Business Owners

ENROLLMENT REQUIREMENTS

  • Basic communication skills (English = reading and writing skills on a NQF level 4 or equal to Metric Level)
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Certified copy of ID and a detailed CV for registration purposes. (Indicating previous workplace experience)
  • Large A4 lever arch file.
  • Organisation or Provider policies where available or at least knowledge of the organisations assessment policy if any. These might include: *The assessment Policy of your organisation, The Moderation Policy of your organisation, The RPL Policy of your organisation, The re-assessment policy of your organisation, The appeals policy of your organisation. Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Copy of your organisations Assessment Guides if any implemented.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Research the meaning and purpose of RPL.
  • Research the meaning and purpose of OBE Education in South Africa.

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop, I-Apple, I-Pot or I-Orange : Please bring! We will provide FREE WIFI Spot.
  • Internet access to view additional support on our Forum

How do we comply with the Unit Standards and Credits

PROCESS FLOW  for the TRAIN THE TRAINER or FACILITATORS course.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

How to confirm that you are not caught in a SCAM!

Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA? (Phone the SETA and ask to speak to the ETQA Manager or check their website for detail.
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?
  • Can you provide a list of references or reviews of learners who completed these courses before?
  • Is this course even the correct course for what I’m trying to do?

114592 New Business Venture

114592 New Business Venture

COURSE SUMMARY

COURSE SUMMARY

  • Short name:   New Business Venture Training
  • Full description:  114592 Produce business plans for a new venture
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 4
  • Credits: 8
  • Duration: 2 days
  • Re-Assessment fees: None
  • Hidden fees: None
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English, Tel. 0318115749 English/Zulu.
  • Helpdesk – www.trainyoucansupport.co.za – 7 days a week (integrated email and sms notifications).
  • Members private forum with model answers to all  activities including JOB opportunities.
  • Check-out our reviews: www.trainyoucanreviews.co.za

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

Youtube

COURSE DETAIL

  •  This course is based on the Unit Standards 114592 – click here to read more
  • People credited with this unit standard are able to:
    • Identify, gather and analyse the relevant information needed to compile a business plan.
    • Formulate an ethical framework for the operational plans of a new venture.
    • Establish and prioritise business, financial and/or operational goals and objectives for a new venture.
    • Design and present business, financial and/or marketing plans based on a budget for a new venture.
  • Purpose of the course:
    • This Unit Standard has as its core purpose to equip learners with the necessary knowledge and skills to produce business, financial and/or operations plans for implementing a new venture. It will also address the economic and administrative issues that prevent the starting of a new venture and contribute to the inability of an entrepreneur to sustain a new venture
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Targeted specifically at individuals who are about to start their own businesses or need help to maintain a small business, this course is ideally suited to prospective business owners from any background.

ENROLMENT REQUIREMENTS

  • Learners accessing this qualification will be competent in Computer Literacy, Mathematical Literacy and Communications and NQF level 3 or equivalent.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Certified copy of ID and a detailed CV for registration purposes. (Indicating previous workplace experience)
  • Large A4 lever arch file.
  • Organisation or Provider policies where available or at least knowledge of the organisations assessment policy if any. These might include: *The assessment Policy of your organisation, The Moderation Policy of your organisation, The RPL Policy of your organisation, The re-assessment policy of your organisation, The appeals policy of your organisation. Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Copy of your organisations Assessment Guides if any implemented.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Research the meaning and purpose of RPL.
  • Research the meaning and purpose of OBE Education in South Africa.

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop, I-Apple, I-Pot or I-Orange : Please bring! We will provide FREE WIFI Spot.
  • Internet access to view additional support on our Forum

How do we comply with the Unit Standards and Credits

PROCESS FLOW  for the TRAIN THE TRAINER or FACILITATORS course.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

How to confirm that you are not caught in a SCAM!

Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA? (Phone the SETA and ask to speak to the ETQA Manager or check their website for detail.
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?
  • Can you provide a list of references or reviews of learners who completed these courses before?
  • Is this course even the correct course for what I’m trying to do?

14911 Formal Meetings

14911 Formal Meetings

COURSE SUMMARY

COURSE SUMMARY

  • Short name: Event Management Training (Weddings/Conferences 150 guest+)
  • Full description: 14911 Co-ordinate meetings, minor events and travel arrangements
  • Accredited: Yes, Public SETA NQF Accredited
  • SETA: Public Education & Training Authority (P Seta)  www.pseta.org.za
  • NQF: 3
  • Credits: 6
  • Duration: 2 days
  • Re-Assessment fees: None
  • Hidden fees: None
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa.
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • Location: Public courses in KZN Durban but we do from time to time schedule classes in Cape Town and Gauteng.
  • Discounts: We offer a members discount for returning students, pensioners and NGO discount. Group discounts on own venues are also offered.

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English, Tel. 0318115749 English/Zulu.
  • Helpdesk – www.trainyoucansupport.co.za – 7 days a week (integrated email and sms notifications).
  • Members private forum with model answers to all  activities including JOB opportunities.
  • Check-out our reviews: www.trainyoucanreviews.co.za

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

Youtube

COURSE DETAIL

  •  This course is based on the Unit Standards 13929 + 14911 – click here to read more and here
  • People credited with this unit standard are able to:
    • Identifying a date, venue and time for meeting or event
    • Liasing or negotiating with meeting attendees regarding availability
    • Booking venues and catering
    • Finalising meeting room arrangements
    • Making travel, car hire and accommodation arrangements
    • Notifying and confirming arrangements with attendees or stakeholders
    • Processing and distributing all documentation required for the meeting or event
    • Prepare for a meeting
    • Contribute to meeting discussions
    • Contribute to group and/or team functions.
  • Learners will be learning towards obtaining a national qualification at level 3 or are working in an administrative environment, including SMME`s (Small, Medium and Micro Enterprises), where the acquisition of competence against this standard will add value to the learner`s job, or chances of finding employment.
  • Learners will be well positioned to extend their learning and practice into other areas in the business environment, or to strive towards professional standards and practice at higher levels.
    • To provide fundamental knowledge of the areas covered
    • For those working in, or entering the workplace in the area of Business and Organisational Communication
    • As additional knowledge for those wanting to understand the areas covered
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Wedding Planners.
  • Hotel Staff.
  • Guesthouse Staff.
  • Travel Agents
  • Event Managers.
  • Event Managing Companies.
  • Exhibition Organisers.
  • Restaurateurs.
  • Florists and décor vendors.
  • Those involved in the tourism industry.
  • Entrepreneurs.

ENROLMENT REQUIREMENTS

  • Basic communication skills (English = reading and writing skills on a NQF level 4 or equal to Metric Level)
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Certified copy of ID and a detailed CV for registration purposes. (Indicating previous workplace experience)
  • Large A4 lever arch file.
  • Organisation or Provider policies where available or at least knowledge of the organisations assessment policy if any. These might include: *The assessment Policy of your organisation, The Moderation Policy of your organisation, The RPL Policy of your organisation, The re-assessment policy of your organisation, The appeals policy of your organisation. Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Copy of your organisations Assessment Guides if any implemented.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Research the meaning and purpose of RPL.
  • Research the meaning and purpose of OBE Education in South Africa.

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop, I-Apple, I-Pot or I-Orange : Please bring! We will provide FREE WIFI Spot.
  • Internet access to view additional support on our Forum

How do we comply with the Unit Standards and Credits

PROCESS FLOW  for the TRAIN THE TRAINER or FACILITATORS course.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

How to confirm that you are not caught in a SCAM!

Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA? (Phone the SETA and ask to speak to the ETQA Manager or check their website for detail.
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?
  • Can you provide a list of references or reviews of learners who completed these courses before?
  • Is this course even the correct course for what I’m trying to do?

123394 Design Learning Programmes

123394 Design Learning Programmes

COURSE SUMMARY

 

Download our ETDP SETA Accreditation Letter 2016

COURSE SUMMARY

  • Short name: Design OBE Programmes
  • Full description: 123394 + 123401 Develop outcomes-based learning programmes
  • SETA Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 25
  • Duration: 5 days
  • Re-Assessment fees: None
  • Hidden fees: None
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa, Department of Labour and Microsoft Certified courses.
  • Success rate of learner: Currently we have a very high success rate due to the “one-price-policy” that include additional support at no additional cost.
  • POE Building: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

    SUPPORTING STRUCTURES

    Currently we have the following supporting structures in place for our members:

    • Telephone support.
    • Whatsapp –
      • Cell. 0825507946 Tel. 0867227014 English, Tel. 0318115749 English/Zulu.
    • Helpdesk – www.trainyoucansupport.co.za – 7 days a week (integrated email and sms notifications).
    • Members private forum with model answers to all  activities including JOB opportunities.
    • Check-out our reviews: www.trainyoucanreviews.co.za

    BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

    Youtube

COURSE DETAIL

  •  This course is based on the Unit Standards 123394 and 123401  – click here to read more and here
  • People credited with this unit standard are able to:
    • Planning and prepare for development.
    • Developing learning materials.
    • Developing learning facilitation guidelines.
    • Piloting and evaluate the development.
    • Drafting learning outcomes for the programme.
    • Conducting analysis for learning design.
    • Designing the learning programme.
    • Drafting a brief for the development of the learning programme.
    • Evaluating learning design.
  • Purpose of the course:
    • This Unit Standard is for those who design learning programmes to meet defined learning needs, thus producing a brief for the development of the learning programmes.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • Training Providers who want to offer accredited programmes.
  • Freelancers who want to develop their own accredited unit standards or qualifications.
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships
  • Programme Designers
  • Training Providers
  • SETA Staff
  • External moderators
  • Verifiers
  • People who want to work internationally, as my countries accept this certificate in Africa and internationally.

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

 

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Certified copy of ID and a detailed CV for registration purposes. (Indicating previous workplace experience)
  • Large A4 lever arch file.
  • Organisation or Provider policies where available or at least knowledge of the organisations assessment policy if any. These might include: *The assessment Policy of your organisation, The Moderation Policy of your organisation, The RPL Policy of your organisation, The re-assessment policy of your organisation, The appeals policy of your organisation. Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Copy of your organisations Assessment Guides if any implemented.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Research the meaning and purpose of RPL.
  • Research the meaning and purpose of OBE Education in South Africa.

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop, I-Apple, I-Pot or I-Orange : Please bring! We will provide FREE WIFI Spot.
  • Internet access to view additional support on our Forum

How do we comply with the Unit Standards and Credits

PROCESS FLOW  for the TRAIN THE TRAINER or FACILITATORS course.

 

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

How to confirm that you are not caught in a SCAM!

Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA? (Phone the SETA and ask to speak to the ETQA Manager or check their website for detail.
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?
  • Can you provide a list of references or reviews of learners who completed these courses before?
  • Is this course even the correct course for what I’m trying to do?