SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Facilitate a programme of learning 
SAQA US ID UNIT STANDARD TITLE
10289  Facilitate a programme of learning 
ORIGINATOR
SGB ABET Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  24 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

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

PURPOSE OF THE UNIT STANDARD 
Persons credited with this unit standard will be able to facilitate a well-structured and varied programme of learning, implement the principles of OBE, use a range of teaching methods and techniques and encourage learners to participate actively and confidently in the learning process. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • FETC or RPL equivalent;
  • Unit Standard: 'Facilitate an adult learning event';
  • Unit Standard: 'Evaluate own facilitation practice';
  • Both from the level 4 qualification, core unit standards. 

  • UNIT STANDARD RANGE 
    For the purposes of this standard, a 'programme of learning' is a structured sequence of learning events or activities designed to lead to the demonstration by learners of prescribed or defined exit outcomes.
    The term 'programme of learning' is used rather than 'learning programme' as this often refers to the overall ETD programme of an organisation. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use knowledge and theory to develop facilitation skills. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Main similarities and differences between how adults learn and how children learn, and implications for own practice, are described.
    (e.g. differences in life experiences, purpose for learning, time available for learning, relevant physical differences. Similar needs for relevance, respect, affirmation, stimulation.) 

    ASSESSMENT CRITERION 2 
    2. Evidence and examples of learner-centredness in own facilitation are presented. 

    ASSESSMENT CRITERION 3 
    3. Different learning styles and preferences, observed or found in the literature, are described and related to own learners/learning group.
    (e.g. learners who like learning in groups and those who like learning individually, learners who like starting with the whole picture and those who learn step-by-step, learners who prefer logical tasks and those who prefer creative tasks, learners who prefer to learn by listening, those who prefer reading and looking and those who prefer to learn by doing.) 

    ASSESSMENT CRITERION 4 
    4. Learning styles and preferences of learners within a group are identified. 

    ASSESSMENT CRITERION 5 
    5. A range of teaching methods and techniques, which complement and support styles and preferences of learners, is identified. 

    ASSESSMENT CRITERION 6 
    6. Choice of methods and techniques can be justified in terms of the learning area being facilitated. 

    SPECIFIC OUTCOME 2 
    Apply principles of OBE to facilitation of learning. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Main differences between OBE and traditional forms of education, and implications for own practice, are described.
    (e.g. rote learning vs. performance, assessment of recall vs. assessment of performance, time taken to reach required performance) 

    ASSESSMENT CRITERION 2 
    2. Choice of activities in the learning programme can be justified with reference to key principles of South African OBE.
    (e.g. learner-centredness, flexible rate of learning, outcome-driven, focus on performance, integration of assessment into learning activities ) 

    ASSESSMENT CRITERION 3 
    3. Learning outcomes of relevant unit standards are explained in simple terms to learners. 

    ASSESSMENT CRITERION 4 
    4. Examples of learning activities, which facilitate the performance of specific outcomes in learners, are given. 

    ASSESSMENT CRITERION 5 
    5. Examples of learning activities, which encourage the development of critical cross-field outcomes in learners, are given. 

    SPECIFIC OUTCOME 3 
    Develop learner confidence. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Learners' expectations are elicited and discussed in relation to the outcomes of the learning programme. 

    ASSESSMENT CRITERION 2 
    2. Positive feedback is presented to learners whenever appropriate. 

    ASSESSMENT CRITERION 3 
    3. Correction of errors is done timeously and tactfully. 

    ASSESSMENT CRITERION 4 
    4. Corrections/alterations to learners' texts are done in a manner which does not deface the texts. 

    ASSESSMENT CRITERION 5 
    5. Learners are encouraged assess their own progress, against previous performance, rather than in comparison to performance of peers. 

    ASSESSMENT CRITERION 6 
    6. Examples of good/excellent learner performance are shared with other learners. 

    ASSESSMENT CRITERION 7 
    7. Pace of communication and planned activities is adapted to specific learner or learning group. 

    SPECIFIC OUTCOME 4 
    Encourage cooperative learning. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Dysfunctional interactions in learning group are identified and minimised.
    (e.g. situations of dependency, sexual harassment, victimisation of certain individuals or groups) 

    ASSESSMENT CRITERION 2 
    2. Construction of small groups shows sensitivity to learning styles/preferences of learners, abilities of learners and dysfunctional interactions. 

    ASSESSMENT CRITERION 3 
    3. Management of conflict involves the learning group and moves timeously towards resolution. 

    ASSESSMENT CRITERION 4 
    4. Learning activities and tasks are structured to encourage cooperative planning and efforts of learners. 

    ASSESSMENT CRITERION 5 
    5. Learners are given opportunities to interpret (sum up, summarise, repeat, paraphrase, re-phrase) comments from other learners. 

    ASSESSMENT CRITERION 6 
    6. Norms for challenging comments/opinions of other learners are formulated. 

    ASSESSMENT CRITERION 7 
    7. Learners are encouraged to challenge facilitator and one another within accepted norms. 

    ASSESSMENT CRITERION 8 
    8. Learners are encouraged to offer one another constructive feedback on performance. 

    ASSESSMENT CRITERION 9 
    9. Strategies are used to restore learner attention and interest, when necessary.
    (e.g. change of pace, change of activity, humour, competitions, short breaks) 

    SPECIFIC OUTCOME 5 
    Facilitate the development of critical cross-field outcomes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Activities which require learners to identify and solve problems are included in the learning programme. 

    ASSESSMENT CRITERION 2 
    2. Activities which require learners to work effectively with others as members of a team are included in the learning programme. 

    ASSESSMENT CRITERION 3 
    3. Activities which require learners to organise and manage their own actions responsibly and effectively are included in the learning programme. 

    ASSESSMENT CRITERION 4 
    4. Activities which require learners to collect, analyse, organise and critically evaluate information are included in the learning programme. 

    ASSESSMENT CRITERION 5 
    5. Activities which require learners to communicate effectively using visual, mathematical and/or language skills are included in the learning programme. 

    ASSESSMENT CRITERION 6 
    6. Activities which require learners to understand the world as a set of related systems are included in the learning programme. 

    ASSESSMENT CRITERION 7 
    7. Activities which require learners to use science and technology effectively and to show responsibility towards the environment and health of others are included in the learning programme. 

    ASSESSMENT CRITERION 8 
    8. Activities which require learners to contribute to the full personal development of each learner and the social and economic development of society at large are included in the learning programme. 

    SPECIFIC OUTCOME 6 
    Evaluate a programme of learning (series of learning events). 
    OUTCOME RANGE 
    Evaluation of the programme is restricted to evaluating learning outcomes and learner experiences of a sequence of learning events. It does not involve a comprehensive evaluation of all functions and aspects of a learning programme or organisation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Actual outcomes and achievements of the programme are compared to planned outcomes. 

    ASSESSMENT CRITERION 2 
    2. Unexpected outcomes, positive and negative, are identified. 

    ASSESSMENT CRITERION 3 
    3. Feedback from learners is elicited and interpreted. 

    ASSESSMENT CRITERION 4 
    4. Critical incidents (interactions, events or activities) which affected the achievements of the learning programme are described. 

    ASSESSMENT CRITERION 5 
    5. Plan of the programme, including events and activities, is analysed as a critical factor in the achievements of the programme. 

    ASSESSMENT CRITERION 6 
    6. Strengths and weaknesses of own facilitation are analysed as critical factors in the achievements of the programme. 

    ASSESSMENT CRITERION 7 
    7. Evaluations of a number of learning events are collated and resolutions are formulated regarding the learning programme plan and own facilitation to improve future delivery. 



    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's actions responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
    (i) reflecting on and exploring a variety of strategies to learn more effectively;
    (ii) participating as responsible citizens in the life of local, national and global communities;
    (iii) being culturally and aesthetically sensitive across a range of social contexts;
    (iv) exploring education and career opportunities; and
    (v) developing entrepreneurial opportunities. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Core  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Core  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Core  20483   National Higher Certificate: ABET Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Core  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered" 
    2018-12-31  ETDP SETA 
    Fundamental  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Elective  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Abnah Academy (Pty) Ltd 
    2. Enjo Consultants 
    3. Kez Enterprises and Consulting (Pty) Ltd 
    4. Motheo Training Institute Trust 
    5. Renaissance Training Services cc 
    6. Shintsha Skills Development (Pty) Ltd 
    7. Teachers Learning Centre (Pty) Ltd 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.