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 THAT HAS PASSED THE END DATE: 

Define standards for assessment, education, training, and development 
SAQA US ID UNIT STANDARD TITLE
117856  Define standards for assessment, education, training, and development 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 
This Unit Standard is for people who aim to produce standards for use within an outcomes-based education and training system. The standards may be produced in various forms, including but not limited to Unit Standards, assessment standards and curriculum statements.

People credited with this Unit Standard are able to:
  • Plan and prepare for standards writing;
  • Draft outcomes, assessment criteria and range statements;
  • Complete and review standards against quality requirements; and
  • Facilitate the validation of standards with stakeholders. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The ability to source, gather, analyse and synthesise information using a variety of data collection and organising techniques.

    A working knowledge of the concepts, principles, terminology and structures of an outcomes-based system. 

    UNIT STANDARD RANGE 
    Standards, together with their associated qualifications, are the central pillar of an outcomes-based system and serve the following main purposes:
  • Define performance expectations of learners/practitioners
  • Define milestones in learning processes
  • Define specifications for assessment judgements
  • Describe achievements of holders of the standards

    2. The term "standard" refers to a document that defines required outcomes of learning, associated assessment criteria and range statements, plus any additional information that may be required in order to make an assessment judgement concerning learner competence.

    The term "outcome" refers to a short description of a significant, meaningful milestone of learning that is worth reporting upon and recognising. The outcome describes what a learner is expected to know and or do.

    The term "assessment criteria" refers to those statements that are attached to outcomes to define the quality of performance expected of competent people i.e. they specify the critical indicators of competence.

    The term "range" refers to those statements that outline the scope and context of the standard to be assessed.

    3. The standards may be produced in various forms, including but not limited to Unit Standards, assessment standards and curriculum statements or in another form as may be specified. The candidate who wishes to achieve this Unit Standard is expected to demonstrate the ability to write standards individually as well as within the context of group processes.

    4. For credit, the candidate must write at least three Unit Standards at different levels. The three standards should represent different areas of performance, and should incorporate applications of cognitive, psycho-motor and affective skills. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan and prepare for standards writing. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The scope of the standards writing project is confirmed with relevant stakeholders. 

    ASSESSMENT CRITERION 2 
    Proposed standards are supported by a clear rationale and evidence of the need for, and intended application of, the standards. 
    ASSESSMENT CRITERION RANGE 
    Supporting evidence may come in the form of stakeholder feedback and/or research.
     

    ASSESSMENT CRITERION 3 
    Sources of information identified are relevant to the proposed standards writing scope and sufficient to meet information requirements. 
    ASSESSMENT CRITERION RANGE 
    Sources include: results of an analysis of required learning outcomes, subject matter experts, management, customers, work instructions, standing operating procedures, training manuals, key shareholders, legislation, reports.
     

    ASSESSMENT CRITERION 4 
    People with an established interest in the standards are identified and the nature of their possible contribution is confirmed in accordance with established policies and procedures. Sufficient notification is provided to ensure participants are aware of times, venues and purpose of any activities related to the standards writing process. 

    ASSESSMENT CRITERION 5 
    All resources needed for an effective process are ensured to be ready and available in time. 
    ASSESSMENT CRITERION RANGE 
    Resources include venue, source documentation and recording resources.
     

    ASSESSMENT CRITERION 6 
    Insights gained from similar projects are incorporated into the planning and preparation. 

    ASSESSMENT CRITERION 7 
    The plan provides details of achievable target dates, areas of responsibility and mechanisms for consultation, validation and reporting. 

    SPECIFIC OUTCOME 2 
    Draft outcomes and range statements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The outcomes are written in the format required by the approval body. 
    ASSESSMENT CRITERION RANGE 
    Unless specifically required in another format, the conventional format of "active verb - noun" should be used, including a condition or modifier where required.
     

    ASSESSMENT CRITERION 2 
    The outcomes describe the purpose or results of applying skills, knowledge and attitudes and avoid describing methods, procedures or tasks. 

    ASSESSMENT CRITERION 3 
    The outcomes describe performances that can be achieved and assessed in a manageable way. 
    ASSESSMENT CRITERION RANGE 
    Performance includes: observable performances and/or demonstrations of knowledge and understanding involving cognitive, psycho-motor and/or affective processes
     

    ASSESSMENT CRITERION 4 
    Range statements are attached to outcomes where required. Range statements clarify the situations and circumstances in which individuals are expected to perform and include any definitions, exclusions or inclusions that may apply. 

    ASSESSMENT CRITERION 5 
    Group facilitation processes maximise participation, and afford groups the opportunity to provide input and contribute to the validity and coherence of the outcomes. 

    SPECIFIC OUTCOME 3 
    Define assessment criteria. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The criteria contain quality statements that are directly related to observable demonstrations of the specific outcome being assessed. 

    ASSESSMENT CRITERION 2 
    The criteria are fair and can be justified as critical evidence of ability. 

    ASSESSMENT CRITERION 3 
    All critical criteria are included such that the combination of criteria for a particular outcome defines the required level of competence. 

    ASSESSMENT CRITERION 4 
    The criteria avoid describing procedures and methods. The focus is on the quality of performance and/or the characteristics of any results or products of a performance. 

    ASSESSMENT CRITERION 5 
    The criteria are written in the format required by the approval body and use precise and unambiguous language consistent with field usage. 
    ASSESSMENT CRITERION RANGE 
    Unless specifically required in another format, the conventional format of "noun-verb-standard" should be used.
     

    ASSESSMENT CRITERION 6 
    Range statements are provided to clarify assessment criteria where required. Range statements include any definitions of terms, exclusions or inclusions that may apply. 

    ASSESSMENT CRITERION 7 
    Group facilitation processes maximise participation, and afford groups the opportunity to provide input and contribute to the validity and completeness of the assessment criteria. 

    SPECIFIC OUTCOME 4 
    Complete and review the standards. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    All supporting information is completed to meet national requirements for registration or other approval requirements that may apply. 
    ASSESSMENT CRITERION RANGE 
    Including level, credit, purpose, learning assumptions, critical cross-field outcomes, embedded knowledge, applicable legislation and definitions of terminology as applicable.
     

    ASSESSMENT CRITERION 2 
    Standards are checked for fitness-for-purpose, coherence, internal consistency and clarity of communication, and changes are made as required. 

    ASSESSMENT CRITERION 3 
    Standards are presented in a consistent, well-structured, and easily accessible format. 

    ASSESSMENT CRITERION 4 
    Standards are checked to ensure they contribute to the transformative and developmental aims of relevant legislation. 
    ASSESSMENT CRITERION RANGE 
    Legislation includes the SAQA Act, the Skills Development Act and Education and Training legislation.
     

    SPECIFIC OUTCOME 5 
    Facilitate the validation of the standards with stakeholders. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Standards are provided to relevant stakeholders for comment according to planned consultation mechanisms, including narrow and broad consultation as required. 

    ASSESSMENT CRITERION 2 
    Stakeholders are given sufficient opportunity and guidance to enable thorough and critical comment. 

    ASSESSMENT CRITERION 3 
    Feedback is considered methodically and resulting actions taken are justified in terms of fitness-for-purpose. 

    ASSESSMENT CRITERION 4 
    Final drafts are distributed to relevant stakeholders for validation according to planned verification mechanisms. 

    ASSESSMENT CRITERION 5 
    Evidence of consultation and validation is documented according to planned reporting mechanisms and is stored securely for future reference. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a candidate against this unit standard must be registered as an assessor with the relevant ETQA.

    2. Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the Unit Standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
  • The essential concepts, principles, structures and terminology of an outcomes-based system.
  • Methods of facilitating group processes and the dynamics involved.
  • Methods of gathering, analysing and recording data.
  • Knowledge of the field in which standards are being written 
    		•

    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 developing the standards. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams
  • This outcome will be demonstrated when facilitating group processes. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively.
  • This unit standard requires high levels of self management and organisation. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information
    The standard is primarily focused on this outcome, in particular specific outcomes:
  • Draft outcomes and range statements
  • Define assessment criteria
  • Facilitate the validation of the standards with stakeholders 
    		•

    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 unit standards produced by candidates. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Core  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  59529   Bachelor of Agriculture Honours: Extension  Level 7  NQF Level 08  Passed the End Date -
    Status was "Reregistered"     		 2018-06-30   


    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. ACADEMY OF PEOPLE DEVELOPMENT PTY LTD 
    2. Acorser Corporate & Business Consulting t/a Acorser Academy 
    3. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    4. Amaqamu Project Management and Consulting 
    5. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    6. Aubrey Nyiko Business Enterprise cc 
    7. Bohlali Provider Support 
    8. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    9. Cale Developments 
    10. Chartall Business College 
    11. Colleen Osorio Skills Development Consultancy cc 
    12. Dabulamanzi & Njabulo Ndaba Consulting cc 
    13. Divine Inspiration Trading 704 PTY Ltd 
    14. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    15. Emergence Learning Academy (Pty) Ltd 
    16. Enjo Consultants (Pty) Ltd 
    17. Future Discovery Training Academy CC 
    18. Igugu Training and Investments 
    19. Isamon Vocational College of Excellence Pty Ltd 
    20. J and N Ikwekwezi Yokusa Development Training 
    21. Katiso-kuno Consulting 
    22. Khaas Training Academy 
    23. Learnership Support Systems (Pty) Ltd 
    24. MACCAUVLEI LEARNING ACADEMY (PTY) LTD 
    25. MENTORNET (PTY) LTD 
    26. Metro Minds 
    27. MI Learning & Development Consultancy 
    28. Motheo Training Institute Trust 
    29. Neolebongi Trading Enterprise 
    30. NTI College 
    31. OMNI HR CONSULTING PTY LTD 
    32. Pachi Global Foundation 
    33. PC Educational Holdings Pty Ltd 
    34. Petra institute of Development (PTY) Ltd 
    35. Reflections Development Institute 
    36. Regenesys Management (Pty) Ltd 
    37. Resonance Institute of Learning 
    38. Saint Colonel Graduate Institute (PTY) Ltd 
    39. Sebenzisanane Human Capital 
    40. South West Gauteng Tvet College 
    41. Southern African Institute of Learning (SAIL) 
    42. T Mabuya & Associates (Pty) Ltd 
    43. Tembe Service Providers 
    44. The Brokers Learning Centre 
    45. The Finishing College (Pty) Lt 
    46. The Institute of People Development 
    47. Thobologo Training and Education Group (Pty) Ltd 
    48. TLN HUMAN PERFORMANCE SYSTEMS (PTY) LTD 
    49. TMG Quality Services 
    50. Trainers Without Borders 
    51. Training Answers 
    52. Trainyoucan (Pty) Ltd 
    53. Ulwazi Training & Development 
    54. University of Johannesburg 
    55. VERYCOOLIDEAS 


    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.