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: |
Design learning events |
SAQA US ID | UNIT STANDARD TITLE | |||
119763 | Design learning events | |||
ORIGINATOR | ||||
SGB Development | ||||
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 | 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 requires learners to be able to design learning events that are relevant for specific contexts. Credited learners can make critical decisions regarding the design and delivery of learning events, and can gather information about learning expectations.
Development practice benefits from well-designed learning events through the exchange and optimal use of learning resources. Social and economic transformation is enhanced as coherence within the sector is enhanced, and those participating in well-designed learning events improve their own competence. Credited learners are capable of: > Range: Relevant information includes policies, contexts, needs and rights of learners, development theories, learning strategies, barriers to learning and availability of resources. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 4. |
UNIT STANDARD RANGE |
The typical scope of this Unit Standard is a structured learning event that form part of a development initiative (including projects and/or programmes). |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Analyse relevant information that impacts on learning event design. |
OUTCOME RANGE |
Relevant information includes policies, contexts, needs and rights of learners, development theories, learning strategies, barriers to learning and availability of resources. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Lessons learnt from previous learning events are analysed in terms of recommendations for improvements. |
ASSESSMENT CRITERION 2 |
All relevant factors impacting on learning event design are identified and implications are explained. |
ASSESSMENT CRITERION RANGE |
Factors can include learner characteristics, time allocation, weighting, learning styles, facilitation approaches, design principles, etc. |
SPECIFIC OUTCOME 2 |
Design learning experiences that meet learning expectations. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Expressed needs are prioritised and addressed in accordance with the outcomes of consultation processes. |
ASSESSMENT CRITERION 2 |
Quality management recommendations are incorporated within design to achieve optimum alignment between organisational and learning objectives. |
ASSESSMENT CRITERION 3 |
Development of instruments for the facilitation of learning is explained and described in relation to transformative development. |
ASSESSMENT CRITERION 4 |
Content and sequencing of experiences are justified in terms of underpinning theories of learning and facilitation. |
SPECIFIC OUTCOME 3 |
Develop learning support materials relevant for specific learning outcomes. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Learning materials are identified and selected according to learner needs. |
ASSESSMENT CRITERION 2 |
New learning materials are created using specified, relevant principles and guidelines for designing learning materials. |
ASSESSMENT CRITERION 3 |
Adapted learning support materials, equipment, and resources are accessible for specific learners and meet the requirements of specific contexts. |
ASSESSMENT CRITERION 4 |
Materials support learning experience requirements and outcome achievement. |
ASSESSMENT CRITERION 5 |
Language and level of complexity are appropriate for identified learners. |
SPECIFIC OUTCOME 4 |
Develop learning event plans according to context requirements. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Plans are achievable within time allocated for specific events. |
ASSESSMENT CRITERION 2 |
Equipment and resources are identified for specified context requirements. |
ASSESSMENT CRITERION 3 |
Logistic plan meets learner and learning requirements. |
ASSESSMENT CRITERION RANGE |
Logistics include venue, materials production and quantities, etc. |
ASSESSMENT CRITERION 4 |
Learning event plans are presented in written format meet specified requirements. |
ASSESSMENT CRITERION RANGE |
Requirements include key learning outcomes, time frames, resource requirements, learning support materials, specific learner group characteristics and special needs requirements, and impact and evaluation criteria. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
Credited learners understand and can explain:
> Range: factors can include learner characteristics, time allocation, weighting, learning styles, facilitation approaches, design principles, etc. |
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO WORKING |
Work effectively with others as a member of a team, group, organisation or community to design learning experiences that meet learning expectations and prioritised expressed needs are addressed in accordance with the outcomes of consultation processes. |
UNIT STANDARD CCFO ORGANISING |
Organise and manage oneself and one's activities responsibly and effectively when plans are achievable within time allocated for specific events. |
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information that impact on learning event design and when content and sequencing of experiences are justified in terms of underpinning theories of learning and facilitation. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation of learning design plans in written format. |
UNIT STANDARD CCFO SCIENCE |
Use science and technology effectively and critically, showing responsibility towards the environment and health of others when new learning materials are created using specified, relevant principles and guidelines for designing learning materials. |
UNIT STANDARD CCFO DEMONSTRATING |
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when lessons learnt from previous learning events are analysed in terms of recommendations for improvements, quality management recommendations incorporated within design achieve optimum alignment between organisational and learning objectives and language and level of complexity are appropriate for identified learners. |
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 |
Notes to assessors
Assessors should keep the following principles in mind when designing and conducting assessments against this Unit Standard: |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Core | 49710 | National Diploma: Development Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 65030 | National Certificate: Arts and Culture Development Management | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Elective | 58978 | National Certificate: Journalism | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Elective | 20159 | National Diploma: ABET Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | ETDP SETA |
Elective | 67373 | National Diploma: Orientation and Mobility Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
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. | African Learing and Development Academy for Adults ALDAA |
2. | African Learning & Development Academy (Pty) Ltd (ALDA) |
3. | Amaqamu Project Management and Consulting |
4. | ATTI Nelspruit Pty Ltd |
5. | B T Group of Companies Pty Ltd |
6. | CURMO Designs (Pty) Ltd Co |
7. | Frayintermedia Cc |
8. | HILLCROSS BUSINESS SCHOOL (PTY |
9. | HOPE ACADEMIC AND SKILL CENTRE |
10. | Igugu Training and Investments |
11. | Jeppe College of Commerce and |
12. | KITSO TRAINING AND DEVELOPMENT |
13. | Kundani Trading |
14. | MBOWA COLLEGE PTY LTD |
15. | Musengavhadzimu Media |
16. | Ntevho-Ketso Training and Recruitement Consultancy cc |
17. | NTI College |
18. | Posh Multimedia |
19. | Pretoria Technical College |
20. | Professional Development and Training Institute (Pty) Ltd |
21. | Project Literacy |
22. | Regenesys Management (Pty) Ltd |
23. | Resonance Institute of Learning |
24. | Retshetse Training Project |
25. | SEOPOSENGOE TRAINING CONSULTANCY CC |
26. | South African Guide-Dogs Association for the Blind |
27. | Thembekile training consulting |
28. | Thuto-Botshabelo Training and Projects (Pty) Ltd |
29. | Together Lifestyle Resort Pty Ltd |
30. | TSP COLLEGE |
31. | Ulwazi Training & Development |
32. | Ungaphelamandla Consultancy Private College (PTY) LTD |
33. | Varsity Institute of Science & Technology (Pty)Ltd |
34. | VUTHLARI MARKETING CONSULTING |
35. | Whitestone College |
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. |