SAQA httpallqssaqaorgzashowUnitStandardphpid=123394 1 of

Document Sample
SAQA httpallqssaqaorgzashowUnitStandardphpid=123394 1 of Powered By Docstoc
					SAQA

http://allqs.saqa.org.za/showUnitStandard.php?id=123394

All qualifications and unit standards 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: Develop outcomes-based learning programmes SAQA US ID 123394 ORIGINATOR SGB Occupationally-directed ETD Practitioners FIELD Field 05 - Education, Training and Development ABET BAND Undefined REGISTRATION STATUS Registered 2010-08-31 This unit standard replaces: US ID 9950 9954 Unit Standard Title Plan learning events Develop training materials NQF Level Level 4 Level 5 Credits 10 12 Replacement Status Complete Complete UNIT STANDARD TYPE Regular REGISTRATION START DATE 2006-08-31 SUBFIELD Adult Learning NQF LEVEL Level 5 REGISTRATION END DATE 2009-08-31 2013-08-31 CREDITS 10 SAQA DECISION NUMBER SAQA 0367/06 UNIT STANDARD TITLE Develop outcomes-based learning programmes REGISTERING PROVIDER

LAST DATE FOR ENROLMENT

LAST DATE FOR ACHIEVEMENT

PURPOSE OF THE UNIT STANDARD This unit standard is for those who develop learning programmes to meet defined learning needs according to a given design specification. People credited with this unit standard are capable of: Planning and prepare for development. Developing learning materials. Developing learning facilitation guidelines. Piloting and evaluate the development. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners have a working knowledge of outcome-based education and training and are able to communicate in writing at NQF level 4. UNIT STANDARD RANGE This is a generic unit standard. Developers can develop learning programmes within any field of learning in line with their subject matter expertise. Where developers 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 development of the learning materials and resources, and does not include the design of the learning process and materials. The design is addressed by the unit standard:123401 "Design outcomes-based learning programmes", Level 6, 15 credits. 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.

1 of 5

9/23/2008 12:18 PM

SAQA

http://allqs.saqa.org.za/showUnitStandard.php?id=123394

This unit standard is to be assessed within the context of the following givens: The development will be carried out to meet an expressed learning need and according to a given brief that provides the specifications for development. The brief will provide instructions and guidelines for the development of learning activities, the development of learning aids, links to other resources, style, formatting and packaging. 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 development 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. Developers will need to demonstrate the ability to develop 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 developer 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 developed should generally require in the region of 50 - 80 hours of learning time. The development should be such that the developer demonstrates the ability to incorporate a variety of learning approaches. The development should be for any one of the following modes of delivery: > Distance. > Formal classroom-based training. > On-the job training. > Self directed learning. Having developed for a particular mode, the developer should describe how s/he would adapt the development for the other three modes. Although the development must make provision for summative assessment, this unit standard does not require developers to develop full scale assessment guides, as these are covered by the unit standard: 115755 "Design and develop outcomes-based assessments", Level 6, 10 credits. Where developers 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 Plan and prepare for development. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The brief is analysed to establish the purpose, direction and nature of the development. ASSESSMENT CRITERION 2 The brief is discussed with the designer to clarify the brief, where required, resulting in a confirmation of the brief. ASSESSMENT CRITERION 3 A development plan is produced, giving details of development stages, roles and responsibilities, timelines, equipment needed and costing. ASSESSMENT CRITERION 4 Possible learning resources and resources to assist development are gathered and evaluated based on their suitability, cost and availability for the programme. ASSESSMENT CRITERION 5 Support personnel and services are assembled and mobilised as per the plan. ASSESSMENT CRITERION 6 Specialised components are commissioned according to the designers brief and so as to complement the learning programme, thus contributing to meaningful learning. ASSESSMENT CRITERION RANGE Specialised components may include printed posters, games, videos, DVDs.

2 of 5

9/23/2008 12:18 PM

SAQA

http://allqs.saqa.org.za/showUnitStandard.php?id=123394

ASSESSMENT CRITERION 7 Equipment required for the development, such as computers, are ensured to be ready, available and sufficient as per the plan. SPECIFIC OUTCOME 2 Develop learning materials. OUTCOME RANGE Learning materials include theory, presentations slides, learning activities, learning aids, scripts, job aids, graphics, charts, instructions, guidelines. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Learning activities are sequenced and linked as per the given brief and are appropriate to the learners` needs in terms of logic of structure and pace. ASSESSMENT CRITERION 2 The learning activities are developed to ensure sufficient opportunities for learners to practice and thereby achieve mastery of the required outcomes. ASSESSMENT CRITERION 3 Materials are appropriate to the learner and the learning context, and have the potential to enable the learner to integrate all the needed skills required to achieve the outcomes. ASSESSMENT CRITERION 4 The materials adhere to adult learning principles, promote integration and takes account of possible special needs of learners. ASSESSMENT CRITERION 5 Language is pitched at learner level, is consistent with the language related to the field of learning and is grammatically correct. ASSESSMENT CRITERION 6 The development meets budgetary constraints and ensures that implementation of the learning programme is manageable within reasonable time-frames. ASSESSMENT CRITERION 7 Materials are coherent and presented in a format and style that meets the needs of those using the material and are in line with organisational quality assurance requirements. ASSESSMENT CRITERION RANGE Format and style refers to appearance, white space, writing style and techniques, text type and size, use of colour, structure and organisation.

SPECIFIC OUTCOME 3 Develop learning facilitation guidelines. OUTCOME RANGE The guidelines may be used by facilitators, tutors, lecturers, on-the-job trainers, line managers, supervisors, trainers. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The guidelines developed provide the facilitator with sufficient background information to ensure they understand the learning context.

3 of 5

9/23/2008 12:18 PM

SAQA

http://allqs.saqa.org.za/showUnitStandard.php?id=123394

ASSESSMENT CRITERION 2 The guidelines identify the learning outcomes and outline the summative assessment arrangements. ASSESSMENT CRITERION 3 The guidelines provide the facilitator with insights into the learning design, with explanations for selected learning activities and methodologies. ASSESSMENT CRITERION 4 The guidelines provide clear instructions for the facilitation of learning as per the learning design, including descriptions of methodology and strategy. ASSESSMENT CRITERION 5 The guidelines highlight common learning challenges and provide useful insights as to how to deal with the challenges. ASSESSMENT CRITERION 6 The guidelines clearly identify equipment, resources, support materials, organisational requirements and preparations required for implementation of the programme. ASSESSMENT CRITERION 7 The guidelines provide structure, sequence and timeframes to the learning programme. SPECIFIC OUTCOME 4 Pilot and evaluate the development. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The pilot is set up in a manner that is representative of the learning context and provides useful feedback on the learning programme. ASSESSMENT CRITERION 2 The evaluation of the learning programme is conducted in a consistent and systematic manner. ASSESSMENT CRITERION 3 The evaluation is conducted in accordance with the learning organisation`s quality assurance requirements. ASSESSMENT CRITERION 4 The evaluation conducted reveals strengths and weaknesses of the learning material. ASSESSMENT CRITERION 5 Opportunities and mechanisms to improve upon the material are identified and recorded for integration into future revisions.

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.

4 of 5

9/23/2008 12:18 PM

SAQA

http://allqs.saqa.org.za/showUnitStandard.php?id=123394

Principles of assessment. Potential barriers to learning. The principles and mechanisms of the NQF. ETQA requirements for programme approval. UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A

Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING Identify and solve problems using critical and creative thinking: planning for contingencies, developing activities for learners with special needs, identifying and solving problems that could arise during implementation. UNIT STANDARD CCFO ORGANISING Organise and manage oneself and ones activities: this will be evident throughout the development process. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information: the development depends on careful collection, analysis, organisation and evaluation about learners, the learning needs, the learning context and available resources. UNIT STANDARD CCFO COMMUNICATING Communicate effectively: this unit standard requires constant communication throughout the development process. UNIT STANDARD CCFO DEMONSTRATING Demonstrate the world as a set of related systems: understanding the impact of learning programmes on individuals and organisations. UNIT STANDARD CCFO CONTRIBUTING Be culturally and aesthetically sensitive across a range of social contexts: develop learning in a culturally sensitive manner. QUALIFICATIONS UTILISING THIS UNIT STANDARD: ID Elective Elective Elective Elective Elective 58337 QUALIFICATION TITLE LEVEL STATUS Registered Registered END DATE 2010-09-12 2009-08-31

Further Education and Training Certificate: Trade Union Practice Level 4 Level 5

50334 National Certificate: Occupationally Directed Education Training and Development Practices 50333 National Diploma: Occupationally Directed Education, Training and Development Practices 50330 Bachelor: Occupationally Directed Education Training and Development Practices

Level 5 Reregistered 2010-02-08 Level 6 Registered Registered 2009-11-16 2010-02-08

50331 National Certificate: Occupationally Directed Education, Training Level 6 and Development Practices

All qualifications and unit standards 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.

5 of 5

9/23/2008 12:18 PM


				
DOCUMENT INFO
Shared By:
Stats:
views:36
posted:12/15/2009
language:English
pages:5
Description: SAQA httpallqssaqaorgzashowUnitStandardphpid=123394 1 of