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SAQA ID 123394

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Develop outcomes-based learning programmes
SAQA US ID UNIT STANDARD TITLE
123394 Develop 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 5 Level TBA: Pre-2009 was L5 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
9950 Plan learning events Level 4 NQF Level 04 10 Complete
9954 Develop training materials Level 5 Level TBA: Pre-2009 was L5 12 Complete

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.

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 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.

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 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 CRITERION 1
The guidelines developed provide the facilitator with sufficient background information to ensure they understand the learning context.

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 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.
  • Principles of assessment.
  • Potential barriers to learning.
  • The principles and mechanisms of the NQF.
  • ETQA requirements for programme approval.