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SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework

 

SAQA US ID UNIT STANDARD TITLE
263976 Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework
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 5
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
This unit standard replaces:
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.
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
114924 Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework Level 5 Level TBA: Pre-2009 was L5 5 Complete

 

PURPOSE OF THE UNIT STANDARD
The purpose of this Unit Standard is to develop underpinning knowledge and understanding that will inform actions and decisions with regard to implementation of OBET and the NQF. This Unit Standard is for those involved in education, training and development, skills and people development.

  • Learners credited with this unit standard are capable of:
  • Describing the key elements of the outcomes-based approach to education and training (OBET).
  • Describing the form and function of the National Qualifications Framework (NQF).
  • Describing and explain standards within the context of the NQF.
  • Explaining the purpose and use of qualifications.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Communication at NQF Level 4 or equivalent.

UNIT STANDARD RANGE
“Learning organisations” refer to any public or private institution, company or body that provides education, training and development services to internal or external learners.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Describe the key elements of the outcomes-based approach to education and training (OBET).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The concept of an outcome is explained as a means of defining learner achievements and/or desired results of learning within the context education, training and development.

ASSESSMENT CRITERION 2
Different approaches to outcomes-based education and training are explored and compared to recognise the different forms of learning and assessment.
ASSESSMENT CRITERION RANGE
Differences include:

  • Purposes of the approaches.
  • Principles underpinning the approaches.
  • Processes for defining outcomes.
  • Approaches to learning design and delivery.
  • Approaches to assessment.

ASSESSMENT CRITERION 3
Assessment is explained in terms of its role in the learning process within an OBET approach.
ASSESSMENT CRITERION RANGE
Key features of Continuous assessment, formative assessment, summative assessment, integrated assessment.

ASSESSMENT CRITERION 4
The impact of OBET is described in terms of potential benefits to learners, employers, industry and society at large.

ASSESSMENT CRITERION 5
Key terminology associated with OBET is used appropriately and in context.

SPECIFIC OUTCOME 2
Describe the form and function of the National Qualifications Framework (NQF).
OUTCOME RANGE
Descriptions to include the history, rationale, objectives, principles, aims, mechanisms and structures of the NQF.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Descriptions of the history, rationale, objectives, principles and aims of the NQF are given to demonstrate understanding of the intent of the NQF as a transformative vehicle.

ASSESSMENT CRITERION 2
The descriptions given of the mechanisms of the NQF and their purposes are consistent with the current regulatory framework.
ASSESSMENT CRITERION RANGE
“Mechanisms” refer to standards setting, qualification design, assessment, moderation, credit accumulation, accreditation of providers, registration of assessors, and recognition of achievements through the award of credits and/or qualifications.

ASSESSMENT CRITERION 3
Structures responsible for implementation of the NQF are described in terms of their composition, role, function and relationships in line with the current regulatory framework.
ASSESSMENT CRITERION RANGE
SAQA, Government departments, Professional bodies, standards setting structures and quality assurance structures, education, training and skills development structures.

ASSESSMENT CRITERION 4
The roles and responsibilities of individuals and organisations in implementing the NQF are described in relation to the impact on personal, social and economic development and transformation.

ASSESSMENT CRITERION 5
The concept of levels of the NQF are described in relation to the increasing complexity of learning and levels of progression.

ASSESSMENT CRITERION 6
Challenges associated with the implementation of OBET in the NQF are described in terms of resource implications, management and the impact on the learning and assessment processes and practices.

SPECIFIC OUTCOME 3
Describe and explain standards within the context of the NQF.
OUTCOME RANGE
“Standards” include those found in national curriculum statements, unit standards, exit level outcomes and qualifications.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The features of standards are identified and explained in terms of their purpose, and relationship to one another.

ASSESSMENT CRITERION 2
The use of the standard is explained in terms of how it informs the content of the learning process.

ASSESSMENT CRITERION 3
Standards are described in terms of their various uses and relationship to qualifications.
ASSESSMENT CRITERION RANGE
Uses in relation to ETD, skills development and other Human Resource-related uses.

ASSESSMENT CRITERION 4
Knowledge of the processes and principles concerning the design and registration of standards are provided in line with SAQA regulations.

SPECIFIC OUTCOME 4
Explain the purpose and use of qualifications.
OUTCOME RANGE
“Qualifications” refers to the definitions as outlined in the current regulatory framework.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The features of qualifications are explained in terms of their purpose, and relationship to one another.

ASSESSMENT CRITERION 2
The use of the qualification is explained in terms of how it informs the content of the learning process.

ASSESSMENT CRITERION 3
Qualifications are described in terms of to their various modes of delivery and their benefits to specific contexts.
ASSESSMENT CRITERION RANGE

  • Uses in relation to ETD, skills development and other Human Resource-related uses.
  • Modes of delivery includes Unit Standards, skills programmes, learnerships, curriculum, programmes.

ASSESSMENT CRITERION 4
The requirements, rules, processes and principles relating to the design and registration of qualifications are explained in line with current regulatory framework.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

  • Assessors for this unit standard must be registered with the relevant ETQA.
  • Providers offering learning towards this unit standard must be accredited by the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to moderation guidelines and agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The entire unit standard addresses issues of knowledge relative to the outcomes-based approach and the National Qualifications Framework – thus all the outcomes and criteria define the knowledge explicitly.
Critical Cross-field Outcomes (CCFO):

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 descriptions and explanations of the NQF, which is an inter-related system.