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    Criteria for the approval of an Assessment Quality Partner

    The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has: i.      The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and ii.      the resources necessary to perform its functions In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows: i.     be  recommended  to  the  QCTO  by  the  relevant      DQP  during  the occupational                           development  process at a point  when they submit  an occupational profile. Possible evidence: letter of recommendation from [...]

    SAQA ID 15221

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    SOUTH AFRICAN QUALIFICATIONS AUTHORITY
    REGISTERED UNIT STANDARD:

     

    Provide information and advice regarding skills development and related issues
    SAQA US ID UNIT STANDARD TITLE
    15221 Provide information and advice regarding skills development and related issues
    ORIGINATOR
    SGB Human Resource Management and Practices
    QUALITY ASSURING BODY
    FIELD SUBFIELD
    Field 03 – Business, Commerce and Management Studies Human Resources
    ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Undefined Regular Level 5 Level TBA: Pre-2009 was L5 4
    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
    9947 Implement workplace skills plan(s) Level 5 Level TBA: Pre-2009 was L5 20 Complete

    PURPOSE OF THE UNIT STANDARD
    This Unit Standard is for people who are involved in some capacity in human resource development. This Unit Standard will be of particular application for those involved in skills development facilitation.

    People credited with this Unit Standard are able to provide information related to skills development, including relevant legislation, learning and assessment, advise an organisation concerning the alignment of skills development practices to the information provided; and advise on the promotion of skills development.

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
    Learners should be competent in communication at NQF Level 4.

    UNIT STANDARD RANGE
    The Information and advice could be given to a range of people including learners, employees, providers, employers, educators, trainers and careers counsellors. Further range statements have been included throughout the Unit Standard as needed.

    For the purposes of assessment against this Unit Standard, candidates may demonstrate the ability to apply the specific outcomes for a small to medium organisation.

    Specific Outcomes and Assessment Criteria:

    SPECIFIC OUTCOME 1
    Provide information and advice on legislation related to skills development.
    OUTCOME RANGE
    Purpose of and relationships between the various Acts (South African Qualifications Authority Act (No 58 of 1995), Skills Development Act (Act (No. 97 of 1998), Skills Development Levies Act (No. 9 of 1999),
    Structures (National Skills Authority, Sector Education and Training Authorities, Education and Training Quality Assurance Bodies, Skills Development Planning Unit, Employment Services) Mechanisms (Learnerships, Skills Programmes, Employment Services) Financing (Levies, grants, subsidies, National Skills Fund).

    ASSESSMENT CRITERION 1
    1. Legislation relative to skills development is identified and outlined in terms of purposes and key elements.
    ASSESSMENT CRITERION RANGE
    Descriptions of the purposes of the legislation are consistent with the relevant Acts. The purposes are explained in the light of the prevailing context and historical development practices in South Africa.

    ASSESSMENT CRITERION 2
    2. Explanations are provided concerning the benefits, challenges and responsibilities of the legislation for organisations, providers and individuals. Common misconceptions and misgivings are identified and clarified.

    ASSESSMENT CRITERION 3
    3. Descriptions of the mechanisms for the implementation of the legislation are consistent with the Acts.

    ASSESSMENT CRITERION 4
    4. Structures are described in terms of their composition, function and relationships in line with current published definitions.

    ASSESSMENT CRITERION 5
    5. The processes and requirements for participation in the structures are described in line with current published definitions.

    ASSESSMENT CRITERION 6
    6. Information and advice is provided in a way that aligns the objectives of the legislation with the strategic objectives of the organisation. Consideration is taken of the various workplace pressures that may be encountered.

    SPECIFIC OUTCOME 2
    Provide information and advice concerning learning and assessment.
    OUTCOME RANGE
    Informal and formal mechanisms and sources for learning and assessment.
    To include information on learnerships and skills programmes in general as those relevant to individuals and organisations.

    ASSESSMENT CRITERIA

    ASSESSMENT CRITERION 1
    1. Information and advice is relevant to the established needs of the party concerned.

    ASSESSMENT CRITERION 2
    2. The information is sufficiently detailed to allow parties to make informed decisions concerning learning pathways and sources and mechanisms for learning and assessment.

    SPECIFIC OUTCOME 3
    Provide advice to an organisation concerning the promotion of skills development.

    ASSESSMENT CRITERIA

    ASSESSMENT CRITERION 1
    1. Barriers to the implementation of skills development plans are identified and advice provided contributes to the removal of such barriers.

    ASSESSMENT CRITERION 2
    2. Advice contributes to the development of effective advocacy campaigns to sensitise people and organisations to the concept, context, purpose, mechanisms and structures related to skills development.

    ASSESSMENT CRITERION 3
    3. Advice is given in a manner that is sensitive to various target groups.

    ASSESSMENT CRITERION 4
    4. Skills development activities are monitored and trends are evaluated resulting in sensible advice concerning the improvement of skills development.
    ASSESSMENT CRITERION RANGE
    Trends related to successes and failures.

    ASSESSMENT CRITERION 5
    5. Advice is given in a manner that helps to remove the emotional, educational, cultural and economic factors that constitute barriers to effective skills development.
    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
    1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with therelevant Education and Training Quality Assurance Body (ETQA).

    2. Any institution offering learning that will enable achievement of this Unit Standard or will assess this Unit Standard must be accredited as a provider with the relevant ETQA.

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

    4. Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
    The entire Unit Standard addresses issues of knowledge relative to the skills development system – thus all the outcomes and criteria define the knowledge explicitly. Particular aspects embedded are:
    Legislation and regulations pertaining to the skills development acts and the NATIONAL QUALIFICATIONS FRAMEWORK
    Organisational mission, vision, goals, strategies and implementation plans