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SAQA ID 117874

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Guide learners about their learning, assessment and recognition opportunities
SAQA US ID UNIT STANDARD TITLE
117874 Guide learners about their learning, assessment and recognition opportunities
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 6
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
9932 Guide and support learners Level 5 Level TBA: Pre-2009 was L5 12 Complete

 

PURPOSE OF THE UNIT STANDARD

This unit standard will be useful to those who work within an education, training and development context and who provide guidance and advise to learners about their learning, assessment and recognition opportunities.

People credited with this unit standard are able to:

  • Identify and analyse learner needs;
  • Prepare and review an individual development plan;
  • Provide guidance to learners;
  • Maintain records of learner needs and guidance provided; and
  • Evaluate services provided.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNINGExposure to education, training and development environments and practices.

 

UNIT STANDARD RANGE

  • This unit standard is limited to providing guidance about learning, assessment and recognition, including related issues such as learning options, resource people, study methods, learning pathways, learnerships and skills programmes, and organisational expectations.
  • This unit standard is limited to providing guidance in relation to:
    Managing stress and crises in learning and assessment;
    Opportunities for rpl and ways of dealing with psychological and physical barriers to rpl;
    The impact of conditions of service on learning and assessment; and
    The impact of employee well-being issues on learning and assessment i.e. Medical, occupational, health and safety.
  • This unit standard excludes complex situations involving psychological diagnosis, personal counselling or psychological services.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Identify and analyse learner’s needs.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1The analysis identifies the nature of the learner’s needs.ASSESSMENT CRITERION RANGE

  • Learning and assessment opportunities;
  • Learning and assessment anxiety;
  • The need and opportunities for recognition of prior learning; and
  • Barriers to learning.

 

ASSESSMENT CRITERION 2Information is sourced in relation to the identified needs to provide sufficient references and/or frameworks for providing guidance.

 

ASSESSMENT CRITERION 3The analysis suggests the kinds of guidance that may be appropriate and relevant to address the identified needs.

 

ASSESSMENT CRITERION 4The analysis is conducted in a sensitive, caring and professional manner.

 

ASSESSMENT CRITERION 5The analysis involves the learner as an active participant. The results of the analysis are confirmed with the learner, and possible solutions are negotiated with the learner.

 

ASSESSMENT CRITERION 6Information related to the analysis is maintained in a secure and accessible manner, using a manageable information management system.ASSESSMENT CRITERION RANGEAccessibility is limited to authorised personnel.

 

SPECIFIC OUTCOME 2Prepare and review an individual development plan.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Learner goals, objectives, and aspirations are identified in an open and participative manner.

 

ASSESSMENT CRITERION 2Opportunities for learning and assessment are matched to identified goals, objectives, and aspirations.

 

ASSESSMENT CRITERION 3The individual development plan identifies learning outcomes to be achieved and incorporates clear descriptions of opportunities for learning and assessment with agreed timeframes for completion. The plan identifies potential barriers to learning and assessment, and provides possible ways for dealing with such barriers.

 

ASSESSMENT CRITERION 4Goals are reviewed and adjusted over a period of time to match the learner’s requirements. External factors, such as workplace or career opportunities are considered in the review.

 

ASSESSMENT CRITERION 5Development plan is reviewed and adjusted at agreed intervals and matches the learner’s requirements while taking into account external and other factors impacting on the achievement of the learner’s goals, objectives, and aspirations.

 

SPECIFIC OUTCOME 3Provide guidance to learners.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Guidance provided is relevant to the learner needs and provides workable solutions to identified needs.

 

ASSESSMENT CRITERION 2Guidance is provided in a sensitive, caring and professional manner, and in a way that promotes learner participation in the process.

 

ASSESSMENT CRITERION 3Opportunities are taken to check the suitability of the guidance provided in terms of the learner’s needs.

 

ASSESSMENT CRITERION 4Learners are referred to appropriate specialist guidance and counselling services where the level and nature of the need extends beyond learning and assessment support services.ASSESSMENT CRITERION RANGEReferrals to career counsellors; occupational therapists, social workers, psychologists.

 

ASSESSMENT CRITERION 5Confidentiality is maintained at all times.

 

SPECIFIC OUTCOME 4Maintain records of learner needs and guidance provided.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Records capture the learner’s needs and the essential nature and content of guidance provided.

 

ASSESSMENT CRITERION 2Records are consistent with the assistance and support actually provided.

 

ASSESSMENT CRITERION 3Records are sufficient to facilitate the need for future references when engaging learners and to facilitate reviews. Records support the information needs of referred services where applicable.

 

ASSESSMENT CRITERION 4Records meet organisational quality assurance requirements in terms of content, format, distribution and safekeeping.

 

ASSESSMENT CRITERION 5Confidentiality is maintained at all times.

 

SPECIFIC OUTCOME 5Evaluate services provided.OUTCOME RANGEEvaluation to cover self performance, the learning institution and outside agencies involved.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1The evaluation reveals strengths and weaknesses of the support resources and guidance provided.

 

ASSESSMENT CRITERION 2Learner and stakeholder feedback on guidance and advice is sought and critically analysed against established review criteria.

 

ASSESSMENT CRITERION 3Recommendations promote improvement of the services and help to integrate lessons learned into future guidance services.

 

ASSESSMENT CRITERION 4The evaluation contributes to ongoing improvement and quality of services.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Assessors for this unit standard must be registered with the relevant ETQA.

2. Providers of learning towards this unit standard must be accredited through the relevant ETQA by SAQA.

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

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGEThe following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
Types of information and support learners entering learning programmes or an occupation are likely to need.

  • Activities and techniques for identifying learner information and support needs.
  • Sources of information.
  • Employment services centres and counselling centres available in the region.
  • How to maintain a database of information.
  • Activities and techniques for providing guidance and advise to learners.
  • Knowing who to refer learners to, when and why.
  • How to keep records of information, guidance and advise provided to learners.
  • Techniques for reflecting on practice and integrating lessons learned into future practice.
  • Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act.

 

UNIT STANDARD DEVELOPMENTAL OUTCOMEN/A

 

UNIT STANDARD LINKAGESN/A

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO WORKINGWork effectively with others and in teams – this outcome will be demonstrated by interacting with learners in a manner that meets learner needs

 

UNIT STANDARD CCFO ORGANISINGOrganise and manage oneself and one’s activities responsibly and effectively – this outcome will be demonstrated through the general and specific activities related to preparing to provide guidance.

 

UNIT STANDARD CCFO COLLECTINGCollect, analyse, organise and critically evaluate information – this outcome will be demonstrated when candidates analyse information on learner needs in order to prepare appropriate guidance.

 

UNIT STANDARD CCFO COMMUNICATINGCommunicate effectively using visual, mathematical and/or language skills — this outcome will be demonstrated by when the candidate engages with learners and support personnel.

 

UNIT STANDARD CCFO DEMONSTRATINGDemonstrate an understanding of the world as a set of related systems – by recognising that problem-solving contexts do not exist in isolation – by recognising and helping learners to explore the complexity of learning and career path choices in the context of the life choices and circumstances of individual learners.