SAQA All qualifications and part qualifications 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 THAT HAS PASSED THE END DATE: 

Develop education, training and development (ETD) policies and procedures for an organisation 
SAQA US ID UNIT STANDARD TITLE
123391  Develop education, training and development (ETD) policies and procedures for an organisation 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
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 6  Level TBA: Pre-2009 was L6  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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
9948  Design a quality assurance system  Level 5  Level TBA: Pre-2009 was L5  20   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard will be useful to people who are involved in the quality assurance of learning and assessment. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

People credited with this unit standard are capable of:
  • Identifying and explaining the component parts of the education training and development practice process.
  • Developing an ETD framework and approach for the organisation.
  • Developing policies and procedures to guide and measure ETD practices.
  • Evaluating and review ETD policies and procedures. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that people starting to learn towards this Unit Standard are competent in Communication at NQF Level 5. 

    UNIT STANDARD RANGE 
    Regulation R1127, under the SAQA Act of 1995, defines quality as: The combination of processes used to ensure that the degree of excellence specified is achieved.

    The objectives are to:
  • Enhance learning in South Africa by increasing the number of learners, the frequency of learning, and the relevance and durability of what is learned.
  • Establish a framework of qualifications and standards that are relevant, credible and accessible.

    The SAQA orientation to quality is generally holistic and focuses on processes that deepen democracy, flexibility within the system and client/learner-centeredness; it also has to ensure that specifications of excellence are met. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify and explain the component parts of the Education Training and Development Practice process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Provider responsibilities for ETD provision are clearly described in relation to the purpose of the organisation and its strategic focus. 

    ASSESSMENT CRITERION 2 
    The scope of ETD provision is defined in line with the organisational human resource development policy and allocated financial, administrative and physical resources. 
    ASSESSMENT CRITERION RANGE 
    Scope of provision includes:
  • Development, delivery and evaluation of learning programmes; capacity for off-site and/or work-site activities; design and conduct of assessment and its management; quality management strategies including measurement, moderation, and review.
     
    		•

    ASSESSMENT CRITERION 3 
    Stakeholders in ETD delivery and consumption are identified and described with reference to their roles, the nature of their contribution, and their needs. 
    ASSESSMENT CRITERION RANGE 
    Stakeholders include:
  • Clients and/or end-users; learners; ETD practitioners.

    Needs include:
  • Products and/or services; access to learning opportunities; opportunities for input and/or feedback.
     
    		•

    ASSESSMENT CRITERION 4 
    Responsibility for capacity building and/or support in relation to the policies and procedures is articulated in relation to its nature, source and target audience. 
    ASSESSMENT CRITERION RANGE 
    Target audience includes:
  • ETD practitioners, internal auditors; coordinators and administrators; line management and other end-users.
     
    		•

    ASSESSMENT CRITERION 5 
    Facilities and ETD resources are identified in relation to scope of provision and are verified as adequate for requirements within organisational policy parameters. 

    ASSESSMENT CRITERION 6 
    Existing organisational policies are identified and explained in terms of their implications for the design, development and delivery of ETD products and services. 

    SPECIFIC OUTCOME 2 
    Develop an ETD framework and approach for the organisation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The current organisational philosophy with respect to quality assurance and/or management is described in terms of the implications for human resource development and the quality management of ETD. 

    ASSESSMENT CRITERION 2 
    Core organisational values and concepts are identified and explained in terms of their implications for people development. 

    ASSESSMENT CRITERION 3 
    The approach and core values of the national quality management system are identified and described with reference to their fit or conflict with organisational quality management approaches. 
    ASSESSMENT CRITERION RANGE 
    Core values and concepts include:
  • Integration of theory and practice; suitable learning and assessment processes; individual learners contribution to social-political-economic development; access, mobility and progression; redress previous inequities; learner-centeredness; relevance; democratic ways of operating; flexibility within the system; transparency; accountability; recognition of prior learning.
     
    		•

    ASSESSMENT CRITERION 4 
    Legal compliance requirements are identified and articulated in terms of their resource implications. 
    ASSESSMENT CRITERION RANGE 
    Resource includes: physical, administrative, human and financial.
     

    ASSESSMENT CRITERION 5 
    The proposed ETD policy framework is aligned with organisational vision, mission and goals, and addresses all ETD roles and processes. 

    ASSESSMENT CRITERION 6 
    The proposed framework is benchmarked against international models in terms of scope, core values and concepts, and measurement criteria. 

    ASSESSMENT CRITERION 7 
    Mechanisms for the systematic involvement of stakeholders in the design, delivery and review of the policies and procedures are explained in terms of being realistic, cost effective, and consistent with democratic modes of organisation and practice. 

    SPECIFIC OUTCOME 3 
    Develop policies and procedures to guide and measure ETD practices. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The organisation's policy statement is developed which provides clear insight into aims, objectives and purposes in relation to its core values and principles, and those of the NQF. 
    ASSESSMENT CRITERION RANGE 
    The policy statement describes structures, systems and activities that are consistent with aims and values.
     

    ASSESSMENT CRITERION 2 
    Processes and procedures that implement quality management in the organisation are consistent with the requirements for effective design, delivery and review of learning and assessment products and services. 
    ASSESSMENT CRITERION RANGE 
    Quality management processes and procedures include:
  • Practicing, creating and sustaining a quality culture; specification and application of standards; feedback data gathering; learner support and guidance; programme review; staff selection and development; monitoring and review of learning and assessment activities; systematic improvements based on reviews, audits and/or monitoring; report back mechanisms; resource utilisation; ETQA reporting; relationship with stakeholders in the sector.
     
    		•

    ASSESSMENT CRITERION 3 
    Review procedures clearly outline the ways in which the implementation of policies are updated, with reference to specific review, monitoring, research and/or auditing mechanisms and tools, and responsible and accountable personnel. 

    ASSESSMENT CRITERION 4 
    Statements on programme delivery indicate how learning programmes are developed, delivered and evaluated, in line with NQF requirements, quality management principles, and end-user requirements. 
    ASSESSMENT CRITERION RANGE 
    Statements include:
  • Nature of the programmes; NQF status of the programmes (level); components; delivery frequency and duration; delivery modes (individual, group, on-job, distance); delivery flexibility; learner centeredness; relevance; assessment requirements; feedback mechanisms; resource planning and allocation.
     
    		•

    ASSESSMENT CRITERION 5 
    Statements on programme delivery illustrate how programme practices develop an applied and integrated competence in learners. 
    ASSESSMENT CRITERION RANGE 
    Applied and integrated competence includes:
  • Horizontal integration of knowledge and skills; vertical integration of knowledge and skills (practical competence, foundational competence, reflexive competence); integration of theory and practice, and strengthening of provider-workplace linkages; support lifelong learning; inductive rather than deductive approaches to programme design.
     
    		•

    ASSESSMENT CRITERION 6 
    Policies and procedures for staff selection, appraisal and development provide clear indications of alignment of staff with organisational purpose, organisational competence requirements, and national transformation initiatives. 
    ASSESSMENT CRITERION RANGE 
    National transformation initiatives include:
  • Employment equity, skills development competence requirements include: understanding of OBE; ability to integrate theory and practice; access to ongoing forms of professional development; practice informed by informed by the organisation's mechanisms of review, research, monitoring and/or auditing; assessment practice.
     
    		•

    ASSESSMENT CRITERION 7 
    Learner policies set out practical procedures and mechanisms for learner guidance and support. 
    ASSESSMENT CRITERION RANGE 
    Support includes:
  • Enrolment, prior learning, historical disadvantages and discrimination, career guidance, further learning opportunities, performance feedback.
     
    		•

    ASSESSMENT CRITERION 8 
    Assessment policies provide insight into, and procedures for forms of assessments and their management. 
    ASSESSMENT CRITERION RANGE 
    Policies include:
  • Approach to assessment; alignment with NQF principles; assessment methodology and purpose; moderation and quality assurance; appeals; feedback; further development; role of assessment in review.
     
    		•

    ASSESSMENT CRITERION 9 
    Management systems and policies indicate the financial, administrative and physical structures and resources of the organisation, as well as procedures of accountability within the organisation. 
    ASSESSMENT CRITERION RANGE 
    Systems and policies include:
  • Management and administrative structure; decision making structures; financial resource base; human and material resources; finance systems; commitment to transparency and accountability.
     
    		•

    ASSESSMENT CRITERION 10 
    The format of the quality management system is logical, structured, and user-friendly, and promotes regular reference and application. 

    SPECIFIC OUTCOME 4 
    Evaluate and review ETD policies and procedures. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    ETD policies and practices are monitored in accordance with system provisions, by designated personnel. 

    ASSESSMENT CRITERION 2 
    Feedback data is gathered systematically at scheduled intervals, using purpose designed tools, as per established review mechanisms. 
    ASSESSMENT CRITERION RANGE 
    Feedback includes:
  • Formal testing; surveys; interviews.
     
    		•

    ASSESSMENT CRITERION 3 
    Reviews and updates to products and practices are effected as required, and in ways that reflect conformance and non-conformance feedback and review data gathered. 

    ASSESSMENT CRITERION 4 
    Roles and responsibilities for monitoring, data gathering, review and updating are appropriately assigned in terms of authority and expertise, and are reflected in job profiles. 

    ASSESSMENT CRITERION 5 
    Recommendations for improvements or adjustments are made which are consistent with review findings and quality approach. 


    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.
  • The principles and mechanisms of the NQF.
  • Quality principles and systems. 
    		•

    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:
  • Finding ways to set policies and procedures within the context of diverse needs and requirements. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organize and manage oneself and ones activities:
  • This will be evident throughout the development process. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and critically evaluate information:
  • The development depends on careful collection, analysis, organisation and evaluation of information concerning the organisations ETD offerings and learners. 
    		•

    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 quality assurance on individuals and organisations. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 9948, "Design a quality assurance system", Level 5, 20 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    2. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    3. ATTE - The Training Edge 
    4. Colleen Osorio Skills Development Consultancy cc 
    5. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    6. Enjo Consultants (Pty) Ltd 
    7. MENTORNET (PTY) LTD 
    8. MI Learning & Development Consultancy 
    9. Motheo Training Institute Trust 
    10. Netgrow Training Solutions 
    11. Networx for Career Development 
    12. Petra institute of Development (PTY) Ltd 
    13. Resonance Institute of Learning 
    14. Saint Colonel Graduate Institute (PTY) Ltd 
    15. SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY 
    16. South West Gauteng Tvet College 
    17. The Institute of People Development 
    18. TMG Quality Services 
    19. VERYCOOLIDEAS 


    All qualifications and part qualifications 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.