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:

Analyse higher education and training missions, contexts and legislation

SAQA US ID	UNIT STANDARD TITLE
14294	Analyse higher education and training missions, contexts and legislation
ORIGINATOR
SGB Higher Education & Training
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Higher Education and Training
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 7	Level TBA: Pre-2009 was L7	10
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
2024-06-30		2027-06-30

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 does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

An HET educator who has achieved this unit standard or applies to be credited with the standard will have developed critical perspectives on the contexts and legal frameworks and requirements affecting her/his practice. In particular, educators credited with this unit standard will be able to:

critically analyse and evaluate own practice against missions of higher education and training

critically analyse global, national, regional and institutional contexts of HET work, and

critically analyse and evaluate the implications of policy, legislation and policy implementation pertaining to the national and institutional contexts of their work.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:

The practitioner has a discipline-specific qualification at minimum level 6 on the NQF as well as

Applicable prior or concurrent experience as a HET practitioner.

UNIT STANDARD RANGE

To practise meaningfully and productively in a higher education and training environment an educator should be able to critically analyse and reflect on various missions of higher education and training, as well as global, national, regional and institutional contexts in which (s)he operates. This involves the analysis and evaluation of the implications of policies, legislation and policy implementation relevant to higher education and training, particularly in the national and institutional contexts that directly affect the practitioner's work as an educator and specialist.

Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Critically analyse and evaluate own practice against missions of higher education and training.

OUTCOME RANGE

'Missions" refers in the broadest possible sense to the generation, facilitation and dissemination of knowledge and all the processes contributing to this. "Missions of higher education" is, however, a highly contested notion and may differ from context to context.
"Critically analyse and evaluate" implies the ability to generate authentic perspectives and opinions from a thorough engagement with the missions of higher education and training.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Evidence of critical engagement with various possible missions of higher education and training and how these relate to context is provided.

ASSESSMENT CRITERION 2

2. Through analysis and evaluation authentic perspectives about own practice in relation to the various possible missions of higher education and training are generated.

ASSESSMENT CRITERION 3

3. Explanations for similarities to and deviations from the missions of higher education and training are provided.

ASSESSMENT CRITERION 4

4. A well considered definition or description of the educator's accepted mission of higher education and training is provided.

ASSESSMENT CRITERION 5

5. Recommendations for aligning own practice with the accepted mission of higher education and training are provided.

SPECIFIC OUTCOME 2

Critically analyse and evaluate implications of different HET contexts.

OUTCOME NOTES

Critically analyse and evaluate the implications of the different higher education and training contexts for own practice.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The analysis reveals key similarities and differences between own practice in the HET context and practices in other contexts such as general education, business and industry.

ASSESSMENT CRITERION 2

2. The analysis reveals congruence and dissonance of own practice with trends in global, national, regional and institutional contexts of HET.

SPECIFIC OUTCOME 3

Critically analyse and evaluate the implications of policy, legislation and policy implementation.

OUTCOME NOTES

Critically analyse and evaluate the implications of policy, legislation and policy implementation for own practice in higher education and training.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Relevant South African policy and legislation impacting on HET practice is identified.

ASSESSMENT CRITERION 2

2. Own practice is analysed to reflect the impact of relevant South African policy and legislation.

ASSESSMENT CRITERION 3

3. The rights and responsibilities of HET educators are contextualised in the South African legislative framework.

ASSESSMENT CRITERION 4

4. The evaluation generates perspectives on critical issues in need of policy formulation, legislation and policy implementation in higher education and training.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing the practitioner against this unit standard must be registered as an assessor with the relevant 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 of the relevant ETQA
3. Moderation 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 KNOWLEDGE

Practitioners should have a knowledge and understanding of:

Historical development trends in higher education and training

The historical development of higher education and training in South Africa

Contextual differences in which higher education and training systems operate

Past and evolving traditions and cultures of higher education

Essence of policy and legislation relevant to higher education and training as a system in South Africa

Essence of policy and legislation relevant to practitioners in institutional contexts in South Africa.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem-solving: identifying and understanding the causal factors involved in the contexts and legislation of higher education and training.

UNIT STANDARD CCFO WORKING

Teamwork: developing diverse perspectives on higher education and training contexts and legislation by working in learning groups with other higher education practitioners.

UNIT STANDARD CCFO ORGANISING

Self-organisation: developing perspectives and skills to position and maintain oneself as an educator amidst the complexities of higher education and training.

UNIT STANDARD CCFO COLLECTING

Information processing: gathering, analysing and synthesising of information on higher education and training contexts, policy and legislation.

UNIT STANDARD CCFO COMMUNICATING

Communication: reflecting on, sharing of and conducting dialogue on perspectives on higher education missions, contexts, policy and legislation verbally and in writing.

UNIT STANDARD CCFO SCIENCE

Use of technology: applying appropriate technology to conduct research on problems and issues pertaining to contextualisation and legislation of higher education and training.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Notes to assessors:

Assessment of educators against this standard should meet the requirements of established assessment principles and should be appropriate to the educator's general and particular workplace context. In particular, workplace contexts might relate to contact, distance or "dual mode" learning environments. Integrated assessment principles should be used to ensure that practitioners have meaningfully integrated the specific outcomes, embedded knowledge and critical cross-field outcomes. Critical reflection via portfolios of learning, research reports, learning materials the practitioner has developed and classroom practice might be included.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	23113	Post Graduate Certificate: Higher Education and Training	Level 7	NQF Level 07	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual

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.

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