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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Design and implement experiential learning in a workplace 
SAQA US ID UNIT STANDARD TITLE
14295  Design and implement experiential learning in a workplace 
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 
A practitioner in Higher Education who has achieved this Unit Standard will be able to align and integrate workplace learning with learning based in a Higher Education Institution.. The purpose would be to facilitate the acquisition of those outcomes that are not attainable in the formal learning environment at Higher Education Institution. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The credit calculation is based on the assumption that the learner being assessed against this unit standard has a prior qualification to at least NQF level 6 in their main academic field of expertise and concurrent experience of mediating/ facilitating learning in HE. It is strongly recommended that this Unit Standard be attained after or in conjunction with the Unit Standards: "Mediate and Facilitate Learning in Higher Education", and "Design, Develop and Implement Assessment of Learning in Higher Education and Training". 

UNIT STANDARD RANGE 
The following scope and context applies to the whole unit standard:

Apart from the experiential learning that might take place inside a lecture room, Experiential Learning in this context refers to learning in a workplace, as part of a formally structured programme. Such learning is, however, directly linked to the learning that takes place in the Higher Education Institution. It can occur within industry, NGO's and other placements in accordance with the demands of a profession, qualification or training programme. These placements, for the purpose of this unit standard, will be referred to as" workplaces".

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 
Analyse the outcomes specified for a learning programme. 
OUTCOME NOTES 
Analyse the outcomes specified for a learning programme and identify those outcomes that can best be acquired at a workplace. Design and structure an Experiential Learning event to accommodate the attainment of these outcomes. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Outcomes towards a qualification not to be mastered inside a classroom have been identified and described against the backdrop of the relevant and applicable industry and/or other workplaces. 

ASSESSMENT CRITERION 2 
2. Activities and learning materials have been selected and structured towards mastering the outcomes mentioned. 

SPECIFIC OUTCOME 2 
Collaborate with relevant workplace mentors. 
OUTCOME NOTES 
Collaborate with relevant workplace mentors on the conditions of work, logistics and control mechanisms pertaining to Experiential Learning, and negotiate values and ethics relevant to Experiential Learning. 
OUTCOME RANGE 
Conditions of work: those in-house rules and regulations which exist at the workplace.

Logistics: work hours, corporate dress, office space, utilization of technology etc. at the workplace, aspects to which learners will be expected to conform to during the Experiential Learning period.

Values and ethics of work and the workplace in this context refers to corporate culture and moral issues. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. The conditions of work and logistics pertaining to Experiential Learning are set up through collaboration with relevant mentors. 

ASSESSMENT CRITERION 2 
2. The conditions of work and logistics are ensured to address the needs of the learners and providers, and are directed towards the achievement of the identified learning outcomes. 

ASSESSMENT CRITERION 3 
3. The values and ethics underpinning the Experiential Learning experience promote learning and is being observed in the manner and general demeanour of the learner. 

SPECIFIC OUTCOME 3 
Communicate and negotiate details of the Experiential Learning with learners. 
OUTCOME RANGE 
Details include procedures of placement, outcomes to be achieved and assessment procedures and requirements. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Negotiations are conducted in a fair and equitable manner, and are directed towards reaching agreements on key implementation issues. 
ASSESSMENT CRITERION RANGE 
Issues include suitable workplaces, mentors, times and logistics.
 

ASSESSMENT CRITERION 2 
2. Communication of the learning outcomes is pitched at learner level and appropriate techniques are used to ensure learners understand the outcomes. 

ASSESSMENT CRITERION 3 
3. Provision is made for learners to contribute to the manner in which the EL component is implemented. 

ASSESSMENT CRITERION 4 
4. Administration, recording and documentation are successfully executed. 

SPECIFIC OUTCOME 4 
Integrate experiential learning with teaching and learning inside a classroom. 
OUTCOME NOTES 
Integrate experiential learning with teaching and learning inside a classroom and monitor the integration on a continuous basis. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. The integration is carried out in a way that shows clear relationships between the various learning contexts and leads towards successful achievement of defined learning outcomes. 

ASSESSMENT CRITERION 2 
2. Opportunities and frameworks are provided in a way that enables learners to reflect upon the learning in relation to previous experiences and the intended outcomes. Techniques used to enable learners to reflect on their learning experiences are effective and in line with a holistic view on attaining outcomes of the learning programme. 

ASSESSMENT CRITERION 3 
3. Learners are monitored continuously and feedback is provided in a manner that clearly reveals progress towards the agreed learning outcomes. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

Moderation Option: The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Knowledge and understanding of teaching and learning within an Experiential Learning mode.
  • An understanding of the notion of industry/workplace as a learning site. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems relating to the management of Experiential Learning in Higher Education Teaching. 

    UNIT STANDARD CCFO WORKING 
    Work effectively in a corporate/institutional team to structure and manage EL. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself towards the successful operation of EL. 

    UNIT STANDARD CCFO SCIENCE 
    Utilise technology and other relevant resources towards the successful execution of the experiential process. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Be culturally and aesthetically sensitive across a range of social contexts. 

    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:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  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.
     
    NONE 


    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.