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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Evaluate a training proposal

SAQA US ID	UNIT STANDARD TITLE
14538	Evaluate a training proposal
ORIGINATOR
SGB Local Employment and Skills Dev Practices
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
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 4	NQF Level 04	8
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2003-08-13	2006-08-13	SAQA 0249/03
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-08-13		2010-08-13

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
242871	Evaluate a skills development proposal	Level 5	Level TBA: Pre-2009 was L5	8

PURPOSE OF THE UNIT STANDARD

This Unit Standard is intended for all people who have the task of evaluating skills programmes. This Standard describes the competencies, which will be needed by practitioners in skills development to enable them to evaluate a series of work-related learning events and/or learnerships within the structured workplace or learning context within their occupational competence. Learners who are competent in this Unit Standard will be able to evaluate training projects, proposals or courses presented by others.

In addition they will be able to evaluate their own contribution towards these, as well as be able to use this reflection to improve their own practice.

These basic reflection skills in this Standard will allow the learner to develop his/her evaluation skills at other National Qualification Framework levels.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

This is an open access Unit Standard, but it is assumed that the learner is competent in Communication at NQF Level 3 or equivalent.

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:

Learners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be consciously following a set of "rules" or principles, which inform what they do, rather than using their own initiative.

The learner is required to demonstrate the competencies described in this Standard in the context of skills development.

The specific outcomes should be performed in line with an established method of evaluating a proposal. At this level the learner should be able to describe one alternative method, to explain how his/her evaluation plan would differ if he/she used it and to justify his/her choice of method.

At this level, practitioners are not expected to draw on or integrate insights from beyond their occupational and ETD competences.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify the most appropriate option for evaluating a training proposal.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The different options/methods of evaluating a training programme are identified with their relative advantages and disadvantages illustrated in a table.

ASSESSMENT CRITERION 2

2. The most appropriate option/method is chosen for the proposal to be evaluated.

ASSESSMENT CRITERION 3

3. The reason why a particular option/method was chosen is given in relation to the intended outcomes of the evaluation.

SPECIFIC OUTCOME 2

Develop a viable action plan for the evaluation of a proposal.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The action plan is drawn up based on the chosen evaluation method ensuring that all steps are.

ASSESSMENT CRITERION 2

2. The action plan is explained to all parties involved together with their part in the plan.

ASSESSMENT CRITERION 3

3. Provision is made for the action plan to be amended if necessary.

SPECIFIC OUTCOME 3

Conduct the evaluation of the training proposal according to the action plan.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The evaluation is conducted in line with the action plan.

ASSESSMENT CRITERION 2

2. Action is taken to ensure the participation of all relevant stakeholders and role players.

ASSESSMENT CRITERION 3

3. The action plan and evaluation is adapted if necessary.

ASSESSMENT CRITERION 4

4. Focus is placed on the intended outcomes/standards of the proposal to see whether the proposal will enable the outcomes to be attained successfully.

SPECIFIC OUTCOME 4

Report on the strengths and shortcomings of the training proposal.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A report is written on the proposal outlining the way in which the proposal will enable the attainment of the objectives, as well as where the proposal is regarded as inadequate in that regard.

ASSESSMENT CRITERION 2

2. The proposed success rate of the proposal is taken into account.

ASSESSMENT CRITERION 3

3. The target audience of the report is taken into account when the report is drafted so as to make o\it understandable to all interested parties.

ASSESSMENT CRITERION 4

4. The report is in the format most acceptable to the context of the proposal.

SPECIFIC OUTCOME 5

Propose possible improvements to the proposal.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Reasons why the proposal needs improving or modifying are given by referring to the identified weaknesses in the proposal.

ASSESSMENT CRITERION 2

2. Amendments are proposed indicating what the new outcomes are expected to be based on the original proposal outcomes.

ASSESSMENT CRITERION 3

3. The roles of all parties/people in the revised plan are outlined before implementation.

SPECIFIC OUTCOME 6

Analyse the evaluation exercise.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The positives and negatives of the evaluation plan are identified so as to improve future evaluation exercises.

ASSESSMENT CRITERION 2

2. Areas for improvement in applying the evaluation are identified for future use.

ASSESSMENT CRITERION 3

3. The evaluation method is evaluated against other methods, which were considered for the exercise to determine whether or not the most appropriate method was in fact used.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant ETQA.

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

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

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

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners should be able to demonstrate a knowledge and understanding of:

Types of evaluation methodologies appropriate to various learning environments.

Enterprise policy and strategic objectives with regard to skills development.

Enterprise-level implications of the proposal.

The purpose, nature and structure of skills development programmes and learnerships.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems by, e.g., identifying shortcomings in any aspect of a proposal, deciding which factors cause the shortcomings and making recommendations on how these can be overcome.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information by, e.g. analysing information on all aspects of a proposal and evaluating to identify shortcomings.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e.g., compiling a clear, concise and comprehensive report on strengths, shortcomings and possible improvements to a proposal.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 242871 which is " Evaluate a skills development proposal ", Level 5 , 8 credits.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	23976	National Certificate: Local Employment and Skills Development Practices	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2006-08-13	PSETA

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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