SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Manage a higher education and training learning programme

SAQA US ID	UNIT STANDARD TITLE
14303	Manage a higher education and training learning programme
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 develop strategies to:

Disseminate a programme for implementation

Market a learning programme

Implement a learning programme

Assure quality in a learning programme

Evaluate a learning programme

Integrate dissemination, implementation and evaluation into a coherent programme management strategy.

Evaluate a programme management strategy.

These competences complement other competences of the higher education and training practitioner and lay the basis for specialisation in programme development and management at higher levels.

This unit standard recognises professional HET practitioners who rigorously develop and manage education and training practices fit for context to enhance learners' learning and the achievement of their learning outcomes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit value is based on the assumption that a practitioner starting to learn towards this unit standard has specialised at NQF level 6 in a specific discipline. It is also assumed that he/she understands the relationship between his/her discipline and other relevant disciplines in a learning programme. He/she should have a sound grasp of international developments in his/her discipline, and will probably be engaged in further disciplinary study/research. He/she should also be able to apply basic research competences in practice. It is assumed that the practitioner has completed the unit standard on learning programme development and developing a module within a learning programme or that he/she is doing it concurrently.

UNIT STANDARD RANGE

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

A learning programme refers to the programme of study undertaken by an individual in a variety of contexts to achieve a higher education and training certificate, diploma or degree in a specific field of specialisation. The learning programme should be in the practitioner's area of expertise

Programme is used within the OBE context and encompasses curriculum

The term manage is used to refer to curriculum dissemination, implementation and evaluation.

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

Develop strategies to disseminate a learning programme.

OUTCOME NOTES

Develop strategies to disseminate a learning programme in an institution and/or inter-institutionally e.g. by critically applying relevant dissemination models.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Situational factors and programme related factors are identified and implications taken into consideration when a relevant dissemination strategy is chosen or developed.

ASSESSMENT CRITERION 2

2. The strategy is appropriate to the target audience and makes for manageable and effective dissemination.

SPECIFIC OUTCOME 2

Develop strategies for marketing a learning programme.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Acceptable marketing tools for analysis are utilised in developing a marketing plan.

ASSESSMENT CRITERION 2

2. A market research plan is devised.

ASSESSMENT CRITERION 3

3. A marketing strategy is developed based on the information gathered.

SPECIFIC OUTCOME 3

Develop strategies for implementing a learning programme.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A relevant implementation strategy is developed by integrating appropriate implementation models.

ASSESSMENT CRITERION 2

2. The interaction between different learning programmes in and across faculties is managed by taking institutional policies and procedures into consideration.

ASSESSMENT CRITERION 3

3. Resources, support, academic and administrative staff are managed in a way that learning is enhanced.

SPECIFIC OUTCOME 4

Evaluate a learning programme.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Evaluation of the learning programme is done by integrating relevant models of evaluation.

ASSESSMENT CRITERION 2

2. Quality of the programme is assessed, and corrective measures suggested have the potential to address areas of weakness and build on areas of strength.

SPECIFIC OUTCOME 5

Develop strategies for managing programme development.

OUTCOME NOTES

Develop strategies for managing programme development by integrating dissemination, implementation and evaluation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A relevant programme management strategy is developed by critically integrating existing practical and theoretical models.

ASSESSMENT CRITERION 2

2. The programme management strategy integrates institutional, educational and legislative requirements.

ASSESSMENT CRITERION 3

3. A relevant evaluation strategy is developed integrating existing practical and theoretical models.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner 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 with 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

The following embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the practitioner's. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

Knowledge of curriculum dissemination, implementation and evaluation and models of curriculum development.

Quality assurance.

Development of learner support materials including basic principles of instructional design.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem-solving: developing relevant programme dissemination, implementation and evaluation strategies.

UNIT STANDARD CCFO WORKING

Teamwork: developing a programme management strategy by taking support, academic and administrative staff into consideration.

UNIT STANDARD CCFO ORGANISING

Self-organisation: applying principles of curriculum development in a programme management strategy (dissemination, implementation and evaluation) for a particular institution.

UNIT STANDARD CCFO COLLECTING

Information processing: gathering, analysing and synthesising information for a programme management strategy.

UNIT STANDARD CCFO COMMUNICATING

Communication: communicating the programme management strategy to those involved in the implementation thereof.

UNIT STANDARD CCFO SCIENCE

Use of technology: applying appropriate technology when developing a programme management strategy, as well as utilisation of technology to assist research.

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.

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