Specific Outcomes

  1. Investigate and analyse the status of the learning culture within the organisation.
  2. Develop strategies for the promotion of a learning culture within the organisation.
  3. Implement strategies to promote a learning culture.

Purpose of the Unit Standards and Training Programme

Competence at this level will enable learners to use analytical skills to make informed judgements about complex human and social issues. They are aware of both the functions of language and of its drama and power. The unit standards will be useful to learners who communicate confidently and fluently in writing in almost any formal and informal situation.

Learners at this level write expressively and with conviction on topics of interest. They cope well with the exploration of complex themes and issues in a variety of writing/signing styles that stimulate and maintain the interest of their readers/audience. Through a drafting and editing process their writing/signing shows significant improvement. Competence at this level will also help learners to analyse and make mature judgements about complex, human, personal, social and environmental issues and to express and motivate own opinions.

They carefully scrutinise their own and others' writing/signing in terms of its impact on different audiences and contexts. They are also able where possible to use multi-media technologies to present rather than write/sign own texts.

Learners are critical, reflective readers and viewers of written and visual text. They are able to draw comparisons between texts, and to compare and contrast themes and issues in texts with those in the contexts in which they live and work. They identify and analyse style and tone and account for their effectiveness in different texts. They are willing to challenge the assumptions and values expressed in texts. They are especially critical readers of both the written and visual mass media.

Learners at this level are also aware of their audiences and purposes for communication. They listen effectively and critically. They are able to identify or adopt the style and language register required in different situations. They can usually identify the assumptions and inferences in what people say/sign. They speak/sign fluently and confidently in both formal and familiar settings and can articulate their purpose and meaning clearly. They can use language to convey detailed information, and to express their ideas and feelings. They control complex sentence structures and language conventions in their spoken/signed communications.


Learners credited with this unit standard are able to:

  • Analyse and criticise texts produced for a range of purposes, audiences and contexts
  • Identify and explain the values, attitudes and assumptions in texts
  • Evaluate the effects of content, language and style on readers` responses in specific texts
  • Write effectively and creatively on a range of topics
  • Choose language structures and features to suit communicative purposes
  • Edit writing for fluency and unity.
  • Respond critically yet sensitively as a listener
  • Analyse own responses to spoken texts and adjust as required
  • Use strategies to be an effective speaker in sustained oral/signed interactions
  • Evaluate spoken discourse
  • Access, use and manage suitable learning resources
  • Formulate and use learning strategies
  • Manage occupational learning materials
  • Conduct research, analyse and present findings
  • Lead and function in a team
  • Reflect on how characteristics of the workplace and occupational context affect learning

  • 15221, Provide information and advice regarding skills development and related issues. NQF Level 5, 4 Credits

This unit standard is for people who conduct internal or external moderation of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.

Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

In particular, people credited with this unit standard are able to:
  • Demonstrate understanding of moderation within the context of an outcomes-based assessment system,
  • Plan and prepare for moderation,
  • Conduct moderation,
  • Advise and support assessors,
  • Report, record and administer moderation, and
  • Review moderation systems and processes.

This generic assessor unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications.

Those who achieve this unit standard will be able to conduct assessments within their fields of expertise. This unit standard will contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development.

People credited with this unit standard are able to carry out assessments in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

In particular, people credited with this unit standard will be able to:

  • Demonstrate understanding of outcomes-based assessment;
  • Prepare for assessments;
  • Conduct assessments;
  • Provide feedback on assessments; and
  • Review assessments