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: 

Advocate and lobby community issues 
SAQA US ID UNIT STANDARD TITLE
119517  Advocate and lobby community issues 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
Learners credited against this Unit Standard are able to advocate and lobby to raise the profile of any issue of concern that may affect specific communities. In addition, they are able to engage relevant stakeholders, leading to increased participation. Learners are able to set up identified advocacy and lobbying programmes. Advocacy and lobbying competences are essential for community development practitioners, and therefore positions the practice as an important field of learning. The community development practitioner practices in a wide range of sectors such as health, social development and human rights, making this competences relevant across sectors.

Learners attain life skills such as communication, assertiveness, the ability to articulate issues, etc. and are able to influence for change, and broaden understanding. Familiarity with, awareness of and exposure to global issues are achieved, and learners are able to utilise untapped potential. The field of development practice is impacted as this set of competences allows learners to bring and impart skills, knowledge and information in different fields. It broadens the base of development practice, raises awareness of issues, and ensures that learners keep up to date on development issues and changes in development practice. Learners can influence change, and through interaction with other fields are able to share information and give direction. This allows them to remain in touch with external environments, participate in development clusters, and remain connected and focussed. Credited learners can bring about change in peoples' socio-economic conditions, raise awareness of the need for action, mobilise people around a common cause, enhance critical thinking, and unleash potential in communities and individuals.

Credited learners are capable of:
  • Identifying community concerns and issues that warrant attention.
  • Identifying relevant stakeholders for advocacy and lobbying.
  • Explaining steps for effective advocacy and lobbying of community issues.
  • Conducting community advocacy and lobbying programmes using relevant tools and resources. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 2. 

    UNIT STANDARD RANGE 
    The typical scope of this Unit Standard is community-based advocacy and lobbying. Other range statements are provided with relevant specific outcomes and assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify community concerns and issues that warrant attention. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Issues and concerns identified for the purpose of advocacy are described as expressed by communities. 

    ASSESSMENT CRITERION 2 
    Concerns and issues are prioritised in terms of importance and community impact. 

    SPECIFIC OUTCOME 2 
    Identify relevant stakeholders for advocacy and lobbying. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    All relevant stakeholders are identified through their direct and indirect involvement in community projects. 

    ASSESSMENT CRITERION 2 
    Stakeholders are selected on the basis of their relevance to concerns/issues. 

    ASSESSMENT CRITERION 3 
    Awareness of issues is raised by describing ways of presenting them to relevant stakeholders. 

    ASSESSMENT CRITERION 4 
    Community issues are discussed for the purpose of enhancing stakeholder involvement in advocacy and lobbying programmes. 

    ASSESSMENT CRITERION 5 
    Advocacy and lobbying with stakeholders is explained with reference to developed frameworks. 

    SPECIFIC OUTCOME 3 
    Explain steps for effective advocacy and lobbying of community issues. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Advocacy and lobbying procedures are described in accordance with prescribed practices. 

    ASSESSMENT CRITERION 2 
    Steps of advocacy and lobbying are identified with reference to specific contexts. 

    ASSESSMENT CRITERION 3 
    Steps are placed in correct order of implementation. 

    SPECIFIC OUTCOME 4 
    Conduct community advocacy and lobbying programmes using relevant tools and resources. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Tools and resources are identified for specific contexts. 

    ASSESSMENT CRITERION 2 
    Tools and resources are selected with reference to relevance for specific contexts. 

    ASSESSMENT CRITERION 3 
    Resource costs are accurately determined by taking community needs and project activities into account. 

    ASSESSMENT CRITERION 4 
    Community advocacy and lobbying are described in terms of specific community requirements. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Unit Standard.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee
    moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Prioritisation of concerns and issues in terms of importance and community impact.
  • Stakeholder selection based on stakeholder relevance to concerns/issues.
  • Developed frameworks for advocacy and lobbying.
  • Steps and sequence of steps for effective advocacy and lobbying community issues.
  • Advocacy and lobbying procedures.
  • Relevant tools and resources for advocacy and lobbying.
  • Resource costs.
  • Issues of development, inequality and poverty. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions to identify community concerns and issues that warrant attention. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to identify relevant stakeholders for advocacy and lobbying. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when advocacy and lobbying procedures are described in accordance with prescribed practices. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when concerns and issues are prioritised in terms of importance and community impact and stakeholder selection is based on stakeholder relevance to concerns/issues. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when awareness of issues is raised by presenting them to relevant stakeholders and discussion of community issues is appropriate for enhancing stakeholder involvement in advocacy and lobbying programmes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when resource costs are accurately determined. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when steps identified for effective advocacy and lobbying community issues are appropriate for specific contexts. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following 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, 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 learner 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 learner 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. 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49600   National Certificate: Development Practice  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2009-05-13  Was ETDP SETA until Last Date for Achievement 
    Elective  57823   National Certificate: Ward Committee Governance  Level 2  NQF Level 02  Reregistered  2023-06-30  LG SETA 
    Elective  57804   National Certificate: Public Administration  Level 3  NQF Level 03  Reregistered  2023-06-30  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.
     
    1. 3L Development 
    2. ABA Sebenzi 
    3. Access Employment Skills & Development Agency 
    4. African Divas 
    5. AfroXpert Performance Developement cc 
    6. Akadon Trading (Pty) Ltd 
    7. All Access Holdings 
    8. Amabamba Recruitment 
    9. Amadube Investments CC 
    10. Asiphokuhle Training and Research Institute 
    11. AVAX SA 481 CC. T/A Mandisa Development Services 
    12. Avenida (Pty) Ltd 
    13. Bantubanye Skills 
    14. Brainwave Projects 342 CC 
    15. Break The Chains Development Services 
    16. Brilliant Affairs 
    17. Bull's Business and Skills Training Institute 
    18. Business Consulting 
    19. Busma Legal & Labour Services 
    20. CAD Academy (PTY) LTD. 
    21. CB Willemse Training 
    22. Classic Human Capital Solutions 
    23. CTAM Training and Consulting 
    24. CTC College(PTY) LTD. 
    25. Dee's Training (PTY) LTD 
    26. DialNx Consultants 
    27. Ditirelo Skills Development Services 
    28. DM Training Consultants 
    29. Edequette Training Institute 
    30. Ethekwini Corporate and Human Resources Skills Development Unit 
    31. Ethembeni Multi Service Enterprise (Pty) Ltd 
    32. Excellent Minds Institute (Pty) Ltd 
    33. Faranang Marketing 
    34. Frugatrax Consultants 
    35. Fumani Ma-Afrika Group 
    36. Glo Leb Training & Development 
    37. Global Care Trading 100 CC 
    38. Growth Management Consulting 
    39. HDPSA 
    40. Hlaniki Investment Holdings 
    41. Hlombe and Associates 
    42. IALE School of Advanced Learning Education 
    43. ICM t/a Institute for Career Management 
    44. IGKM Management Services (Pty) Ltd 
    45. IQ Skills Academy (PTY) LTD. 
    46. Isago Communications and Consulting 
    47. Jabulane Training & Development 
    48. Josmap Training Institute 
    49. KAGISHO BUSINESS CONCEPTS (Pty) LTD 
    50. Kairos Training College 
    51. Kamanga Skills Projects 
    52. Kawaida Collaborative Management Centre 
    53. Kgolo Institute 
    54. KHOSITHI TRAINING 
    55. Kuyakhula Development Initiatives 
    56. Lagnita Skills Solutions 
    57. Leap Projects 
    58. Lewerb Holdings (PTY) Ltd 
    59. Lizwa Ntlabati Trading CC 
    60. Magnico Products (PTY) LTD 
    61. Magumzane Traiding cc 
    62. Mahayi HRD Services cc 
    63. Mahloko Training, Auditing Services and other Projects 
    64. Makaota Training Consultants 
    65. Makavila Suppliers CC. 
    66. Makhuba Development Projects CC 
    67. Management College of Southern Africa (MANCOSA) 
    68. Mantrapro (PTY) LTD. 
    69. Maqhawe College 
    70. Masemase Consultancy CC. 
    71. Mass Computer Training And Printers 
    72. Matsila Holdings 
    73. Menba Trading and Projects 
    74. Mission Point Consulting 
    75. Mmalethabo Consulting 
    76. Mmaseala Business Academy (PTY) Ltd. 
    77. MML Consulting CC. 
    78. Motheo Skills Entity 
    79. Mpeza Training and Development Specialist 
    80. MTK Corporate Solutions 
    81. Myeza Trading Enterprise 
    82. Nemalale Eagles Consultancy CC 
    83. Neopeo Trading & Projects 
    84. Networx for Career Development 
    85. Ngaphakathi Investments 
    86. Nhlahle Development Agency 
    87. NJ & L Trading Enterprise CC. 
    88. Nkqubela Community Developers 
    89. Nokusho M Consulting and Trading 
    90. NOMAKU TRADERS CC 
    91. Nonunu Projects 
    92. NS Global Academy 
    93. Outeniqua Leadership Institute 
    94. Paseka Business Enterprise 
    95. Pebetse Training and Consulting 
    96. Philani Solutions 
    97. Pioneer Business Consulting 
    98. PMA Holdings (PTY ) LTD. 
    99. Poshido Training 
    100. Power Rush Trading 170 CC. 
    101. Quick Leap Investment 
    102. Rally Business Consulting 
    103. Reflections Development Institute 
    104. Regent Business School (Pty) Ltd t/a Regent Business School 
    105. RESISA LOGISTICS 
    106. Ruthekho Training Academy 
    107. S'Ncanakazane Trading 
    108. Senelo Trading CC 
    109. Silalele Consulting CC. 
    110. SIZA NESU TRAINING AND DEVELOPMENT 
    111. Sodic Training and Development 
    112. South African ABET Development Agency SAADA 
    113. South West Gauteng College - Molapo Campus 
    114. SSD Consultants 
    115. Sukumamfazi Trading 
    116. T Mabuya & Associates CC 
    117. Talent Centre Training 
    118. Talent Emporium Academy (PTY) Ltd 
    119. Talent Sculpture 
    120. Thando Consulting Services 
    121. The Crimson CO CC. 
    122. Thuto-Boswa Education and Training Solution 
    123. Tloumogale Business Development & Consulting 
    124. Tovani Traiding 299 
    125. Tradesman Consulting and Training Solutions 
    126. Tshepang Consulting & Project 
    127. Tshisimani Holdings (PTY) Ltd. 
    128. Tshwane Training Institute (PTY) LTD. 
    129. Umfolozi FET College 
    130. Umqondo Consultancy 
    131. UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD 
    132. University of Fort Hare 
    133. University of Venda 
    134. Vicmat Consultants 
    135. Ya Hina Management Consulting and projects 
    136. YAB Business Solutions (Pty)Ltd 
    137. Ziya Investment Holdings Pty Ltd 



    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.