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 THAT HAS PASSED THE END DATE: 

Facilitate Integrated Development Planning events 
SAQA US ID UNIT STANDARD TITLE
120506  Facilitate Integrated Development Planning events 
ORIGINATOR
SGB Public Administration and Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Public Administration 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
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
2026-06-30   2029-06-30  

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 working towards this standard will be working within a National or Local Government sector. This standard will enable the learner to apply strategic level development and governance competences to ensure integrated and sustainable processes, outcomes, structures, strategies, planning, implementation management, monitoring and evaluation at a municipal level. This standard will also add value to public officials who are seeking to develop a career pathway towards an accomplished integrated development planner or public sector management and administration specialist.

The qualifying learner is capable of:
  • Demonstrating an understanding of and explaining the elements of development facilitation and their interconnections.
  • Planning and preparing facilitated events and implementing follow-up procedures after the event is undertaken.
  • Working with groups of people participating in facilitated events.
  • Accessing and utilising a toolbox of procedures related to the process.
  • Responding to the process as it unfolds. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this unit standard should be competent in Communication at NQF level 4 and Computer Literacy at NQF level 3. 

    UNIT STANDARD RANGE 
  • Development is defined as a participatory process facilitated by professional practitioners; related to democratisation.
  • The development practitioner works at a complex interface between collaborating individuals and groups in order to manage technically integrated procedures.
  • Importance of development facilitator not determining the process is related to quality of development outcomes.
  • A facilitator puts him/herself into the shoes of others, and interacts with them from an acknowledging and understanding position. For this, a facilitator needs to be able to maintain a certain level of independence and neutrality/non-involvement. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of and explain the elements of development facilitation and their interconnections. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Facilitation is defined in relation to development. 

    ASSESSMENT CRITERION 2 
    The roles and responsibilities of a facilitator in the development context are explained (re. content and procedures). 

    ASSESSMENT CRITERION 3 
    Awareness of own stance and presence is demonstrated in relation to impact and effectiveness in development processes. 

    ASSESSMENT CRITERION 4 
    The elements of development facilitation are defined and described (namely: topic, context, expected outcomes, real outcomes, resources, the facilitator, his/her procedures, communication methods, the group and its dynamics, the process). 

    ASSESSMENT CRITERION 5 
    The interconnections between the elements of facilitation are explained. 

    SPECIFIC OUTCOME 2 
    Plan and prepare facilitated events and implement follow-up procedures after the event is undertaken. 
    OUTCOME RANGE 
    The facilitated events are defined in terms of development procedures and policies, and the principles such as public/community participation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The context, topic, purpose and expected outcomes of a facilitated event are explained in a facilitation plan. 
    ASSESSMENT CRITERION RANGE 
    A facilitation plan includes but is not limited to the client's mandate, expected outcomes, needs of the group/participants, and contextual complexities, resource plan/checklist and overall agenda for facilitated event, post-facilitation processes.
     

    ASSESSMENT CRITERION 2 
    The facilitator's role and the expected outcomes in a facilitated event are clarified, and if necessary, contracting between the facilitator and the commissioning client, is completed in alignment to facilitation plan. 

    ASSESSMENT CRITERION 3 
    Stakeholder identification is completed in relation to participation in a facilitated event. 

    ASSESSMENT CRITERION 4 
    The dilemmas and tensions of working with expected outcomes and real outcomes are defined in relation to the facilitated event. 

    ASSESSMENT CRITERION 5 
    Post-facilitated event documentation is completed in accordance with facilitation plan. 

    ASSESSMENT CRITERION 6 
    Assessment of event and reporting back procedures to participants are designed and completed in order to ensure that event fulfilled the needs of those participating in the event. 

    SPECIFIC OUTCOME 3 
    Work with groups of people participating in facilitated events. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The advantages and disadvantages of (small) group/team work and its relevance in development contexts are explained with examples. 

    ASSESSMENT CRITERION 2 
    The phases in the development of a (plenary/large) group are explained. 

    ASSESSMENT CRITERION 3 
    Facilitated events are effectively handled to ensure the achievement of the desired outcomes. 
    ASSESSMENT CRITERION RANGE 
    The effective handling of facilitated event includes but is not limited to the provision of feedback, handling any difficult individual or group dynamics, effectively minimising interruptions, distractions and disturbances.
     

    ASSESSMENT CRITERION 4 
    Group dynamics in a facilitated group are effectively dealt with to ensure the effective resolution of conflict and sensitive situations where relevant. 
    ASSESSMENT CRITERION RANGE 
    Group dynamics includes but is not limited to passivity, hostility/aggression, deviations from the topic, managing dominating individuals, managing silent non-contributing individuals.
     

    ASSESSMENT CRITERION 5 
    The elements of conflict and how they manifest in multiple realities in development contexts are explained with examples. 
    ASSESSMENT CRITERION RANGE 
  • The elements of conflict include but are not limited to realities, feelings, culture, emotional intelligence and maturity.
  • Development contexts include but are not limited to factual-intellectual, socio-emotional, cultural conflicts.
     
    		•

    ASSESSMENT CRITERION 6 
    Typical responses to conflict are discussed and proposed resolutions to effectively addressing typical responses and the nature of a conflict are explained with examples. 
    ASSESSMENT CRITERION RANGE 
  • Typical responses to conflict include but are not limited to competition, collaboration, avoidance, accommodation and compromise.
  • Some conflict resolutions techniques include but are not limited to constructive dialogues, emotional assessment, demonstrating inter-cultural understanding, effective communication skills, visualisation, self-management, mediation.
     
    		•

    ASSESSMENT CRITERION 7 
    Identify how own and other's culturally determined behaviours are cultivated, and explain how this impacts on development professionalism with examples. 
    ASSESSMENT CRITERION RANGE 
  • Culturally manifested/determined behaviours include in values, thinking, behaviour symbols, institutions is elaborated in the context of intercultural communication, dimensions/areas in which cultural differences can arise (i.e. circumstantial and contextual).
  • Hofstede's four dimensions of cultural difference may be used as a model to discuss cultural issues. The four dimensions are power distance, individualism, collectivism, insecurity avoidance, acceptance, masculinity/femininity.
     
    		•

    SPECIFIC OUTCOME 4 
    Access and utilise a toolbox of procedures related to the process. 
    OUTCOME RANGE 
    A facilitator is 'master of the procedure': Procedure is the facilitator's responsibility; whilst content is the responsibility of the group. In this respect, ownership of the outcomes lies with those concerned, and is not assumed by the facilitator. Mastering procedure involves how a facilitator conceptualises an event from the start/entry through to its closure, and how the group would work step by step in order to achieve expected results. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The responsibility of the facilitator in relation to the design of procedure to elicit the expected outcomes is elaborated. 

    ASSESSMENT CRITERION 2 
    A range of possible procedures for eliciting information from and for a group process in development is explained, along with examples of their relevance, usage/application and impact/outcomes. 

    ASSESSMENT CRITERION 3 
    Use of selected procedures for starting, working through a development topic/issue, and coming to a close with a group are demonstrated. 

    ASSESSMENT CRITERION 4 
    The application of facilitation techniques are related to stages in development process. 
    ASSESSMENT CRITERION RANGE 
  • Techniques include but are not limited to brainstorming, discussion, dialogue, reflection, creativity, problem solving and decision-making.
  • Stages in the development process include securing consensus and decision-making in relation to development priorities, objectives, options, and development vision.
     
    		•

    SPECIFIC OUTCOME 5 
    Respond to the process as it unfolds. 
    OUTCOME RANGE 
    A facilitation process is usually framed by pre-determined intentions, but the real outcomes depend on the group, the facilitator, and the process which emerges from all these. A process is different to product (the end-result, outcome), and is different to procedure (planned steps in order to reach a result). 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The difference/tension between process and procedures is elaborated with examples from development practice. 

    ASSESSMENT CRITERION 2 
    Skill in observing (taking in data) a development process, reflecting on the data (making meaning) is demonstrated. 

    ASSESSMENT CRITERION 3 
    A procedure is designed to assist a development process, based on observations and meaning made. 

    ASSESSMENT CRITERION 4 
    Facilitation and the flexing thereof is linked to the complexity of what may arise from the group in response to the topic, the facilitator's procedure and other prevalent circumstances. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learner must demonstrate an understanding of:
  • Facilitation skills and techniques.
  • Interpersonal skills and conflict management.
  • Basic understanding of development (concepts, discussions, approaches, theories) and of phases in a development process (stages in the project cycle, or other development methodologies e.g. IDP).
  • Knowledge about the development context and stakeholders.
  • Basic overview of workshop equipment.
  • Report writing and documentation skills (e.g. photography of visualisation and integration into report).
  • Use of computers and relevant software (e.g. Powerpoint for presentations).
  • Basic understanding of participatory and democratic development processes and the structures in which information sharing and decision-making takes place (e.g. community meetings, political forum meetings). Personal experience of these types of groups and their dynamics. Personal experience of intercultural interactions.
  • Understanding of methodologies for analysis, strategy definition, project design and planning, and implementation for development Understanding of methodologies for analysis, strategy definition, project design and planning, and implementation for development. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking processes to effectively facilitate for development and respond effectively to problems as the process unfolds. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to facilitate for development. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively in order to prepare efficiently for a facilitated event and design a facilitation plan. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information in order to research audience, critical issues to be addressed and ultimate outcomes of process. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language in the modes of oral and/or written persuasion to enhance facilitation techniques, tools and skills. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility to the environment and health of others to design facilitation tools. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of interrelated systems by recognising that problem-solving contexts relating to facilitation in development contexts do not exist in isolation and that varying group and cultural factors may affect the facilitated event. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as responsible citizens in the life of local, national and global communities by ensuring that facilitated events effectively achieve its outcomes and address the needs of the audience engaging in the event. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    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
    Elective  50205   National Certificate: Municipal Integrated Development Planning  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 


    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. Amabamba Recruitment 
    2. AVAX SA 481 CC. T/A Mandisa Development Services 
    3. Edutraining Business College 
    4. Faranang Marketing 
    5. Growth Management Consulting 
    6. ICM t/a Institute for Career Management 
    7. IQ Skills Academy (PTY) LTD. 
    8. Jobafrik Consulting 
    9. Josmap Training Institute 
    10. Lewerb Holdings (PTY) Ltd 
    11. MANCOSA Pty (Ltd) 
    12. MTK Corporate Solutions 
    13. Nemalale Eagles Consultancy CC 
    14. Neopeo Trading & Projects 
    15. Pebetse Training and Consulting 
    16. PFIM Trading (Pty) Ltd 
    17. PMA Holdings (PTY ) LTD. 
    18. PTDEV (Pty) Ltd 
    19. Regent Business School (Pty) Ltd t/a Regent Business School 
    20. Tachfin Holdings 
    21. Tembe Service Providers 
    22. Tshepang Consulting & Project 
    23. Umqondo Consultancy 
    24. University of Venda 
    25. Vukauzakhe Traiding Enterprise 


    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.