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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Manage quality of own youth development work 
SAQA US ID UNIT STANDARD TITLE
230446  Manage quality of own youth development work 
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 5  Level TBA: Pre-2009 was L5  5 
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 
The purpose of the learning is to be able to apply quality principles to own youth development work and to take actions specified in given procedures and within the scope of authority to ensure that quality standards are met.

Quality management is a transferable competence, used not only in the field of youth development. Credited learners can also improve their own youth development work by monitoring their outputs against given requirements.

Credited learners are capable of:
  • Describing work objectives in terms of specified criteria.
  • Assessing own capabilities against work objectives.
  • Comparing output and objectives of own work against set criteria.
  • Recommending improvements of output against requirements. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Communication and language at NQF Level 4.
  • Youth development practice at NQF Level 4. 
    		•

    UNIT STANDARD RANGE 
    Range statements are provided with specific outcomes and assessment criteria where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe work objectives in terms of specified criteria. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Work objectives are accurately identified and described according to given requirements. 

    ASSESSMENT CRITERION 2 
    Success indicators and criteria are accurately identified based on given requirements. 

    ASSESSMENT CRITERION 3 
    Consequences of not achieving work objectives are described in terms of impact on organisational (or project) objectives and goals achievement. 

    ASSESSMENT CRITERION 4 
    Operational (organisational resource) capabilities are assessed against work objectives requirements. 

    ASSESSMENT CRITERION 5 
    All gaps in operational (organisational resource) capabilities are recorded according to specified procedures. 

    SPECIFIC OUTCOME 2 
    Assess own capabilities against work objectives. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Work outcomes are accurately identified and described in terms of achieving required work objectives. 

    ASSESSMENT CRITERION 2 
    Performance criteria are described and explained in terms of specified success indicators. 

    ASSESSMENT CRITERION 3 
    Assessment is justified based on verifiable information regarding capabilities. 

    ASSESSMENT CRITERION 4 
    Agreed ethical and all relevant legal requirements are adhered to at all times. 

    ASSESSMENT CRITERION 5 
    All gaps in own capabilities are recorded according to specified procedures. 

    SPECIFIC OUTCOME 3 
    Compare output and objectives of own work against set criteria. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Work output and effectiveness are assessed against specified criteria, including work objectives. 

    ASSESSMENT CRITERION 2 
    Assessment of own output is justified based on verifiable information. 

    ASSESSMENT CRITERION 3 
    The relationship of own work activities and output to other activities and outputs are described in terms of impact on other activities and outputs. 

    ASSESSMENT CRITERION 4 
    Agreed ethical and all relevant legal requirements are adhered to at all times. 

    ASSESSMENT CRITERION 5 
    All deviations from set criteria are recorded according to specified procedures. 

    SPECIFIC OUTCOME 4 
    Recommend improvements of output against requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Recommendations are justified in terms of information regarding gaps in operational and own capabilities. 

    ASSESSMENT CRITERION 2 
    Recommendations for output improvement are appropriate for specific contexts. 

    ASSESSMENT CRITERION 3 
    Recommendations adhere to defined procedures for addressing performance gaps. 

    ASSESSMENT CRITERION 4 
    Recommended actions meet specified requirements for output and time frames. 


    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:
  • Organisational performance management systems, processes and procedures, and performance criteria.
  • Organisational objectives and goals, and work objectives and effectiveness.
  • Success indicators and criteria.
  • Organisational resources.
  • Agreed ethical and all relevant legal requirements. 
    		•

    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. 

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

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when agreed ethical and all relevant legal requirements are adhered to at all times. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to describe work objectives in terms of specified criteria and when assessment is justified based on verifiable information regarding capabilities. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when all gaps in operational (organisational resource) and own capabilities are recorded according to specified procedures. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    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 consequences of not achieving work objectives are described in terms of impact on organisational (or project) objectives and goals achievement. 

    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 
    Notes to assessors:

    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. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57427   National Certificate: Youth Development  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP 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. NTI College 
    2. Reflections Development Institute 
    3. Sebenzisanane Human Capital 


    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.