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: 

Mentor school managers and manage mentoring programmes in schools 
SAQA US ID UNIT STANDARD TITLE
115432  Mentor school managers and manage mentoring programmes in schools 
ORIGINATOR
SGB Education Management and Leadership 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Schooling 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  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
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 
This is an elective unit standard at Level 6, which can be credited to the Advanced Certificate in Education (School Management and Leadership) at Level 6.

The unit standard is directed at office-based educators supporting school managers, but also at school managers who need to coach and mentor management staff in their own school or in other schools.

Qualifying learners will understand the potential of mentoring and coaching in the professional development of school managers, demonstrate the personal qualities, knowledge and skills for effective mentoring, and be able to manage mentoring and coaching programmes to enhance management competence. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This unit standard assumes that the learner/'school manager':
  • Is competent in the language of instruction of the provider.
  • Has knowledge and skills of teaching, learning and assessment in schools.
  • Has some knowledge and practical experience of schools, the school system and the broader profession.
  • Is competent in the core areas of school management and leadership - i.e. leading and managing people, managing organizational systems and physical and financial resources, managing teaching and learning, and managing policy, planning, school development and governance. 
    		•

    UNIT STANDARD RANGE 
    See Specific Outcome/Assessment Criterion:
  • Understand and be able to apply relevant content knowledge in mentoring as well as in managing a mentoring/coaching programme as part of the school development plan.

    The site for demonstration of competence in this unit standard is:
  • One school.
  • A cluster of schools in relation to the district office. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate the skills and personal qualities for successful mentoring. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Establish and maintain a relationship with the school manager/mentee that is conducive to learning; i.e. a relationship of trust, that is non-judgmental and supportive, but also challenging, and that instils confidence and the desire to succeed. 

    ASSESSMENT CRITERION 2 
    Demonstrate ability to listen to and empathise with the school manager/mentee. 

    ASSESSMENT CRITERION 3 
    Demonstrate understanding of the mentee's context (particularly if very different from that of the mentor), and the implications of these differences for the nature of the management guidance offered. 

    ASSESSMENT CRITERION 4 
    Analyse accurately and clearly the school management issues raised by the mentee. 

    ASSESSMENT CRITERION 5 
    With the mentee, develop appropriate activities and approaches that will address the management issues raised. 

    ASSESSMENT CRITERION 6 
    Regularly evaluate the relationship and progress on activities undertaken with the mentee and identify areas for improvement. 

    SPECIFIC OUTCOME 2 
    Manage the establishment, monitoring and evaluation of a mentoring and coaching programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Promote an understanding of the importance and potential benefits of mentoring and coaching in continuing professional development. 

    ASSESSMENT CRITERION 2 
    Facilitate the establishment of appropriate organisational arrangements to support mentoring and coaching and a culture of collegiality. 

    ASSESSMENT CRITERION 3 
    Determine mentoring and coaching needs and establish criteria for the selection and identification of mentors. 

    ASSESSMENT CRITERION 4 
    Oversee and monitor appropriate matching of mentors and mentees, being sensitive among other things, to cross cultural and gender considerations. 

    ASSESSMENT CRITERION 5 
    Organize for appropriate training of mentors. 

    ASSESSMENT CRITERION 6 
    Provide ongoing support to mentors and mentees. 

    ASSESSMENT CRITERION 7 
    Identify and respond to challenges and obstacles within the mentoring and coaching programme. 

    ASSESSMENT CRITERION 8 
    Evaluate, document and report on the mentoring and coaching processes and programme. 

    SPECIFIC OUTCOME 3 
    Understand and be able to apply relevant content knowledge in mentoring. 
    OUTCOME NOTES 
    Understand and be able to apply relevant content knowledge in mentoring as well as in managing a mentoring/coaching programme as part of the school development plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Understand and apply in a reflective way concepts of mentoring and coaching. 
    ASSESSMENT CRITERION NOTES 
    Knowledge and skills in relation to Specific Outcomes:
  • Demonstrate the skills and personal qualities for successful mentoring.
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme. 
    		•

    ASSESSMENT CRITERION 2 
    Understand and apply in a reflective way current legislative and policy context that underpins mentoring and coaching. 
    ASSESSMENT CRITERION NOTES 
    Knowledge and skills in relation to Specific Outcomes:
  • Demonstrate the skills and personal qualities for successful mentoring.
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme. 
    		•

    ASSESSMENT CRITERION 3 
    Understand and apply in a reflective way importance and benefits of mentoring and coaching. 
    ASSESSMENT CRITERION NOTES 
    Knowledge and skills in relation to Specific Outcomes:
  • Demonstrate the skills and personal qualities for successful mentoring.
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme. 
    		•

    ASSESSMENT CRITERION 4 
    Understand and apply in a reflective way roles, responsibilities, skills, values and attitudes required in mentoring and coaching. 
    ASSESSMENT CRITERION NOTES 
    Knowledge and skills in relation to Specific Outcomes:
  • Demonstrate the skills and personal qualities for successful mentoring.
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme. 
    		•

    ASSESSMENT CRITERION 5 
    Understand and apply in a reflective way management processes for setting up and maintaining a mentoring and coaching programme. 
    ASSESSMENT CRITERION NOTES 
    Knowledge and skills in relation to Specific Outcomes:
  • Demonstrate the skills and personal qualities for successful mentoring.
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme. 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Since this is an elective unit standard in the ACE in School Management and Leadership, it should follow the accreditation and moderation options as described in the ACE. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    See Specific Outcome and its Assessment Criterion:
  • Understand and be able to apply relevant content knowledge in mentoring as well as in managing a mentoring/coaching programme as part of the school development plan. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.

    Refer to Specific Outcome and its Assessment Criteria:
  • Demonstrate the skills and personal qualities for successful mentoring. 
    		•

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

    Refer to Specific Outcome and its Assessment Criteria:
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively.

    Refer to Specific Outcome and its Assessment Criteria:
  • Demonstrate the skills and personal qualities for successful mentoring. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information.

    Refer to Specific Outcome and its Assessment Criteria:
  • Demonstrate the skills and personal qualities for successful mentoring.
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme.
  • Understand and be able to apply relevant content knowledge in mentoring as well as in managing a mentoring/coaching programme as part of the school development plan. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. 

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

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Refer to Specific Outcome and its Assessment Criteria:
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

    i. Reflecting on and exploring a variety of strategies to learn more effectively:
    Refer to Specific Outcome and its Assessment Criteria:
  • Demonstrate the skills and personal qualities for successful mentoring.
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme.


    ii. Participating as responsible citizens in the life of local, national and global communities.

    iii. Being culturally and aesthetically sensitive across a range of social contexts:
    Refer to Specific Outcome and its Assessment Criteria:
  • Demonstrate the skills and personal qualities for successful mentoring.
  • Manage the establishment, monitoring and evaluation of a mentoring and coaching programme.

    iv. Exploring education and career opportunities.

    v. Developing entrepreneurial opportunities. 
    		•

    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  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  73529   Advanced Certificate: Education: School Management and Leadership  Level 6  NQF Level 06  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.
     
    1. Abinet Training and Development 
    2. Competency Alignment Forum (C.A.F) t/a Tlhatlogo Educational Services 
    3. DM Training Consultants 
    4. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    5. Enjo Consultants (Pty) Ltd 
    6. HDPSA 
    7. HOPE ACADEMIC AND SKILL CENTRE 
    8. Leronsa Trading Enterprise 
    9. Marematlou Training Institute 
    10. Pitt Institute T/A Imithombo Institute 
    11. Secure Skills Development 
    12. South West Gauteng Tvet College 
    13. Tembe Service Providers 
    14. THE MATTHEW GONIWE SCHOOL OF LEADERSHIP AND GOVERNANCE 
    15. Ukhanyiso Ebantwini NPC 
    16. VUWA PROJECTS 
    17. Yellow Media Learning Institute (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.