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: 

Manage ABET projects 
SAQA US ID UNIT STANDARD TITLE
10303  Manage ABET projects 
ORIGINATOR
SGB ABET Educators 
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 6  Level TBA: Pre-2009 was L6  16 
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 
Persons credited with this unit standard are able to manage ABET projects by ensuring that administrative, financial, staffing and planning systems are in place. They are able to manage an ABET project and provide leadership to staff and learners. 

UNIT STANDARD RANGE 
Range for the AC: staff roles and functions are defined; job descriptions are clear, procedures for delegation of tasks and the lines of accountability are clearly spelt out 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Plan strategically for the project 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A strategic plan is drawn up involving all staff, based on identified needs and relevant government policy. 

ASSESSMENT CRITERION 2 
2. Appropriate organisational policy is developed based on the strategic plan. 

ASSESSMENT CRITERION 3 
3. Partnerships or other collaborative arrangements with other organisations are established where appropriate. 

ASSESSMENT CRITERION 4 
4. Relations with different stakeholder groupings are maintained to ensure that the project meets actual needs and elicits community support. 

ASSESSMENT CRITERION 5 
5. A strategy for organisational change is developed and implemented, where appropriate, based on an evaluation report. 

ASSESSMENT CRITERION 6 
6. Mission, goals and objectives of the project are clear and are feasible. 

ASSESSMENT CRITERION 7 
7. Business plans are produced for programmes within the project. 

ASSESSMENT CRITERION 8 
8. Plans are amended when necessary. 

SPECIFIC OUTCOME 2 
Develop a fund-raising strategy 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Strategy relates to the organisational budget and planned programme of action. 

ASSESSMENT CRITERION 2 
2. Funding proposals are developed and sent out. 

ASSESSMENT CRITERION 3 
3. Records and funding details of past, current and potential funders and sponsors are kept and updated on a regular basis. 

ASSESSMENT CRITERION 4 
4. Constructive relationships are built and maintained with funders and sponsors to ensure continued support for the project. 

ASSESSMENT CRITERION 5 
5. New funders and funding opportunities are sought. 

ASSESSMENT CRITERION 6 
6. Local fund-raising opportunities are identified and organised. 

SPECIFIC OUTCOME 3 
Develop and maintain appropriate administrative systems 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Systems for managing information are put in place.
(e.g. logical filing systems for minutes of meetings, learner records, assessment results) 

ASSESSMENT CRITERION 2 
2. Annual and interim reports are produced timeously. 

ASSESSMENT CRITERION 3 
3. All activities are planned timeously so that sufficient notice is given to participants and relevant information is distributed. 

ASSESSMENT CRITERION 4 
4. Relevant documents and information are submitted to government departments.
(e.g. relating to tax, UIF) 

ASSESSMENT CRITERION 5 
5. Legal status of the project is clarified to staff and learners in terms of registration and accreditation requirements 

SPECIFIC OUTCOME 4 
Manage finances and material resources 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Financial control system, stock control system and asset maintenance system are developed and the records kept in an accessible format. 

ASSESSMENT CRITERION 2 
2. Monthly financial statements are produced and tabled at board/staff meetings 

ASSESSMENT CRITERION 3 
3. Auditors are appointed annually to conduct and complete the annual audit of the financial records 

ASSESSMENT CRITERION 4 
4. Systems for managing cash monies are maintained.
(e.g. Fees paid by learners are adequately recorded and securely stored.) 

ASSESSMENT CRITERION 5 
5. Expenditure is monitored on a regular basis. 

SPECIFIC OUTCOME 5 
Manage and support staff/employees 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Organisational structure is clearly identified. 
ASSESSMENT CRITERION RANGE 
Staff roles and functions are defined; job descriptions are clear, procedures for delegation of tasks and the lines of accountability are clearly spelt out
 

ASSESSMENT CRITERION 2 
2. Important staff policy documents are drawn up.
(e.g. employment contracts, grievance/disciplinary procedures are in line with labour law and staff are made aware of them) 

ASSESSMENT CRITERION 3 
3. A strategy for selecting and recruiting appropriately skilled staff is drawn up. 

ASSESSMENT CRITERION 4 
4. Orientation and training are provided to new staff. 

ASSESSMENT CRITERION 5 
5. Regular progress and planning meetings are held with staff at which useful information is shared. 

ASSESSMENT CRITERION 6 
6. Conflict is dealt with through the use of a range of appropriate communication and negotiation strategies. 

ASSESSMENT CRITERION 7 
7. Representative bodies for staff are identified and meetings with them are held at appropriate times. 

ASSESSMENT CRITERION 8 
8. Procedures for communication between management and staff are clear. 

ASSESSMENT CRITERION 9 
9. Relevant staff development activities are organised. 

ASSESSMENT CRITERION 10 
10. Career paths for employees are described and encouraged. 

ASSESSMENT CRITERION 11 
11. Mechanisms for commending/rewarding positive staff achievements are employed. 

SPECIFIC OUTCOME 6 
Manage learner participation 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Programmes are marketed to the identified target group.
(e.g. advertised in publicly-accessible places, brochures that are legible and written in accessible language, radio, other community-based organisations) 

ASSESSMENT CRITERION 2 
2. Registration procedures for learners are put in place. 

ASSESSMENT CRITERION 3 
3. Support system for learners is developed in consultation with learners. 

ASSESSMENT CRITERION 4 
4. Strategies for facilitating learner attendance and participation are introduced where possible.
(e.g. child care facilities, transport arrangements, negotiation with employers) 

ASSESSMENT CRITERION 5 
5. Secondary target groups (e.g. learners' families and friends) are included in relevant project activities. (e.g. prize givings, open days) 

ASSESSMENT CRITERION 6 
6. Opportunities and procedures for gathering learner feedback and concerns are established.
(e.g. A representative body for learners is established and regular meetings are held with it, suggestion boxes and group discussion opportunities are provided.) 

SPECIFIC OUTCOME 7 
Manage the learning environment 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Suitable venues for classes are identified and organised. 

ASSESSMENT CRITERION 2 
2. Appropriate choices are made regarding curriculum and learning materials. 

ASSESSMENT CRITERION 3 
3. All material and human resources required are identified and procured at relevant times. 

ASSESSMENT CRITERION 4 
4. Implementation and results of internal assessments are monitored. 

ASSESSMENT CRITERION 5 
5. Arrangements are made for external assessment when appropriate. 

ASSESSMENT CRITERION 6 
6. Certification of learners is arranged. 

ASSESSMENT CRITERION 7 
7. Resource materials relevant to staff and learners are conveniently located. 

ASSESSMENT CRITERION 8 
8. Arrangements to ensure the health and safety of all staff and learners are made.
(e.g. organising transport, travelling in groups, security arrangements, safely of electrical and other appliances) 



Critical Cross-field Outcomes (CCFO): 

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

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

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

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

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

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

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

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;
(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;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities. 

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

UNIT STANDARD NOTES 
The formation of an SGB for 'educational management' is currently being discussed in the ETD NSB. Such an SGB could produce other standards on management for this qualification. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Core  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
Status was "Reregistered" 
2018-12-31  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.
 
NONE 



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.