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: 

Equip others for children's ministry 
SAQA US ID UNIT STANDARD TITLE
116730  Equip others for children's ministry 
ORIGINATOR
SGB Christian Theology and Ministry 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies Religious and Ethical Foundations of Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2007-08-07  2010-08-07  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-08-07   2014-08-07  

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 Unit Standard will be useful to people who equip or intend to equip others to interact with children in a social context.

People credited with this Unit Standard are able to:
  • Identify co-workers for children's ministry.
  • Recruit co-workers for equipment in children's ministry.
  • Understand and facilitate a process of adult learning.
  • Determine and interpret learning needs of a specific group of learners.
  • Facilitate a process of learning by doing.
  • Compile and present a training program for a specific children's ministry.
  • Assess the learners and the learning process.
  • Implement a strategy of mentorship.
  • Demonstrate understanding of and commitment to the concept of multiplication. 
    		•

    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 3. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole Unit Standard:
  • Children are regarded as people before 14 years of age.
  • Children's workers are people, mostly adults, who are interacting with children with the purpose to enhance growth in various fields of their lives. This can be done in a professional or non-professional role.
  • Assessment for this Unit Standard is based on the assumption that the learner would have regular direct contact with practicing or aspiring children's workers.

    Specific range statements are provided in the body of the Unit Standard where they apply to particular specific outcomes or assessment criteria. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify co-workers for children's ministry. 
    OUTCOME RANGE 
    The co-workers may or may not be involved in the same ministry context as the learner. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The requirements for children's ministry are explained with reference to entry as well as exit requirements. 

    ASSESSMENT CRITERION 2 
    Ability to assess people in terms of their potential for children's ministry is described with reference to procedures. 

    ASSESSMENT CRITERION 3 
    The selection of suitable candidates is explained with reference to prescribed criteria. 

    SPECIFIC OUTCOME 2 
    Recruit co-workers for equipment in children's ministry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of children's ministry is explained to suitable candidates. 

    ASSESSMENT CRITERION 2 
    The importance and nature of equipment for children's ministry are explained to suitable candidates. 
    ASSESSMENT CRITERION RANGE 
    Nature of equipment refers to content, structure, planned processes, requirements, etc.
     

    ASSESSMENT CRITERION 3 
    Mobilisation for equipment for children's ministry is explained in terms of commitment. 

    SPECIFIC OUTCOME 3 
    Understand and facilitate a process of adult learning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Basic needs of adult learners described with reference to goals. 
    ASSESSMENT CRITERION RANGE 
    For example: Learn according to needs, seek a clear goal, draw on prior knowledge, seek the big picture, relevancy, etc.
     

    ASSESSMENT CRITERION 2 
    The factors that facilitate adult learning are identified and described with reference to relevant criteria. 
    ASSESSMENT CRITERION RANGE 
    For example: Clear goal, applicability of learning material, involvement of learners, etc.
     

    ASSESSMENT CRITERION 3 
    Basic skills that facilitate adult learning are identified and described with reference to problem-solving, visual and other aids. 

    ASSESSMENT CRITERION 4 
    Basic facilitation skills are explained with reference to cooperative learning. 

    SPECIFIC OUTCOME 4 
    Determine and interpret learning needs of a specific group of adult learners. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A method of needs assessment is identified and explained with reference to adult learners. 

    ASSESSMENT CRITERION 2 
    Information about how needs is processed into a framework of learning areas and desired outcomes is explained with reference to context and purpose. 

    SPECIFIC OUTCOME 5 
    Facilitate a process of learning by doing. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concepts 'learning by doing' and 'experiential learning' are explained by giving examples of how they are applied. 

    ASSESSMENT CRITERION 2 
    The aspects and phases of a typical experiential learning process are described and explained with reference to relevant concepts. 

    ASSESSMENT CRITERION 3 
    The aspects and phases of a typical 'learning by doing' process are described and explained. 
    ASSESSMENT CRITERION RANGE 
    For example: Introduction, demonstration, reflection, concept formation, assisted doing, reflection, solo doing, reflection, etc.
     

    SPECIFIC OUTCOME 6 
    Compile and present a training program for a specific children's ministry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Learning needs of the Children's Ministry are identified through interaction and observation. 

    ASSESSMENT CRITERION 2 
    A training programme designed with the Children's Ministry is described with reference to completed projects. 
    ASSESSMENT CRITERION RANGE 
    Program includes: learner outcomes, assessment requirements, resources, time schedules, practical arrangements, etc.
     

    SPECIFIC OUTCOME 7 
    Assess the learner and the learning process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Aspects of learner assessment are explained with reference to assessment criteria. 

    ASSESSMENT CRITERION 2 
    The application methods of learner assessment are explained with reference to contexts. 

    ASSESSMENT CRITERION 3 
    Process assessment is explained with reference to the learning process. 

    ASSESSMENT CRITERION 4 
    The application of methods of process assessment is explained with reference to the learning process and the results reported. 

    SPECIFIC OUTCOME 8 
    Implementing a strategy for mentorship. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The key aspects of 'mentorship' are identified and explained with reference to context. 
    ASSESSMENT CRITERION RANGE 
    Mentorship refers to a continuous involvement of an experienced children's worker with an apprentice with the aim to facilitate the equipment of the apprentice.
     

    ASSESSMENT CRITERION 2 
    A strategy for mentorship designed in co-operation with one or more apprentices is explained by referring to observation and experience. 

    ASSESSMENT CRITERION 3 
    Implementation of the strategy is explained taking into account procedures followed. 

    SPECIFIC OUTCOME 9 
    Demonstrate understanding and commitment to the concept of multiplication. 
    OUTCOME RANGE 
    Multiplication refers to the process by which knowledge and skills in a certain field are passed on from one trainer to one or more trainees, and with it the training knowledge and skills to equip a next generation of trainees. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key aspects of multiplication are explained with reference to the concept of multiplication. 

    ASSESSMENT CRITERION 2 
    The importance of commitment to the concept of multiplication is explained by using examples. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Providers of learning towards this Unit Standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this Unit Standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the Unit Standard.
  • Aspects of Communication, including public address and listening skills.
  • Aspects of Observation and interpretation of data.
  • Understanding children.
  • Ability to make creative decisions. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: learners identify and recruit candidates; learners assess and address needs. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: learners conduct planning and facilitate equipment of adults in co-operation with others. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: learners plan and take on responsibility. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: learners collect and process data for training purposes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: learners report, describe, explain, communicate in a learning context, as well as in training context. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: in presentations technology and scientific knowledge is utilised. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: iInterrelatedness of adults and children, trainers and trainees in ministry. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: Development of knowledge and skills. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    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  49057   Further Education and Training Certificate: Theology and Ministry  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW 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.