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: 

Apply personal development strategies and skills to enhance effective service delivery in child and youth development 
SAQA US ID UNIT STANDARD TITLE
117188  Apply personal development strategies and skills to enhance effective service delivery in child and youth development 
ORIGINATOR
SGB Child and Youth Care Work 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2007-09-18  2008-02-06  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-02-06   2012-02-06  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
254183  Apply personal development strategies and skills to enhance effective service delivery in child and youth care work  Level 4  NQF Level 04  7   

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people learning about the field and working towards a professional qualification as a child and youth care worker.

People credited with this unit standard are able to:
  • Reflect critically on own practice.
  • Identify and access resources for self-development.
  • Use supervision as a means of self-development.
  • Develop and implement a self-development plan. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Competence equivalent to the unit standard: 117172: "Demonstrate a basic understanding of the fundamentals of child and youth care work". 
    		•

    UNIT STANDARD RANGE 
    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 
    Reflect critically on own practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Encounters and interactions are analysed in terms of the degree of own 'presence', and responses made. 
    ASSESSMENT CRITERION RANGE 
  • Presence includes: conscious and intentional use of self as a tool in the encounter; holistic presence - emotional and physical balance
  • Responses include: reaction to triggers resulting in regrettable actions; positive interactions based on own strengths
     
    		•

    ASSESSMENT CRITERION 2 
    Intuitive and/or planned responses are evaluated for their appropriateness for the particular context as well as own skills and strengths. 

    ASSESSMENT CRITERION 3 
    Areas for improvement in own practice are identified, and suggestions for change are appropriate to the identified development area, and consistent with best practice in child and youth care work. 

    ASSESSMENT CRITERION 4 
    The importance of self awareness is explained with reference to care for self, improved understanding of the young person, and more effective responses in the moment at the point of need. 
    ASSESSMENT CRITERION RANGE 
    Self awareness includes: acknowledgement of what happens in the moment, and how that impacts on encounter with the young person.
     

    ASSESSMENT CRITERION 5 
    The importance of awareness of one's own values and beliefs is explained with reference to the possible impact of these on interactions with young people. 

    SPECIFIC OUTCOME 2 
    Identify and access resources for self-development. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Self awareness is described with reference to key psycho-dynamic concepts and their implications for own behaviour in interactive situations with young persons. 
    ASSESSMENT CRITERION RANGE 
    Concepts include: conscious and the unconscious; transference/counter; projection; defence mechanisms
     

    ASSESSMENT CRITERION 2 
    The importance of taking responsibility for own development is explained with reference to types of support to promote personal mental and emotional well being. 

    ASSESSMENT CRITERION 3 
    The role of counselling, therapy and other support is explained in relation to the need for emotional stamina and resilience. 

    ASSESSMENT CRITERION 4 
    Support identified and accessed is appropriate to the identified development need and is useful in resolving issues and blocks, as well as improving self awareness. 

    ASSESSMENT CRITERION 5 
    Resources identified and accessed are appropriate to identified development needs and the development of self awareness. 
    ASSESSMENT CRITERION RANGE 
  • Resources include: reflection, supervision, counselling, therapy, peer support, continuing professional development opportunities (conferences, workshops, structured reading programmes); networking with others in the field; wilderness programmes - an opportunity that promotes reflection
  • Development needs include: self-presence; capacity to hold temper; assertiveness in conflict situations; capacity to empathise
     
    		•

    SPECIFIC OUTCOME 3 
    Use supervision as a means of self-development. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The role of online supervision and consultancy is explained in terms of own development and the delivery of effective service in a child and youth care context. 
    ASSESSMENT CRITERION RANGE 
    Role includes: building an experience base; improving decision making; more appropriate responses
     

    ASSESSMENT CRITERION 2 
    Supervision and peer support is intentionally used to facilitate reflection on own practice, identify development areas, and support self development. 

    SPECIFIC OUTCOME 4 
    Develop and implement a self-development plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Development needs identified are based on structured reflection on own practice, as well as consultation with supervisors and/or peers. 

    ASSESSMENT CRITERION 2 
    Resources and/or support identified to assist in self development are appropriate and accessible. 

    ASSESSMENT CRITERION 3 
    Development objectives are clearly stated in measurable terms, and timeframes allowed for development are realistic in terms of current stage of development. 

    ASSESSMENT CRITERION 4 
    The plan is reviewed at agreed intervals with appropriate support persons 


    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. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
    Note: important in reflection and identifying personal areas for development 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
    Note: development depends on working with supervisors and peers 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
    Note: critical to self development 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
    Note: critical to self development 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations.
    Note: critical to self development 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
    Note: critical to self development 

    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.
    Note: critical to self development 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general 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, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that 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 candidate 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 candidate 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. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 254183, which is "Apply personal development strategies and skills to enhance effective service delivery in child and youth care work.", Level 4, 7 credits.

    Definition of Terms:
  • Terms have been clarified as far as possible through the use of range statements. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49093   Further Education and Training Certificate: Child and Youth Care Work  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2008-02-06  Was HW SETA until Last Date for Achievement 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  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. Afrika Tikkun NCC 
    2. Amaqamu Project Management and Consulting 
    3. B T Group of Companies Pty Ltd 
    4. Breakeven 59(PTY) Ltd 
    5. Dintshang Trading 
    6. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    7. Kitso Bokamoso Training Solution 
    8. Leronsa Trading Enterprise 
    9. MENTORNET (PTY) LTD 
    10. Ntevho-Ketso Training and Recruitement Consultancy cc 
    11. NTI College 
    12. Ntsangalala Business Enterprise 
    13. Professional Development and Training Institute (Pty) Ltd 
    14. Resonance Institute of Learning 
    15. Retshetse Training Project 
    16. Southern African Youth Movement 
    17. Thabelanang t/a Thabelanang Trading Enterprise 
    18. THE GMC GROUP PTY LTD 
    19. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    20. Ulwazi Training & Development 


    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.