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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Build community relations

SAQA US ID	UNIT STANDARD TITLE
119360	Build community relations
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 2	NQF Level 02	10
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

The purpose of the learning is that credited learners can build relations with communities that can be sustained over time. This set of competencies is transferable to other areas of learning. If credited learners are able to build community relations, network, and develop tools to ensure community relations, they will impact positively on a sense of community and participate more effectively within communities. This could lead to social improvements and transformation.

Credited learners are capable of:

Identifying all relevant stakeholders in communities to build relations

Networking with relevant stakeholders in communities

Establishing different ways of ensuring good community relations

Developing tools to ensure continued relations

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits and level assigned to this unit standard are based on the assumption that learners have already attained the following competencies:

Communication and language competence at NQF Level 1

Mathematical literacy at NQF Level 1

Understanding of transformative development

UNIT STANDARD RANGE

Learners are required to engage with popular versions of policy, rather than full policy. Other range statements are provided with the specific outcomes and assessment criteria, where relevant.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify all relevant stakeholders in communities to build relations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Procedures for organisation of meetings with all relevant stakeholders are explained with reference to accepted procedures.

ASSESSMENT CRITERION 2

All stakeholders are identified from community project records.

ASSESSMENT CRITERION 3

All community project activities are identified from analyses of needs.

ASSESSMENT CRITERION 4

Contributions to activities are justified in terms of value to the community.

ASSESSMENT CRITERION 5

Community negotiation protocol is explained in terms of social marketing and ethics.

SPECIFIC OUTCOME 2

Network with relevant stakeholders in communities.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Formulation of mechanisms to identify relevant stakeholders is drawn up with reference to specific contexts.

ASSESSMENT CRITERION 2

Ways of organising structured events are listed with reference to specified requirements.

ASSESSMENT CRITERION 3

Ways of collecting information from stakeholders are identified with reference to appropriateness to specific community development objectives.

ASSESSMENT CRITERION 4

Ways of ensuring continued information exchange are discussed with reference to communication and advocacy strategies.

SPECIFIC OUTCOME 3

Establish different ways of ensuring good community relations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Ways in which feedback is given to communities are explained in terms of specific community contexts.

ASSESSMENT CRITERION 2

Ways of encouraging participation in community activities are explained with reference to community mobilisation.

ASSESSMENT CRITERION 3

Information and resources required for ensuring good community relations are identified according to specific context requirements.

ASSESSMENT CRITERION 4

Methods of ensuring good community relations are explained with reference to specific community contexts.Range: Methods can include support, advice, etc.

ASSESSMENT CRITERION RANGE

Methods can include support, advice, etc.

SPECIFIC OUTCOME 4

Develop tools to ensure continued relations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Tools required to ensure good community relations are developed with reference to specific contexts.

ASSESSMENT CRITERION 2

Criteria for the selection of tools are listed with reference to purposes.

ASSESSMENT CRITERION 3

Ways in which tools and materials are adapted are explained according to community needs.

ASSESSMENT CRITERION 4

Evaluation of usage of tools is explained in accordance with accepted evaluation criteria.

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:

Meeting organisation procedures

Community negotiation protocol

Formulation of mechanisms to identify relevant stakeholders

Structured events organisation

Continued information exchange

Different ways of ensuring good community relations

Feedback that is constructive in terms of specific community contexts

Information and resources exchange according to specific context requirements

Methods of ensuring good community relations

Tools to ensure continued community relations

Evaluation of usage of tools to ensure continued community relations

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 when meetings organised are with all relevant stakeholders, all stakeholders are involved in community activities, community negotiation protocol are adhered to at all times and evaluation of usage of tools includes community feedback.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when all community activities are attended and contributions to activities are justified in terms of value to the community.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information when information collected from stakeholders is relevant for specific community development objectives.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when continued information exchange is ensured, feedback given to communities is constructive in terms of specific community contexts, and information and resources are exchanged according to specific context requirements.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others to develop tools to ensure continued relations that are practical and relevant within specific contexts.

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 formulation of mechanisms to identify relevant stakeholders is feasible within specific contexts, methods of ensuring good community relations are relevant to specific community contexts and tools and materials are adapted according to community needs.

UNIT STANDARD ASSESSOR CRITERIA

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, then 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.

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
Core	49556	National Certificate: Development Practice	Level 2	NQF Level 02	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.

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