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:

Develop networks for development practice

SAQA US ID	UNIT STANDARD TITLE
119515	Develop networks for development practice
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 3	NQF Level 03	6
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

Learners credited against this Unit Standard are able to develop and engage networks for development practice. This increases their profile and enhances their self esteem, by increasing their level of competence and support. Developed networks improve the learner's ability to identify biases and gaps in development practice, avoid duplications and replications, facilitate access to resources, identify the potential for forming consortiums, and encourages different approaches to development practice. The competence attained will facilitate the sharing of resources, participation in consortiums, and the identification of the potential for synergy among different approaches.

Credited learners are capable of:

Identifying and selecting relevant networks

Selecting and using suitable methods to make contact with networks

Establishing and maintaining relationships

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 2.

UNIT STANDARD RANGE

The typical scope of this Unit Standard is local networking within a community and possible networking within national structures. Range statements are provided with relevant specific outcomes and assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify and select relevant networks.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Elements of networks are accurately described as they relate to development practice.

ASSESSMENT CRITERION RANGE

Elements can include composition, objectives, membership, structure, location, position/philosophy, etc.

ASSESSMENT CRITERION 2

Network success is determined against identified criteria.

ASSESSMENT CRITERION 3

Selection of networks is described in terms of agreement/conflict with own position/philosophy.

ASSESSMENT CRITERION 4

Selection criteria are identified with reference to the purpose of selecting specific networks.

SPECIFIC OUTCOME 2

Select and use suitable methods to make contact with networks.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Methods are selected with reference to appropriateness for the intention of contacting specific networks.

ASSESSMENT CRITERION 2

Protocol for development of networks is explained in terms of specified contexts.

SPECIFIC OUTCOME 3

Establish and maintain relationships.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Protocol for the development of networks is explained in terms of relevant contexts.

ASSESSMENT CRITERION 2

Participation frequency is described with reference to given requirements.

ASSESSMENT CRITERION 3

Restoration of poor relationships is described with reference to specified time frames.

ASSESSMENT CRITERION 4

Evaluation of relationships is described against specified criteria from time to time.

ASSESSMENT CRITERION 5

Volunteers' status, roles and responsibilities are accurately and clearly defined within a specific context, and clarified with relevant stakeholders.

ASSESSMENT CRITERION 6

Pitfalls of volunteerism are identified with reference to relevance for specific contexts.

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:

Elements of networks

Network success and selection criteria

Suitable methods to make contact with networks

Specified and relevant protocol

Volunteers' status, roles and responsibilities and pitfalls of volunteerism

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 when networks selected do not conflict with own position/philosophy.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community when volunteers' status, roles and responsibilities are clarified with relevant stakeholders and poor relationships are restored within specified time frames.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively specified protocol is adhered to and participation frequency meets given requirements.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information to identify and select relevant networks.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to select and use suitable methods to make contact with networks.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

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 volunteers' status, roles and responsibilities are accurately and clearly defined within a specific context.

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, 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	49600	National Certificate: Development Practice	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2009-05-13	Was ETDP SETA until Last Date for Achievement
Elective	66349	Further Education and Training Certificate: General Forestry	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2015-06-30	FPMSETA

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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