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 government communication processes and assess communication effects 
SAQA US ID UNIT STANDARD TITLE
12156  Apply government communication processes and assess communication effects 
ORIGINATOR
SGB Government Communication and Information Stms 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
PSETA - Public Service Sector Education and Training Authority 
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  5 
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 
This unit standard is for people who need or seek to understand government communication processes and to assess the effects of communication for public relations programmes.

Persons credited with this unit standard are able to:
  • identify and explain communication models;
  • analyse, interpret, and apply communication processes;
  • assess results of communication actions and;
  • determine factors for achieving effective communication and minimising barriers to communication. 
    		•

    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 the following areas of learning when starting to learn towards this unit standard:
  • Communications, language or journalism at a minimum of NQF Level 4. 
    		•

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard:
  • This unit standard may be assessed in a workplace environment, or in a training or education environment if simulated work conditions can be provided, or in a combination of both environments.

    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 and explain communication models. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Communication sources are selected in terms of their relevancy to the target groups. 
    ASSESSMENT CRITERION RANGE 
    Communication sources include: sender, information destination, medium
     

    ASSESSMENT CRITERION 2 
    2. Factors that contribute to achieving quality communication are identified in relation to communication sources, target groups and circumstances influencing the assimilation of intended messages. 

    ASSESSMENT CRITERION 3 
    3. The interaction of communication sources for specific situations is explained in relation to the target groups. 

    SPECIFIC OUTCOME 2 
    Apply communication processes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The selection of communication sources and processes are appropriate for the target audience. 

    ASSESSMENT CRITERION 2 
    2. The formulation and language of the message are appropriate for the target audience and minimise barriers to communication. 

    ASSESSMENT CRITERION 3 
    3. The communication context and process elicit participation and feedback by the target audience. 

    ASSESSMENT CRITERION 4 
    4. The consistency of the message is maintained and is relevant to the target audience in terms of delivery, content, method and language. 

    ASSESSMENT CRITERION 5 
    5. Message transmission is consistent with achieving the communication outcomes. 

    ASSESSMENT CRITERION 6 
    6. The application of communication processes results in behavioural changes in the target audience according to set objectives. 
    ASSESSMENT CRITERION RANGE 
    Behavioural changes include: change of attitude or opinion; being informed; going over to action
     

    SPECIFIC OUTCOME 3 
    Analyse, interpret, and assess communication processes 
    OUTCOME RANGE 
    Internal and external government communications 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The analysis of communication processes is conducted in terms of flow of information to the target audience. 

    ASSESSMENT CRITERION 2 
    2. The interpretation of the analysis takes into consideration the understanding of the message by the target audience and the method of delivery. 

    ASSESSMENT CRITERION 3 
    3. Application of communication processes is assessed in terms of the relevance of the message for the target audience. 

    ASSESSMENT CRITERION 4 
    4. The effects of the communication are determined and assessed in terms of their potential for achieving the communication objectives. 
    ASSESSMENT CRITERION RANGE 
    Communication effects include: message exposure, accurate message communication, awareness, understanding, acceptance, attitude, action, intended audience
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the Public Sector ETQA.

    Moderation Option:
    The moderation requirements of the Public Sector ETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through the specific outcomes in terms of the stipulated assessment criteria. This includes the direct assessment of knowledge. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems:
  • Planning for possible conflict arising from the different research and coordinating methods. Taking corrective action in instances of conflicting outcomes as a result of the different methods.

    Understand the world as a set of inter-related parts of a system:
  • Understanding the results of the different models and processes used; analysing each model's impact and its relationship to other processes. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in team:
  • Developing an effective working relationship with various client departments in identifying, interpreting and researching communication methods. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively:
  • Planning of research into government communications is done timeously. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:
  • Identifying and monitoring the effects of communication processes; evaluating impact of communication models and methods. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills:
  • Interacting with stakeholders; conducting briefing meetings with government departments. 
    		•

    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 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. 
    		•

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50583   National Certificate: Public Service Communication  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Core  50585   National Certificate: Public Service Communication  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Fundamental  50419   National Certificate: Port Control and Admissions  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2009-06-29  Was PSETA until Last Date for Achievement 
    Elective  58580   National Certificate: Aerodrome Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2016-12-31  TETA 
    Elective  58579   National Diploma: Air Traffic Control  Level 6  NQF Level 06  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 


    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.