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: 

Manage youth projects and development processes 
SAQA US ID UNIT STANDARD TITLE
230442  Manage youth projects and development processes 
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 5  Level TBA: Pre-2009 was L5  15 
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
2026-06-30   2029-06-30  

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 to ensure management of youth projects and development processes for maximum effectiveness. Good project and process management ensures quality delivery, sustainability and cost-effectiveness.

Project and process management is a transferable competence, used not only in the field of youth development. Credited learners also improve their ability to learn as they are able to improve their own future practice by monitoring project implementation and evaluating project impact.

Credited learners are capable of:
  • Identifying and selecting youth projects and processes relevant within a specific context.
  • Defining projects scope within selected development approaches.
  • Developing project plans using appropriate technologies.
  • Implementing youth projects in accordance with specific project plans.
  • Monitoring project delivery against specific project plans.
  • Measuring and reporting on project impact against specific project goals. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Communication and language at NQF Level 4.
  • Youth development practice at NQF Level 4. 
    		•

    UNIT STANDARD RANGE 
    Range statements are provided with specific outcomes and assessment criteria where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify and select youth projects and processes relevant within a specific context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Youth issues and needs are described in terms of specific project focus. 

    ASSESSMENT CRITERION 2 
    Criteria for projects selection are motivated in terms of identified needs. 

    ASSESSMENT CRITERION 3 
    Specific methodologies are selected and justified in terms of relevant contexts. 

    ASSESSMENT CRITERION 4 
    Relevant formats for communicating methodologies are selected in terms of all relevant stakeholder requirements. 

    SPECIFIC OUTCOME 2 
    Define projects scope within selected development approaches. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Various development approaches are accurately identified and described in terms of implications for practice. 

    ASSESSMENT CRITERION 2 
    Suitable development approaches are selected and justified on the basis of identified youth issues in specific contexts. 

    ASSESSMENT CRITERION 3 
    Key project scope factors are listed and described in accordance with selected approach requirements. 

    ASSESSMENT CRITERION 4 
    Scope change control measures are developed and presented in accordance with selected approach requirements. 

    SPECIFIC OUTCOME 3 
    Develop project plans using appropriate technologies. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Work breakdown structures are developed and presented in specified formats. 

    ASSESSMENT CRITERION 2 
    All relevant roles and responsibilities are identified and explained in terms of work plans applying appropriate technology. 

    ASSESSMENT CRITERION 3 
    Resources are listed, quantified and allocated in accordance with project plan requirements. 

    ASSESSMENT CRITERION 4 
    Project risk factors are accurately identified and described for specific operating contexts. 

    SPECIFIC OUTCOME 4 
    Implement youth projects in accordance with specific project plans. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Project plans are adhered to and changes are justified in terms of specific context requirements. 

    ASSESSMENT CRITERION 2 
    Specific implementation techniques are accurately described. 

    ASSESSMENT CRITERION 3 
    Work phases and action steps adhere to specific project plans. 

    ASSESSMENT CRITERION 4 
    Contingency actions are described and justified in terms of project risk analysis. 

    SPECIFIC OUTCOME 5 
    Monitor project delivery against specific project plans. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Project delivery criteria are selected and justified based on planned project outcomes. 

    ASSESSMENT CRITERION 2 
    Selected monitoring tools are appropriate for specified project goals. 

    ASSESSMENT CRITERION 3 
    Monitoring tools are applied according to given project specifications. 

    ASSESSMENT CRITERION 4 
    Project delivery is documented accurately and comprehensively according to monitoring requirements. 

    SPECIFIC OUTCOME 6 
    Measure and report on project impact against specific project goals. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Measurement indicators are developed for all project objectives. 

    ASSESSMENT CRITERION 2 
    Measurement indicators are justified in terms specific project characteristics. 

    ASSESSMENT CRITERION 3 
    Evaluation criteria are justified in terms of given project impact requirements. 

    ASSESSMENT CRITERION 4 
    Impact reports are compiled and delivered in accordance with stakeholder and organisational requirements. 


    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 uderstand and can explain:
  • Youth issues and needs
  • Criteria for projects selection
  • Methodologies for youth projects, development approaches and implications for practice
  • Formats for communicating methodologies
  • Project scoping, key project scope factors, including scope change control measures, and documentation
  • Project planning and planning technologies, and documentation
  • Work breakdown structures, work phases and action steps, and documentation
  • Project resourcing, allocating roles and responsibilities, and documentation
  • Project risk factors, risk analysis, contingency action, and documentation
  • Project implementation techniques and documentation
  • Project monitoring, delivery criteria, monitoring tools and documentation
  • Measurement indicators, evaluation criteria and project impact
  • Impact reporting 
    		•

    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 contingency actions are described and justified in terms of project risk analysis. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when project plans are adhered to and changes are justified in terms of specific context requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to identify and select youth projects and processes relevant within a specific context, define projects scope within selected development approaches and monitor project delivery against specific project plans. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to report on project impact against specific project goals. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to develop project plans using appropriate technologies. 

    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 to implement youth projects in accordance with specific project plans. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to assessors:

    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. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57427   National Certificate: Youth Development  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  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. NTI College 
    2. Reflections Development Institute 
    3. Resonance Institute of Learning 
    4. Sebenzisanane Human Capital 
    5. South African Guide-Dogs Association for the Blind 


    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.