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: 

Contribute towards organisation policy development 
SAQA US ID UNIT STANDARD TITLE
230448  Contribute towards organisation policy development 
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  8 
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 be able to impact on organisation policies that affect young people. Credited learners can contribute in a meaningful, informed way to policy formulation and development.

Contributing to policy development is a transferable competence, used not only in the field of youth development. The competence attained to achieve this unit standard can also be applied to other fields, and credited learners are empowered to effect social and change by participating in society, through public and organisation policy processes.

Credited learners are capable of:
  • Explaining current legislation and policies applicable to organisations.
  • Describing the processes that contribute to the development of policies.
  • Identifying gaps in policies that impact in specific contexts.
  • Prepare and use techniques that contribute to policy development in organisations. 
    		•

    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 
    Explain current legislation and policies applicable to organisations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    All relevant sources of legislation and policies are identified for specific contexts. 

    ASSESSMENT CRITERION 2 
    Components/elements of legislation and policies are accurately identified. 

    ASSESSMENT CRITERION 3 
    Relevant legislation and policies are described in terms of the impact of historical, social, political and economic developments on their formulation. 

    ASSESSMENT CRITERION 4 
    Elements of legislation and policies that impact on specific contexts are accurately identified and the impact is described in terms of specific examples from such contexts. 

    SPECIFIC OUTCOME 2 
    Describe the processes that contribute to the development of policies. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The relationships between legislation, policies and allocation of resources are described based on specific policy development concepts. 

    ASSESSMENT CRITERION 2 
    The nature and purpose of policies are defined for specific organisation contexts. 

    ASSESSMENT CRITERION 3 
    Models of policy are accurately identified and explained with examples from specific contexts. 

    ASSESSMENT CRITERION 4 
    The articulation and role of policies are explained with examples from specific contexts. 

    ASSESSMENT CRITERION 5 
    Identified processes are described in terms of quality criteria for policy. 
    ASSESSMENT CRITERION RANGE 
    Quality criteria can include that policies must be well-informed, evidence-based, etc.
     

    ASSESSMENT CRITERION 6 
    Steps in policy development and principles of policy design are accurately identified. 

    SPECIFIC OUTCOME 3 
    Identify gaps in policies that impact in specific contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The purpose of relevant policies is accurately identified. 

    ASSESSMENT CRITERION 2 
    Sectors or groups whose interests are most served and sectors or groups that are ignored or marginalised by specific policies are accurately identified. 

    ASSESSMENT CRITERION 3 
    Policies are evaluated against context requirements. 
    ASSESSMENT CRITERION RANGE 
    Context requirements can include requirements for advocating youth rights, and requirements of the constitution, other relevant legislation, organisation vision and mission, and organisation culture and values.
     

    ASSESSMENT CRITERION 4 
    Feasibility of policies is determined in terms of logistics, resources, attitudinal barriers and characteristics of the target group/s. 

    ASSESSMENT CRITERION 5 
    Identified policy biases are described based on verifiable evidence. 

    SPECIFIC OUTCOME 4 
    Prepare and use techniques that contribute to policy development in organisations. 
    OUTCOME RANGE 
    Techniques can include consultation, stakeholder surveys, meetings, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Techniques are accurately identified. 

    ASSESSMENT CRITERION 2 
    Selected techniques are appropriate for specific contexts and meet available resource requirements. 
    ASSESSMENT CRITERION RANGE 
    Resources include financial, time, human etc.
     

    ASSESSMENT CRITERION 3 
    All relevant stakeholders and their representatives are consulted according to agreed procedures. 

    ASSESSMENT CRITERION 4 
    Consultation and meetings meet stakeholder requirements. 

    ASSESSMENT CRITERION 5 
    Information generated is recorded and disseminated in accessible format and according to agreed procedures. 

    ASSESSMENT CRITERION 6 
    Contributions are presented to all relevant stakeholders, and feedback is integrated as agreed. 

    ASSESSMENT CRITERION 7 
    Contributions are made within specific areas of authority to specified persons/organisations according to agreed procedures. 


    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:
  • Relevant legislation and policies and sources.
  • Components/elements of legislation and policies.
  • The impact of historical, social, political and economic developments on policy formulation.
  • The relationships between legislation, policies and allocation of resources.
  • The nature and purpose of policies.
  • Models of policy.
  • The articulation and role of policies.
  • Processes of policy formulation and quality criteria for policy.
  • Steps in policy development and principles of policy design.
  • Sectors or groups whose interests are most served and sectors or groups that are ignored or marginalised.
  • Policy evaluation perspectives.
  • Feasibility of policies.
  • Policy biases.
  • Techniques that contribute to policy development. 
    		•

    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 feasibility of policies is determined in terms of logistics, resources, attitudinal barriers and characteristics of the target group/s. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when all relevant stakeholders and their representatives are consulted according to specified procedures. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when selected techniques meet available resource requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to explain current legislation and policies applicable to organisations, describe the processes that contribute to the development of policies and identify gaps in policies that impact on specific contexts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when information generated during consultation is recorded in accessible format and according to specified procedures and contributions are presented. 

    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 relevant legislation and policies are described in terms of the impact of historical, social, political and economic developments on their formulation, and selected techniques to contribute to policy development are appropriate for specific contexts and meet allowable resource requirements. 

    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 
    Note to Assesors

    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  80946   National Certificate: Community Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    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  59325   National Certificate: Environmental Noise Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  LG SETA 
    Elective  58600   National Certificate: Land Transport Planning  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30  LG SETA 
    Elective  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  ETDP SETA 
    Elective  61592   National Diploma: Human Resources Management and Practices  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  64670   National Certificate: Public Financial Oversight and Accountability  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 


    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. A4 Consultancy CC 
    2. Academy Training Group 
    3. African Learing and Development Academy for Adults ALDAA 
    4. African Learning & Development Academy (Pty) Ltd (ALDA) 
    5. Amaqamu Project Management and Consulting 
    6. AVAX SA 481 CC. T/A Mandisa Development Services 
    7. Avenida (Pty) Ltd 
    8. B T Group of Companies Pty Ltd 
    9. Continuing Education For Africa 
    10. CURMO Designs (Pty) Ltd Co 
    11. Elvis Koena Consulting (Pty) Ltd 
    12. Gotsec Skills Training 
    13. Igugu Training and Investments 
    14. IQ Skills Academy (PTY) LTD. 
    15. Isibani Skills Academy 
    16. KITSO TRAINING AND DEVELOPMENT 
    17. Loago Business Consulting 
    18. Lusa Social Entrepreneurship Institute 
    19. Mortarboard Training Solutions 
    20. Motheo Training Institute Trust 
    21. Ntevho-Ketso Training and Recruitement Consultancy cc 
    22. NTI College 
    23. Petra institute of Development (PTY) Ltd 
    24. Professional Development and Training Institute (Pty) Ltd 
    25. Progressive School of Business and Engineering (Pty) 
    26. Project Literacy 
    27. Reflections Development Institute 
    28. Regenesys Management (Pty) Ltd 
    29. Resonance Institute of Learning 
    30. Retshetse Training Project 
    31. Sebenzisanane Human Capital 
    32. SEOPOSENGOE TRAINING CONSULTANCY CC 
    33. South African Corporate Training Association 
    34. South West Gauteng Tvet College 
    35. Tasc Business Consulting and Training 
    36. Tembe Service Providers 
    37. The Finishing College (Pty) Lt 
    38. Thembekile training consulting 
    39. Thinking Mind Trading 
    40. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    41. Ungaphelamandla Consultancy Private College (PTY) LTD 
    42. Vhutshilo Health And Training Organisation 
    43. WEST COAST COLLEGE FET 


    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.