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: 

Facilitate access to information that impacts on youth development 
SAQA US ID UNIT STANDARD TITLE
230441  Facilitate access to information that impacts on youth 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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 to collect and disseminate information for youth development in a way that facilitates and promotes access to such information. The competence attained allows credited learners to positively impact on communication between various stakeholders, and to build information resources regarding the field and the context of youth development. In addition, access to information has been shown to have a positive economic impact throughout the world. Audience access, appreciation, communication and interest are improved.

Facilitation of access to information 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 analyse information, and use the results of their analysis to communicate information to others.

Credited learners are capable of:
  • Delineating areas of information collection for specified purpose.
  • Collecting information that impacts on youth development.
  • Collating and analysing collected information for its impact on youth development.
  • Formatting and presenting information according to given requirements. 

  • 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 
    Delineate areas of information collection for specified purpose. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Target audiences for information collection are identified for relevance to specific purpose and contexts. 

    ASSESSMENT CRITERION 2 
    Type of required information is established for relevance to specific purpose and contexts. 

    ASSESSMENT CRITERION 3 
    Physical areas for information collection are determined for their contribution towards outcomes. 

    ASSESSMENT CRITERION 4 
    Methods of information collection are selected for their suitability to the purpose. 

    SPECIFIC OUTCOME 2 
    Collect information that impacts on youth development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Sources of information identified are relevant for youth development. 

    ASSESSMENT CRITERION 2 
    Types of information identified and selected processes for information collection are relevant for youth development. 

    ASSESSMENT CRITERION 3 
    Tools for information gathering are suitable for specific purposes. 

    ASSESSMENT CRITERION 4 
    Information gathering meets targeted audience requirements. 

    ASSESSMENT CRITERION 5 
    All sources are referenced. 

    ASSESSMENT CRITERION 6 
    Referencing employs agreed conventions. 

    ASSESSMENT CRITERION 7 
    Strategies, methods, sources and information are verified using agreed verification methods. 

    SPECIFIC OUTCOME 3 
    Collate and analyse collected information for its impact on youth development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Collated information is sorted according to type and application. 

    ASSESSMENT CRITERION 2 
    Collected information is interpreted for its usefulness in youth development. 

    ASSESSMENT CRITERION 3 
    Further research requirements are identified based on the usefulness of collected, analysed information. 

    ASSESSMENT CRITERION 4 
    Analysed information is prepared according to specified requirements for use in youth development and communication. 

    ASSESSMENT CRITERION 5 
    Analysed information is stored in a way that is accessible for future use in youth development. 

    ASSESSMENT CRITERION 6 
    Stored information is accurate and up to date. 

    ASSESSMENT CRITERION 7 
    Information is classified in terms of a recognised classification method. 

    SPECIFIC OUTCOME 4 
    Format and present information according to given requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Audiences for the findings are categorised according to their need and use of information. 

    ASSESSMENT CRITERION 2 
    Media for access and presentation are categorised with regard to audiences and purposes. 

    ASSESSMENT CRITERION 3 
    Methods for presentation are selected and used in accordance with given criteria. 

    ASSESSMENT CRITERION 4 
    Levels of information complexity are appropriate for specific audiences and purposes. 


    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:
  • Target audience characteristics, needs, requirements and use of information
  • Types of information and applications
  • Physical areas for information collection
  • Methods of information collection
  • Sources of information
  • Tools for information gathering
  • Information analysis methods
  • Information storage
  • Information formats
  • Media for information access and presentation
  • Methods for information presentation
  • Levels of information complexity 

  • 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. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to delineate area of information collection for specified purpose, collect information that impacts on youth development, and collate and analyse collected information for its impact on youth development. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to format information for accessibility and presentation according to given requirements. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when tools for information gathering are suitable for specific purposes. 

    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 sources of information identified are relevant for youth development, type of required information is established for relevance to specific purpose and contexts and levels of information complexity are appropriate for specific audiences and purposes. 

    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
    Fundamental  57427   National Certificate: Youth Development  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Elective  80946   National Certificate: Community Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  58624   National Certificate: Library and Information Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2015-03-13  ETDP SETA 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  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.
     
    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.