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: 

Describe youth development paradigms 
SAQA US ID UNIT STANDARD TITLE
230447  Describe youth development paradigms 
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 4  NQF Level 04 
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 describe youth development paradigms, including the role of these paradigms in ensuring the success of education, training and development aimed at young people in South Africa. Credited learners also understand the history of youth development in South Africa.

The competence achieved for credit against this unit standard will improve youth development practice by ensuring entry level analysis competence. This competence is developed into research competence at higher levels, and the skills learnt can be transferred to any other field, as most fields require analysis of information and contextualisation of the field within history.

Credited learners are capable of:
  • Defining youth development according to given youth development paradigms.
  • Explaining the history of youth development in South Africa.
  • Describing the impact of youth development paradigms on youth development practices.
  • Recommending strategies for implementation of youth development paradigms in specific contexts. 

  • 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 3.
  • Mathematic literacy at NQF Level 3.
  • Life skills at NQF Level 3. 

  • UNIT STANDARD RANGE 
    Range statements are provided with specific outcomes and assessment criteria where relevant. Youth development paradigms include theories, models, approaches, ethics and strategies for youth development. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Define youth development according to identified youth development paradigms. 
    OUTCOME RANGE 
    Given paradigms include theories, models, principles, approaches, ethics and strategies for youth development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Definitions of youth development are compared to those of development practice in general and similarities and differences are identified. 

    ASSESSMENT CRITERION 2 
    Information sources accessed are recorded according to specified requirements. 

    ASSESSMENT CRITERION 3 
    Own definition of youth development is described in relation to given youth development paradigms. 

    ASSESSMENT CRITERION 4 
    Definitions of youth development are based on verifiable sources. 

    ASSESSMENT CRITERION 5 
    Features of youth development principles are accurately identified for specific paradigms. 
    ASSESSMENT CRITERION RANGE 
    Principles can include emphasising agency of young people, providing relevant opportunities, etc.
     

    ASSESSMENT CRITERION 6 
    The relationship between youth development theories and principles is identified and explained in terms of criteria for theoretical consistency. 

    SPECIFIC OUTCOME 2 
    Explain the history of youth development in South Africa. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Major events and milestones, and reasons for and the impact of these events are described in terms of given paradigms. 

    ASSESSMENT CRITERION 2 
    Information sources are verifiable. 

    ASSESSMENT CRITERION 3 
    Contextual factors include political, educational, health, social, economic, etc. factors.Contextual factors are described in terms of influence on and significance for youth development history. 
    ASSESSMENT CRITERION RANGE 
    Contextual factors include political, educational, health, social, economic, etc. factors.
     

    ASSESSMENT CRITERION 4 
    Structures, legislation, policies and programmes that impact on youth development practice are accurately identified and described in terms of objectives and structural elements. 

    ASSESSMENT CRITERION 5 
    Historical youth development is compared to current practice in terms of effectiveness. 

    ASSESSMENT CRITERION 6 
    Youth development with all its facets are described orally and in writing. 

    SPECIFIC OUTCOME 3 
    Describe the impact of youth development paradigms on youth development practices. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Requirements of specific paradigms for practice are accurately described for specific contexts. 

    ASSESSMENT CRITERION 2 
    Identified features of youth development practice are consistent with the requirements of specific paradigms. 

    ASSESSMENT CRITERION 3 
    Identified impact is justified based on specific examples. 

    ASSESSMENT CRITERION 4 
    Examples of the impact of youth development paradigms on youth development practices are relevant for specific contexts. 

    ASSESSMENT CRITERION 5 
    The meaning of youth development in relation to specific paradigms is explained. 

    SPECIFIC OUTCOME 4 
    Recommend strategies for implementation of youth development paradigms in specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Recommended strategies adhere to the requirements of identified paradigms. 

    ASSESSMENT CRITERION 2 
    Consultation regarding possible strategies includes all relevant stakeholders. 

    ASSESSMENT CRITERION 3 
    Recommended strategies are justified in terms of all available information and youth development paradigms. 

    ASSESSMENT CRITERION 4 
    Recommended strategies are justified in terms of and relevant for specific contexts and youth development needs. 

    ASSESSMENT CRITERION 5 
    Advantages and disadvantages of strategies are identified 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 or an ETQA that has a Memorandum of Understanding with the 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 
  • Youth development paradigms, including theories, models, principles, approaches, ethics and strategies for youth development, and their requirements for practice.
  • Definitions of youth development and development practice.
  • Information sources regarding youth development.
  • The relationship between youth development theories and principles.
  • Major events and milestones, and reasons for and the impact of these events.
  • Contextual factors that influence and have significance for youth development history.
  • Structures, legislation, policies and programmes that impact on youth development practice.
  • Advantages and disadvantages of strategies for implementing youth development paradigms. 

  • 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 requirements of specific paradigms for practice are accurately described for specific contexts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when consultation regarding possible strategies includes all relevant stakeholders. 

    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 define youth development according to given youth development paradigms, explain the history of youth development in South Africa. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation. 

    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 to describe the impact of youth development paradigms on youth development practices, and when recommended strategies are justified in terms of and relevant for specific contexts and youth development needs. 

    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  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 


    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. Access Employment Skills & Development Agency 
    2. Amaqamu Project Management and Consulting 
    3. Bangwaketse Trading and Projects 
    4. Boikgantsho Consulting & Events cc 
    5. Breakeven 59(PTY) Ltd 
    6. Commisioned Training cc 
    7. Dintshang Trading 
    8. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    9. Elective Training Institute Enterprise CC 
    10. GCube Communications cc 
    11. Gotsec Skills Training 
    12. Haggai Contractors 
    13. Heartbeat Centre for Community Development t/a Heartbeat 
    14. Josmap Training Institute 
    15. Kitso Bokamoso Training Solution 
    16. LBK Trading 
    17. Leratham Supply Distribution and Enterprise 
    18. Leronsa Trading Enterprise 
    19. LESEDI EDUCARE ASSOCIATION 
    20. Loago Business Consulting 
    21. Mapheto Business Enterprises t/a MBE 
    22. MENTORNET (PTY) LTD 
    23. National Youth Development Agency 
    24. Nkinane Training Institute and Consulting (Pty) Ltd 
    25. Nsovo Learning Academy 
    26. Ntevho-Ketso Training and Recruitement Consultancy cc 
    27. Ntsangalala Business Enterprise 
    28. Petra institute of Development (PTY) Ltd 
    29. Professional Development and Training Institute (Pty) Ltd 
    30. Reflections Development Institute 
    31. Resonance Institue of Learning 
    32. Retshetse Training Project 
    33. SERITI INSTITUTE 
    34. SPS Consulting (Pty) Ltd 
    35. Tembe Service Providers 
    36. Thabelanang t/a Thabelanang Trading Enterprise 
    37. THE GMC GROUP PTY LTD 
    38. Thobologo Training and Education Group (Pty) Ltd 
    39. Thuto Adult Centre 
    40. Thuto Botshabelo Training Academy 
    41. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    42. Ulwazi Training & Development 



    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.