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: 

Advise stakeholders on the management of a skills development programmes 
SAQA US ID UNIT STANDARD TITLE
242877  Advise stakeholders on the management of a skills development programmes 
ORIGINATOR
SGB Public Administration and Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Public Administration 
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
14534  Apply knowledge of community issues in relation to development projects  Level 3  NQF Level 03  Complete 
14550  Advise on the management of a skills development programme  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
A learner who has achieved this unit standard will be able to advise customers on the management of a skills development programmes and provide the necessary administration and logistical support.

The qualifying learner will be able to advise stakeholders on:
  • Management and logistical support of training initiatives.
  • Measures to manage and maintain learning records.
  • Techniques to involve learners in the management of learning.
  • Methods to contribute to the budgetary process.
  • Methodologies to evaluate the management of a training initiative.
  • Community issues that may impact on skills development projects within the public sector. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    In order to access this unit standard the learner will need a Matric or equivalent certificate. The learner will need to demonstrate competence in Communication at NQF Level 4. 

    UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of a learner:
  • The learner is required to demonstrate the competence described in this standard in the context of a training initiative.
  • The specific outcomes should be performed in line with an established method for managing a training intervention. At this level the learner should be able to describe one alternative method, to explain how his/her performance would differ if he/she used it and to justify his/her choice of method.
  • Skills development includes but is not limited to skills programmes, learnerships, internships, bursaries, apprenticeships. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Advise stakeholders on the management and logistical support of a training initiative. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The relevant manner of applying and maintaining management and administrative procedures are explained in relation to a specific training initiative. 

    ASSESSMENT CRITERION 2 
    Stakeholders are advised to follow externally directed procedures. 

    ASSESSMENT CRITERION 3 
    Stakeholders are advised how to co-ordinating the activities of practitioners and other staff within the course. 

    ASSESSMENT CRITERION 4 
    Management and administration concepts relevant to advising are understood and explained. 
    ASSESSMENT CRITERION RANGE 
    Concepts include, but are not limited to, planning, leading, controlling, monitoring and process.
     

    SPECIFIC OUTCOME 2 
    Advise stakeholders on measures to manage and maintain learning records. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Stakeholders are advised on the creation of a storage and retrieval system for records. 

    ASSESSMENT CRITERION 2 
    Stakeholders are advised on necessary records to be kept, taking account of prescribed procedures. 

    ASSESSMENT CRITERION 3 
    Storage and retrieval systems types are understood and described. 

    ASSESSMENT CRITERION 4 
    Typical records templates are drafted and their use explained. 

    SPECIFIC OUTCOME 3 
    Advise stakeholders on techniques to involve learners in the management of learning. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The objectives, intended outcomes, and nature of the course are explained to learners with a view to them understanding them and thereby obtaining a greater commitment from them to the course. 

    ASSESSMENT CRITERION 2 
    Stakeholders are advised to explain expectations and requirements to learners. 

    ASSESSMENT CRITERION 3 
    Typical documents and tools used by learners for feedback and information are drafted and their use explained. 

    ASSESSMENT CRITERION 4 
    The use of learner assessments and pre-assessments in learner management are understood and explained. 

    SPECIFIC OUTCOME 4 
    Advise stakeholders on methods to contribute to the budgetary process. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Stakeholders are advised on best methods of obtaining and providing appropriate information. 

    ASSESSMENT CRITERION 2 
    Stakeholders are advised on methods to reflect on financial issues in order to contribute to future financial planning. 

    ASSESSMENT CRITERION 3 
    Typical costs of skills programs are identified and explained for budgetary purposes. 

    ASSESSMENT CRITERION 4 
    Skills program costs are related to projected organisational and learner benefits for budgetary motivation. 

    SPECIFIC OUTCOME 5 
    Advise stakeholders on methodologies to evaluate the management of a training initiative. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Stakeholders are advised on relevant methods to follow when evaluating a training initiative. 

    ASSESSMENT CRITERION 2 
    Stakeholders are advised on making recommendations for better future procedures or support. 

    ASSESSMENT CRITERION 3 
    Monitoring and updating processes are understood and applied to evaluation methodologies. 

    ASSESSMENT CRITERION 4 
    The value of a lessons learned database to improving the management and evaluation of training initiatives is understood and explained. 

    SPECIFIC OUTCOME 6 
    Advise stakeholders regarding the community issues that may impact on skills development projects within the public sector. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    An understanding of the dynamics and structures prevalent in community structures is explained with examples. 

    ASSESSMENT CRITERION 2 
    The various internal and external development projects within own public sector context are identified and explained in relation to skills development initiatives. 

    ASSESSMENT CRITERION 3 
    Community structures are informed about the skills development projects being undertaken to address skills shortages and upliftment. 

    ASSESSMENT CRITERION 4 
    The different types of agreements that relate to community development projects are explained and applied in relation to own skills development context. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation for this Unit Standard shall be obtained from the relevant Education and Training Quality Assurance Body, through summative and formative assessment by a registered assessor.
  • Assessors must be registered as an Assessor with the relevant ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Agreement with the relevant ETQA.
  • Training providers must be accredited by the relevant ETQA.

    Moderation should include both internal and external moderation where applicable. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learner must demonstrate a working understanding of the statutory, regulatory and other frameworks affecting the provision of public sector services to the extent relevant to advise on the management of a skills development programme. These frameworks include, but are not limited to:
  • Batho Pele.
  • Skills Development Act.
  • Skills Levies Act.
  • South African Qualifications Act.
  • Public Service Act.
  • Public Finance and Management Act.
  • Municipal Finance Management Act.
  • Constitution.
  • Preferential Procurement Act.
  • Access to information Act.
  • Black Economic Empowerment Act.
  • Labour Relations Act.
  • Employment Equity Act.
  • Basic Conditions of Employment Act.
  • Acts specific to the public sector organizational context of the learner.

    The Learner must demonstrate an understanding of relevant organisational requirement relevant to advise on the management of a skills development programme, which requirements include, but are not limited to:
  • Human resource development strategies, policies and guides.
  • Information sources.
  • Information flow within the organisation.
  • Internal organisation policy, procedure and guidelines.
  • Information requirements.
  • Information security. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking processes to advise on the management of a skills development programme. 

    UNIT STANDARD CCFO WORKING 
    Learners are able to work effectively with others as a member of a team, group, organization or community in order to gather all the necessary information required to advise on the management of a skills development programme. 

    UNIT STANDARD CCFO ORGANISING 
    Learners are able to organize and manage themselves and their activities responsibly and effectively in order to ensure that all customer-related tasks are completed to advise on the management of a skills development programme. 

    UNIT STANDARD CCFO COLLECTING 
    Learners are able to collect, analyse, organise and critically evaluate information relating to the contractual and statutory factors that affect the capacity to respond appropriately to advise on the management of a skills development programme. 

    UNIT STANDARD CCFO COMMUNICATING 
    Learners are able to communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion to provide timely, satisfactory and appropriate responses to advice on the management of a skills development programme. 

    UNIT STANDARD CCFO SCIENCE 
    Learners are able to use science and technology effectively and critically in responding appropriately to advise on the management of a skills development programme. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Learners are able to demonstrate an understanding of the world as a set of interrelated systems by recognizing that problem-solving contexts do not exist in isolation and that both organisational and statutory requirements will have an affect on the provision of appropriate responses advise on the management of a skills development programme. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participating as responsible citizens in the life of local, national and global communities by advise on the management of a skills development programme. 

    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 
    This unit standard replaces unit standards:
  • 14550: "Advise on the management of a skills development programme", NQF Level 4, 6 Credits.
  • 14534: "Apply knowledge of community issues in relation to development projects", NQF Level 3, 4 Credits. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57805   National Certificate: Public Sector Employment and Skills Development Practices  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 
    Elective  60209   Further Education and Training Certificate: Child and Youth Care Work  Level 4  NQF Level 04  Reregistered  2023-06-30  HW 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.