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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Establish and co-ordinate forums for disaster risk management in a specific environment 
SAQA US ID UNIT STANDARD TITLE
251962  Establish and co-ordinate forums for disaster risk management in a specific environment 
ORIGINATOR ORIGINATING PROVIDER
SGB Generic Management   
QUALITY ASSURING BODY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Generic Management 
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  2012-07-01  2015-06-30  SAQA 0695/12 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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 
This unit standard will enable disaster risk management practitioners and related role-players to improve professionalism and enhance the quality and effectiveness of services by being able to establish and co-ordinate forums for disaster risk management in a specific environment.

A person credited with this unit standard is able to:
  • Establish arrangements for the integrated execution of disaster risk management activities.
  • Produce a terms of reference (TOR) for directing and guiding the relevant disaster risk management forums.
  • Conduct and execute forum meetings.

    This unit standard will contribute to the development of the learner within the context of the disaster risk management discipline. Learners who have achieved this unit standard will increase their opportunities for further development and employability within the disaster risk management environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has the following knowledge and skills:
  • Communication at NQF Level 4.
  • Mathematical Literacy at NQF Level 4.
  • Learners will find it difficult to do this unit standard if they do not have a background in basic disaster risk management concepts and indigenous knowledge. 

  • UNIT STANDARD RANGE 
    Forums include but are not limited to institutional capacity structures such as advisory forums, joint planning forums, technical task teams, etc.
  • The words threat and risk are used as synonyms where appropriate.
  • Threatening situations are inclusive of risk to individuals, social, environmental, infrastructural.
  • The word environment in the context of this unit standard includes communities.
  • The word stakeholder includes all relevant role players in the disaster management environment. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Establish arrangements for the integrated execution of disaster risk management activities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Forums are identified and organised in order for the processing and execution of integrated disaster risk management activities within a specific environment. 

    ASSESSMENT CRITERION 2 
    Role players and stakeholders are organised to partake in the forums. 

    ASSESSMENT CRITERION 3 
    The roles and responsibilities of stakeholders are clearly described and allocated to enable effective functioning of the forum. 

    ASSESSMENT CRITERION 4 
    Arrangements for the stakeholder participation are made to engage them in the relevant forum. 

    ASSESSMENT CRITERION 5 
    Responsibility is assigned for the facilitation and coordination of the relevant disaster risk management forum. 

    SPECIFIC OUTCOME 2 
    Produce terms of reference (TOR) for directing and guiding the relevant disaster risk management forums. 
    OUTCOME RANGE 
    Terms of reference should include but not limited to the scope, purpose, deliverables, budget, timeframes, objectives and tasks. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role and responsibility of the forum is described in relation to the skills, level and authority required for the establishment of the forum. 

    ASSESSMENT CRITERION 2 
    Terms of reference are produced that clearly articulates the full scope of the forum. 
    ASSESSMENT CRITERION RANGE 
    The scope includes but is not limited to objectives, roles, deliverables, activities, scope, outcomes, references, guidelines, requirements etc. of the forum.
     

    ASSESSMENT CRITERION 3 
    Specific requirements of the terms of reference are clarified to highlight the impact on the institutional agreement. 
    ASSESSMENT CRITERION RANGE 
    Specific requirements include but are not limited to time frames, budgets and minimum requirements.
     

    ASSESSMENT CRITERION 4 
    The terms of reference for the forum is approved and adopted in accordance with the prescribed procedure. 

    SPECIFIC OUTCOME 3 
    Conduct and execute forum meetings. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The relevant integrated forums are formally constituted and activated in accordance with prescripts. 

    ASSESSMENT CRITERION 2 
    Forum administration is implemented in accordance with the terms of reference. 
    ASSESSMENT CRITERION RANGE 
    Forum administration includes but is not limited to registers, minutes, records, document control, meeting practices.
     

    ASSESSMENT CRITERION 3 
    Decisions are communicated and arrangements are made for the implementation and management of meetings. 

    ASSESSMENT CRITERION 4 
    Mechanisms are identified and implemented to ensure the application of the principle of cooperative governance for the relevant forum. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assuror (ETQA) that has jurisdiction over this field of learning.

    The assessor will (at the very least) be accredited and have a relevant qualification and be a subject matter expert in this learning area and at least have 3 years experience in the skills specific area.

    The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment for a qualification.
  • Internal moderation.
  • External moderation.
  • An assessor, accredited by the relevant ETQA, will assess the learner's competency.
  • Assessment procedures will be supplied by the ETQA in alignment with NSB requirements.
  • All assessment activities must be fair, so that all candidates have equal opportunities. Activities must be free of gender, ethnic or other bias.
  • Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within the field, sub-field and NQF.
  • Questions and answers to determine theoretical knowledge are expected.
  • Assessment of a portfolio of evidence.
  • Direct observation in simulated and/or controlled work conditions. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names, functions and locations of:
  • National and international environment including structures, institutions and infrastructure.

    Purpose of processes and procedures of:
  • Risk assessment.
  • Vulnerability assessment.
  • Planning.
  • Creating capacity.

    Attributes, properties, characteristics related to:
  • Formats of written reports and content.
  • Meeting management.

    Cause and effect, implications of:
  • Advocating and information sharing activities.

    Categories of things, processes, concepts:
  • Meeting management.
  • Role and responsibility of stakeholders.
  • Principles of stakeholder involvement and participation.
  • The need for a regulatory framework.
  • Disaster risk management concepts.
  • Timeousness and a sense of urgency.
  • Project Management principles.
  • Planning principles.

    Procedures and techniques:
  • Explain the administration procedures in terms of communication protocols.
  • Communication and advocacy methods and techniques.
  • Liaison protocol.
  • Language skills.
  • Meeting administration.

    Regulations, legislation, agreements, policies:
  • Disaster Management Act.
  • Related legislation and regulations.

    Theory - rules, laws, principles:
  • Disaster management terminology and concepts.
  • Unique characteristics of local, national and international capacity.
  • Political and regulatory.
  • Theoretical disaster models.
  • Communication theory.

    Relationships, systems:
  • Development and resilience/vulnerability.
  • Hazard, vulnerability and capacity.
  • Between the constitution, legislation and disasters.
  • The inter-relationship between stakeholders and the environment.
  • Between political aspects/influences impacting on relationships with stakeholders.
  • Between government and organisational departments.
  • Development and disasters. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Co-ordinating meetings. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community during:
  • In the process of receiving, capturing and dissemination of information.
  • The process of increasing resilience in the environment.
  • In meetings. 

  • UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Plan ahead.
  • Compliance with applicable legislation.
  • Performing appropriate checks and procedures.
  • Using checklists where appropriate. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Meetings and informal communication with stakeholders. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • Between the constitution, legislation and disasters.
  • The inter-relationship between stakeholders and the environment.
  • Between political aspects/influences impacting on relationships with stakeholders.
  • Between government and organisational departments. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE QUALITY ASSURING BODY
    Elective  59201   National Certificate: Generic Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2015-06-30  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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    1. DISASTER MANAGEMENT SOLUTIONS (PTY) LTD (DMS) 
    2. IQ Skills Academy (PTY) LTD. 
    3. Kgolo Institute 
    4. Kgotla Trading Enterprise 



    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.