|Names, functions and locations of:
National and international environment including structures, institutions and infrastructure.
Purpose of processes and procedures of:
Attributes, properties, characteristics related to:
Formats of written reports and content.
Cause and effect, implications of:
Advocating and information sharing activities.
Categories of things, processes, concepts:
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.
Procedures and techniques:
Explain the administration procedures in terms of communication protocols.
Communication and advocacy methods and techniques.
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.
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.
Notes to Assessors:
Assessors should keep the following general 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, then focus assessment around each specific outcome, or groups of specific outcomes. 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.
At this level some errors are to be expected. Assessors must use professional judgement in evaluating competence.
Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. 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 candidate is able to perform in the real situation.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again.
All assessments should be conducted in line with the following well-documented principles: Assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
Assessment of this standard can be carried out through continuous assessment throughout the course of study and specific performances assessed.
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