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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Plan for school development 
SAQA US ID UNIT STANDARD TITLE
260237  Plan for school development 
ORIGINATOR
SGB Education Management and Leadership 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Schooling 
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 
Learners credited with this Unit Standard will acquire the competencies to plan for school development so that the school has both strategic direction and a plan to achieve its goal. The school development plan (SDP) is a critical instrument that helps the school to know its current status and to plan how it will achieve what it hopes to in three years.

Learners credited with this Unit Standard are capable of:
  • Conducting an environmental scan of the school.
  • Developing a plan for to improve the school.
  • Implementing the school development plan (SDP).
  • Monitoring and evaluating the school development plan (SDP). 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication at NQF Level 3. 

  • UNIT STANDARD RANGE 
    This Unit Standard is for all SGB members. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Conduct an environmental scan of the school. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of the vision and mission of the school is explained and these two aspects are developed and reviewed to ensure that they are consistent with the Constitution of the country. 

    ASSESSMENT CRITERION 2 
    An analysis is conducted to elaborate on the strengths, weaknesses, opportunities and threats to the school. 
    ASSESSMENT CRITERION RANGE 
    The methods to perform the analysis could include SWOT analysis, Force-field analysis, situational analysis.
     

    ASSESSMENT CRITERION 3 
    Areas that need to be developed are identified and elaborated on so that they can be prioritised in terms of the focus areas of Whole School Evaluation (WSE). 

    ASSESSMENT CRITERION 4 
    An environmental scan of the school is conducted in collaboration with all stakeholders. 

    SPECIFIC OUTCOME 2 
    Develop a plan to improve the school. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Goals for school development are determined through collaboration with stakeholders and aligned to the vision, mission and values of the school. 
    ASSESSMENT CRITERION NOTES 
    Goals should be SMART, that is, specific, measurable, agreed, realistic and time-bound. 

    ASSESSMENT CRITERION 2 
    Specific actions to achieve each goal are identified and explained so that there is no ambiguity about the manner in which the improvement will be achieved. 

    ASSESSMENT CRITERION 3 
    A school development plan is drafted using the analysis, identified goals and specific actions to achieve the goals. 

    ASSESSMENT CRITERION 4 
    A risk management analysis is conducted on the school development plan and a contingency plan is prepared for any eventuality. 

    ASSESSMENT CRITERION 5 
    Stakeholders are involved in the development of the plan to ensure 'buy-in' and ownership through participation. 

    ASSESSMENT CRITERION 6 
    The influence of the SDP on the school's budget is explored and assessed to ensure that there is correlation between these two aspects. 

    SPECIFIC OUTCOME 3 
    Implement the school development plan. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The school improvement plan (SIP) is explained to emphasise how it can be used to achieve the SDP. 
    ASSESSMENT CRITERION NOTES 
    The school improvement plan is developed together with the budget on an annual basis and it is in accordance with the school development plan, which is based on a three-year cycle. 

    ASSESSMENT CRITERION 2 
    Tasks and responsibilities are allocated to ensure progress and accountability. 

    ASSESSMENT CRITERION 3 
    Performance standards are developed to ensure consistency across the system and to maintain the expected quality of service delivery. 

    ASSESSMENT CRITERION 4 
    Resources identified in the plan are allocated so that implementation is not affected negatively. 
    ASSESSMENT CRITERION RANGE 
    Resources are both human and material.
     

    ASSESSMENT CRITERION 5 
    A communication plan is developed to ensure that all the stakeholders are kept informed about developments during the implementation of the plan. 

    SPECIFIC OUTCOME 4 
    Monitor and evaluate the school development plan. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Monitoring mechanisms and tools are developed and implemented to assist in evaluation. 

    ASSESSMENT CRITERION 2 
    Regular feedback meetings are conducted to evaluate the progress against the plan. 

    ASSESSMENT CRITERION 3 
    Corrective measures are applied to ensure effective implementation, where necessary. 

    ASSESSMENT CRITERION 4 
    The importance of keeping detailed records during implementation is explained in terms of facilitating the final evaluation of the SDP and report-back to stakeholders. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Unit Standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Unit Standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as the integrated competence described in the qualification. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • SWOT analysis.
  • Forcefield analysis.
  • Situational analysis.
  • Components and structures of a SDP and a SIP.
  • Monitoring and evaluation tools/instruments.
  • Comparative analysis. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Identifying strengths, weaknesses, opportunities and threats to the school.
  • Performing the analysis of the school's environment.
  • Developing the SDP, the SIP and a contingency plan. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation, community to:
  • Perform the analysis and environmental scan of the school.
  • Develop the SDP, SIP, contingency and communication plans. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsively and effectively when:
  • Performing an environmental scan and developing an environmental scan.
  • Allocating tasks and responsibilities.
  • Developing the SDP, SIP, contingency and communication plans. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to:
  • Develop the SDP, SIP, contingency and communication plans. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation to:
  • Involve all stakeholders and keep them informed. 

  • 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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  57712   Further Education and Training Certificate: Generic Management  Level 4  NQF Level 04  Reregistered  2023-06-30  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. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    2. Compass Academy of Learning 



    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.