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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Develop and implement policy for school governance 
SAQA US ID UNIT STANDARD TITLE
260337  Develop and implement policy for school governance 
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 be able to review current school policy and either amend existing policy or develop more appropriate policies. The South African Schools Act (SASA) stipulates that the School Governing Body (SGB) must develop the following policies: the Constitution of the school governing body (SGB), language policy, admissions policy, religion policy and a code of conduct for learners. The SGB is not limited to those policies stipulated in the SASA - it can develop any other policy that will assist good school governance.

Learners credited with this standard will be capable of:
  • Explaining the principles of policy development in the context of a school.
  • Discussing aspects related to policy formulation.
  • Formulating the policy.
  • Developing an implementation plan for the policy.
  • Monitoring and evaluating the policy. 

  • 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 
    Explain the principles of policy development in the context of a school. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Policies are developed and are consistent with the legal framework of the country to prevent any contradiction between policies and legislation. 

    ASSESSMENT CRITERION 2 
    Policies reflect alignment to vision, mission, goals and values of the school and ensure consistency and integrity in the policy. 

    ASSESSMENT CRITERION 3 
    All relevant stakeholders are consulted at all times during the development, review and finalisation of the policy. 

    ASSESSMENT CRITERION 4 
    The use of human and financial resources is calculated to assess the financial viability of the process of policy development. 

    ASSESSMENT CRITERION 5 
    The way in which the proposed policy will contribute towards the strategic development of the school is assessed in terms of advantages and disadvantages. 

    ASSESSMENT CRITERION 6 
    Policy as a transformation instrument in school governance is discussed to ensure that its potential is fully explored. 
    ASSESSMENT CRITERION NOTES 
    Issues to look at include, but are not limited to, representivity, discrimination, current modus operandi at the school, employment equity, diversity, gender equity. 

    SPECIFIC OUTCOME 2 
    Discuss aspects related to policy formulation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A policy development and review committee is constituted by the SGB to develop and review the policy as necessary. 

    ASSESSMENT CRITERION 2 
    A management plan is developed by the committee that is appropriate to take the process forward. 

    ASSESSMENT CRITERION 3 
    The steps in policy formulation are discussed to ensure that the process is thorough and methodical. 
    ASSESSMENT CRITERION RANGE 
    Steps include, but are not limited to, problem identification or justification for review, consultation, determination of financial and human resource commitments, collecting information, drafting policy according to guidelines, distribution of draft/review to relevant stakeholders, submission to the SGB for final approval.
     

    ASSESSMENT CRITERION 4 
    The elements that constitute a policy are identified and discussed to ensure that format is consistent with the general policy framework. 
    ASSESSMENT CRITERION RANGE 
    Elements include, but are not limited to, effective date of the policy, review date, purpose/goal of the policy (defines the issue/problem it intends to address, the scope of the policy (who it will affect), date approved by the SGB, policy statement, compliance with policy, appeals process (recourse).
     

    SPECIFIC OUTCOME 3 
    Formulate the policy. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The problem that needs to be addressed or existing policy that requires reviewing is identified and researched so that a more comprehensive view of it is obtained in order to ensure compliance with national, provincial and departmental guidelines. 

    ASSESSMENT CRITERION 2 
    The existing policy is evaluated using agreed criteria in order to determine its relevance and to determine whether to review it or to develop a new policy. 
    ASSESSMENT CRITERION RANGE 
    Criteria include, but are not limited to, identification of gaps in the policy, alignment with legislation, inconsistencies.
     

    ASSESSMENT CRITERION 3 
    Existing policies of other schools or institutions pertaining to the same issue are assessed to obtain guidance and to expedite the process. 

    ASSESSMENT CRITERION 4 
    The draft policy is formulated using all the research information collected. 

    SPECIFIC OUTCOME 4 
    Develop an implementation plan for the policy. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    An operational plan for the roll-out of the policy is developed so that implementation takes place systematically and within agreed timeframes. 

    ASSESSMENT CRITERION 2 
    Appropriate, specific and measurable policy implementation objectives are developed to ensure that all the aspects are catered for. 

    ASSESSMENT CRITERION 3 
    Roles and responsibilities are allocated to individuals to ensure implementation and accountability. 

    ASSESSMENT CRITERION 4 
    Other resource requirements to implement the policy are identified so that budget approvals can be made or amended as necessary. 
    ASSESSMENT CRITERION RANGE 
    Requirements include, but are not limited to, information technology (IT) support, specific human resource skills, physical resources.
     

    ASSESSMENT CRITERION 5 
    A communication strategy to inform the school's community about the implementation of the policy is developed so that regular and sufficient exchanges and sharing of information occurs between all the relevant stakeholders. 

    ASSESSMENT CRITERION 6 
    The draft policy is implemented by the SGB in accordance with relevant processes agreed by the Board. 

    SPECIFIC OUTCOME 5 
    Monitor and evaluate the policy. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The indicators to evaluate the policy are developed to measure its success. 

    ASSESSMENT CRITERION 2 
    Consultation is conducted among stakeholders to gather information for the evaluation of the policy. 

    ASSESSMENT CRITERION 3 
    The policy is monitored and amended to ensure fitness for purpose. 

    ASSESSMENT CRITERION 4 
    The policy is evaluated to identify relevant weaknesses. 

    ASSESSMENT CRITERION 5 
    Recommendations are made that have the potential to improve on identified weaknesses. 


    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 
  • Principles of policy formulation.
  • Structures involved in policy formulation.
  • Steps to formulate policy.
  • Process to implement, monitor and evaluate policy.
  • How to make recommendations to improve policies for future use.
  • How to access and evaluate policies from other organizations. 

  • 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:
  • Reviewing existing policy.
  • Determining that a new policy needs to be developed.
  • Assessing policies of other schools/institutions. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation, community to:
  • Review policy.
  • Develop policy.
  • Allocate roles and responsibilities.
  • Ensure participation of all stakeholders in policy formulation. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsively and effectively when:
  • Reviewing existing policy.
  • Determining that a new policy needs to be developed.
  • Assessing policies of other schools/institutions.
  • Allocating roles and responsibilities.
  • Calculating the financial commitment for developing policy. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to:
  • Develop policy for the school. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation to:
  • Ensure participation of all stakeholders in policy formulation. 

  • 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 
    3. EDUTEL SKILLS DEVELOPMENT PTY LTD 



    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.