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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 THAT HAS PASSED THE END DATE: |
| Interact with community members on water related matters |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 113939 | Interact with community members on water related matters | |||
| ORIGINATOR | ||||
| SGB Water Sector | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| - | ||||
| FIELD | SUBFIELD | |||
| Field 12 - Physical Planning and Construction | Civil Engineering Construction | |||
| ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
| Undefined | Regular | Level 1 | NQF Level 01 | 4 |
| REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
|
Passed the End Date - Status was "Reregistered" |
2018-07-01 | 2023-06-30 | SAQA 06120/18 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2026-06-30 | 2029-06-30 | |||
| 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 |
| A qualifying learner in combination with context expertise standard(s) will be able to identify water user needs and expectations, explain the purpose and establishment of a community committee and communicate effectively with community members. This will contribute towards improved communication and participation in community projects by community members. This competence will advance the learner`s own expertise and employability in both the water sector and other related jobs. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Ability to read, write and communicate at ABET level 3 or equivalent. |
| UNIT STANDARD RANGE |
| Community member
Adult, child, male, female, traditional leader, role player in community, political or church leader. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Discuss water user needs and expectations within a community. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. The need for community participation is explained |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 2 |
| 2. Local culture and customs in own community are explained. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 3 |
| 3. Water user needs and expectations are identified and discussed in own community. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 4 |
| 4. Water users needs and expectations are reported to the relevant person. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| SPECIFIC OUTCOME 2 |
| Explain the purpose and roles of a community committee. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. The purpose of a community committee is explained. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 2 |
| 2. The constituents of a community committee are identified. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 3 |
| 3. The role of each constituent member is explained. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| SPECIFIC OUTCOME 3 |
| Explain the election process for a community committee. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. The election process is explained. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 2 |
| 2. Alternative voting processes are explained. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 3 |
| 3. Most appropriate voting process in own community is explained and reasons are given. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 4 |
| 4. Frequency of elections is explained. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| SPECIFIC OUTCOME 4 |
| Communicate appropriately with community members. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. Communication with community members is polite and friendly. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 2 |
| 2. Considerations when communicating with different types of users from the community are explained. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 3 |
| 3. Communication is clear and appropriate language is used. |
| ASSESSMENT CRITERION NOTES |
| Integrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of Unit Standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of Unit Standards are captured in a way that makes sense for assessment. |
| UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
| 1. 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.
2. Any institution offering learning that will enable the achievement of this Unit Standard must be accredited as a provider with the relevant ETQA. 3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation. 4. 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 |
| Learners should have a knowledge and understanding of:
1. Rights and responsibilities of users in relation to water. 2. Legislated minimum standards of water supply. 3. The importance of reporting, transfer and dissemination of information. 4. Knowledge of social, cultural and community structures. 5. Knowledge of socio-economic status of communities. 6. Water user needs and expectations within the community. 7. The importance of communication within the community. 8. Committee structure, constituents, election and purpose. |
| 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. |
| UNIT STANDARD CCFO WORKING |
| Work effectively with others as a member of a team, group, organisation, and community. |
| UNIT STANDARD CCFO ORGANISING |
| Plan, organise and manage oneself and one`s activities responsibly and effectively. |
| UNIT STANDARD CCFO COLLECTING |
| Collect, analyse, organise and critically evaluate information.
Assessment criteria: Considerations when communicating with different types of users from the community are explained. |
| UNIT STANDARD CCFO COMMUNICATING |
| Communicate effectively using visual, mathematical and/or language skills in the form of oral and/or written presentation. |
| UNIT STANDARD CCFO SCIENCE |
| Use science and technology effectively and critically, showing responsibility towards the environment and health of others. |
| UNIT STANDARD CCFO DEMONSTRATING |
| Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. |
| 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 | 48495 | General Education and Training Certificate: Water Services | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
| 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. |