SAQA 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: 

Lead and manage people 
SAQA US ID UNIT STANDARD TITLE
115437  Lead and manage people 
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 6  Level TBA: Pre-2009 was L6  20 
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 
This is a core unit standard at Level 6, which can be credited to the Advanced Certificate in Education (School Management and Leadership) at Level 6. The unit standard is suitable for those in school management and leadership positions, for office-based educators supporting school managers, for aspirant school managers, and for those responsible for subject/learning area/phase leadership in schools.Its purpose is to develop in these educators/school managers the fundamental knowledge, skills, and values/personal qualities so that they can lead and manage people effectively and contribute to improving the delivery of education in the school system. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This unit standard assumes that the learner/school manager:
  • Is competent in the language of instruction of the provider
  • Has knowledge and skills of teaching, learning and assessment in schools
  • Has some knowledge and practical experience of schools, the school system and the broader profession. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate the personal qualities necessary for effective leadership and management of people. 
    OUTCOME RANGE 
    The site for demonstration of competence in this unit standard is:
  • The school, or
  • The subject/learning area/phase department within the school, or
  • The school in relation to the district office. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Treats people fairly, equitably and with dignity and respect to create and maintain a positive school culture 

    ASSESSMENT CRITERION 2 
    Is able to challenge, influence and motivate others to achieve high goals 

    ASSESSMENT CRITERION 3 
    Is committed to democratic leadership and effective teamwork 

    ASSESSMENT CRITERION 4 
    Is committed to continuous professional development for self and all others within the school 

    SPECIFIC OUTCOME 2 
    Plan, allocate, support and evaluate work undertaken by groups, teams and individuals. 
    OUTCOME NOTES 
    Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities. 
    OUTCOME RANGE 
    The site for demonstration of competence in this unit standard is:
  • The school, or
  • The subject/learning area/phase department within the school, or
  • The school in relation to the district office. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Deploy staff effectively:
  • Analyse the staffing requirements to implement the school plan and the routine functioning of the school, and communicate needs to the SGB
  • Assess the particular qualities and capabilities and potential of existing staff to deploy them effectively
  • Identify particular areas of weakness across the staff complement and develop strategies to ensure that these do not impact negatively on overall output
  • Identify the need for and draw on external expertise where and when necessary 

  • ASSESSMENT CRITERION 2 
    Plan, allocate, support and evaluate work:
  • Initiate structures and processes that share leadership and help staff work collegially in teams to meet the mission and goals of the school
  • Create, maintain and enhance effective and harmonious working relationships with and between staff
  • Manage own workload and that of others to ensure a work/life balance
  • Acknowledge and celebrate the responsibilities and achievements of individuals and teams
  • Develop and maintain a culture of high expectations for self and for others and take appropriate action when performance is unsatisfactory
  • Understand the potential impact of HIV/Aids on individuals and the school community and be able to manage affected staff and learners sensitively and fairly 

  • SPECIFIC OUTCOME 3 
    Develop the professional skills of self, groups and individuals to enhance their performance. 
    OUTCOME NOTES 
    Develop the professional skills of self, groups and individuals to enhance their performance and that of school. 
    OUTCOME RANGE 
    The site for demonstration of competence in this unit standard is:
  • The school, or
  • The subject/learning area/phase department within the school, or
  • The school in relation to the district office. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Create an environment conducive to professional reflection and learning 

    ASSESSMENT CRITERION 2 
    Establish a staff development team that ensures that its planned activities are implemented within the legal requirements 

    ASSESSMENT CRITERION 3 
    Monitor the implementation of staff development plans and activities and ensure that there is feedback to share learning with the school as a whole 

    ASSESSMENT CRITERION 4 
    Develop and maintain effective strategies and procedures for quality assurance and evaluation of staff for improvement purposes 

    ASSESSMENT CRITERION 5 
    Develop and maintain effective strategies for the induction and mentoring of staff, and, where appropriate, for the management of learnerships 

    ASSESSMENT CRITERION 6 
    Regularly review own practice, set personal targets and take responsibility for personal development 

    SPECIFIC OUTCOME 4 
    Create an environment conducive to collective bargaining, collaboration and negotiation. 
    OUTCOME NOTES 
    Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 
    OUTCOME RANGE 
    The site for demonstration of competence in this unit standard is:
  • The school, or
  • The subject/learning area/phase department within the school, or
  • The school in relation to the district office. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Demonstrate an understanding of and ability to manage diversity in school communities 

    ASSESSMENT CRITERION 2 
    Interpret and implement departmental conditions of service sensitively and fairly 

    ASSESSMENT CRITERION 3 
    Demonstrate an understanding of and ability to interpret and act on the relevant labour relations laws pertinent to schools 

    ASSESSMENT CRITERION 4 
    Demonstrate awareness of the socio-political environment and its potential impact on schools 

    ASSESSMENT CRITERION 5 
    Create an environment within the school in which conflict can be managed creatively 

    SPECIFIC OUTCOME 5 
    Understand and be able to apply relevant content knowledge in leading and managing people. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Understand and apply in a reflective way departmental conditions of service, as well as relevant aspect of the Labour relations Act and the South African Schools Act 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • ASSESSMENT CRITERION 2 
    Understand and apply in a reflective way The SACE Code of Conduct 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • ASSESSMENT CRITERION 3 
    Understand and apply in a reflective way Processes for developmental appraisal and performance review 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • ASSESSMENT CRITERION 4 
    Understand and apply in a reflective way Strategies for managing diversity 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • ASSESSMENT CRITERION 5 
    Understand and apply in a reflective way The actual/potential impact of HIV/Aids on individuals and the school community 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • ASSESSMENT CRITERION 6 
    Understand and apply in a reflective way Understand and apply in a reflective way Time and work management 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • ASSESSMENT CRITERION 7 
    Understand and apply in a reflective way Strategies for building sound working relationships 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • ASSESSMENT CRITERION 8 
    Understand and apply in a reflective way Strategies to promote self and team development 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • ASSESSMENT CRITERION 9 
    Understand and apply in a reflective way Strategies for building and sustaining a learning community 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • ASSESSMENT CRITERION 10 
    Understand and apply in a reflective way Departmental requirements for the continuing professional development of staff 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Since this is a core unit standard in the ACE in School Management and Leadership, it should follow the accreditation and moderation options as described in the ACE. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Understand and be able to apply relevant content knowledge in leading and managing people. 

    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.
    Evident in specific outcomes:
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, community.
    Particularly in specific outcome:
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities 

  • UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively.
    Particularly in specific outcome:
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities 

  • UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information.
    Evident in specific outcome:
  • Understand and be able to apply relevant content knowledge in leading and managing people. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. 

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
    Evident in specific outcomes:
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution.
  • Understand and be able to apply relevant content knowledge in leading and managing people. 

  • 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.
    Evident in specific outcome:
  • Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
    i. Reflecting on and exploring a variety of strategies to learn more effectively
  • Demonstrate the personal qualities necessary for effective leadership and management of people.
  • Develop the professional skills of self, groups and individuals to enhance their performance and that of school.

    ii. Participating as responsible citizens in the life of local, national and global communities
  • Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.

    iii. Being culturally and aesthetically sensitive across a range of social contexts
  • Demonstrate the personal qualities necessary for effective leadership and management of people.

    iv. Exploring education and career opportunities
    v. Developing entrepreneurial opportunities. 

  • 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
    Core  73529   Advanced Certificate: Education: School Management and Leadership  Level 6  NQF Level 06  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Elective  67460   National Diploma: Public Administration  Level 6  NQF Level 06  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. AUBREY NYIKO BUSINESS ENTERPRISES 
    2. Enjo Consultants 
    3. Jeppe College of Commerce and Computer Studies 
    4. Khoali Education, Training and development consultants 
    5. KMS COLLEGE 
    6. Mtk Corporation Solutions 
    7. Pro-Active Public Services College (Pty) Ltd 
    8. RAMAZWI SECURITY SERVICES CC 
    9. Reflections Development Institute 
    10. Saint Colonel Graduate Institute (PTY) Ltd 
    11. SIYANQOBA SEMINARS 
    12. Tloumogale Business Development & Consulting 



    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.