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 THAT HAS PASSED THE END DATE: 

Manage policy, planning, school development and governance 
SAQA US ID UNIT STANDARD TITLE
115439  Manage policy, planning, school development and 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 6  Level TBA: Pre-2009 was L6  20 
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 
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 manage policy, planning, school development and governance 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 
    Please see Specific Outcome: 'Understand and be able to apply relevant content knowledge in leading and managing people' and its Assessment Criteria for content 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. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate the personal qualities necessary for effective management. 
    OUTCOME NOTES 
    Demonstrate the personal qualities necessary for effective management of policy, planning, school development and governance. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The learner/'school manager' leads by example, and is a model of the values and vision of the school. 

    ASSESSMENT CRITERION 2 
    The learner/'school manager' is able to think strategically. 

    ASSESSMENT CRITERION 3 
    The learner/'school manager' is committed to following through the vision and mission in detailed planning for the day to day life of the school and its future direction. 

    ASSESSMENT CRITERION 4 
    The learner/'school manager' is able to motivate and empower others to participate in the development of vision, school policies and plans, and carry these forward. 

    ASSESSMENT CRITERION 5 
    The learner/'school manager' is committed to cooperative governance of the school and involvement of parents and the community. 

    SPECIFIC OUTCOME 2 
    Develop and communicate school values, vision, mission, policies and plans. 
    OUTCOME NOTES 
    Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Manage a process for the participative development of a school development plan with vision, mission and values based on context and needs analysis. 

    ASSESSMENT CRITERION 2 
    Develop and maintain structures and processes which support a consultative and participatory approach to decision making and planning. 

    ASSESSMENT CRITERION 3 
    Develop school policies (including those required by the South African Schools Act) in collaboration with stakeholders. 

    ASSESSMENT CRITERION 4 
    Work within the school community to translate the vision and policies into agreed operational plans which will achieve sustained school improvement. 

    ASSESSMENT CRITERION 5 
    Oversee the implementation of the vision, policies and plans and initiate corrective action as required. 

    ASSESSMENT CRITERION 6 
    Ensure that those involved in school remain committed to the school's values, vision mission, policies and plans. 

    ASSESSMENT CRITERION 7 
    Evaluate and improve the effectiveness of the school's policies and plans. 

    SPECIFIC OUTCOME 3 
    Develop and maintain sound working relationships with the School Governing Body. 
    OUTCOME NOTES 
    Develop and maintain sound working relationships with the School Governing Body, as well as parents, learners, the community and the department. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Promote cooperative governance in the school by making sure that the School Governing Body is legally constituted and fully functional. 

    ASSESSMENT CRITERION 2 
    Negotiating with the School Governing Body to define clearly the governance and professional roles of the School Governing Body and the School Management Team. 

    ASSESSMENT CRITERION 3 
    Through the establishment of a legally constituted and supported Representative Council of Learners, involve learners in the co-operative governance of the school. 

    ASSESSMENT CRITERION 4 
    Build relationships and partnerships with the community through efficient communication, marketing of the school and the involvement of parents/guardians and others. 

    ASSESSMENT CRITERION 5 
    Find and use appropriate ways to communicate with parents/guardians (for example, meetings and/or newsletters and/or personal letters, telephone calls etc) so that they understand school matters clearly and are motivated to be partners in the education of their children. 

    ASSESSMENT CRITERION 6 
    Communicate regularly in both formal and informal ways with the department in order to manage the school responsively. 

    SPECIFIC OUTCOME 4 
    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 developmental and operational planning. 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to the other specific outcomes. 

    ASSESSMENT CRITERION 2 
    Understand and apply in a reflective way the development of school policies in terms of the South African Schools Act and other relevant legislation. 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to the other specific outcomes. 

    ASSESSMENT CRITERION 3 
    Understand and apply in a reflective way school development and improvement. 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to the other specific outcomes. 

    ASSESSMENT CRITERION 4 
    Understand and apply in a reflective way participatory approaches to decision making, communication and the role of consultation in planning. 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to the other specific outcomes. 

    ASSESSMENT CRITERION 5 
    Understand and apply in a reflective way strategies which encourage parents to support their children's learning. 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to the other specific outcomes. 

    ASSESSMENT CRITERION 6 
    Understand and apply in a reflective way co-operative governance. 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to the other specific outcomes. 


    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 
    See Specific Outcome: 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.

    Refer to the following Specific Outcome and its Assessment Criteria:
  • Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, community.

    Refer to the following Specific Outcomes and its Assessment Criteria:
  • Demonstrate the personal qualities necessary for effective management of policy, planning, school development and governance.
  • Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these.
  • Develop and maintain sound working relationships with the School Governing Body, as well as parents, learners, the community and the department. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively.

    Refer to the following Specific Outcomes and its Assessment Criteria:
  • Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these.
  • Understand and be able to apply relevant content knowledge in leading and managing people. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information.

    Refer to the following Specific Outcomes and its Assessment Criteria:
  • Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these.
  • 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.

    Refer to all Specific Outcomes and its Assessment Criteria. 

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    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.

    Refer to all Specific Outcomes and its Assessment Criteria. 

    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;
    ii. Participating as responsible citizens in the life of local, national and global communities;
    iii. Being culturally and aesthetically sensitive across a range of social contexts;
    Refer to the following Specific Outcomes and its Assessment Criteria:
  • Demonstrate the personal qualities necessary for effective management of policy, planning, school development and governance.
  • Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these.
  • Develop and maintain sound working relationships with the School Governing Body, as well as parents, learners, the community and the department.
    iv. Exploring education and career opportunities; and
    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  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 


    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. DELTA ENVIRONMENTAL CENTRE NPC 
    2. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    3. Enjo Consultants (Pty) Ltd 
    4. Future-Teacher (Pty) Ltd 
    5. INHLANSI CONSULTANTS CC 
    6. Leronsa Trading Enterprise 
    7. Marematlou Training Institute 
    8. Pitt Institute T/A Imithombo Institute 
    9. Read Educational Trust 
    10. Secure Skills Development 
    11. South West Gauteng Tvet College 
    12. Tembe Service Providers 
    13. THE MATTHEW GONIWE SCHOOL OF LEADERSHIP AND GOVERNANCE 
    14. TMG Quality Services 
    15. Ukukhula Projects 
    16. VUWA PROJECTS 


    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.