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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Plan an integrated school sanitation project 
SAQA US ID UNIT STANDARD TITLE
115951  Plan an integrated school sanitation project 
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 5  Level TBA: Pre-2009 was L5  6 
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 
The qualifying learner achieving this Unit Standard in combination with context expertise standard(s) will be able to explain the core requirements for effective and sustainable school sanitation, beyond infrastructure provision and develop an implementation plan for a school sanitation project. Learners will be able to explain and include in their plans the appropriate technologies, effective in-school management and maintenance systems and integration with school outcomes based education (OBE) curriculum. This will contribute towards effective school sanitation project management and the delivery of a quality product to the people. Achieving this Unit Standard will enable the qualifying learner to advance his / her own expertise. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Numeracy, communication and literacy skills NQF level 4 or equivalent, project planning skills. 

UNIT STANDARD RANGE 
Learners who meet the requirements of this unit standard should be able to implement a school sanitation project at school cluster level. Much of the role would be coordination and consultation, providing support for the relevant role-players and support agents to carry out their tasks effectively. Case studies could be developed for assessing learners. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Plan the implementation of a school sanitation programme. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
Process is planned taking into account all the role players, including in-school and external decision-making processes. 

ASSESSMENT CRITERION 2 
Objectives are identified within the appropriate project life cycle phases. 

ASSESSMENT CRITERION 3 
The integration and sequencing of all processes is explained and documented. 

ASSESSMENT CRITERION 4 
Responsibility for each project activity, including monitoring, is explained. 

ASSESSMENT CRITERION 5 
Clustering of schools to maximise scale efficiencies and scale economies is explained. 

ASSESSMENT CRITERION 6 
Assess the context of the school and its particular needs and select appropriate sanitation technologies, including hand washing facilities. 

ASSESSMENT CRITERION 7 
Processes for enhancing local ownership of the sanitation facilities, including ceremonies and handover processes are identified and planned. 

SPECIFIC OUTCOME 2 
Describe and plan an effective school management and maintenance system. 
OUTCOME NOTES 
Describe and plan an effective school management and maintenance system according to participatory principles. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
A participatory process is established to identify role players, tasks, responsibilities, accountability, and systems for ongoing cleaning and maintenance. 

ASSESSMENT CRITERION 2 
Routine maintenance requirements including desludging of pit systems are communicated. 

ASSESSMENT CRITERION 3 
Funding options are explored with role players. 

ASSESSMENT CRITERION 4 
A system to provide information about technical issues is set in place to assist school management to understand their responsibilities regarding management, monitoring and maintenance. 

SPECIFIC OUTCOME 3 
Identify opportunities and plan for local community involvement in a school sanitation project. 
OUTCOME NOTES 
Identify opportunities and plan for local community involvement and local economic development in a school sanitation project. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
A participatory process involving the School Governing Body or suitable alternative is designed in order for local economic development opportunities to be explored. 

ASSESSMENT CRITERION 2 
Opportunities for local builders and other service providers are explained. 

ASSESSMENT CRITERION 3 
Ways for schools to make provision for funds to support cleaning and basic repairs are listed. 

ASSESSMENT CRITERION 4 
The purpose and advantage of fencing is explained. 

SPECIFIC OUTCOME 4 
Develop an outline plan of the in-school elements according to participatory principles. 
OUTCOME NOTES 
Develop an outline plan of the in-school elements of a school sanitation project according to participatory principles. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
The composition of an appropriate in-school multi-stakeholder team or committee is identified, with lead responsibility assigned to a designated individual. 

ASSESSMENT CRITERION 2 
An assessment of need and challenges is conducted with the team, and an in-school plan is established. 

ASSESSMENT CRITERION 3 
Training and support needs of educators and other role players are identified and resources are identified to assist with these needs. 

ASSESSMENT CRITERION 4 
Training and support processes are implemented in phase with overall project actions. 

ASSESSMENT CRITERION 5 
Opportunities for school sanitation and hygiene promotion events are identified. 

ASSESSMENT CRITERION 6 
School-based cleaning and maintenance systems, with monitoring systems and indicators, are planned. 


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's 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 
  • Appropriate, robust, affordable, acceptable and sustainable sanitation technologies for schools.
  • The nature and extent of the backlog in school sanitation.
  • The impact of inadequate school sanitation on learners and the broader community.
  • Issues such as dignity, safety, the needs of the disabled, gender and HIV/AIDS in relation to school sanitation.
  • Principles that support good sanitation in schools, including the importance of good management systems in schools, and the concept of toilets as a health intervention, not merely an infrastructure issue.
  • Roles, functions and responsibilities of all role players.
  • The importance of involving the school community, particularly the School Governing Body (SGB), educators, school management and even parents from the start.
  • Health and sanitation promotion at schools.
  • VIPs and desludging provisions.
  • Hand washing facilities and different design options.
  • Siting and design of sanitation facilities to lessen the risk of bullying and rape.
  • Issues around availability of toilet paper or alternatives (e.g. blockage of sewers, bulky materials will fill pits more rapidly, funding and supply of toilet paper).
  • Disposal of sanitary towels.
  • Pupil to toilet ratio.
  • Jurisdiction of municipal and provincial authorities. 
    		•

    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.

    Assessment criteria:
  • None 
    		•

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

    Assessment criteria:
  • None 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Plan, organise and manage oneself and one's activities responsibly and effectively.

    Specific outcome:
  • Plan the implementation of a school sanitation programme. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Assessment criteria:
  • Clustering of schools to maximise scale efficiencies and scale economies is explained.
  • Assess the context of the school and its particular needs and select appropriate sanitation technologies, including hand washing facilities. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the form of oral and/or written presentation.

    Assessment criteria:
  • All 
    		•

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

    Assessment criteria:
  • All 
    		•

    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.

    Assessment criteria:
  • All 
    		•

    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  48908   National Certificate: Sanitation Project Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Elective  48909   Further Education and Training Certificate: Sanitation Project Facilitation  Level 4  NQF Level 04  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.
     
    1. ERGO MAPHELONG INSTITUTE (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.