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: 

Explain the implications of policies that impact on communities 
SAQA US ID UNIT STANDARD TITLE
119359  Explain the implications of policies that impact on communities 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02  12 
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
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 
The purpose of the learning is that credited learners can engage with government policies in order to facilitate community understanding of such policies, and community change. This set of competencies is transferable, and allows learners to focus on one or more fields: the Unit Standard increases the community development worker's competence regarding policy development. If credited learners are able to improve their own and communities' understanding of government policies, social transformation is enhanced.
Credited learners are capable of:
  • Identifying community situations where government policy is unknown/misunderstood
  • Identifying and locating government policies to facilitate community change
  • Describing government policy to facilitate community change
  • Explaining the benefits of government policy for community change 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this Unit Standard are based on the assumption that learners have already attained the following competencies:
  • Communication and language competence at NQF Level 1
  • Mathematical literacy at NQF Level 1
  • Understanding of transformative development 
    		•

    UNIT STANDARD RANGE 
    Learners are required to engage with popular versions of policy, rather than full policy. Other range statements are provided with the specific outcomes and assessment criteria, where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify community situations where government policy is unknown/misunderstood. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Ways of scanning of media, including all local and other relevant reports, are explained with the aim of enabling the community to access government policies. 

    ASSESSMENT CRITERION 2 
    Ways of interpreting information gathered are explained with the purpose of establishing the intent of policies. 

    ASSESSMENT CRITERION 3 
    Policies that are unknown or misunderstood are identified based on community input, and observation of apathy and/or naivety. 

    SPECIFIC OUTCOME 2 
    Identify and locate government policies to facilitate community change. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Government Acts that inform policies are identified from relevant sources. 

    ASSESSMENT CRITERION 2 
    Government policies are located in relevant sources. 

    ASSESSMENT CRITERION 3 
    All relevant policies are obtained from relevant sources. 

    ASSESSMENT CRITERION 4 
    Popular versions of policies are obtained where available. 

    SPECIFIC OUTCOME 3 
    Describe government policy to facilitate community change. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Areas and issues that address government policies are listed in terms of information contained in such policies. 

    ASSESSMENT CRITERION 2 
    Interpretation of the contents of government policies is justified in terms of information contained in such policies. 

    ASSESSMENT CRITERION 3 
    Areas and issues that address government policies are explained in terms of their relationship to community change. 

    SPECIFIC OUTCOME 4 
    Explain the benefits of government policy for community change. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identified benefits are justified in terms of the impact of government policies on communities. 

    ASSESSMENT CRITERION 2 
    Procedures for implementing government policies and realising benefits are explained in terms of information contained in such policies. 

    ASSESSMENT CRITERION 3 
    Procedures for implementing government policies and realising benefits are explained in terms of appropriateness for community member level of understanding. 

    ASSESSMENT CRITERION 4 
    Examples given of Situations where government policies have been effective are explained through examples. 

    ASSESSMENT CRITERION 5 
    Indications of shortcomings/deficiencies in government policies are pointed out through policy analysis. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Unit Standard.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Media, local and other relevant reports
  • Policies and the intent of policies
  • Identification of policies that are unknown or misunderstood
  • Communication appropriate for community member characteristics and understanding
  • Government policies to facilitate community change
  • Government Acts that inform policies
  • Location of government policies
  • Popular versions of policies
  • Areas and issues that government policies address
  • Interpretation of the contents of government policies
  • Benefits of government policy for community change
  • The impact of government policies on communities
  • Procedures for implementing government policies and realising benefits
  • Situations where government policies have been effective
  • Indications of shortcomings/deficiencies in government policies 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when identification of policies that are unknown or misunderstood is based on community input, and observation of apathy and/or naivety. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to obtain all relevant policies. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when information gathered is accurate in terms of intent of policies, identification of Government Acts that inform policies is correct, examples given of situations where government policies have been effective are factually correct and indications of shortcomings/deficiencies in government policies are factually correct. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when communication is appropriate for community member characteristics and understanding and listed areas, issues that government policies address are accurate in terms of information contained in such policies, explanation of procedures for implementing government policies and realising benefits is accurate in terms of information contained in such policies, and explanation of procedures for implementing government policies and realising benefits is appropriate for community member level of understanding. 

    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 when areas and issues that government policies address are related/linked to community change, and identified benefits are justified in terms of the impact of government policies on communities. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this Unit Standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    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  49556   National Certificate: Development Practice  Level 2  NQF Level 02  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.
     
    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.