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:

Facilitate community access to resources

SAQA US ID	UNIT STANDARD TITLE
119361	Facilitate community access to resources
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	10
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 access a range of resources, including information. Credited learners can bring resources closer to communities in a facilitative manner. Thus, this area of competence will bring communities closer to government, and to where resources are located.

Credited learners are capable of:

Identifying resources relevant for specific communities.

Determining mechanisms to gather resources that are appropriate for specific communities.

Distributing resources according to agreed criteria.

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.

Mathematic literacy at NQF Level 1.

Understanding of transformative development.

UNIT STANDARD RANGE

Learners are required to be competent in more than one area/field of development practice. Other range statements are provided with the specific outcomes and assessment criteria, where relevant.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify resources relevant for specific communities.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Needs and resources are compared in order to determine shortcomings.

ASSESSMENT CRITERION 2

Criteria for the selection of available resources from community assets are listed in accordance with specific contexts.

ASSESSMENT CRITERION 3

Additional information regarding identified resources is obtained from relevant sources.

SPECIFIC OUTCOME 2

Determine mechanisms to gather resources that are appropriate for specific communities.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Materials for responding to community needs are selected in terms of their appropriateness to specific communities.

ASSESSMENT CRITERION 2

Instructions for gathering of resources are explained at an appropriate level on communication.

ASSESSMENT CRITERION 3

All relevant information is obtained and supplied to communities.

SPECIFIC OUTCOME 3

Distribute resources according to agreed criteria.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Criteria for the distribution of resources are listed in terms of specified requirements.

ASSESSMENT CRITERION 2

Criteria for recipients of resources are listed in terms of their needs.

ASSESSMENT CRITERION 3

Time frames for distribution of resources are listed according to the estimated duration of activities.

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:

Available resources and community assets.

Relevant sources to obtain additional information regarding identified resources.

Mechanisms to gather resources that are appropriate for specific communities.

Agreed criteria for resource distribution, and specified requirements for interpretation of agreed upon criteria.

Given time frames for distribution of resources.

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 selected materials are appropriate for responding to community needs.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community to ensure that recipients of resources meet agreed upon criteria.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when given time frames for distribution of resources are adhered to, instructions are adhered to, and given time frames for distribution of resources are adhered to.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information when additional information regarding identified resources is obtained from relevant sources, all relevant information is obtained and supplied to communities, and interpretation of agreed upon criteria meets specified requirements.

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 comparison of needs with resources is appropriate for specific contexts and selection of available resources from community assets is appropriate for specific contexts.

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
Elective	66749	National Certificate: Community Development	Level 3	NQF Level 03	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.	The Early Care Foundation