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: |
Advocate and lobby community issues |
SAQA US ID | UNIT STANDARD TITLE | |||
119517 | Advocate and lobby community issues | |||
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 3 | NQF Level 03 | 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 | |||
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 |
Learners credited against this Unit Standard are able to advocate and lobby to raise the profile of any issue of concern that may affect specific communities. In addition, they are able to engage relevant stakeholders, leading to increased participation. Learners are able to set up identified advocacy and lobbying programmes. Advocacy and lobbying competences are essential for community development practitioners, and therefore positions the practice as an important field of learning. The community development practitioner practices in a wide range of sectors such as health, social development and human rights, making this competences relevant across sectors.
Learners attain life skills such as communication, assertiveness, the ability to articulate issues, etc. and are able to influence for change, and broaden understanding. Familiarity with, awareness of and exposure to global issues are achieved, and learners are able to utilise untapped potential. The field of development practice is impacted as this set of competences allows learners to bring and impart skills, knowledge and information in different fields. It broadens the base of development practice, raises awareness of issues, and ensures that learners keep up to date on development issues and changes in development practice. Learners can influence change, and through interaction with other fields are able to share information and give direction. This allows them to remain in touch with external environments, participate in development clusters, and remain connected and focussed. Credited learners can bring about change in peoples' socio-economic conditions, raise awareness of the need for action, mobilise people around a common cause, enhance critical thinking, and unleash potential in communities and individuals. Credited learners are capable of: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 2. |
UNIT STANDARD RANGE |
The typical scope of this Unit Standard is community-based advocacy and lobbying. Other range statements are provided with relevant specific outcomes and assessment criteria. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Identify community concerns and issues that warrant attention. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Issues and concerns identified for the purpose of advocacy are described as expressed by communities. |
ASSESSMENT CRITERION 2 |
Concerns and issues are prioritised in terms of importance and community impact. |
SPECIFIC OUTCOME 2 |
Identify relevant stakeholders for advocacy and lobbying. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
All relevant stakeholders are identified through their direct and indirect involvement in community projects. |
ASSESSMENT CRITERION 2 |
Stakeholders are selected on the basis of their relevance to concerns/issues. |
ASSESSMENT CRITERION 3 |
Awareness of issues is raised by describing ways of presenting them to relevant stakeholders. |
ASSESSMENT CRITERION 4 |
Community issues are discussed for the purpose of enhancing stakeholder involvement in advocacy and lobbying programmes. |
ASSESSMENT CRITERION 5 |
Advocacy and lobbying with stakeholders is explained with reference to developed frameworks. |
SPECIFIC OUTCOME 3 |
Explain steps for effective advocacy and lobbying of community issues. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Advocacy and lobbying procedures are described in accordance with prescribed practices. |
ASSESSMENT CRITERION 2 |
Steps of advocacy and lobbying are identified with reference to specific contexts. |
ASSESSMENT CRITERION 3 |
Steps are placed in correct order of implementation. |
SPECIFIC OUTCOME 4 |
Conduct community advocacy and lobbying programmes using relevant tools and resources. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Tools and resources are identified for specific contexts. |
ASSESSMENT CRITERION 2 |
Tools and resources are selected with reference to relevance for specific contexts. |
ASSESSMENT CRITERION 3 |
Resource costs are accurately determined by taking community needs and project activities into account. |
ASSESSMENT CRITERION 4 |
Community advocacy and lobbying are described in terms of specific community requirements. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
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:
|
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 to identify community concerns and issues that warrant attention. |
UNIT STANDARD CCFO WORKING |
Work effectively with others as a member of a team, group, organisation or community to identify relevant stakeholders for advocacy and lobbying. |
UNIT STANDARD CCFO ORGANISING |
Organise and manage oneself and one's activities responsibly and effectively when advocacy and lobbying procedures are described in accordance with prescribed practices. |
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information when concerns and issues are prioritised in terms of importance and community impact and stakeholder selection is based on stakeholder relevance to concerns/issues. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when awareness of issues is raised by presenting them to relevant stakeholders and discussion of community issues is appropriate for enhancing stakeholder involvement in advocacy and lobbying programmes. |
UNIT STANDARD CCFO SCIENCE |
Use science and technology effectively and critically, showing responsibility towards the environment and health of others when resource costs are accurately determined. |
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 steps identified for effective advocacy and lobbying community issues are 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:
|
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 | 49600 | National Certificate: Development Practice | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2009-05-13 | Was ETDP SETA until Last Date for Achievement |
Elective | 57823 | National Certificate: Ward Committee Governance | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | LG SETA |
Elective | 57804 | National Certificate: Public Administration | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | PSETA |
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. | Amabamba Recruitment |
2. | AVAX SA 481 CC. T/A Mandisa Development Services |
3. | Avenida (Pty) Ltd |
4. | Brilliant Affairs |
5. | Bull's Business and Skills Training Institute |
6. | Dee's Training (PTY) LTD |
7. | DM Training Consultants |
8. | Edequette Training Institute |
9. | Edutraining Business College |
10. | Excellent Minds Institute (Pty) Ltd |
11. | Faranang Marketing |
12. | Fumani Ma-Afrika Group |
13. | Growth Management Consulting |
14. | HDPSA |
15. | ICM t/a Institute for Career Management |
16. | IQ Skills Academy (PTY) LTD. |
17. | Jobafrik Consulting |
18. | Josmap Training Institute |
19. | Lewerb Holdings (PTY) Ltd |
20. | Makhuba Development Projects CC |
21. | MANCOSA Pty (Ltd) |
22. | Morar Incorporated - KZN |
23. | MTK Corporate Solutions |
24. | Nemalale Eagles Consultancy CC |
25. | Neopeo Trading & Projects |
26. | Networx for Career Development |
27. | Ngaphakathi Investments |
28. | Nkinane Trading Enterprise |
29. | NKQUBELA CONSULTING |
30. | Nokusho M Consulting and Trading |
31. | Pebetse Training and Consulting |
32. | PFIM Trading (Pty) Ltd |
33. | PMA Holdings (PTY ) LTD. |
34. | Reflections Development Institute |
35. | Regent Business School (Pty) Ltd t/a Regent Business School |
36. | Ruthekho Training Academy |
37. | Silalele Consulting CC. |
38. | Siza Nesu Training and Consultants |
39. | T Mabuya & Associates CC |
40. | Thando Consulting Services |
41. | Tloumogale Business Development & Consulting |
42. | Tshepang Consulting & Project |
43. | Tshwane Training Institute (PTY) LTD. |
44. | Umqondo Consultancy |
45. | UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD |
46. | University of Venda |
47. | Ursivox Interactive Systems |
48. | Vukauzakhe Traiding Enterprise |
49. | Washa 2 Training & 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. |