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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Plan development project operations 
SAQA US ID UNIT STANDARD TITLE
119764  Plan development project operations 
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 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
This Unit Standard requires learners to plan project operations for effective project implementation. Credited learners are empowered to plan projects by preparing effective and practical project planning tools and systems. This set of competences is transferable to other learning areas.

Good project operational planning ensures that duplication is reduced by replicating good practice and implementing lessons learnt previously. Optimal use of human and financial resources will improve development practice in general, and contributes to social and economic transformation by ensuring project coherence, informing people of their roles, and ensuring that they contribute more effectively to transformation. Ultimately, impact and implementation are improved.

Credited learners are capable of:
  • Defining activities sequence to ensure effective project implementation
  • Allocating resources appropriately for specific contexts
  • Defining risk management strategies for specific projects
  • Presenting project operational implementation plans to obtain agreement from stakeholders 

  • 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 4. 

    UNIT STANDARD RANGE 
    Range statements are provided in the Unit Standard where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Define activities sequence to ensure effective project implementation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    All key project activities and sub-activities are listed and prioritised within specific project plans. 

    ASSESSMENT CRITERION 2 
    Timeframes are allocated to each set of activities. 

    ASSESSMENT CRITERION 3 
    Project activity lists are divided into phases or periods of work. 

    SPECIFIC OUTCOME 2 
    Allocate resources appropriately for specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Project resources are identified and grouped according to application. 

    ASSESSMENT CRITERION 2 
    Resources are allocated to relevant activities. 

    ASSESSMENT CRITERION 3 
    Allocated resources are monitored in accordance with specific project plans. 

    SPECIFIC OUTCOME 3 
    Define risk management strategies for specific projects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Risk factors are identified and management actions are proposed. 

    ASSESSMENT CRITERION 2 
    Proposed risk management actions are assessed in terms of specific requirements. 
    ASSESSMENT CRITERION RANGE 
    Specific requirements can include feasibility, sufficiency, cost-effectiveness, etc.
     

    ASSESSMENT CRITERION 3 
    Alternative risk management actions and their implications are noted to provide a wider range of contingency options. 

    SPECIFIC OUTCOME 4 
    Present project operational implementation plans to obtain agreement from stakeholders. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Project plans are formulated according to specifications. 
    ASSESSMENT CRITERION RANGE 
    Specifications can require activity lists, resource and time allocation, monitoring and risk management plans, etc. and formulation should include graphic and audio-visual formats.
     

    ASSESSMENT CRITERION 2 
    Key elements of project plans are identified and explained verbally and in written format. 

    ASSESSMENT CRITERION 3 
    Feedback from stakeholders is facilitated and recorded in order to improve ownership of planning processes. 

    ASSESSMENT CRITERION 4 
    Final project plans are incorporated into relevant stakeholder feedback. 


    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:
  • Activities sequences (work breakdown structures), key project activities and sub-activities
  • Project resources and their application
  • Risk factors and risk management strategies
  • Project operational implementation planning and key elements of project plans 

  • 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 define activities sequence to ensure effective project implementation, and to define risk management strategies for specific projects. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when feedback from stakeholders is facilitated in order to improve ownership of planning processes. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when allocated resources are monitored in accordance with specific project plans. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to present project operational implementation plans to obtain agreement from stakeholders, and when key elements of project plans are explained verbally and in written format, and feedback from stakeholders is recorded. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when project plans are formulated according to specifications. 

    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 to allocate resources appropriately for specific contexts. 

    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 
    Notes to assessors

    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. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  65030   National Certificate: Arts and Culture Development Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Core  61349   National Certificate: Heritage Resource Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Core  49710   National Diploma: Development Practice  Level 5  NQF Level 05  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.