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: 

Define community-based development project scope 
SAQA US ID UNIT STANDARD TITLE
119765  Define community-based development project scope 
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 
The purpose of learning credited against this Unit Standard is that learners are able to define the scope of projects within the specific contexts by applying secondary research competence. Credited learners are able to use a wide range of sources of existing information and can use the information to inform future project design in ways that are in line with community development principles and dynamics.

Improved project scope definition will result in improved accuracy and relevance of information, which then ensures improved project design and evaluation in the development practice field. Partnerships with existing projects are encouraged, and a database of findings can be developed and used to measure success and progress as a means to identify intervention strategies for economic and social transformation.

Credited learners are capable of:
  • Identifying existing information that is relevant for specific project definition.
  • Developing research plans to define community needs.
  • Collecting information about community needs according to research planning.
  • Consulting with relevant project stakeholders for input into project scope definition.
  • Integrating feedback regarding research into final project scope definition. 

  • 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 
    The typical scope of this Unit Standard is a project that involves a community with various needs. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify existing information that is relevant for specific project definition. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Available information resources are assessed in terms of their relevance for specific project definition. 

    ASSESSMENT CRITERION 2 
    Sources of information are recorded in specified written formats. 

    ASSESSMENT CRITERION 3 
    Relevant requirements regarding referencing of sources are adhered to. 
    ASSESSMENT CRITERION RANGE 
    Requirements include legal requirements regarding copyright, media, intellectual property, etc.
     

    ASSESSMENT CRITERION 4 
    Relevant existing information is summarised according to given requirements. 

    SPECIFIC OUTCOME 2 
    Develop research plans to define community needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Research plans are formulated according to given research specifications. 
    ASSESSMENT CRITERION RANGE 
    Specifications can include timeframes, stakeholder involvement, methodology, sampling, assumptions, research tools, etc.
     

    ASSESSMENT CRITERION 2 
    Research plans are presented in accordance with organisational or community requirements. 

    ASSESSMENT CRITERION 3 
    Research plans are amended to include relevant recommendations from stakeholders. 

    SPECIFIC OUTCOME 3 
    Collect information about community needs according to research planning. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Research tool/s are selected and applied according to sample requirements. 

    ASSESSMENT CRITERION 2 
    Data is collected and processed to enable effective analysis. 

    ASSESSMENT CRITERION 3 
    Research findings are summarised in specified written formats. 

    SPECIFIC OUTCOME 4 
    Consult relevant project stakeholders for input into project scope definition. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Research findings are prepared, presented and delivered/distributed according to specific context requirements. 

    ASSESSMENT CRITERION 2 
    The range of project scope alternatives is presented to stakeholders, based on research findings. 

    ASSESSMENT CRITERION 3 
    Project stakeholders are actively engaged and encouraged to contribute to the definition of the project scope. 

    ASSESSMENT CRITERION 4 
    Consensus on project scope is obtained/facilitated before project commencement. 

    SPECIFIC OUTCOME 5 
    Integrate feedback regarding research into final project scope definition. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Preparation and distribution/presentation of project scope definition statements meet requirements of stakeholders. 

    ASSESSMENT CRITERION 2 
    Stakeholder feedback on project scope is compiled and summarised in specified formats. 

    ASSESSMENT CRITERION 3 
    Amended project scope statements reflect relevant stakeholder input. 


    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 information resources and sources.
  • Relevant requirements for referencing of sources.
  • Research planning and plan development.
  • Research specifications such as timeframes, stakeholder involvement, methodology, sampling, assumptions, research tools, etc.
  • Research tool/s and their application according to sample requirements.
  • Data processing and effective analysis.
  • Specified written formats for summarising research findings.
  • Project scope definition, and project scope alternatives.
  • Techniques to obtain consensus on project scope. 

  • 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 consensus on the project scope is obtained before project commencement. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when consulting relevant project stakeholders for input into project scope definition, when research plans are amended to include relevant recommendations from stakeholders and when project stakeholders are actively engaged and encouraged to contribute to the definition of the project scope. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when relevant requirements regarding referencing of sources are adhered to. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when available information resources assessed are relevant for specific project definition. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when collecting information about community needs, and when presentation and delivery/distribution of research findings are appropriate for specific context requirements and research findings are summarised in specified written formats. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when selected research tool/s are applied according to sample 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 the range of project scope alternatives presented to stakeholders is based on research findings. 

    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  57427   National Certificate: Youth Development  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Core  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Elective  66089   National Certificate: Human Settlements Development  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CETA 


    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. BOTSHO BOTLE RESOURCES 
    2. Chrysalis Academy Western Cape Trust 
    3. Inqaba Yokulinda Youth Organisation 
    4. K Boneng Consulting Services Pty Ltd 
    5. Kenako Jwale Skills Development and Training Centre 
    6. Sebenzisanane Human Capital 



    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.