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: 

Build relationships for development practice 
SAQA US ID UNIT STANDARD TITLE
119767  Build relationships for development practice 
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  12 
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 the Unit Standard is to ensure that learners can build relationships that support development practice, including the promotion of projects and strategic alliances. Credited learners have achieved marketing competence, including marketing themselves and their organisation, and adhere to specified principles and regulations.

Development practice is improved through building relationships with stakeholders, representing one's organisation and attracting potential donors or sponsors.
Strategic partnerships are formed and social and economic transformation is enhanced through social responsibility initiatives.

Credited learners are capable of:
  • Identifying stakeholders and role players that can impact on development practice.
  • Selecting appropriate strategies and approaches that can enhance development practice.
  • Planning strategic alliances and promoting community projects.
  • Implementing strategies to promote strategic alliances and community projects. 

  • 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 
    Identify stakeholders and role players that can impact on development practice. 
    OUTCOME RANGE 
    Stakeholders and role players are organisations and individuals that can intervene, form part of alliances, influence/promote community projects, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The features and elements that can influence development practice are selected and described. 
    ASSESSMENT CRITERION RANGE 
    Features and elements include stakeholders' positions, and include various areas of information and/or research, social-political position on a current issue, etc.
     

    ASSESSMENT CRITERION 2 
    The position of own organisation is presented in accordance with agreed position of the organisation. 
    ASSESSMENT CRITERION RANGE 
    Position can be socio-political.
     

    ASSESSMENT CRITERION 3 
    Stakeholders that are in line with presented position of own organisation are identified and listed. 

    ASSESSMENT CRITERION 4 
    Criteria to set up strategic alliances with organisations with similar positions are explained. 

    ASSESSMENT CRITERION 5 
    Criteria for reviewing a strategic position continuously are presented. 

    SPECIFIC OUTCOME 2 
    Select appropriate strategies and approaches that can enhance development practice. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The concept of strategic alliances is explained with reference to goals that can bring about coherence in action. 
    ASSESSMENT CRITERION RANGE 
    Goals can be socio-political.
     

    ASSESSMENT CRITERION 2 
    Strategies and approaches that can enhance strategic alliances are developed and presented in a particular context. 

    ASSESSMENT CRITERION 3 
    Approaches that can harm strategic alliances in the same context are identified. 

    ASSESSMENT CRITERION 4 
    Strategies and approaches that can support community projects are developed and presented. 

    ASSESSMENT CRITERION 5 
    Approaches that can harm community projects in the same context are identified. 

    SPECIFIC OUTCOME 3 
    Plan strategic alliances and promotion of community projects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Objectives for strategic alliances and community project promotion are presented and explained. 

    ASSESSMENT CRITERION 2 
    Plans and steps for executing strategic alliances and community project promotion are presented to relevant stakeholders. 

    ASSESSMENT CRITERION 3 
    Adjustments/adaptations to strategic alliances and community project promotion are presented after input from stakeholders. 

    SPECIFIC OUTCOME 4 
    Implement strategies to promote strategic alliances and community projects. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Different strategies to promote strategic alliances and community projects are presented, based on own organisation's position. 

    ASSESSMENT CRITERION 2 
    The context in which current socio-political issues operate are described as a result of environmental scans. 

    ASSESSMENT CRITERION 3 
    Reviews of selected strategies are presented. 
    ASSESSMENT CRITERION RANGE 
    Reviews include pointing out reasons for failure and success, evaluating the success or failure of promotion plans, and reporting on the success or failure of promotion plans; presentation is verbal and written.
     

    ASSESSMENT CRITERION 4 
    Recommendations are made for a set of criteria that can assist in the selection of more appropriate strategies. 
    ASSESSMENT CRITERION RANGE 
    Recommendations include a review of strategic options.
     


    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:
  • Stakeholders and role players that can impact development practice.
  • The features and elements that can influence development practice.
  • Criteria to set up strategic alliances with organisations with similar positions.
  • Criteria for reviewing a strategic position continuously.
  • Appropriate strategies and approaches that can enhance development practice.
  • The concept of strategic alliances with reference to goals that can bring about coherence in action.
  • Objectives for strategic alliances and community project promotion.
  • Steps and elements to prepare plans for a strategic alliances and community project promotion.
  • Different strategies to promote strategic alliances and community projects.
  • The context in which current socio-political issues operate.
  • Environmental scans. 

  • 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 regarding approaches and strategies that can harm strategic alliances and community projects. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when adjustments/adaptations to strategic alliances and community project promotion take into account input from stakeholders. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when recommendations are made for a set of criteria that can assist in the selection of more appropriate strategies. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to select and review strategies to promote strategic alliances and community projects. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when the position of own organisation is presented in accordance with agreed position of the organisation, reviews of selected strategies are presented. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    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 identify stakeholders and role players that can impact development practice. 

    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  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.