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: 

Advocate youth rights 
SAQA US ID UNIT STANDARD TITLE
230444  Advocate youth rights 
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 6  Level TBA: Pre-2009 was L6 
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 learning is to be able advocate and lobby to raise the profile of issues of concern that affect marginalised young people. Advocacy is essential for youth development practitioners, and it is relevant for various sectors, especially in the education, training and development field. Advocacy advances the rights, interests and viewpoints of young people by ensuring that their opinions are fairly represented, understood, respected, and considered in all matters that affect them. For example, advocacy can be aimed at addressing individual and systemic public policy and service issues.

Credited learners attain important communication, assertiveness and articulation skills that enable them to influence economic and social change, as, for example, they can bring about change in young people's socio-economic conditions, raise awareness of the need for action, mobilise young people and other stakeholders around a common cause, enhance critical thinking, and unleash the potential in young people. Good advocacy raises general awareness regarding youth issues.

Credited learners are capable of:
  • Selecting paradigms for advocating youth rights in the South African context.
  • Assessing the need for and the effectiveness of youth rights advocacy in specific contexts.
  • Developing strategies for advocating youth rights.
  • Creating enabling environments for advocating youth rights in specific contexts. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Communication and language at NQF Level 4.
  • Youth development practice at NQF Level 4. 

  • UNIT STANDARD RANGE 
    Range statements are provided with specific outcomes and assessment criteria where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select paradigms for advocating youth rights in the South African context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Existing philosophies, models, goals, concepts, and practices in advocating youth rights are identified from relevant sources. 

    ASSESSMENT CRITERION 2 
    Own philosophy, model, and goals are defined and justified in terms of specific paradigms, own background and youth needs. 

    ASSESSMENT CRITERION 3 
    Multiple roles in youth rights advocacy are described in terms of specific paradigm requirements. 

    ASSESSMENT CRITERION 4 
    Organisations in the field of youth rights advocacy are identified and their philosophies, models, goals, and practices are critically analysed in terms of own philosophy, model and goals and hierarchies and decision making. 
    ASSESSMENT CRITERION RANGE 
    The term 'organisations' is used loosely to include advocacy organisations, community-based organisations, allied health professionals, youth advocacy groups, etc.
     

    ASSESSMENT CRITERION 5 
    Trends in advocating youth rights and the growth of the youth development profession in South Africa are identified in terms of underlying philosophies and drivers of change. 
    ASSESSMENT CRITERION RANGE 
    Drivers of change can include social, political and cultural realities.
     

    SPECIFIC OUTCOME 2 
    Assess the need for and the effectiveness of youth rights advocacy in specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Sources of existing information regarding specific youth rights and issues are relevant for specific contexts. 

    ASSESSMENT CRITERION 2 
    Profiles developed of young people and relevant youth rights and issues identified in specific contexts are comprehensive for such contexts and based on verifiable information. 

    ASSESSMENT CRITERION 3 
    Issues facing the youth are described in terms of identified economic and social perspectives. 

    ASSESSMENT CRITERION 4 
    Tools, methodologies and analytic approaches are relevant for specific assessment purposes. 

    ASSESSMENT CRITERION 5 
    Existing advocacy programmes are assessed against identified criteria. 

    ASSESSMENT CRITERION 6 
    Assessment findings are justified in terms of identified goals and objectives of assessed programmes. 

    SPECIFIC OUTCOME 3 
    Develop strategies for advocating youth rights. 
    OUTCOME RANGE 
    Strategies include communication strategies. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Strategies are effective in terms of specific purpose and target audience requirements. 
    ASSESSMENT CRITERION RANGE 
    Target audiences can include the public, government, young people, etc.
     

    ASSESSMENT CRITERION 2 
    Strategies are appropriate for specific paradigms and context requirements. 

    ASSESSMENT CRITERION 3 
    The status of existing partnerships, collaborations, and networks are evaluated in terms of alignment with developed strategies. 

    ASSESSMENT CRITERION 4 
    Strategies are justified in terms of attracting attention to critical issues. 

    ASSESSMENT CRITERION 5 
    Agreed ethical and relevant legal requirements are adhered to. 

    ASSESSMENT CRITERION 6 
    Strategies address all issues and concepts related to youth rights that are relevant for specific contexts. 

    SPECIFIC OUTCOME 4 
    Create enabling environments for advocating youth rights in specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Goals to achieve an enabling environment are identified for specific contexts or issues. 

    ASSESSMENT CRITERION 2 
    The characteristics of and key factors contributing to an enabling environment are described in terms of specific contexts or issues. 

    ASSESSMENT CRITERION 3 
    Resources necessary for the creation of an enabling environment are identified for specific contexts or issues. 

    ASSESSMENT CRITERION 4 
    Contributing factors towards establishing an enabling environment are identified and described in terms of specific contexts and projects. 

    ASSESSMENT CRITERION 5 
    Mobilisation strategies and action plans are relevant and feasible for identified contexts or issues. 

    ASSESSMENT CRITERION 6 
    Mobilisation is justified in terms of the goals of an enabling environment. 

    ASSESSMENT CRITERION 7 
    Ethical dilemmas and legal issues relevant for advocating youth rights are identified for specific contexts and based on existing information regarding ethical principles and legal requirements. 

    ASSESSMENT CRITERION 8 
    Agreed ethical principles and legal requirements are adhered to at all times. 


    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:
  • Paradigms for advocating youth rights in the South African context, including existing philosophies, models, goals, concepts, and practices.
  • Roles in youth rights advocacy.
  • Trends in advocating youth rights and the growth of the youth development profession in South Africa.
  • Youth profile development methods.
  • Relevant economic and social perspectives.
  • Tools, methodologies and analytic approaches to programme evaluation.
  • Enabling environments for advocating youth rights, and goals, characteristics of and key factors contributing to an enabling environment.
  • Mobilisation, strategies and action plans.
  • Ethical dilemmas and legal issues relevant for advocating youth rights. 

  • 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 ethical dilemmas and legal issues relevant for advocating youth rights are identified for specific contexts and based on existing information regarding ethical principles and legal requirements. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when Organisations in the field of youth rights advocacy are identified and their philosophies, models, goals, and practices are critically analysed in terms of own philosophy, model and goals and hierarchies and decision making. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when agreed ethical and relevant legal requirements are adhered to. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to analyse paradigms for advocating youth rights in the South African context, and assess the need for and the effectiveness of youth rights advocacy in specific contexts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when strategies are effective in terms of specific purpose and target audience requirements. 

    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 when tools, methodologies and analytic approaches are relevant for specific assessment purposes. 

    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, 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  57427   National Certificate: Youth Development  Level 5  Level TBA: Pre-2009 was L5  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. 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.