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 THAT HAS PASSED THE END DATE: 

Develop partnerships with youth development stakeholders 
SAQA US ID UNIT STANDARD TITLE
230445  Develop partnerships with youth development stakeholders 
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  10 
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 
The purpose of the learning is to attain the competencies required for effective and appropriate networking with youth development stakeholders, to ensure the quality of youth development.. In addition, reference sources and a network of expertise are developed. Application of the competence attained for credit against this unit standard improves the quality of youth development, interventions and processes.

The development of partnerships with stakeholders is a transferable competence, used not only in the field of youth development. Credited learners also improve their ability to learn as they are able to access the available partnership resources required for successful youth development work.

Credited learners are capable of:
  • Identifying and describing stakeholders that could contribute to the promotion of youth development within specific projects and contexts.
  • Negotiating with identified, selected stakeholders regarding their contribution towards achieving project goals.
  • Analysing stakeholders to define roles and responsibilities in terms of specific project plans.
  • Developing communication strategies regarding project needs, delivery and impact for specific contexts.
  • Selecting appropriate models of participation to determine effective partnership arrangements. 
    		•

    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 
    Identify and describe stakeholders that could contribute to the promotion of youth development within specific projects and contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Issues of youth development are identified within specified contexts. 

    ASSESSMENT CRITERION 2 
    Identified stakeholders are matched with issues in specified contexts. 

    ASSESSMENT CRITERION 3 
    Strategies for liaising with stakeholders on issues are selected for their suitability within specified contexts. 

    ASSESSMENT CRITERION 4 
    Selected strategies are applied to form and maintain relations with relevant stakeholders. 

    ASSESSMENT CRITERION 5 
    Resources are allocated appropriately to maintain good relations. 

    SPECIFIC OUTCOME 2 
    Negotiate with identified, selected stakeholders regarding their contribution towards achieving project goals. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Negotiation criteria are selected according to their appropriateness for stakeholders. 

    ASSESSMENT CRITERION 2 
    Required agreements are pursued for achieving set objectives. 

    ASSESSMENT CRITERION 3 
    Feedback regarding negotiation progresses is provided to all relevant stakeholders. 

    ASSESSMENT CRITERION 4 
    Pursued benefits are clearly identified to inform decision-making processes. 

    ASSESSMENT CRITERION 5 
    Relations are evaluated in accordance with specified criteria and pursued benefits. 

    SPECIFIC OUTCOME 3 
    Analyse stakeholders to define roles and responsibilities in terms of specific project plans. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Roles and responsibilities are described and prioritised based on specific project requirements. 

    ASSESSMENT CRITERION 2 
    Stakeholder capacities are analysed and categorised in accordance with specified issues and pursued benefits. 

    ASSESSMENT CRITERION 3 
    Procedures selected for consultation on roles and responsibilities adhere to stakeholder requirements. 

    ASSESSMENT CRITERION 4 
    Protocol for consultation is adhered to and meets the requirements for good relations with stakeholders. 

    SPECIFIC OUTCOME 4 
    Develop communication strategies regarding project needs, delivery and impact for specific contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Communication needs of stakeholders are accurately identified and analysed in terms of communication strategic impact. 

    ASSESSMENT CRITERION 2 
    Identified stakeholder issues are ranked according to their impact on youth development activities and processes. 

    ASSESSMENT CRITERION 3 
    Media identified and selected for communication are evaluated in terms of specific needs of stakeholders. 

    ASSESSMENT CRITERION 4 
    Strategies developed are justified in terms of potential effectiveness. 

    ASSESSMENT CRITERION 5 
    Strategies are selected and applied that best meet specific context requirements. 

    ASSESSMENT CRITERION 6 
    Use of media meets requirements for appropriate protocol, format and content. 

    SPECIFIC OUTCOME 5 
    Select appropriate models of participation to determine effective partnership arrangements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Models of participation are identified and reviewed for suitability to specific partnerships. 

    ASSESSMENT CRITERION 2 
    Selected models applied are appropriate for specific contexts. 

    ASSESSMENT CRITERION 3 
    Selected tools for review are relevant for specific models of participation. 

    ASSESSMENT CRITERION 4 
    Selected models are reviewed against selected tools and criteria at specified intervals. 


    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:
  • Issues of youth development
  • Strategies for liaising with stakeholders on youth development issues
  • Youth development stakeholder categories, roles and responsibilities, capacities, benefits and agreements
  • Resource allocation
  • Negotiation processes and criteria
  • Decision-making processes
  • Protocol for consultation with stakeholders
  • Communication strategies and media, protocol, format and content
  • Communication needs of stakeholders
  • Models of participation and tools for review 
    		•

    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 issues of youth development are identified within a specified context and identified stakeholders are matched with issues in specified contexts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when procedures selected for consultation on roles and responsibilities adhere to stakeholder requirements. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when protocol for consultation is adhered to. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to identify and describe stakeholders that could contribute to the promotion of youth development within specific projects and contexts and analyse stakeholders to define roles and responsibilities in terms of 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 negotiate with identified, selected stakeholders regarding their contribution towards achieving project goals and develop communication strategies regarding project needs, delivery and impact for specific contexts. 

    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 select appropriate models of participation to determine effective partnership arrangements. 

    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  61349   National Certificate: Heritage Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Core  57427   National Certificate: Youth Development  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  80946   National Certificate: Community Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. Gotsec Skills Training 
    2. Loago Business Consulting 
    3. Lusa Social Entrepreneurship Institute 
    4. NTI College 
    5. Reflections Development Institute 
    6. Sebenzisanane Human Capital 
    7. South West Gauteng Tvet College 


    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.