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:

Analyse policy needs and organisational policies

SAQA US ID	UNIT STANDARD TITLE
242644	Analyse policy needs and organisational policies
ORIGINATOR
SGB Art, Craft & Design
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 02 - Culture and Arts			Cultural Studies
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
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 the analysis of organisational policies in order to enable the effective and efficient management of an Arts and Culture enterprise. Credited learners are required to identify information that will be relevant to the context, gather such information, analyse and interpret the information, as well as identify problematic aspects of the information.

Credited learners are capable of:

Conducting policy needs analysis for specific enterprise process contexts.

Gathering information regarding relevant organisational policies.

Monitoring organisation policies against set criteria.

Reviewing organisation policies based on relevant feedback.

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 are competent in:

Communication - NQF Level 4.

UNIT STANDARD RANGE

The level of competence required includes wide-ranging, specialised scholastic or technical skills, and a broad knowledge base with substantial depth in arts and culture enterprise. The learner is required to select from a wide choice of procedures that are standard and non-standard, and has to plan, select and present information, methods and resources in terms of project conceptualisation. Learners are usually under general supervision, although they take full responsibility for the nature, quality and quantity of their output in terms of project conceptualisation.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Conduct policy needs analysis for specific enterprise process contexts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Policy needs are interpreted according to legal requirements.

ASSESSMENT CRITERION 2

The analysis takes the organisation culture and values into account.

ASSESSMENT CRITERION 3

The management process pertaining to an Arts and Culture enterprise includes production and service requirements.

ASSESSMENT CRITERION 4

Management and communication systems accessed are relevant for specific contexts.

ASSESSMENT CRITERION 5

The organisation's system compares and relates to the systems of other organisations.

SPECIFIC OUTCOME 2

Gather information regarding organisational policies.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Relevant information is identified and made accessible.

ASSESSMENT CRITERION 2

Information gathered is relevant to existing policies in related contexts.

ASSESSMENT CRITERION 3

Gathered information is congruent with policy in comparable organisations.

SPECIFIC OUTCOME 3

Monitor organisation policies against set criteria.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Policy monitoring plan is in place and meet given specifications.

ASSESSMENT CRITERION 2

Set criteria for monitoring are measurable against identified criteria.

ASSESSMENT CRITERION 3

Methods of monitoring are appropriate for specific contexts.

ASSESSMENT CRITERION 4

Monitoring is scheduled at appropriate intervals.

SPECIFIC OUTCOME 4

Review organisation policies based on relevant feedback.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Policies are reviewed against set criteria.

ASSESSMENT CRITERION 2

Feedback sessions are scheduled at appropriate intervals.

ASSESSMENT CRITERION 3

Feedback is assessed for validity against specific criteria.

ASSESSMENT CRITERION 4

Feedback is documented in an appropriate format.

ASSESSMENT CRITERION 5

Feedback is disseminated effectively within specific contexts.

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:

Organisational policies and procedure.

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 conducting organisational policy needs analyses.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community when conducting policy needs analyses.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when gathering information.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information when gathering information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when conducting policy needs analyses.

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 monitoring and reviewing organisational policies.

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	57612	National Certificate: Arts and Culture Enterprise	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

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