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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Conceptualise and present a project concept 
SAQA US ID UNIT STANDARD TITLE
242646  Conceptualise and present a project concept 
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  15 
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 to equip learners with the competencies to conceptualise and present a project concept. By gaining this competence, learners can enhance their chances of marketing projects and accessing funding. The Standard will contribute to the industry in general by providing a pool of competence crucial to the identification and planning of projects in an enterprise.

Credited learners are capable of:
  • Generating and developing a core idea for a project in consultation with stakeholders.
  • Developing a rationale or purpose statement for successful project implementation.
  • Identifying and defining beneficiaries and stakeholders relevant for specific contexts.
  • Identifying and defining competitors and risks for strategic management.
  • Defining project parameters for sustainability and viability.
  • Presenting project concept appropriate for specified requirements. 
    		•

    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 
    Generate and develop a core idea for a project in consultation with stakeholders. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The idea is described clearly. 

    ASSESSMENT CRITERION 2 
    The idea reflects the need for, and feasibility of, the project. 

    ASSESSMENT CRITERION 3 
    The idea is influenced by appropriate success indicators. 

    ASSESSMENT CRITERION 4 
    Resources have been identified, accurately. 

    ASSESSMENT CRITERION 5 
    Consultation with other stakeholders is adequate and ongoing. 

    SPECIFIC OUTCOME 2 
    Develop a rationale or purpose statement for successful project implementation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Goals and concepts are defined, accurately. 

    ASSESSMENT CRITERION 2 
    Needs and market are analysed using appropriate sources of information. 

    ASSESSMENT CRITERION 3 
    Strategies for project success are clearly defined an delineated. 

    ASSESSMENT CRITERION 4 
    Project benefits and budget are outlined and show an acceptable, agreed upon level of risk. 

    ASSESSMENT CRITERION 5 
    Resource providers are appropriately targeted. 

    SPECIFIC OUTCOME 3 
    Identify and define project beneficiaries and stakeholders relevant for specific contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Beneficiaries are clearly listed in organisation documentation according to specified requirements. 

    ASSESSMENT CRITERION 2 
    The role of the stakeholders are in the interests of the organisation and the project goals. 

    ASSESSMENT CRITERION 3 
    The background and roles of stakeholders are adequately researched using relevant sources. 

    ASSESSMENT CRITERION 4 
    Lines of responsibility and accountability are stated clearly. 

    SPECIFIC OUTCOME 4 
    Identify and define competitors and risks for strategic management. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Levels of competition are in the framework of the viability, feasibility and sustainability of the project. 

    ASSESSMENT CRITERION 2 
    Competition strategy of the organisation is accessible to all relevant persons. 

    ASSESSMENT CRITERION 3 
    Potential risk events are listed according to given requirements. 

    ASSESSMENT CRITERION 4 
    Risk symptoms are accurately described. 

    ASSESSMENT CRITERION 5 
    Contingency and risk response plans are readily available to all relevant persons. 

    SPECIFIC OUTCOME 5 
    Define project parameters for sustainability and viability. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Project parameters are justified for specific contexts. 

    ASSESSMENT CRITERION 2 
    Project deliverables are accurately listed. 

    ASSESSMENT CRITERION 3 
    Project objectives are clearly explained in terms of project parameter requirements. 

    ASSESSMENT CRITERION 4 
    Expected sustainability and viability of the project is described in terms of specific context requirements. 

    SPECIFIC OUTCOME 6 
    Present project concept appropriate for specified requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Project concept is organised in a single, comprehensive document. 

    ASSESSMENT CRITERION 2 
    Project concept presentation is designed with the use of appropriate technology that is fit-for-purpose. 

    ASSESSMENT CRITERION 3 
    The project concept is presented in a manner which is clear and concise for specific targets. 

    ASSESSMENT CRITERION 4 
    Presentation attracts the interest of the targeted audience in an agreed ethical manner. 

    ASSESSMENT CRITERION 5 
    Guidelines for project presentation are made available in appropriate format. 


    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:
  • Idea generation techniques.
  • Developing project. 
    		•

    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 developing a core idea. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when presenting project concept. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when defining project parameters. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when developing a rationale or purpose statement for the project. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when presenting project concept. 

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

    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 conceptualising and present in a project in general. 

    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
    Fundamental  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 
    Elective  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 
    Elective  80047   National Certificate: Road Safety Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS 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.