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: 

Design, develop and manage a Peer Education Management system 
SAQA US ID UNIT STANDARD TITLE
264214  Design, develop and manage a Peer Education Management system 
ORIGINATOR
SGB Peer Education 
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  15 
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 
This unit standard is intended for managers who are responsible for the design, development and management of the implementation of a peer education programme in various contexts including Education and Training and Development (ETD) institutions, workplace, community, youth organisations, Community Based Organisations (CBOs), Faith Based Organisations (FBOs), Non-Governmental Organisations (NGOs) and health services. Learners will be provided with knowledge and skills to ensure quality peer education management practice.

Learners completing this unit standard will be competent in:
  • Explaining the concept of peer education as a delivery system.
  • Identifying, analysing and interpreting theories underpinning peer education.
  • Conducting a situational analysis to develop a peer education management system.
  • Planning and developing a customised peer education management system.
  • Organising the implementation of a peer education management system.
  • Overseeing the selection of appropriate curricula, supporting materials and trainers.
  • Monitoring and evaluating the implementation of a peer education management system. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in the following:
  • Communication skills at NQF Level 1.
  • Mathematical Literacy at NQF Level 1. 

  • UNIT STANDARD RANGE 
  • Peer Education is defined as a dynamic process, a strategy, a communication channel, system and a tool whereby selected and well trained people in a specific sphere of influence:
    > Contribute towards an increase in knowledge, skills, values and attitudes.
    > Enhance health seeking behaviour.
    > Reduce risk behaviours and vulnerability.
    > Promote resilience.
    > Rectify or influence a situation.
  • Peer Education includes but is not limited to:
    > Targeted interventions.
    > Sustained engagements.
    > Ongoing support programmes.
  • Peer education is not a replacement for available professional/formal education but an extension of education that promotes dialogue and information sharing amongst peers.

    Theories are grouped into the following categories and include but are not limited to:

    Social theories:
  • Social learning theory.
  • Organisational change theory.
  • Community organisation theory.
  • Theory of diffusion of innovation.

    Behavioural theories:
  • The Health Belief Model.
  • The AIDS Risk Reduction Model.
  • Trans-theoretical or Stages of Change Model.
  • The BASNEF Model - Beliefs, Attitudes, Subjective Norms and Enabling Factors.

    Psychological theories:
  • Theory of reasoned action.
  • The Humanistic Theory.
  • The Cognitive Behavioural Theory.
  • The psycho-social theory.

    Contexts/environments refer to but are not limited to:
  • Youth groups.
  • Schools.
  • Communities.
  • Workplaces.
  • Health service providers.

    Management system refers to but is not limited to a process based management system which uses a process approach to manage and control how its policies and procedures are implemented, and how its objectives are achieved. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the concept of peer education as a delivery system. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Peer education as a delivery system is explained in terms of its application to address societal and behavioural issues and concerns. 

    ASSESSMENT CRITERION 2 
    Components that contribute to the sustainability of a peer education system are identified and analysed in terms of their effects. 

    ASSESSMENT CRITERION 3 
    Areas of peer education interventions are identified and explained within context. 
    ASSESSMENT CRITERION RANGE 
    Areas of peer education interventions refer to interventions such as HIV/AIDS, substance abuse, teenage pregnancy and environment.
     

    ASSESSMENT CRITERION 4 
    Various peer education approaches are identified and explained in order to select the most appropriate approach. 

    SPECIFIC OUTCOME 2 
    Identify, analyse and interpret theories underpinning peer education. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various theories applicable to peer education are identified and explained in terms of concepts, terminologies and principles. 

    ASSESSMENT CRITERION 2 
    Theories are analysed in terms of relevance for a particular context. 
    ASSESSMENT CRITERION RANGE 
    At least one theory from each category is analysed.
     

    ASSESSMENT CRITERION 3 
    Relevant theories for peer education interventions are integrated and applied in a particular context. 

    ASSESSMENT CRITERION 4 
    Chosen models, theories and strategies are identified and applied to meet planned outcomes. 

    SPECIFIC OUTCOME 3 
    Conduct a situational analysis to develop a peer education management system. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Elements of a situational analysis are identified and explained in relation to the need for initiating or continually improving upon a peer education programme. 
    ASSESSMENT CRITERION RANGE 
    Elements of situational analysis refers to but are not limited to the target groups and their needs, key stakeholders, available resources, demographics, socio-economic status, level of involvement, areas of support needed and current versus desired behavioural shifts.
     

    ASSESSMENT CRITERION 2 
    Findings are compiled into a proposal format to motivate for resources to implement the programme. 

    SPECIFIC OUTCOME 4 
    Plan and develop a customised peer education management system. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Components of the peer education management system are identified and evaluated in order to plan, design and develop a peer education management system. 
    ASSESSMENT CRITERION RANGE 
    Components include but are not limited to the strategic plan, operational plan, communication strategy, policies, processes, assessment procedures, performance appraisal of peer educators and peer education supervisors, achievement of targets, objectives, indicators and time-frames.
     

    ASSESSMENT CRITERION 2 
    A comprehensive plan is developed based on the findings of the situational analysis and applicable theory(ies) to the context. 

    ASSESSMENT CRITERION 3 
    Potential linkages with other related programmes and key stakeholders are analysed in order to reflect potential benefits or risks to recipients. 
    ASSESSMENT CRITERION RANGE 
    Key stakeholders include but are not limited to internal and external stakeholders; donor agencies, partner agencies, government officials, education leaders, health professionals, potential programme participants and community(ies).
     

    ASSESSMENT CRITERION 4 
    A communication strategy is developed to encourage and maintain ongoing communication, consultation and feedback between stakeholders in order to enhance programme efficiency and effectiveness. 

    ASSESSMENT CRITERION 5 
    The challenges impacting on sustaining a peer education programme are identified and analysed in order to make recommendations and refinements to proactively inform future plans. 

    ASSESSMENT CRITERION 6 
    An operational plan is developed based on a chosen model and input from stakeholders. 
    ASSESSMENT CRITERION RANGE 
    Model includes use of performance indicators.
     

    SPECIFIC OUTCOME 5 
    Organize the implementation of a peer education management system. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The criteria for the selection and recruitment of peer education programme participants is developed in accordance with competencies required for effective delivery of peer education. 
    ASSESSMENT CRITERION RANGE 
    Criteria include but are not limited to availability, age, sex, motivation, and acceptability by target audience, personal traits and other characteristics deemed relevant for the programme. Peer education programme participants include but are not limited to peer educators and peer educator supervisors/coordinators/facilitators.
     

    ASSESSMENT CRITERION 2 
    The process to be followed in recruiting suitable peer educators is explained in accordance with standard operating procedures. 

    ASSESSMENT CRITERION 3 
    Expectations for peer educators and peer education supervisors' activities and performance standards are clarified, agreed upon and documented in writing. 

    ASSESSMENT CRITERION 4 
    Guidelines in relation to non-compliance with performance and behaviour standards are developed in order to take corrective action. 

    ASSESSMENT CRITERION 5 
    Supervisory and mentoring processes are developed in order to effectively manage programme participants who implement the peer education programme. 
    ASSESSMENT CRITERION RANGE 
    Processes include but are not limited to retention strategies, incentives systems, regular management meetings, debriefing, mentorship, refresher training, ongoing development, coaching, support, assessment and feedback.
     

    SPECIFIC OUTCOME 6 
    Oversee the selection of appropriate curricular, supporting materials and trainers. 
    OUTCOME RANGE 
    Trainers include but are not limited to trainers of peer education supervisors and peer educators. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A curriculum outline is produced to meet the aims and objectives of the programme for a specific target group, age cohort and/or context. 

    ASSESSMENT CRITERION 2 
    Training materials and supporting resources are analysed in order to determine relevance to the curriculum outline. 

    ASSESSMENT CRITERION 3 
    Reasons for selecting well-equipped trainers to implement a peer education program are explained within the context of suitability. 
    ASSESSMENT CRITERION RANGE 
    Reasons refer to but are not limited to relevant knowledge, skills, attitude and experience, sensitivity to culture and gender issues.
     

    ASSESSMENT CRITERION 4 
    The need to determine the size of the trainee group and venue setup is explained in relation to educational principles to enable effective participation. 

    SPECIFIC OUTCOME 7 
    Monitor and evaluate the implementation of a peer education management system. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The use of performance indicators is explained in the context of tracking and measuring the success and progress of the programme. 

    ASSESSMENT CRITERION 2 
    Tools and instruments are designed and developed to measure the performance of at least two aspects of the programme. 
    ASSESSMENT CRITERION RANGE 
    Tools and instruments include but are not limited to questionnaires, templates, diaries and tracking forms.
     

    ASSESSMENT CRITERION 3 
    Findings from the monitoring and evaluation system are analysed and interpreted to highlight gaps/problems/ challenges in order to take corrective and preventive measures. 

    ASSESSMENT CRITERION 4 
    The need for establishing a management information system is explained in terms of the functions performed and control over the system. 

    ASSESSMENT CRITERION 5 
    The need for knowledge management is explained in order to inform programme sustainability and improvement. 

    ASSESSMENT CRITERION 6 
    Feedback relating to identified gaps/problems/challenges is analysed with key stakeholders to inform future peer education programme interventions. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA or HEQC.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA or HEQC.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA or HEQC according to the ETQA or HEQC's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA or HEQC policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standard as well as the integrated competence described in the qualification. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Management functions.
  • Processes, systems and procedures.
  • Human resources practices.
  • Monitoring and evaluation of programmes/systems/projects. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems relating to inefficiencies and ineffectiveness of peer education system by applying relevant theories, management principles and approaches to address peer education related problems holistically. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a peer education management team to design, develop and implement a peer education programme. 

    UNIT STANDARD CCFO ORGANISING 
    Planning, organising and managing oneself and one's activities responsibly and effectively by identifying relevant inputs (resources) needed to develop an effective management system. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information in order to inform decision-making in relation to designing and developing a peer education management system. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the form of oral and/or written presentation of information to key stakeholders to mobilise support and resources. 

    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 by interacting and benchmarking peer education practices to improve own 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 
    Integrated Assessment:

    When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessment Option:

    Learners could be assessed using the following methods:
  • Oral or written questions.
  • Observation.
  • Simulation.
  • Role-plays. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Elective  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered" 
    2018-12-31  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.