1.
Quality of information gathered about development options is appropriate for specific contexts.
Own integral development plan is based on analysis of self, community and society strengths, weaknesses, threats and opportunities and community and society issues that impact on own development, in relation to specified performance requirements, and feasibility within own context.
Range: Issues can include HIV and AIDS, appropriate technologies for youth development, etc.
Action taken is relevant to address own development needs and plans, timely.
Evaluation of effectiveness of action taken and review of plan are against planned development and performance requirements, and takes place as regular as required in specific contexts.
Range: Evaluation can include feedback from others.
Own work is contextualised as part of development process within specific environments and own background.
Range: Environments include local, national, etc.,contextualisation can include interacting with economic environments to explain to communities prioritisation because of limited resources.
2.
Community and society issues are identified in term of their potential impact on specific youth development practice and community needs.
Participatory processes to address the needs of communities and groups are justified in terms of agreed youth development practice requirements.
Range: Youth development practice requirements include sensitivity to specific communities, credibility within such communities, etc.
Appropriate development processes undertaken are assessed for addressing identified youth development needs.
3.
Relationships are selected for relevance and are critical to the achievement of specific purposes of own and youth development.
Range: Purposes can include networking with stakeholders, for example, to mobilise resources, negotiating for youth access and support, accessing information, marketing, motivating others, communicating decisions, etc.
Activities meet requirements of agreed codes of conduct and ethics and relationships are maintained according to agreed requirements.
Communication is relevant for specific parties, of required frequency and meets protocol requirements.
Range: Parties include young people, colleagues, and other relevant stakeholders such as businesses, communities and government.
4.
Facilitation of participation and ownership by young people is appropriate for specific contexts and integrated development activities are conducted in consultation with and are relevant to young people.
Development activities are organised according to given requirements.
Range: Requirements can include needs, logistics, resources, timing etc.
Referral and links to resources and structures are relevant for identified needs.
Participation of young people is evaluated in terms of their contribution to specific components of society including the economy.
5.
Group dynamics are managed according to development principles and relevant for specified purposes of group interactions.
Existing resources advocated and new resources identified meet specific resource needs.
Young people and other role players are advised about livelihood opportunities and risks for the purpose of empowerment and interacting with economic environments to see opportunities.
Decision making processes are facilitated taking into account all relevant options.
6.
Relevant existing legislation, policies and programmes are described in terms of specific youth development paradigms, implications for specific communities, and relevance to youth development.
Range: Youth development paradigms include theories, models, approaches, ethics and strategies.
Legislative requirements are adhered to.
Input into organisational, local, community and youth policy development meet specified requirements of such processes.
7.
Projects concepts and plans are assessed for feasibility for specific contexts and against identified youth development needs.
Project implementation adheres to concept and plan requirements.
Projects are continuously evaluated against specific criteria for sustainability in accordance with plan.
Assessment of reporting is accurate and feedback to the stakeholders meet specified requirements.
Integrated assessment
The assessment criteria in the unit standards are performance-based, assessing applied competence, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification.
Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification.
Evidence of integration may be presented by learners when being assessed against the unit standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed.
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