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: 

Present information in a public setting 
SAQA US ID UNIT STANDARD TITLE
13925  Present information in a public setting 
ORIGINATOR
SGB Sport 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  5 
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 
Confidently conduct a presentation in various settings ranging from a corporate wellness program to a lecture, an informal discussion or a sports team. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Communication equivalent to NQF 4. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Research and plan the content of the presentation in relation to the target audience. 
OUTCOME NOTES 
1. Research and plan the content of the presentation in relation to the target audience.
For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 2 
    Prepare and organize presentation material. 
    OUTCOME NOTES 
    2. Prepare and organize presentation material.
    For Example:
  • Overheads. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 3 
    Apply technical presentation techniques with or without technical equipment. 
    OUTCOME NOTES 
    3. Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 4 
    Display optimal presentation skills. 
    OUTCOME NOTES 
    4. Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 5 
    Perform self-monitoring and adapt the presentation. 
    OUTCOME NOTES 
    5. Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 6 
    Determine and measure the outcome of the presentation. 
    OUTCOME NOTES 
    6. Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•


    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.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    1. Operation of technical equipment.
    2. Appropriate software programs.
    3. Content knowledge specific to the presentation.
    4. Public speaking skills.
    5. Facilitation skills.
    6. Research skills referring to content, environment, audience.
    7. Ability to structure and adapt presentation according to the characteristics and needs of the audience.
    8. Cultural considerations.
    9. Self-organisation skills.
    10. Factors of and ways of overcoming fear of public speaking.
    11. Techniques to deal with own anxiety.
    12. Techniques to research the environment. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, physical ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49107   National Certificate: Inspection and Enforcement Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Core  67691   National Diploma: Fitness  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Core  49055   National Certificate: Foreign Economic Representation  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Fundamental  13741   Diploma: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Fundamental  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48872   National Certificate: Information Technology (Systems Development)  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Fundamental  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Fundamental  13742   Degree: Occupation-directed Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Registered"     		 2003-10-11  ETDP SETA 
    Elective  48962   Further Education and Training Certificate: Manufacturing and Assembly Logistics (M&AL)  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  97228   National Certificate: Paralegal Practice  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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    2. Academy at Vaal Triangle (AVT 
    3. Africa Learn (Pty) Ltd 
    4. Amilak Training Center 
    5. Aubrey Nyiko Business Enterprise cc 
    6. Axolemahle Business Enterprise 
    7. Bakho Skills Development 
    8. Belgium Campus 1 
    9. Bells Technical College 
    10. BOLAND COLLEGE 
    11. Business Development Unit (PTY)Ltd 
    12. Capricorn College for FET 
    13. Careers IT 
    14. Caversham Education Institute 
    15. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    16. CHILI PEPPER INFORMATION TECHNOLOGY SOLUTIONS 
    17. College of Cape Town - Athlone Campus 
    18. COLLINS SEBOLA FINANCIAL SERVICES (PTY) 
    19. Columbus Consulting Pty Ltd 
    20. Custoda Trust 
    21. D M Management and Consulting 
    22. Damelin 
    23. Damelin Correspondence College (Pty) Ltd 
    24. DC Academy (PTY)LTD 
    25. DELTA ENVIRONMENTAL CENTRE NPC 
    26. Department Of Justice (head Office) 
    27. Digix Computers Services 
    28. Directflo 
    29. DM Training Consultants 
    30. Dru A Professional Further Education and Training College DAPFETC PT 
    31. Early Learning Foundation Montessori Teacher Training 
    32. Early Learning Resource Unit (ELRU) 
    33. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    34. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    35. Edu Experts SA 
    36. Edu-Prof Training Centre 
    37. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    38. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    39. Ekasi IT Solutions Centre 
    40. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    41. Enjo Consultants (Pty) Ltd 
    42. Epitome Villa (Pty)Ltd 
    43. EXPLORE SOFTWARE 
    44. Facilitation Development (PTY) LTD 
    45. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    46. Faranang Business and Training Solutions PTY(LTD) 
    47. Finweb Business Consultancy 
    48. FLAVIUS MAREKA FET COLLEGE 
    49. Foster-Melliar (Pty) Ltd 
    50. Gert Sibande Public FET College - Central Office 
    51. Global Institute for Capacity 
    52. Goldfields TVET College 
    53. Grassroots Adult Education and Training Trust 
    54. Greater Tzaneen Community Foundation 
    55. HILLCROSS BUSINESS SCHOOL (PTY 
    56. Hlanganani ICT (Pty) Ltd 
    57. Information Technology Resource Centre 
    58. INGWE FET COLLEGE 
    59. IT Academy 
    60. Jabulani Training & Development 
    61. Jeppe College of Commerce and 
    62. JUMPCO PTY LTD 
    63. K Boneng Consulting Services P 
    64. K2014266944 (SA) t/a Hyperion Development 
    65. Katiso-kuno Consulting 
    66. Kgaka Kgolo Institute (Pty) Ltd 
    67. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    68. Klein Karoo Resource Centre 
    69. Lehlabile Emergency Institute 
    70. LETAGO DEVELOPMENT CONSULTING 
    71. Lionsden Africa Business Solutions Pty Ltd 
    72. Loago Business Consulting 
    73. Makhophila Training 
    74. Marematlou Training Institute 
    75. MAS SAFE SECURITY CC 
    76. Mash Computer Training 
    77. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    78. MATHS CENTRE INCORPORATING SCIENCES 
    79. MBOWA COLLEGE PTY LTD 
    80. MENTORNET (PTY) LTD 
    81. Metanoia Ratings PTY LTD 
    82. MIDRAND TRAINING ACADEMY PTY LTD 
    83. MMELA VILLAGE TECHNOLOGIES (PT 
    84. Mogapi Education Group (Pty) Ltd 
    85. Montessori Teacher Training Centre South Africa 
    86. Motheo Training Institute Trust 
    87. Moving Ahead Development Agenc 
    88. Mpande Technologies cc 
    89. Mufuka Business and Technical 
    90. MWG Logistical Services 
    91. N MAHARAJ ATTORNEYS 
    92. NCC - Vereeniging 
    93. Ndulita Solutions 
    94. New Beginnings Training and Development Organisation 
    95. Northern Cape Urban College: Kimberley Campus 
    96. Northlink College 
    97. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    98. Nyathela Business College 
    99. On the Ball College Pty ltd 
    100. OPELONG BUSINESS INSTITUTE (PT 
    101. Orbit FET College - Central Office 
    102. OXY TRADING 735 CC 
    103. Peritum Agri Institute Pty LTD 
    104. Petra institute of Development (PTY) Ltd 
    105. Pineridge Training Centre 
    106. PMA Holding (Pty) Ltd 
    107. PNJ TRAINING ACADEMY NPC 
    108. Port Elizabeth TVET College 
    109. Posh Multimedia 
    110. Priha Projects Pty Ltd 
    111. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    112. Progressive School of Business 
    113. Prophesy Training College (Pty) Ltd 
    114. QUARPHIX (PTY) LTD 
    115. QUBELISA MTIYA SKILLS DEVELOPMENT ACADEMY (PTY) LTD 
    116. RAMAZWI SECURITY SERVICES CC 
    117. Read Educational Trust 
    118. Redefine Human Capital (PTY) L 
    119. Reflections Development Institute 
    120. Retshetse Training Project 
    121. Richfield Graduate Institute of Technology Pty Ltd 
    122. Right 4 u College 
    123. Rostec Technical FET College (Pty) Ltd 
    124. SANTS College 
    125. SERITI INSTITUTE 
    126. Sisekelo Sustainability Institute 
    127. Siyahluma Education Institute 
    128. SIYANIVIKELA SECURITY SERVICES 
    129. SOUTH AFRICAN CORPORATE TRAINING ASSOCIATION (PTY) LTD 
    130. SOUTH AFRICAN LAW SCHOOL 
    131. SOUTH AFRICAN LAW SCHOOL RANDBURG 
    132. South Cape Public FET College - George Campus 
    133. South West Gauteng Tvet College 
    134. SPLS Consultants (Pty) Ltd 
    135. SPS Consulting (Pty) Ltd 
    136. SUCCESS BUILDERS INTERNATIONAL CC 
    137. Sunshine Community Outreach Ministry of Youth With A Mission 
    138. SUPREME ICT CONSULTANTS 
    139. Sustainability Institute Trust 
    140. T Mabuya & Associates (Pty) Ltd 
    141. TDM Management Consulting Pty Ltd 
    142. Teachers Learning Centre (Pty) Ltd 
    143. Tembe Service Providers 
    144. Terry Computer Services cc 
    145. Thasha Training and Consulting 
    146. The College of Modern Montessori 
    147. The Finishing College (Pty) Lt 
    148. THE GMC GROUP PTY LTD 
    149. The Iscariota Group (Pty) Ltd 
    150. The Port Elizabeth Early Learning Centre 
    151. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    152. Titan Trade Technologies 
    153. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    154. Tlou Foundation College 
    155. TORQUE TECHNICAL COMPUTER TRAINING PTY LTD 
    156. Train 2 Teach (PTY) Ltd 
    157. Trainers Without Borders 
    158. Tshwane South College for (ECD Academy) 
    159. TSP COLLEGE 
    160. Ubuntu Care and Development 
    161. Umgungundlovu FET College 
    162. Unathi Training 
    163. UNIVERSAL COLLEGE OUTCOMES SA 
    164. Varsity Institute of Science & Technology (Pty)Ltd 
    165. VERYCOOLIDEAS 
    166. VH Consulting 
    167. Vuselela TVET College 
    168. VUTHLARI MARKETING CONSULTING 
    169. Waterberg TVET College 
    170. We Think Code 
    171. Wellinkwise Pty Ltd 
    172. WEST COAST COLLEGE FET 
    173. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    174. Whitestone College 
    175. WonderKids Academy 
    176. Woosh Consultants (Pty) Ltd 
    177. World Wide Education Providers(Pty)Ltd 
    178. World Wise Industries & Systems Engineering 
    179. Xylo Trading 12 (Pty) Ltd 
    180. Yellow Media Learning Institute (Pty) Ltd 
    181. YITRO INNOVATIONS 
    182. ZA WIT (PTY) LTD 


    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.