accreditation
Accreditation
Southern Africa Youth Project is a registered training provider with the Media, Information, Communication Technology (MICT SETA) and Education Training and Development Profession Sector Education and Training Authority.
Southern Africa Youth Project is a recognized Oracle Certified Academy
Our Registration ends in 2025 for all our recognized programs
Accredited Qualifications
FULL QUALIFICATIONS | |||
ID | QUALIFICATION NAME | NQF LEVEL | LEVEL |
67509 | Community Development | NQF Level 4 | FET Certificate |
78965 | Information Technology: Systems Development | NQF Level 4 | FET Certificate |
58761 | Early Childhood Development | NQF Level 4 | FET Certificate |
117499 | Demonstrate entrepreneurial competence | NQF Level 4 | Certificate |
50334 | Occupationally Directed Education Training and Development Practices | NQF Level 5 | National Cert |
242810 | Manage Expenditure against a budget | NQF Level 4 | Certificate |
242819 | Motivate and Build a Team | NQF Level 4 | Certificate |
61591 | End User Computing | NQF Level 3 | National Cert |
ID | UNIT STANDARD TITLE |
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foundations of human rights and democracy | |||
political and socio-economic factors that influence community development | |||
legislation, policies and procedures that underpin community development | |||
community development | |||
Develop a community profile for a specific community | |||
basic community development project | |||
stages of human development and how these impact on the needs of a community | |||
Explore theories of community development used to engage communities | |||
Facilitate learning in a community context | |||
Accommodate audience and context needs in oral/signed communication | |||
Interpret and use information from texts | |||
Use language and communication in occupational learning programmes | |||
Write/present/sign texts for a range of communicative contexts | |||
statistics and probability to critically interrogate and effectively communicate findings on life related problems | |||
Engage in sustained oral/signed communication and evaluate spoken/signed texts | |||
Read/view, analyse and respond to a variety of texts | |||
Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | |||
Use language and communication in occupational learning programmes | |||
Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | |||
Write/present/sign for a wide range of contexts | |||
HIV/AIDS to a specific business sector and a workplace | |||
Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable | |||
Participate in public education and advocacy campaigns in communities | |||
Promote and uphold the rights of children and youth | |||
Support children and adults living with HIV and AIDS | |||
Work with families and communities to support Early Childhood Development | |||
Adapt available spaces in the community as a sports or fitness facility | |||
Analyse the role of institutions in developing and perpetuating gender inequality | |||
Apply basic communication skills in interactions with children and youth at risk | |||
Apply behaviour management and support techniques in routine child and youth care work contexts | |||
Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing | |||
Apply personal development strategies and skills to enhance effective service delivery in child and youth care work | |||
Assist and support learners to manage their learning experiences | |||
Conduct gender audits to deal with redress, equity and diversity within organisations | |||
Create, improvise and organize sport activities | |||
prevention programmes in Victim Empowerment | |||
the internet and the world-wide-web | |||
basic economic concepts central to local economic development | |||
roles, function and responsibilities of the main stakeholders and role players in local economic development | |||
Demonstrate basic interpersonal skills with children and youth at risk, and their families | |||
Demonstrate entrepreneurial competence | |||
HIV and AIDS, other Sexually Transmitted Infections (STIs) and Tuberculosis (TB) for counselling purposes | |||
issues of diversity in a specific South African context | |||
the development of babies, toddlers and young children | |||
lifespan development theories for application in child and youth care work | |||
developmental approach to therapeutic work with children and youth at risk | |||
the application and effect of Information and Communication Technologies (ICT) on society | |||
relationships for developmental and therapeutic ends in child and youth care work | |||
youth development paradigms | |||
Develop and implement a client ARV treatment plan | |||
Develop self within the job role | |||
Discuss the benefits and risks of engaging the media in different social contexts | |||
Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS) | |||
Establish and maintain strategic partnerships and referral systems in the Victim Empowerment sector | |||
Victim Empowerment programmes using the public health approach and principles of social justice | |||
Facilitate a peer education intervention | |||
Identify and apply principles of social justice to empower women at different levels of society | |||
application of a range of concepts and tools for local economic development | |||
Implement volunteer projects | |||
Initiate a ministry in a church or community for people living with HIV/AIDS | |||
Lead a community sport activity | |||
Manage and support volunteers in a community recreation environment | |||
Manage Expenditure against a budget | |||
Manage self-development in the workplace | |||
Outline the environment of local government | |||
Participate in local economic development related meetings and facilitate the necessary flow of local economic development information | |||
Plan and prepare for an effective presentation | |||
Plan, organise and support project meetings and workshops | |||
Prepare Early Childhood Development programmes with support | |||
Promote and inform women’s empowerment and gender practices | |||
Promote Gender Equality and Women’s Empowerment through education, training and development | |||
Promote sport activity in a community | |||
Provide interventions in gender violence | |||
Provide on-going counselling and support to individuals infected or affected by HIV and AIDS | |||
Provide pre and post HIV test counselling | |||
Provide support to child victims of abuse, neglect and exploitation | |||
Provide support to victims of serious violent crime | |||
Research content for a presentation | |||
Solve problems, make decisions and implement solutions | |||
Source information about self-employment opportunities | |||
Support marginalised, “at risk” and vulnerable individuals and groups and identify appropriate referral services | |||
Work as a project team member | |||
Work as part of a team, under supervision, with children and youth at risk | |||
human trafficking and its legal implications | |||
Evaluate an Early Childhood Development (ECD) service | |||
Manage Volunteers in sport | |||
Recruit, induct and manage volunteers | |||
Implement counter human trafficking strategies in a psycho-social and health environment | |||
African Traditional Religion | |||
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Prepare resources and set up the environment to support the development of babies, toddlers and young children | |||
Work with families and communities to support Early Childhood Development | |||
the development of babies, toddlers and young children | |||
Facilitate the holistic development of babies, toddlers and young children | |||
Observe and report on child development | |||
Prepare Early Childhood Development programmes with support | |||
Provide care for babies, toddlers and young children | |||
Design activities to support the development of babies, toddlers and young children | |||
Accommodate audience and context needs in oral/signed communication | |||
Interpret and use information from texts | |||
Use language and communication in occupational learning programmes | |||
Write/present/sign texts for a range of communicative contexts | |||
statistics and probability to critically interrogate and effectively communicate findings on life related problems | |||
Engage in sustained oral/signed communication and evaluate spoken/signed texts | |||
Read/view, analyse and respond to a variety of texts | |||
Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | |||
Use language and communication in occupational learning programmes | |||
Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | |||
Write/present/sign for a wide range of contexts | |||
Demonstrate how society and socially constructed roles impact on gender attitudes and behaviours and contribute to women’s oppression | |||
how to manage anxiety and depression in the workplace | |||
how to manage anxiety and depression in the workplace | |||
how to manage reactions arising from a traumatic event | |||
Induct a member into a team | |||
Support children and adults living with HIV and AIDS | |||
Analyse the role of institutions in developing and perpetuating gender inequality | |||
Conduct a structured meeting | |||
foundations of human rights and democracy | |||
the relevance of human rights and democratic practices in South African society | |||
Develop, implement and evaluate a marketing strategy for a new venture | |||
Mobilise resources for a new venture | |||
Plan strategically to improve business performance | |||
Produce business plans for a new venture | |||
Research the viability of new venture ideas/opportunities | |||
Tender to secure business for a new venture | |||
Develop learning programmes to enhance participation of learners with special needs | |||
Evaluate an Early Childhood Development (ECD) service | |||
Facilitate a Life Skills Learning Programme in the Reception Year | |||
Facilitate a Literacy Learning Programme in the Reception Year | |||
Facilitate a Numeracy Learning Programme in the Reception Year | |||
Manage an Early Childhood Development service | |||
Refer a person with a disability to specialised services | |||
Assist and support learners to manage their learning experiences | |||
Define target audience profiles and skills gaps | |||
Assessor | |||
outcomes-based education and training approach within the context of a National Qualifications Framework | |||
Evaluate a learning intervention using given evaluation instruments | |||
Facilitate learning using a variety of given methodologies | |||
Guide learners about their learning, assessment and recognition opportunities | |||
Provide information and advice regarding skills development and related issues | |||
Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts | |||
Write and present for a wide range of purposes, audiences and contexts | |||
Conduct skills development administration in an organisation | |||
basic components and Fundam. skills of effective communication | |||
Coordinate planned skills development interventions in an organisation | |||
concept of human rights and democracy and its application in society | |||
Develop an organisational training and development plan | |||
Develop outcomes-based learning programmes | |||
Facilitate the transfer and application of learning in the workplace | |||
Identify and respond to learners with special needs and barriers to learning | |||
Promote a learning culture in an organisation | |||
Promote a learning culture in an organisation | |||
Conduct an analysis to determine outcomes of learning for skills development and other purposes | |||
Moderation | |||
Design and develop outcomes-based assessments | |||
Design outcomes-based learning programmes | |||
Devise interventions for learners who have special needs | |||
Evaluate and promote education training and development (ETD) providers, services and products for organisational use | |||
| Skills Development Facilitator | ||
the concepts of Information and Communication Technology (ICT) and the use of its components in a healthy and safe manner | |||
Enhance, edit and organise electronic messages using a (GUI)-based messaging application | |||
presentation application to prepare and produce a presentation according to a given brief | |||
spreadsheet application to create and edit spreadsheets | |||
web-browser to search the Internet | |||
word processor to format documents | |||
Use electronic mail to send and receive messages | |||
database application to work with simple databases | |||
presentation application to enhance presentation appearance | |||
spreadsheet application to solve a given problem | |||
word processor to create merged documents | |||
word processor to enhance a document through the use of tables and columns | |||
the internet and the world-wide-web | |||
Use computer technology to research a computer topic | |||
Using a (GUI)-based spreadsheet application, enhance the functionality and apply graph /charts to a spreadsheet | |||
Accommodate audience and context needs in oral communication | |||
the use of different number bases and measurement units and an awareness of error in the context of relevant calculations | |||
HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace | |||
, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | |||
Investigate life and work related problems using data and probabilities | |||
Perform Basic Business Calculations | |||
Use language and communication in occupational learning programmes | |||
Use mathematics to investigate and monitor the financial aspects of personal, business and national issues | |||
Write texts for a range of communicative contexts | |||
Present information in report format | |||
Use generic functions in a (GUI)-environment | |||
Apply electronic messaging and calendar application | |||
Change the appearance of a spreadsheet | |||
preventative maintenance, environmental and safety issues in a computer environment | |||
data communications | |||
Computer Programming | |||
computer networks | |||
Function in a business environment | |||
Investigate the use of computer technology in an organisation | |||
Manage electronic mail in a business environment | |||
Monitor and control the maintenance of office equipment | |||
Review and create documents using a (GUI)-based word processor | |||
Utilise special features to enhance presentations | |||
project management tools | |||
and manipulate master and subdocuments in a (GUI)-based word processor | |||
the application and effect of Information and Communication Technologies (ICT) on society | |||
Design complex tables and queries using a (GUI) based database to solve a given problem | |||
Design forms and reports using a Graphic User Interface (GUI) based database | |||
Ensure spreadsheet integrity to enhance reliability | |||
computer architecture concepts | |||
Implement project administration processes according to requirements | |||
Interpret basic financial statements | |||
Manipulate data and ensure integrity | |||
database application to solve a given problem | |||
Work as a project team member | |||
Work with spreadsheets | |||
Identify and ICT risks and recommend security solutions | |||
Computer Programming | |||
computer networks | |||
Apply problem solving strategies | |||
Computer Programming | |||
creating multimedia/web-based computer applications with scripting | |||
information systems analysis | |||
developing software for the internet | |||
the difference between programming in Object Orientated and Procedural Languages | |||
Design a computer program according to given specifications | |||
computer architecture concepts | |||
how data is stored on computers | |||
Participate in groups and/or teams to recommend solutions to problems | |||
Accommodate audience and context needs in oral/signed communication | |||
Analyse and respond to a variety of literary texts | |||
Interpret and use information from texts | |||
Write/present/sign texts for a range of communicative contexts | |||
Apply comprehension skills to engage oral texts in a business environment | |||
statistics and probability to critically interrogate and effectively communicate findings on life related problems | |||
Engage in sustained oral/signed communication and evaluate spoken/signed texts | |||
Read/view, analyse and respond to a variety of texts | |||
Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | |||
Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | |||
Write/present/sign for a wide range of contexts | |||
HIV/AIDS to a specific business sector and a workplace | |||
preventative maintenance, environmental and safety issues in a computer environment | |||
Investigate the use of computer technology in an organisation | |||
Comply with service levels as set out in a Contact Centre Operation | |||
testing IT systems against given specifications | |||
information systems departments in business organisations | |||
the types of computer systems and associated hardware configurations | |||
Handle a range of customer complaints | |||
Resolve computer user`s problems | |||
Supervise customer service standards | |||
Work as a project team member | |||
preventative maintenance, environmental and safety issues in a computer environment | |||
computer networks | |||
Apply problem solving strategies | |||
Comply with service levels as set out in a Contact Centre Operation | |||
testing IT systems against given specifications | |||
information systems departments in business organisations | |||
the types of computer systems and associated hardware configurations | |||
computer architecture concepts | |||
how data is stored on computers | |||
Handle a range of customer complaints | |||
Investigate the use of computer technology in an organisation | |||
Participate in groups and/or teams to recommend solutions to problems | |||
Resolve computer user`s problems | |||
Resolve technical computer problems | |||
Accommodate audience and context needs in oral/signed communication | |||
Interpret and use information from texts | |||
Use language and communication in occupational learning programmes | |||
Write/present/sign texts for a range of communicative contexts | |||
Apply comprehension skills to engage oral texts in a business environment | |||
statistics and probability to critically interrogate and effectively communicate findings on life related problems | |||
Engage in sustained oral/signed communication and evaluate spoken/signed texts | |||
Read/view, analyse and respond to a variety of texts | |||
Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | |||
Use mathematics to investigate and monitor the financial aspects of personal, business, national | |||
Write/present/sign for a wide range of contexts | |||
basic concepts of telecommunications | |||
data communications | |||
Synchronous/ Asynchronous Communication with computers | |||
supporting users of local area networks | |||
Assemble a personal computer or handheld computer and peripherals from modules | |||
computer network communication | |||
hardware components for personal computers or handheld computers | |||
principles of electronic logic for computing | |||
install a facsimile machine | |||
install colour copiers/printers | |||
install computer printers | |||
install high-volume photocopier machines | |||
install photocopier machines | |||
install scanning systems | |||
computer cabling | |||
Install a local area network | |||
Install a personal computer or handheld computer & peripherals | |||
Install networked computer application software | |||
Install system software and application software for a personal computer or hand-held computer | |||
Repair a personal computer or hand-held computer | |||
Repair peripherals for a personal computer or handheld computer to module level | |||
Monitoring of projects How to monitor finances Staff monitoring Intercultural relations Cultural management Designing adverts Media presentation New ways of marketing Pitching ideas Networking introduction Conflict Management Position Change Management Organizational Culture Telephone etiquete Email Communication Social Media management Public relations/Media management Financial Management Compliance Financial reporting AGM and preparation Annual General Meeting Preparation PAYE/UIF/COIDA/Taxes/SARS Proposal Writing Proposal template Business Opportunities Staff retention Tender preparing | Knowing your inner self Personal Branding Boundaries and Goals Communication Skills Business behavior or Understanding multitasking Knowledge management Facilitation Installing software Environmental awareness Evidence management Information storage Report writing Staff meeting hosting Creating a Business Plan/Profile Marketing skills How to get financing How to hire employees Understanding training of employees Leave rules Staff performance appraisal Recruitment Skills Setting annual budget Formal dressing Store room management Occupational health and safety Microsoft Project | Motivational Speaker Professionalism in the workplace Assets Management Leave Administration Data Capturing Monitoring and Evaluation conduct Networking Project Management Project Management Practical Project research Project coordination Occupational Health and safety Branch monitoring Change management Branding Recruitment strategies Documentation of work Train the trainé Microsoft Excel
| Strategic planning session Team Building Understanding cultures Conflict/Anger Management Communication Time Management Front Desk Training Self confidence Customer Service Risk Management Project planning Understanding Financial Statements Bookkeeping Petty Cash Procedures Setting Annual budget Understanding Project costing Presentation
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Duration of Accreditation
2018 – 2022
Some qualifications until the qualification last date of enrollment
