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: 

Provide a caring environment for youth in conflict with the law 
SAQA US ID UNIT STANDARD TITLE
114012  Provide a caring environment for youth in conflict with the law 
ORIGINATOR
SGB Corrections 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 08 - Law, Military Science and Security Safety in Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2007-08-07  2010-08-07  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-08-07   2014-08-07  

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 will be useful to people who provide a caring environment for the youth in conflict with the law.

Person credited with this unit standard are able to provide a youth friendly interior environment, create an exterior environment conducive to youth development and promote a social acceptable conduct towards the environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Written and oral communication
  • Understanding personal hygiene 

  • UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to participate specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Provide a youth friendly interior environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Sleeping quarters are furnished according to prescribed policies. 
    ASSESSMENT CRITERION RANGE 
    CS Act, Standard minimum rules, DCS Policies, Social Services Policies, Departmental Policies.
     

    ASSESSMENT CRITERION 2 
    2. Interior living areas are decorated according to developmental needs. 
    ASSESSMENT CRITERION RANGE 
    Use of indoor plants decoration of learning areas display of posters.
     

    ASSESSMENT CRITERION 3 
    3. The use of colours and pictures are aligned with developmental needs to be child friendly. 

    ASSESSMENT CRITERION 4 
    4. Youth offenders are provided with appropriate and adequate clothing according to relevant guidelines. 

    ASSESSMENT CRITERION 5 
    5. Sufficient space is provided for each individual in terms of relevant legislations and policies. 
    ASSESSMENT CRITERION RANGE 
    Constitution, Child Care Act, Standard Minimum Rules, IDL, CS Act, Departmental Polices.
     

    SPECIFIC OUTCOME 2 
    Create an exterior environment conducive to youth development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. An attractive landscape environment is created and maintained which is conducive to youth development. 
    ASSESSMENT CRITERION RANGE 
    Edges trimmed, lawned mowed, plants watered, rubbish removed, weed taken out, seasonal cultivation, create nutrition.
     

    ASSESSMENT CRITERION 2 
    2. An awareness of nature and appreciation for animals and plants amongst youth. 

    ASSESSMENT CRITERION 3 
    3. Exterior living areas are decorated according to developmental needs. 

    SPECIFIC OUTCOME 3 
    Promote a social acceptable conduct towards the environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Respect for property and the prevention of vandalism is promoted. 

    ASSESSMENT CRITERION 2 
    2. The value system of the community with regards to care for the environment is promoted. 
    ASSESSMENT CRITERION RANGE 
    Road signs, general accepted rules for public conduct, shopping hours.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a candidate against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
    3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Minimum standards for South African Child and Youth Care System (SAC & YCS)
  • Child Care Act
  • Child Justice Bill
  • Constitution - Child Right
  • CS Act
  • UN Convention on the right of a child
  • JDL standard and norms for children deprived of that liberty
  • Standard minimum risks 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.

    Note: The ability to identify and solve problems and make decisions in the provision of a caring environment for youth in conflict with the law. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organization or community.

    Note: The ability and willingness to work with others and to request assistance in an appropriate manner as a team. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities, responsibility and effectively.

    Note: the ability to organize and manage a caring environment for youth in conflict with the youth. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and critically evaluate information.

    Note: The ability to synthesise the information gathered from various sources. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and or language skills in the modes of oral and / or written presentations

    Note: The ability to communicate appropriately with relevant persons. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note: The ability to use science and technology for the effective provision of a caring environment for youth in conflict with the law. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving context do not exist in isolation.

    Note: The ability to relate to the criminal justice system and society. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

    1. Participating as responsible citizens in the life of local, national and global communities.

    2. Being culturally and aesthetically sensitive across a range of social contexts. 

    UNIT STANDARD ASSESSOR CRITERIA 
    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 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 candidate is able to perform 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 judgment 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 candidate 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, consistent and confidentiality. 

  • UNIT STANDARD NOTES 
    Terminology:

    Terms have been clarified as far as possible through the use of range statements. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  64389   Further Education and Training Certificate: Corrections Services  Level 4  NQF Level 04  Reregistered  2023-06-30  SAS SETA 
    Elective  49872   Further Education and Training Certificate: Victim Empowerment Co-ordination  Level 4  NQF Level 04  Reregistered  2023-06-30  HW SETA 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  24197   National Certificate: Corrections Science  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was SAS SETA until Last Date for Achievement 
    Elective  48553   National Diploma: Corrections Science  Level 5  NQF Level 05  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.
     
    1. Access Employment Skills & Development Agency 
    2. Amaqamu Project Management and Consulting 
    3. Bangwaketse Trading and Projects 
    4. Boikgantsho Consulting & Events cc 
    5. Breakeven 59(PTY) Ltd 
    6. Commisioned Training cc 
    7. DEPARTMENT OF CORRECTIONAL SERVICES WITBANK 
    8. DEPARTMENT OF CORRECTIONAL SERVICES LOSPERFONTEIN 
    9. DEPARTMENT OF CORRECTIONAL SERVICES: GOEDEMOED 
    10. DEPARTMENT OF CORRECTIONAL SERVICES: KROONSTAD COLLEGE 
    11. Dintshang Trading 
    12. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    13. Kitso Bokamoso Training Solution 
    14. LBK Trading 
    15. Leratham Supply Distribution and Enterprise 
    16. Leronsa Trading Enterprise 
    17. Mapheto Business Enterprises t/a MBE 
    18. MENTORNET (PTY) LTD 
    19. Ntevho-Ketso Training and Recruitement Consultancy cc 
    20. NTI College 
    21. Ntsangalala Business Enterprise 
    22. Professional Development and Training Institute (Pty) Ltd 
    23. Resonance Institue of Learning 
    24. Retshetse Training Project 
    25. Southern African Youth Movement 
    26. Thabelanang t/a Thabelanang Trading Enterprise 
    27. THE GMC GROUP PTY LTD 
    28. Thuto Botshabelo Training Academy 
    29. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    30. Ulwazi Training & Development 



    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.