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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Institute preventive measures to reduce the potential impact of disasters 
SAQA US ID UNIT STANDARD TITLE
260382  Institute preventive measures to reduce the potential impact of disasters 
ORIGINATOR
SGB Ancillary Health Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
117016  Institute preventive measures to reduce the potential impact of disasters  Level 3  NQF Level 03  14  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for persons required to institute pre-emptive measures and inculcate a preventive culture in terms of potential disasters.

The learner should be familiar with the demography of the area of potential practice and have knowledge of the community and the ability to communicate effectively within their cultural context.

The qualifying learner will be capable of:
  • Demonstrating knowledge of disasters in the community.
  • Identifying and coordinating relevant resources to resolve potential disasters.
  • Demonstrating an understanding of the disaster continuum of both slow and sudden onset disasters.
  • Differentiating between various types of disasters that may affect the community.
  • Establishing and maintaining disaster management systems.
  • Developing a culture of prevention. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication at NQF Level 3 or equivalent.
  • ID 120496: Provide risk-based primary emergency care/first aid in the workplace.
  • ID 119564: Assist the community to access services in accordance with their health related human rights at NQF Level 1. 

  • UNIT STANDARD RANGE 
    The scope of this unit standard includes the following but not limited to:
  • Types of disaster: droughts, floods, fires, sinkholes, tornadoes, lightning, epidemics, combustible substances, overcrowding, conflict.
  • Resources: Community health committees, Reconstruction and .Development .Programmes (RDP) structures, local authorities, Non-Government and Community based organisations (NGOs, CBOs), provincial authorities, private sector, churches, schools.
  • The learner must demonstrate competence in reducing the impact of disasters in at least one rural and one urban community. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge of disasters in the community. 
    OUTCOME RANGE 
    Disasters include, but are not limited to:
  • Droughts, floods, fires, sinkholes, tornadoes, lightning, epidemics, combustible substances, overcrowding, and conflict. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Possible disasters in a given community are identified in terms of the likelihood of occurrence and the impact on the community. 
    ASSESSMENT CRITERION RANGE 
    The community must include at least one rural and one urban community.
     

    ASSESSMENT CRITERION 2 
    Possible causes of the identified disasters are explained in terms of their probable effects on the community or occurrence. 

    ASSESSMENT CRITERION 3 
    Ways of eliminating causes and/or reducing the impact of the disaster are explained in accordance with the type of disaster identified. 

    ASSESSMENT CRITERION 4 
    Indications of pending disasters are identified and required actions to reduce the probable impact of the disaster described in terms of immediate and long-term actions. 

    SPECIFIC OUTCOME 2 
    Identify and coordinate relevant resources to resolve potential disasters. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Volunteers from the community are identified, prepared and coordinated in accordance with their areas of expertise. 

    ASSESSMENT CRITERION 2 
    Multidisciplinary disaster management teams are compiled or proposed in accordance with available expertise and the likelihood of occurrence of specific disasters. 

    ASSESSMENT CRITERION 3 
    Community leaders are included and motivated in terms of their duty to serve the community. 

    ASSESSMENT CRITERION 4 
    Emergency Services are informed and involved in terms of their roles in the management of disasters. 

    ASSESSMENT CRITERION 5 
    Ways of preventing disasters in the community are communicated clearly in a manner that is appropriate to the understanding of the community members. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the Disaster Continuum of both slow and sudden onset disasters. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The disaster continuum is explained in terms of the sequence and flow of events. 

    ASSESSMENT CRITERION 2 
    The difference between a slow and sudden-onset disaster is explained in terms of the impact on the community. 

    ASSESSMENT CRITERION 3 
    Methods of managing slow-onset disasters are described in terms of pro-active and reactive activities. 

    ASSESSMENT CRITERION 4 
    Methods of managing sudden-onset disasters are described in terms of pro-active and reactive activities. 

    SPECIFIC OUTCOME 4 
    Differentiate between various types of disasters that may affect the community. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Hazards, natural and man-made disasters are explained in terms of the causes. 

    ASSESSMENT CRITERION 2 
    The main hazards that may affect the community are identified and categorised in terms of their potential impact on the community. 

    ASSESSMENT CRITERION 3 
    Man-made disasters that may affect the community are identified in terms of their potential impact on the community. 

    ASSESSMENT CRITERION 4 
    The possible natural disasters that may affect the community are identified in terms of their potential impact on the community. 

    ASSESSMENT CRITERION 5 
    Preventive measures planned are relevant to the community in terms of the types of disasters identified. 

    SPECIFIC OUTCOME 5 
    Establish and maintain disaster management systems. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A disaster management plan is developed in accordance with the needs and available resources of the community. 

    ASSESSMENT CRITERION 2 
    The disaster management plan is explained in terms of the actions required and the benefits to the community. 

    ASSESSMENT CRITERION 3 
    The disaster management plan is reviewed and modified in accordance with best practice principles to reduce the impact of disasters that occur. 

    SPECIFIC OUTCOME 6 
    Develop a culture of prevention. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The community members are briefed about local disasters and their probable effects on the community. 

    ASSESSMENT CRITERION 2 
    Community members are encouraged to participate in identifying, planning and developing pro-active measures to prevent possible disasters. 

    ASSESSMENT CRITERION 3 
    Community members are involved in forming and practicing disaster management programmes and activities. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing or moderate the learner against this unit standard must be registered as an assessor with the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be registered with the ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Names and functions of disaster related services; causal factors of disasters.
  • Attributes, descriptions, characteristics and properties of all disasters.
  • Sensory cues of all five senses.
  • Purpose of:
    > Disaster related structures; events, causes and effects, implications of all disasters; categories: early evacuations; orderly evacuation procedures; storage of emergency rations; implementation of disaster management procedures; regulation, legislation, agreements, policies, standards. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems by identifying and explaining pro-active and reactive measures to be taken in disaster management. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others by forming disaster committees including evacuation and rescue teams. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities through planning to prevent and manage disasters. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information by researching occurrence of natural disasters in a community. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with individuals and community members in planning and executing pro- and reactive measures. 

    UNIT STANDARD CCFO SCIENCE 
    Use appropriate science and technology effectively and critically to set up adequate communications systems and disaster warning systems. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems through the involvement of as many community and related members as possible to be involved in the total management of disasters. 

    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 
    This unit standard replaces unit standard 117016, "Institute preventive measures to reduce the potential impact of disasters", Level 3, 14 credits.

    Credit Justification:

    Activity; Hours; Credits:
  • Classroom Learning; 40 Hours; 4 Credits.
  • On the job learning; 60 Hours; 6 Credits.
  • Self directed learning; 20 Hours; 2 Credits.
  • Coaching required; 10 Hours; 1 Credit.
  • Site Visit; 20 Hours; 2 Credits.
  • Total; 150 Hours; 15 Credits. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  64769   National Certificate: Community Health Work  Level 3  NQF Level 03  Reregistered  2023-06-30  HW SETA 
    Elective  64697   Further Education and Training Certificate: Community Health Work  Level 4  NQF Level 04  Reregistered  2023-06-30  HW 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.