|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|
|National Certificate: Conflict Management and Transformation|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49257||National Certificate: Conflict Management and Transformation|
|SGB Democracy, Human Rights, Peace and Elections|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|PSETA - Public Service Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 07 - Human and Social Studies||Public Policy, Politics and Democratic Citizenship|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||124||Level 5||Level TBA: Pre-2009 was L5||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
|This qualification is designed to meet the needs of those people who deal with preventing and resolving conflict in a variety of situations. The qualification will be useful for community based development practitioners, peace workers, social workers, NGO practitioners, advisors, monitors, shop stewards, human resource practitioners, educators, para-legal practitioners, legal-practitioners (e.g. magistrates, family advocates), managers, supervisors, and local government councillors.
Specifically, this qualification will be useful to:
The qualification will be also be useful for people who work for NGOs, para-legals, faith based organisations, labour unions, companies, the public sector as well as in a range of other contexts where conflict prevention and resolution is necessary.
Learners who achieve this qualification will be capable of:
Rationale for the qualification
This qualification will help to provide credibility for the work people do in preventing and resolving conflict situations and it will open access to other opportunities. In particular, there is a need to formally recognise competent practitioners within the ever-growing field of practice in conflict prevention and resolution. Many of the people who currently deal with conflicts are not formally recognised, yet fulfil a very valuable role. This qualification will address the issue of recognition for such people.
The qualification will also serve to provide a career path and access for practitioners, and will give credibility to the conflict resolution area, which has often been marginalised. It will also assist with dealing with transformation issues in the South African society.
There are many learners who will want recognition for some of the standards related to this qualification, but who would not want or need the whole qualification. For example, learners working in another field such as social development require some competence in conflict prevention and resolution. The unit standards, when taken individually or in relevant clusters will meet the needs of such learners. In particular, the qualification is needed by those learners who focus on conflict prevention and resolution.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Communication skills at NQF level 4 or equivalent.
It is also recommended that learners are competent in the unit standard Identify and explain appropriate ways of interacting ethically in multicultural contexts, NQF level 3, ID 116492.
Recognition of Prior Learning
This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.
Evidence can be presented in various ways, including international qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment.
The approach to the RPL process is decided with the learner and assessments can be conducted in a similar way to the learner who is accessing the qualification.
|RECOGNISE PREVIOUS LEARNING?|
Elective unit standard 117849 "Apply basic interactional skills in a group lay counselling context" (Level 4, Credits 9) will be linked to this qualification as soon as it is registered.
|EXIT LEVEL OUTCOMES|
|Exit Level Outcomes:
1. Communicate in a variety of ways when dealing with conflict.
2. Analyse and plan ways of dealing with conflict.
3. Deal with conflict using prevention and resolution processes.
4. Apply ethical principles and practices when dealing with social and conflict issues.
5. Facilitate and apply development principles and practice.
6. Provide lay counselling support to deal with conflict.
7. Develop and conduct workplace-based disciplinary processes.
Critical Cross-Field Outcomes:
This qualification addresses the following critical cross-field outcomes, as detailed in the associated unit standards:
Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
|ASSOCIATED ASSESSMENT CRITERIA|
Associated Unit Standards:
The unit standards associated with exit level outcome 2, as listed below, are achieved in line with the stipulated assessment criteria for each unit standard.
The following unit standards associated with exit level outcome 3, as listed below, are achieved in line with the stipulated assessment criteria for each unit standard.
The following unit standards associated with exit level outcome 4, as selected by the learner, are achieved in line with the stipulated assessment criteria for each unit standard:
The following unit standards associated with exit level outcome 5, as selected by the learner, are achieved in line with the stipulated assessment criteria for each unit standard:
The following unit standards associated with exit level outcome 6, as selected by the learner, are achieved in line with the stipulated assessment criteria for each unit standard:
The following unit standards associated with exit level outcome 7, as selected by the learner, are achieved in line with the stipulated assessment criteria for each unit standard:
Assessment is to take place according to the detailed specifications indicated in the unit standards associated with each exit level outcome. Over and above the achievement of the specified unit standards, evidence of integration will be required as per the broad assessment criteria specified above, all within the context of dealing with conflict situations, and dealing with divergent and random demands related to conflict prevention and resolution activities.
Assessors should note that the evidence of integration could well be presented by learners when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well designed assessments, including formative and summative, should make it possible to gain evidence against each unit standard while at the same time gaining evidence of integration.
|In the light of the fascinating diversity of comparable courses offered in the rest of Africa and the world, no attempt was made to focus on the details of just a few examples. Note was rather taken of the topics and approaches used elsewhere, and especially in the rest of Africa. Material from various sources was used to form a representative frame of reference:
This qualification fits into the above findings and represents best practices and main themes/trends in the African context.
|This qualification is an entry-level qualification and is thus a starting point for many learners. The qualification will serve as a possible building block for learning towards qualifications at NQF level 6 in psychology, social work, education and training, human resources, and related areas. It will also articulate horizontally with a range of qualifications at NQF level 5 in the fields such as management, lay counselling, human resources and related areas.|
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||116493||Demonstrate understanding of tolerance in human relations||Level 4||NQF Level 04||6|
|Core||117848||Conduct mediation in situations that require advanced skills||Level 5||Level TBA: Pre-2009 was L5||12|
|Core||117853||Conduct negotiations to deal with conflict situations||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||116491||Describe ethical procedures and practices for social justice||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||117855||Design and implement plans to deal with conflict situations||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||117854||Facilitate meetings to deal with conflict situations||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||117844||Present, analyse and interpret information on conflict situations||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||117845||Restore and build relationships in dealing with conflict||Level 5||Level TBA: Pre-2009 was L5||8|
|Fundamental||115789||Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts||Level 5||Level TBA: Pre-2009 was L5||5|
|Fundamental||115791||Use language and communication strategies for vocational and occupational learning||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||110053||Conduct a basic community needs assessment||Level 4||NQF Level 04||12|
|Elective||114478||Conduct basic lay counselling in a structured environment||Level 4||NQF Level 04||15|
|Elective||110055||Facilitate learning in development practice||Level 4||NQF Level 04||14|
|Elective||110052||Understand and apply theories and principles of transformative development practice||Level 4||NQF Level 04||12|
|Elective||11904||Develop and establish a disciplinary policy and procedure||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||11286||Institute disciplinary action||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||110060||Plan learning programmes that redress social development issues||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||110062||Plan the facilitation of learning in development practice||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||10985||Conduct a disciplinary hearing||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||12139||Facilitate the resolution of employee grievances||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||117842||Manage adjudicative hearings||Level 6||Level TBA: Pre-2009 was L6||16|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|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.