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 QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Community Recreation 
SAQA QUAL ID QUALIFICATION TITLE
60289  National Certificate: Community Recreation 
ORIGINATOR
SGB Sport, Recreation & Fitness 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 02 - Culture and Arts  Sport 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  160  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This qualification is designed for learners who will be employed in the position of a supervisor, and has been constituted in such as way as to provide the learner with the necessary recreation knowledge, theory, skills and abilities regarding programming, management, community development and services in order to effectively and efficiently design, implement and manage recreation programmes which contribute to the improvement in the quality of life and promote the health and well-being of individuals, groups and communities. It will appeal to learners in both the private and public sectors who may previously have been denied opportunities for such learning. The intention is that knowledge, skills, and abilities can be acquired, documented, and applied in such a way that the sector of "recreation management and services" can be developed within an integrated national framework for learning achievements.

Learners can progress to the National Diploma: Community Recreation, NQF Level 5. The possibility to increase competencies in the broader field of sport, recreation, and fitness is also available. This will provide access to new career paths and stimulate mobility and progression within the sector. It is also envisaged that learners can eventually move into specialized areas of the industry more specifically programme management, such as youth at risk programmes, employee recreation services, health promotion, and therapeutic recreation.

This qualification scopes across different fields and formalizes sets of competencies and combinations of systems to assist in accumulating expertise in the recreation learning area. More specifically, it covers practical skills in working with others, customer service and self-management. It focuses on programme design, recreation theory, management processes and office administration. The qualification strategically combines knowledge of recreation concepts and theory with programme management skills and competencies and an understanding of the far reaching benefits of recreation programmes on the health promotion of individuals, groups, communities, stimulation of the economy, and promotion of environmental stewardship. The learner will be equipped with the theoretical foundation of Community Development principles and processes to effectively ensure the implementation of sustainable Recreation Programmes to achieve development in support of the national governments strategic plans for growth.

A qualifying learner who has achieved this qualification will be to:
  • Effectively and efficiently manage and administer resources to promote recreation in a community to improve the quality of life of all individuals.
  • Provide valuable leadership skills to ensure the safe delivery of programmes.
  • Integrate the theory of Recreation and Community based programming through a thorough understanding of the economic, psychological, sociological benefits of Recreation.
  • Design Recreation Programmes based on Community Development principles.
  • Influence and motivate individuals to change their lifestyles and offer career guidance in the industry.

    Rationale:

    Transformation in all areas of life, including the domain of recreation, is still on the agenda in South Africa. The continuously evolving legislation on sport, recreation, and local government with the emphasis on service delivery has launched the "recreation" sub-field into a new and unique position. This has provided the opportunity to make more explicit the potential of recreation for creating an identity and role distinctly different from that of sport in South Africa.

    Recreation programmes comprise a combination of specially selected activities, usually with a specific objective in mind and linked to the needs of the intended target group. For the purposes of this qualification the definition of what constitutes recreation will not be limited to any specific category of activities, because the underlying premise of recreation is that it should contribute to improving the health and well being of the individual participants and to improve the quality of life through positive interaction. This upholds the view that recreation can be both an end itself as well as a means to end. When recreation is viewed as a tool and vehicle for the achievement of some goal, it opens the way to exploring the health promotion potential of recreation in any given setting. Health promotion settings can be as varied as the range of possibilities from which activities can be chosen to create a recreation programme.

    In order for service providers to effectively and efficiently design and deliver recreation programmes, which are consistent with this envisaged relationship between recreation and health promotion, they need to be suitably trained. To this end, the details of this qualification reflect the appropriate combination of recreation theory, skills, and abilities regarding programming and management. It is intended that learners undertaking this qualification will be able to create small privately managed recreation-related businesses, as well as being able to work within the public sector.

    This qualification is the second in the recreation learning pathway after the FETC: Community Recreation. The achievement of this qualification will contribute towards the full personal development of the learner and to the social, political and economic development of the nation, through the use of recreation programmes that can be used for health promotion to create an awareness of, and education about pertinent and relevant health related issues affecting individuals, specific target groups, and/or communities. Examples of these issues include HIV/Aids and STD's, teenage pregnancy, substance abuse, and rape. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication at NQF Level 4.
  • Life skills at NQF Level 4.
  • Community Recreation Theory and knowledge at NQF Level 4.

    Recognition of Prior Learning:

    This qualification can be achieved wholly or in part through recognition of prior learning, which includes formal, informal and non-formal learning and workplace experience, in terms of the criteria laid out. RPL may allow for the accelerated access to further learning in terms of the defined exit level outcomes and/or individual unit standards. RPL may allow for obtaining credits towards unit standards in this qualification.

    Evidence can be presented in a variety of ways, including international and/or previous local qualifications, products, portfolios of evidence, reports, testimonials mentioning functions performed, work records, 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.

    All RPL is subject to the quality assurance of the relevant ETQA.

    Access to the Qualification:

    Access is open to any learner in possession of an FETC or equivalent qualification and a current First Aid Certificate at Level 1. It is however recommended that the learner should have access to a work environment where community recreation programmes can be implemented. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification is made up of a planned combination of applied learning outcomes that have a defined purpose and will provide qualifying learners with a foundation for further learning.

    Fundamental Component:
  • The fundamental unit standards comprise of the administration, management, principles and processes of community recreation and community development, and volunteers all unit standards are compulsory. Total 44 credits.

    Core Component:
  • The core component comprises of unit standards in Recreation Theory and Community Recreation Programming. All unit standards are compulsory. Total credits 92.

    Elective Component:
  • Learners have the option of specialising in any two electives. Total 24 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Manage and administer resources to promote recreation in a community.

    2. Provide leadership to ensure the safe delivery of programmes.

    3. Integrate the theory of Recreation into Community based recreation programming.

    4. Design and implement Recreation Programmes based on Community Development principles and needs.

    5. Influence and motivate individuals to change their lifestyles and offer career guidance in the industry. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Resources are identified, allocated, and utilised for effective use in the promotion of recreation programmes.
    1.2 Methods to plan, and organise a project are performed in terms of organisational objectives and strategies.
    1.3 Information gathered during all processes and procedures is captured, stored and retrieved according to the standard operating procedures of the organisation.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 The principles of leadership are explained and applied within a work unit.
    2.2 Knowledge of group dynamics is applied to motivate and maintain team performance.
    2.3 Safe practices are implemented in accordance with the legislative framework and the standard operating procedures of the organisation.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 The benefits of the recreation programmes that are implemented are evaluated in terms of the organisations objectives.
    3.2 Programme designs are structured to alleviate the challenges faced by communities.
    3.3 Corrective action is taken when performance variances occur in the programme design and implementation.

    Associated Assessment for Criteria for Exit Level Outcome 4:

    4.1 Plans for recreation programmes are aligned to promote community development in accordance with the principles and processes of community development and the organisation's objectives.
    4.2 Programmes are designed to ensure all special groups in a community are included for maximum benefit through participation.
    4.3 The monitoring and review of programmes are performed in keeping with standard operating procedures of the organization.

    Associated Assessment Criteria for Exit Level Outcome 5:

    5.1 Opportunities are created to encourage people to participate in recreation programmes to improve their health and wellbeing.
    5.2 Career opportunities are listed with example of places to study and choice of learning programmes available.

    Integrated Assessment:

    Integrated assessment provides an opportunity for learners to show that they are able to integrate concepts, ideas, and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome.

    Methods of assessment must be appropriate, fair, manageable, and integrated into real work or learning situations so that no learner is disadvantaged in any way. Integrated assessment must be able to evaluate and critique the quality of observable performance and establish the quality of the cognitive processes that underpin this performance. Assessment tools must encourage learners to explain the thinking and decision-making processes that supports their demonstrated performance.

    The assessment of knowledge, attitudes, skills, and values described in the unit standards should be integrated.

    The fundamental component (management and administration) can be assessed through occupational contexts and activities for example Recreation programming. It is important to make sure these fundamental skills are translated throughout the qualification.

    During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. The methods used in assessment must be diverse, and the tools and methods selected should be appropriate to the context in which the learner is employed. Alternative techniques for assessment must be performed if workplace assessment is difficult or not possible.

    Assessors and moderators should adopt an approach to make use of a variety of formative and summative assessments methods. Assessors should assess and credit learning that has already been acquired through formal, informal, and non-formal learning and relevant work experience. 

    INTERNATIONAL COMPARABILITY 
    The following countries were selected for international comparability as they are regarded as providing best practice training.

    The international growth of recreation is synonymous with the growth of an economy. While an economy is growing, more attention will be focused on bettering health and welfare of the population and the prevention of the growth of social evils (unemployment, substance abuse, crime etcetera). The practice in New Zealand clearly illustrates this.

    New Zealand:

    New Zealand is one of the few countries that offer vocational education and training in Community Recreation. The National Certificate at NQF Level 5 is designed on the framework of the New Zealand qualifications. Unit standards from the www.sfrito.org.nz were adapted for relevance to the South African context.

    The New Zealand qualification framework has the following registered qualifications:

    National Certificate in Community Recreation, Level 2 Credits 51.

    The purpose of this qualification is to provide an introduction to roles in the recreation industry. It focuses on skills useful for working on programmes and events. Holders of the qualification are equipped with some knowledge of recreation theory underpinned with some practical skills in communication, coaching, working with others, self management and customer service.

    Unit standards included in this qualification are selected from the following fields:
  • Community and Social Services.
  • Core generic.
  • Health.
  • Humanities.
  • Service sector.

    National Certificate: Community Recreation, Level 4 Credits 144-162 with strands in Community Arts, Countryside Parks and Urban Parks.

    The purpose of this qualification is to develop competencies of people working in community arts, park or resource management within the community. They may be involved in facilitation, leadership, advice or project implementation. Holders of this certificate will have developed a broad understanding of Community Recreation with specialisation in either Community Arts, or Parks Management.

    Unit standards from the following fields were selected to make up this qualification:
  • Agriculture, Forestry and Fisheries.
  • Business Management.
  • Arts and Crafts.
  • Community and Social Services.
  • Computing and Information Technology.
  • Core Generic.
  • Health.
  • Humanities.
  • Law and Security.
  • Service Sector.
  • Social Sciences.

    National Certificate: Community Recreation (Programme and Event Management) (Level 4) Credits 68.

    The purpose of this qualification is designed to empower people with the responsibility of running simple programmes and events. Holders of this qualification are equipped with programme and event management skills, supported by a foundation in communication, business administration and management. There is an emphasis on the skills required for working with others as part of a team.

    Unit standards from the following fields were selected to make up this qualification:
  • Business.
  • Computing and Information Technology.
  • Humanities.
  • Community and Social Services.

    National Certificate: Community Recreation (Programme and Event Management) (Level 5) Credits 67.

    This qualification is designed for people with the responsibility of running complex programmes and events. Holders of this qualification have demonstrated their ability in the areas recreation management, programmes and events, communication skills, business administration and first line management.

    Unit standards from the following fields were selected to make up this qualification:
  • Business.
  • Humanities.
  • Community and Social Services.

    National Diploma in Community Recreation (Programme and Event Management) Level 6 Credits 167.

    The National Diploma in Community Recreation (Programme and Event Management) (Level 6) is designed for people with the responsibility for running complex programmes and events. Holders of this qualification will have demonstrated a solid foundation in recreation theories and programme and event management as well as skills in written and interpersonal communication, business administration, and marketing.

    Unit standards from the following fields were selected to make up this qualification:
  • Business.
  • Humanities.
  • Community and Social Services.

    Australia:

    The National Certificate: Community Recreation Level 5 compares favorably with the Certificate 111 and IV in Community Recreation registered on the Australian Qualification Framework (www.rtq.co.au).

    The Australian qualification aims to prepare the learner to possess a defined range of community recreation competencies for general supervision of clients in a community recreation facility. The course focuses on applying community development principals to educate the public on the safe use of a sport and recreational resource.

    Units of competency include:
  • BSZ 404A Train small groups.
  • CHCAC1A Provide care support to aged people.
  • CHCAC2A Assist with aged people's personal needs.
  • CHCAC3A Orientation to aged care work.
  • CHCCD2A Provide community education programs.
  • CHCCD3A Meet information needs of the community.
  • CHCCD4A Develop and implement community programs.
  • CHCCD5A Develop community resources.
  • CHCCHILD1A Work within legislative and ethical requirements.
  • CHCCN4A Respond to illness, accidents and emergencies.
  • CHCDIS1A Orientation to disability work.
  • CHCDIS2A Maintain an environment designed to empower people with disabilities.
  • CHCDIS3A Provide services to people with disabilities.
  • CHCFC2A Foster the physical development of children.
  • PUX EMEO 02A Manage injuries in emergency incidents.
  • PUX EMEO 03A Administer oxygen in an emergency situation.
  • SRC AQU 001A Monitor pool water quality.
  • SRC AQU 002A Operate aquatic facility plant and equipment.
  • SRC AQU 003A Respond to an aquatic emergency using basic water rescue techniques.
  • SRC AQU 004A Maintain pool water quality.
  • SRC AQU 005A Implement aquatic facility plant and equipment maintenance program.
  • SRC AQU 006A Supervise clients at an aquatic facility or environment.
  • SRC AQU 007A Respond to an aquatic emergency using advanced water rescue techniques.
  • SRC CRD 002A Apply the principles of community development to community recreation work.
  • SRC CRD 003A Promote access, equity and diversity in community recreation.
  • SRC CRD 004A Facilitate community development through recreation initiatives.
  • SRC CRD 005A Apply the principles and issues of volunteering.
  • SRC CRO 004A Work within a budget for a recreation initiative or program.
  • SRC CRO 005A Develop a budget for a recreation initiative.
  • SRC CRO 006A Organise travel for participants and equipment.
  • SRO ABL 001A Take an assistant leadership role in the facilitation of adventure-based learning activities.
  • SRX ADM 009A Maintain information records system to ensure its integrity.
  • SRX ADM 010A Use the advanced functions of a range of office equipment to complete daily tasks.
  • SRX ADM 011A Prepare meeting details.
  • SRX CAI 004A Plan a sport and recreation session for clients.
  • SRX CAI 005A Conduct a sport and recreation session for clients.
  • SRX CLS 003A Coordinate interaction with clients.
  • SRX COM 003A Collect and provide information to facilitate communication flow.
  • SRX EME 003A Respond to emergency situations.
  • SRX EVT 001A Coordinate guest/delegate registrations at venue.
  • SRX FAC 001A Maintain equipment for activities.
  • SRX FAC 003A Implement facility maintenance programs.
  • SRX FIN 002A Maintain daily financial records for accounting purposes.
  • SRX FIN 003A Monitor cash control for accounting records.
  • SRX FIN 004A Process payroll.
  • SRX GRP 001A Facilitate a group.
  • SRX IND 003A Apply sport and recreation law.
  • SRX IND 004A Establish and maintain an effective industry network.
  • SRX ORG 003A Coordinate work and work priorities in a sport and recreation organisation.
  • SRX RES 001A Educate the public on the safe use of a sport and recreational resource.
  • SRX RES 002A Improve client awareness and implementation of environmental management practices.
  • SRX RIS 001A Undertake risk analysis of activities.
  • SRX TEC 003A Design, develop and produce documents, reports and work sheets using advanced functions.
  • SRX TEM 003A Work autonomously.
  • SRX TEM 004A Deal with conflict.
  • THH GCS 02A Promote products and services to clients.
  • WRRI.2A Maintain stock control.
  • WRRI.3A Order stock.
  • WRRM.3A Coordinate product presentation.
  • WRRS.3A Coordinate sales performance.
  • WRRSS.10A Recommend sport and recreation products and services.

    Units of Competencies in Certificate IV in Community Recreation include:
  • BSZ 401A Plan assessment.
  • BSZ 402A Conduct assessment.
  • BSZ 403A Review assessment.
  • BSZ 404A Train small groups.
  • BSZ 405A Plan and promote a training program.
  • BSZ 406A Plan a series of training sessions.
  • BSZ 407A Deliver training sessions.
  • BSZ 408A Review training.
  • CHCAC6A Provide services to aged people.
  • CHCAC7A Ensure duty of care is provided.
  • CHCAC9A Coordinate service provision programs.
  • CHCDIS4A Design procedures for support.
  • CHCDIS6A Plan and implement community integration.
  • CHCDIS7A Design and adapt surroundings to group requirements.
  • CHCIC2A Guide children's behaviour.
  • CHCPR10A Facilitate the design of programs of the service.
  • CHCPR2A Organise experiences for children.
  • CHCYTH4A Assist young people in responding to crisis.
  • CHCYTH5A Manage youth programs.
  • CHCYTH6A Provide appropriate services for young people.
  • SRC AQU 004A Maintain pool water quality.
  • SRC AQU 005A Implement aquatic facility plant and equipment maintenance program.
  • SRC AQU 007A Respond to an aquatic emergency using advanced water rescue techniques.
  • SRC AQU 015A Develop procedures for maintaining pool water quality to health standards.
  • SRC AQU 016A Develop maintenance systems for an aquatic facility.
  • SRC AQU 017A Coordinate lifeguard service at an aquatic facility or environment.
  • SRC CRD 005A Apply the principles and issues of volunteering.
  • SRC CRD 007A Develop recreation programs.
  • SRC CRD 008A Work effectively with government and other key stakeholders.
  • SRC CRO 005A Develop a budget for a recreation initiative.
  • SRC CRO 008A Interact positively with infants, toddlers and parents in a recreation environment.
  • SRS COA 002A Plan individualised training programs to improve skills.
  • SRS COA 003A Conduct, monitor and adjust an individualised program of training sessions to improve skills.
  • SRS COA 004A Evaluate, analyse and modify the conduct and outcomes of individualised training programs to improve skills.
  • SRS SAC 001A Teach or develop basic skills of strength and conditioning.
  • SRS SAC 002A Teach or develop intermediate skills of strength and conditioning.
  • SRS SAD 005A Manage the format and results of competitions.
  • SRS SAD 007A Select a team or group.
  • SRS SAD 008A Manage the personnel of a team or group.
  • SRX ADM 012A Supervise an established records system to ensure its integrity.
  • SRX ADM 013A Plan business trip and associated itinerary to ensure efficient travel.
  • SRX CAI 008A Plan and prepare an individualised long-term training program.
  • SRX CAI 009A Conduct, monitor and adjust individualised long-term training programs.
  • SRX CAI 010A Evaluate, analyse and modify long-term and/or high performance individualised training programs.
  • SRX CLS 004A Provide advice in order to meet current and anticipated client requirements.
  • SRX COM 004A Source and present information in response to requests.
  • SRX EME 004A Coordinate emergency response.
  • SRX EVT 002A Organise meeting/event and provide on-site meeting/event management services.
  • SRX EVT 003A Coordinate events.
  • SRX FAC 004A Plan and provide sport and recreational services.
  • SRX FIN 005A Produce reports as required for cash flow forecasts and budgetary purposes.
  • SRX GOV 001A Participate as a member of an effective Board of an organisation.
  • SRX GOV 002A Undertake the role of an individual Director of an organisation.
  • SRX GOV 003A Undertake the role of Chairperson at a Board meeting.
  • SRX GOV 004A Work effectively with the Board of an organisation.
  • SRX GRP 002A Provide leadership to groups.
  • SRX IND 005A Promote compliance with laws and legal principles.
  • SRX MKT 001A Plan and implement services to meet client needs.
  • SRX MKT 002A Liaise with the media to promote the organisation.
  • SRX OHS 002A Implement and monitor the organisation's Occupational Health and Safety policies, procedures and programs and maintain Occupational Health and Safety standards.
  • SRX ORG 004A Plan, allocate and evaluate work carried out by teams, individuals and self.
  • SRX ORG 005A Participate in the meeting process.
  • SRX ORG 006A Conduct projects.
  • SRX RES 002A Improve client awareness and implementation of environmental management practices.
  • SRX RES 003A Contribute to the planning, monitoring and control of resources.
  • SRX RES 004A Minimise waste and pollution and their environmental impact.
  • SRX TEC 004A Assist with analysis and use of emerging technology.
  • SRX TEC 005A Assist in the maintenance of a computer system.
  • SRX TEC 006A Customise and maintain software.
  • SRX TEM 005A Lead, manage and develop work teams.
  • THH GCS 07A Coordinate marketing activities.
  • THT SMA 01A Coordinate the production of brochures and marketing materials.
  • WRRI.4A Buy product.
  • WRRO.1A Manage merchandise and organisation presentation.
  • WRRO.2A Manage sales and service delivery.
  • WRRO.5A Control inventory.

    United States Of America:

    The elective "Promote Therapeutic Recreation in a Community" was developed from standards which form the basis of the National Council for Therapeutic Recreation Certification, USA. Since this is the first qualification on the South African NQF with Therapeutic Recreation learning content it thus serves as a foundation and introduction to the possible career path for Therapeutic Recreation Specialists.

    Forty eight Universities offer degrees in Recreation and Leisure Services. Private Service providers, government agencies and professional organisations provide education and training to maintain professionalism through the continuous education programmes and courses.

    Standards and evaluative criteria for Baccalaureate Programs in Recreation, Park Resources and Leisure established by The Council on Accreditation, recognized by the Council for Higher Education Accreditation in 2004, described the following standards for the Baccalaureate degree.

    The Baccalaureate degree has the following series of standards:

    Series 7.00 which addresses foundation understandings (general education) including:
  • Leisure Services Management.
  • Natural Resources Recreation Management.
  • Therapeutic Recreation.
  • Leisure/Recreation program delivery.

    Series 8.00 describes the professional competencies including:
  • Conceptual foundations: Understanding play, recreation and leisure in contemporary society and throughout the lifespan.
  • Understanding the inter-relationship between leisure behaviour and the environment.
  • Understanding of environmental ethics and its relationship to leisure behaviour.
  • Understanding of the following as they relate to recreation, park resources and leisure:
    > History and development of the profession.
    > Professional organisations.
    > Current issues and trends in the profession.
    > Understanding of ethics and professionalism.
    > Understanding of the importance of maintaining professional competence and the available resources for professional development.
  • Delivery systems:
    > Understanding of the roles, interrelationships and use of diverse delivery systems addressing recreation, parks resources and leisure.
    > Understanding of the importance of leisure service delivery systems for diverse populations.
    > Operating programs and services.
    > Designs of areas and facilities.
    > Community development.
    > Economic development.
  • Programme and event planning:
    > Understanding of the variety of programmes and services to enhance individual, group and community quality of life.
    > Ability to implement the following principles and procedures related to programme/event planning for individual, group and community quality of life:
    > Assessment of needs.
    > Development of outcome oriented goals and objectives.
    > Selection and coordination of programmes, events and resources.
    > Marketing of programmes and events.
    > Preparation, operation and maintenance of venues.
    > Implementation of programmes and events.
    > Evaluation of programmes and events.
    > Understanding of group dynamics and processes.
  • Ability to use various leadership techniques to enhance individual, group and community experiences.
  • Administration and Management:
    > Apply basic principles of research.
    > Understand the fundamental principles and procedures of management.
    > Understand the fundamental principles and procedures of human resource management.
    > Understanding the principles and procedures of supervisory leadership.
    > Understanding of the principles and procedures of budgeting and financial management.
    > Understanding of the principles and procedures related to agency marketing techniques and strategies.
    > Ability to utilize the tools of professional communication.
    > Ability to apply current technology to professional practice.
    > Knowledge of the following principles and procedures of developing areas and facilities:
    > Assessment.
    > Planning.
    > Functional design.
    > Evaluation.
    > Operation and maintenance.
    > Legal aspects:
    > Legal foundations and the legislative process.
    > Contracts and sport law.
    > Regulatory agents and methods of compliance.
    > Understanding the principles and practices of safety, emergency and risk management related to recreation, park resources and leisure services:
    > Field Experiences
    > Formal field experiences of 100 hours in an appropriate professional recreation organization/agencies prior to internship.
    > Internship, full time continuing experience in one appropriate professional recreation organization/agencies of 400 hours.

    The South African National Certificate: Community Recreation, NQF Level 5 contains the following learning which is similar to that offered in New Zealand and Australia:
  • Administration.
  • Management of operations.
  • Team management.
  • Manage a facility.
  • Meetings.
  • Recreation theory and conceptual foundations.
  • Recreation philosophy.
  • Recreation and community development.
  • Health benefits of recreation.
  • Therapeutic recreation.
  • Special needs.
  • Needs assessment.
  • Access, equity and diversity.
  • Occupational health and safety.
  • Ethics and professionalism.
  • Volunteers.
  • Recreation events and programs.
  • Impact of recreation.
  • Facility management.
  • Advise on recreation careers and lifestyle.
  • Advocacy and marketing.

    The South African National Certificate: Community Recreation, NQF Level 5 contains the following learning which is similar to that offered in United States of America:
  • Administration.
  • Management of operations.
  • Manage a facility.
  • Recreation theory and conceptual foundations.
  • Recreation philosophy.
  • Recreation and community development.
  • Health benefits of recreation.
  • Therapeutic recreation.
  • Special needs.
  • Needs assessment.
  • Occupational health and safety.
  • Ethics and professionalism.
  • Volunteers.
  • Recreation events and programs.
  • Impact of recreation.
  • Facility management.
  • Advise on recreation careers and lifestyle.
  • Advocacy and marketing.

    Africa and SADC:

    No recreation training was found in Africa and SADC.

    Conclusion: International comparability shows that this qualification compares favourably with qualifications in leisure and recreation offered internationally. 
    		•

    ARTICULATION OPTIONS 
    Vertical articulation is possible with:
  • National Diploma: Community Recreation.

    Horizontal articulation is possible:
  • National Higher Certificate: Recreation Management. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner against these standards must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of these unit standards or will assess these unit standards must be accredited as a provider with the relevant ETQA accredited.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • A minimum of 2 (two) years' practical, relevant occupational experience.
  • Registered as an assessor with the relevant ETQA.
  • To be in possession of a Qualification in Recreation at NQF Level 5 or higher. 
    		•

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

    NOTES 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessment:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. The aim is to declare the person competent in term if the qualification purpose. Where assessment across titles or at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • 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 that learner is able to perform in the real situation.

    All assessments should be conducted in line with the following well documented principles of assessment: Appropriateness, fairness, manageability, and integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent as defined below:

    Principles of Assessment:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manageable: The methods used make for easily arranged cost-effective assessments that do not interfere with learning.
  • Integration into work or learning: Evidence collection is integrated into work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Assessment learners understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgment again in similar circumstances. The judgment made is similar to the judgment that would be made by other assessors. 
    		•

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  114600  Apply innovative thinking to the development of a small business  Level 4  NQF Level 04  4 
    Core  14048  Apply Self Management Concepts  Level 4  NQF Level 04  3 
    Core  14667  Describe and apply the management functions of an organization  Level 4  NQF Level 04  10 
    Core  254241  Advise clients on leisure and recreation lifestyles  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  254235  Analyse the economic concepts of leisure and recreation  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  254236  Analyse the psychological impact of participating in recreation and leisure activities  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  254244  Analyse the Sociology of Leisure and Recreation  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  254255  Design a recreation programme using advanced recreation programming techniques to meet community needs  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  254274  Examine the concepts of play and work and its impact on the design of recreation programmes  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  254294  Examine the purpose of leisure education and its application to community recreation  Level 5  Level TBA: Pre-2009 was L5  3 
    Core  254295  Explain and apply the principles and philosophy of community arts  Level 5  Level TBA: Pre-2009 was L5  9 
    Core  254243  Facilitate community development through community arts  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  254245  Facilitate community development using community recreation  Level 5  Level TBA: Pre-2009 was L5  7 
    Core  254275  Implement a complex recreation programme  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  254256  Provide advice on Recreation careers in the Recreation industry  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  254237  Advocate participation in community recreation  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  254254  Apply the principles and processes of community recreation for community development  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  15224  Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  252024  Evaluate current practices against best practice  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  254257  Plan and establish procedures to manage a recreation facility  Level 5  Level TBA: Pre-2009 was L5  8 
    Fundamental  110531  Plan, organise and control the day-to-day administration of an office support function  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  254242  Process, organize and maintain workplace information  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  254068  Recruit, induct and manage volunteers  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  254238  Develop and implement a community recreation programme focussing on health promotion  Level 5  Level TBA: Pre-2009 was L5  11 
    Elective  254234  Develop and implement a community recreation programme for youth at risk  Level 5  Level TBA: Pre-2009 was L5  11 
    Elective  254239  Develop and implement recreation programmes to achieve workplace wellness  Level 5  Level TBA: Pre-2009 was L5  11 
    Elective  254240  Promote therapeutic recreation in the community  Level 5  Level TBA: Pre-2009 was L5  11 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    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.
     
    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.