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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 Diploma: Trade Union Practice |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 63369 | National Diploma: Trade Union Practice | |||
| ORIGINATOR | ||||
| Task Team - Trade Unions | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Diploma | Field 05 - Education, Training and Development | Adult Learning | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 260 | Level 5 | NQF Level 05 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 9900/00 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2023-06-30 | 2025-06-30 | |||
| 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 for any individual who is, or wishes to be, involved in a trade union environment and be able to perform a range of activities to support the processes and activities within a trade union. Typical learners will be persons who are currently working in a trade union environment who have not received any formal recognition for their skills and knowledge, or learners with a broad knowledge and skills base who work within the trade union structures and who want to specialise in certain aspects of the trade union environment. While the Qualification is primarily aimed at the local/branch/regional organiser in the trade union movement, it does not preclude any other individual both within and outside the trade union movement from accessing it. While this Qualification contains all the competencies required by a learner at NQF Level 5, it also contains critical competencies and skills from the FETC: Trade Union Practice so as not to disadvantage any learner who might not have had access to or completed that Qualification. The Core component contains generic competencies covering: The Elective component consists of specialisation streams. Initially only two streams have been included in the Qualification namely gender empowerment and administration but other streams including conflict resolution, negotiation, education, research, media and communication may also be added. Each of these streams constitutes a set of appropriate unit standards that allow the learner to obtain competencies in particular areas within the trade union sector. The Qualification ensures progression of learning, enabling the learner to meet standards of service excellence required within the trade union field of learning and provide access to a higher Qualification within the same or a related sector. The Qualification also focuses on the skills, knowledge, values and attitudes required by a learner at this level and is designed to: Rationale: This National Diploma: Trade Union Practice at NQF Level 5 is the second in a series of Qualifications for anyone wishing to pursue a career in a trade union environment. The Qualification reflects the competencies required to participate effectively as a branch or regional coordinator or operate in a number of different contexts (education, research, communication, media) within the trade union environment. In terms of the learning pathway, the National Diploma: Trade Union Practice at NQF Level 5 will allow a learner to progress to the proposed national qualification at NQF Level 6 at which point the learner would operate at the level of a national organiser, policy coordinator for research, gender coordinator, treasurer, education coordinator. The trade union movement in South Africa is in need of highly qualified individuals who can contribute to meeting its many local and international challenges, develop the requisite skills to efficiently manage trade union activity at its diverse levels and to strengthen the trade union movement. This sector employs a large number of people, most of whom do not enjoy any formal recognition for the skills that they deploy in performing their tasks. In terms of transformation in the country, learners will require skills and competencies to gain access to positions within management structures by completing other Qualifications and training. It will be in the interest of the country and the sector to ensure that those who operate in the trade union movement are trained according to this Qualification. This national Qualification and its related Unit Standards were developed to standardise the accreditation of learning programmes, resulting in improved quality management in terms of programme delivery. The National Diploma: Trade Union Practice at NQF Level 5 supports the objectives of the NQF in that it gives the learner access to a registered Qualification. It will ensure that the quality of education and training in the sub-field is enhanced and of a world-class standard. The Qualification will allow learners to benchmark their competencies against international standards. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning: This Qualification may be achieved in part (or whole) through the recognition of relevant prior knowledge and/or experience. The learner must be able to demonstrate competence in the skills, knowledge, values and attitudes implicit in this Qualification. As part of the provision of recognition of prior learning providers are required to develop a structured means for the assessment of individual learners against the Unit Standards of the Qualification on a case-by-case basis. A range of assessment tools and techniques during formative and summative assessment procedures should be used which have been jointly decided upon by the learner and the assessor. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors. The same principles that apply to assessment of this Qualification also apply to recognition of prior learning. Learners may provide evidence of prior learning for which they may receive credit towards the Unit Standards and/or the Qualification by means of portfolios or other forms of appropriate evidence as agreed to between the relevant provider and relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA. RPL is particularly important, as there are people in the sector or trade union movement with a variety of skills and competencies of differing quality and scope. It is important that an RPL process be available to assist in making sense of existing competencies and skills, and helping to standardise these competencies and skills towards a common standard. Access to the Qualification: There is an open access to this Qualification, keeping in mind the "Learning Assumed to be in Place". |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| A minimum of 260 credits is required to complete the Qualification which is made up of the following components:
Motivation for the number of credits assigned to the Fundamental, Core and Elective Components: Fundamental Component: There are 25 credits allocated to this component at the level of the Qualification. All the Unit Standards designated as Fundamental are compulsory. Core Component: 215 credits have been allocated to Unit Standards designated as Core for the purpose of this Qualification. These Unit Standards provide the generic knowledge and skills related to trade union practice in general, issues that have been highlighted in the Purpose Statement. All the Unit Standards indicated as Core are compulsory. Elective Component: Electives that add up to a minimum of 20 credits must be completed. The Elective component consists of specialisation streams. Initially only three streams have been included in the Qualification, namely gender and administration. Other streams, listed below, will be developed in the future. Each of the current streams constitutes a set of appropriate unit standards that allow the learner to obtain competencies in particular areas within the trade union sector. These Elective streams provide opportunities for the holistic development of the learner and allow for maximum flexibility and multi-skilling to enable the learners to achieve a Qualification that is relevant to the context in which they work. Learners who complete a specialisation may complete Unit Standard Standards from other streams (as they become available) if they relate directly to the learner's context or focus area of practice. The identified streams are: Learners must choose 20 credits from the streams of specialisations below. Where the credits of the Unit Standards in the specialisation do not add up to 36 credits, the learner may choose any other Unit Standard/s from the Elective component to complete a minimum of 36 credits. Cluster of Unit Standards recommended for specialisation in Administration: Cluster of Unit Standards recommended for specialisation in Gender: Cluster of Unit Standards recommended for specialisation in Leadership: |
| EXIT LEVEL OUTCOMES |
| Qualifying learners will be able to:
1. Apply knowledge and understanding of collective and individual representation as it pertains to workers in the trade union movement. 2. Explore and apply strategies to recruit, unionise and service workers in the workplace within the local economic context. 3. Explore the sociology of work as it relates to trade union organisation in South Africa. 4. Plan and administer projects and campaigns within a trade union context. 5. Interpret and apply knowledge and understanding of financial information procedures. 6. Demonstrate knowledge and application of leadership theory and skills in a trade union context. 7. Demonstrate and apply knowledge of labour law to advance the interests and defend the rights of workers and the working class. 8. Analyse and apply knowledge of South African political economy as it pertains to the trade union movement. 9. Evaluate health, safety and environmental issues and their implications for workers and society. 10. Analyse theories and history of working class organisations. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Collective bargaining, strikes and labour disputes and mediation are discussed in terms of current legislation. 1.2 Challenges related to collective bargaining are discussed and solutions are presented to suit a collective bargaining context. 1.3 The steps to resolve a grievance at the workplace level are understood and explained in order to prevent the matter from being declared a dispute. 1.4 The types of dispute are identified and distinguished in terms of their complexity and the matter referred to the appropriate commission and institution. > Range: Dispute includes interests (economic) disputes and rights disputes. 1.5 A strategy and an implementation plan are developed to manage and control a strike by workers. 1.6 The consequences of non-adherence to strike procedures are explained to ensure legality of the strike. 1.7 The types of procedures and rules to represent workers in a variety of contexts are described and understood in order to ensure that proper representation takes place. > Range: Contexts include but are not limited to bargaining councils, company structures, CCMA, labour courts. 1.8 Mediation, conciliation and arbitration processes and techniques are understood and applied to enhance representation of worker's interests. 1.9 Cases are analysed and the process of managing them from the workplace to the Labour courts is described in order to reach resolution. 1.10 Workers are prepared for hearings at different levels so that they understand the dynamics and requirements of the process. Associated Assessment Criteria for Exit Level Outcome 2: 2.1 Workers are recruited and mobilised according to trade union procedures and through mobilisation campaigns. 2.2 Membership structures are established and maintained to promote worker interests. 2.3 The importance of establishing and maintaining gender equality in the trade union movement is discussed in terms of constitutional imperatives and the transformational agenda of the country. 2.4 Worker education is conducted to ensure transparency and worker participation in trade union processes. 2.5 Information on the workplace is collected, interpreted, and communicated to advance worker's interest and for research purposes. 2.6 Local and global solidarity networks are established to strengthen workers' rights and power and ensure mutual benefits. 2.7 Communication and facilitation skills are implemented in promoting worker education and solidarity. 2.8 National and international trade union concerns and challenges are addressed to improve workers' conditions. Associated Assessment Criteria for Exit Level Outcome 3: 3.1 The concept of the labour market is understood and analysed in terms of how labour can respond to the economic challenges. 3.2 The concept of precarious work in a capitalist society is explained using examples, to demonstrate impact on workers. 3.3 The changing nature of work, production processes and the impact of technology is analysed to develop strategies and policies to limit impact on workers. 3.4 Race, class and gender within the context of the workplace are explored to generate ways to address the levels of inequalities. 3.5 Power relations and power dynamics between trade union movements and capitalist formations are explained to develop tactics and strategies to achieve worker control and success. Associated Assessment Criteria for Exit Level Outcome 4: 4.1 Research is conducted to assess the viability of a project and/or campaign. 4.2 Skills to plan, implement and manage projects/campaigns are applied to ensure success of the project and/or campaign. 4.3 Knowledge of budgets and logistics is applied to ensure the financial viability and organisation of the projects/campaigns. 4.4 A funding proposal is developed to ensure that financial resources are available and managed for the implementation and completion of the project. > Range: Funding proposal to include objectives, activities, timelines, human resources, risk factors and detailed costing. 4.5 Communication strategies and skills are used to ensure the success of the projects and/or campaigns through liaising with all stakeholders. 4.6 Projects and/or campaigns are monitored and evaluated to gauge their effectiveness in terms of the objectives and budget and interventions are made, where necessary. Associated Assessment Criteria for Exit Level Outcome 5: 5.1 Financial statements of a company are interpreted when assessing its financial situation in order to protect workers' interests and to participate in the restructuring of a company. 5.2 Corporate governance principles and ethics are applied to ensure fiduciary responsibility. 5.3 Internal trade union financial procedures are applied to ensure compliance with current legislation and trade union policy. Associated Assessment Criteria for Exit Level Outcome 6: 6.1 Different leadership models are analysed and compared to determine the appropriate model for a trade union context. 6.2 Collective leadership principles are applied to ensure worker confidence, cooperation and equality. 6.3 The decision making process is facilitated through consultation in line with the mandate. 6.4 The process of obtaining mandates from workers to make decisions is described and applied in a context. 6.5 The concept and principles of worker control are defined and explained to clarify power relations within the trade union. 6.6 Areas of responsibility are demarcated and accountability procedures are agreed upon in terms of the constitution of the trade union. Associated Assessment Criteria for Exit Level Outcome 7: 7.1 Relevant aspects of the Constitution of the Republic of South Africa are understood and applied in order to promote workers' rights. 7.2 Legislation pertaining to labour law is interpreted and applied to protect workers in the workplace. > Range: Legislation includes Range: Labour Relations Act (LRA), Basic Conditions of Employment Act (BCEA), Skills Development Act (SDA), Occupational Health and Safety Act (OHSA), Employment Equity Act (EEA), Compensation for Occupational Injuries and Diseases Act (COIDA). 7.3 The strengths and weaknesses of legislation are analysed in order to determine challenges and opportunities to advance the interest of workers. 7.4 Activities and campaigns to advance workers' rights are performed within a human rights framework. 7.5 The role and powers of commissions and institutions relevant to labour law are described and the inter-relationships between them explored. > Range: Commissions include Commission for Conciliation, Mediation and Arbitration (CCMA), bargaining councils. 7.6 Institutions include but are not limited to the National Economic Development and Labour Advisory Council (NEDLAC), labour courts and those established through the recognition agreement, etc. 7.7 The roles and functions of the International Labour Organisation (ILO) are understood and explained to benchmark local labour demands against international standards. Associated Assessment Criteria for Exit Level Outcome 8: 8.1 The origins and differences in economic theories are explained to show their interpretation of and impact on human society. 8.2 The labour theory of value is explained as a tool of analysis. 8.3 The Links between economics and social structures (social analysis) are explored to indicate how the hegemony and power of the dominant class is asserted and maintained. 8.4 The various economic systems are described and assessed to indicate the advantages and disadvantages for the working class. 8.5 The ideology of Neo-liberal capitalism is analysed to show its effects on development in South Africa and the Southern African region. 8.6 The structure of the South African economy is described to determine the shift in policy from the pre- to post-1994 periods. 8.7 The role of the trade union movement within the political economy of SA is explored to show how the movement has responded to the economic imperatives of the country. Associated Assessment Criteria for Exit Level Outcome 9: 9.1 Workplace hazards are analysed to determine measures for prevention, control, elimination or avoidance to work. 9.2 The rights of workers to refuse to work in unsafe conditions are analysed with examples of how their health and safety is compromised and in line with relevant legislation. 9.3 Workplace Safety, Health and Environment (SHE) aspects are analysed to determine their impact on the workers and the community. 9.4 The company's SHE policies and practices are analysed to check compliance with national and international standards. 9.5 A company's compliance is monitored in line with occupational health and safety legislation, international and industry conventions and codes of practice. 9.6 HIV/AIDS and dread diseases are explained to highlight the dangers these pose to workers' health and wellbeing. > Range: Diseases include cancer, Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS), heart disease including hypertension, hyperlipidemia, diabetes and Tuberculosis (TB). Associated Assessment Criteria for Exit Level Outcome 10: 10.1 The history of solidarity of the working class locally and internationally is explored to understand the inter-relationships between them and the role of this in advancing working class struggles. 10.2 The way in which the history of the trade unions has been informed by the history of production is analysed in terms of the importance of organising workers and building worker unity. 10.3 The role of working class movement in the struggle against colonisation is analysed to show how the working class movement challenged the power relations during various historical periods. 10.4 Different ideological orientations are analysed to show how they influenced the development of the trade unions movement in South Africa. 10.5 Trade union history is analysed to show the role and impact of gender dynamics on women. 10.6 The concept of social movement unionism is explained to show the parallels between union and working class issues. Integrated Assessment: The importance of integrated assessment is to confirm that the learner is able to demonstrate applied competence (practical, foundational and reflexive) and ensure that the purpose of this Qualification is achieved. Both formative and summative assessment methods and strategies are used to ensure that the Exit Level Outcomes and the purpose of the Qualification are achieved through achieving the Unit Standards. Learning, teaching and assessment are inextricably linked. Learning and assessment should be integrated and assessment practices must be fair, transparent, valid and reliable. A variety of assessment strategies and approaches must be used. This could include tests, assignments, projects, demonstrations and/or any applicable method. Evidence of the acquisition of competencies must be demonstrated through the Unit Standards, which enhance the integration of theory and practice as deemed appropriate at this level. Formative assessment is an on-going process which is used to assess the efficacy of the teaching and learning process. It is used to plan appropriate learning experiences to meet the learner's needs. Formative assessments can include a mix of simulated and actual (real) practice or authentic settings. Feedback from assessment informs both teaching and learning. If the learner has met the assessment criteria of all the Unit Standards then s/he has achieved the Exit Level Outcomes of the Qualification. Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the Qualification. Such judgement must include integrated assessment(s) which test the learners' ability to integrate the larger body of knowledge, skills and attitudes, which are represented by the Exit Level Outcomes. Summative assessment can take the form of oral, written and practical examinations as agreed to by the relevant ETQA. Integrated assessment must be designed to achieve the following: Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. Assessment should ensure that all specific outcomes, embedded knowledge and Critical Cross-Field Outcomes are assessed. The assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. |
| INTERNATIONAL COMPARABILITY |
| The National Diploma: Trade Union Practice at NQF Level 5 primarily addresses the competencies required of a branch or regional organiser within the trade union movement. These competencies are captured manly in the Core component of the Qualification.
These are: This international comparability exercise has revealed that almost every country has trade unions and/or federations that conduct some kind of trade union education. The extent to which training in this context takes place depends on a variety of factors: history of the country, trade union tradition, size of the unionised population and so on. Various countries were looked at; some with a strong trade union culture and others quite the opposite. Europe, the Americas, some African and Asian countries have strong trade union movements. African trade union movements are becoming stronger and more organised in terms of their training capacity. Very few countries offer this sort of Qualification with these competencies at the relevant NQF Level. However, most countries offer seminars, workshops, short courses for trade unionists, which cover the competencies outlined above. England: The East Riding College offers a Union Reps Course which consists of two stages. For purposes of comparing this qualification the focus will be on Stage 2 which is attempted after one has undergone training to a shop steward. This consists of the following aspects: The college also offers the Safety Reps Course. Again Stage 2 of this course has resonance with this qualification although its focus is on health and safety. Stage 2 runs for twelve weeks and covers the following: However, of greater relevance to this qualification is the TUC Certificate in Contemporary Trade Unionism which is a 210 hour course over 3 terms. This course will develop the learner's understanding of industrial society and the role of trade unions past and present and includes modules on: Of limited relevance but still important for comparability purposes is the TUC Certificate in Employment Law which is a 30 week course over 3 terms. This course will develop understanding of current Employment Law and includes modules on: The TUC Certificate in Occupational Health and Safety which is a 30 week course over 3 terms is also relevant. This course will develop your understanding of health and safety principle and practice and includes modules on: The London Metropolitan University offers a Certificate in Professional Development. The course aims to enable participants to critically reflect upon and develop their practice as Trade Union Learning Representatives (ULRs) in the context of Trade Union and industrial strategies and in the wider Lifelong Learning and Skills agenda. The Certificate in Professional Development offers a unique pathway into higher education as the modules map onto the BA in Labour and Trade Union studies. The course has been developed in collaboration with trade unions. Core modules: The institution also offers a BA (Hons) many of whose aspects are covered in this diploma. Only those aspects that are relevant have been listed below. Level 1 modules include: Level 2 modules include: Level 3 modules include: Southampton City College offers a TUC Stepping Up - Union Reps course over 10 days during which they cover the following aspects relevant to this qualification. The course has 5 modules. 1. The Trade Union Context: This module will help you to build a broad perspective of where you fit in the scheme of things and explore union priorities, structures and support and build understanding of the employment context. 2. Planning, Organising, Campaigning: This module provides a focus for you to consider your union's central purposes and the importance of these being reflected in your everyday actions. 3. Rights at Work: This module aims to do more than provide an introduction to the law at work. 4. Collective Bargaining: Collective bargaining is one of the key functions of the union rep. 5. Leading on the Collective Agenda: As a rep you will have been elected as part of a democratic structure and process and are expected to provide a lead on behalf of members. Union Learn is an organisation that provides trade union training across England, Scotland and Wales. Some of the courses relevant to this qualification are: Philippines: The University of the Philippines' School of Labor and Industrial Relations offers the Master of Industrial Relations (MIR) program which aims to train qualified students, staff/supervisors, and managerial members of business enterprises, unions, NGOs and government agencies, and educational institutions for a professional career in labour relations and human resource development/management. Some of the Core and Elective Courses for the MIR Degree which are addressed by this qualification are: Areas of Specialisation: Labour-Management Relations: Comparative Industrial Relations: The United States: Wayne State University in Detroit in the United States offers a number of short courses between four to seven weeks on a variety of subjects for organisers in the trade union movement. Designed for union leaders, staff and activists, these courses and workshops present union skills in a concentrated format. Case histories, simulations, and up-to-date materials give participants the chance to learn new skills and refine old ones. The Four to Seven Week Courses: Leading a Diverse Union: This course is designed to increase cultural awareness, examine the changing nature of the workforce, and develop practical skills to ensure all members are treated with respect and that diversity is valued as strength in the union. Labour Law: Learn the legal principles that govern the relationship between unions and employers and, unions and its members by reviewing federal and state laws, court decisions and NLRB-MERC rulings. You will examine the laws around "concerted activity", the duty to bargain in good faith, unfair labour practices, the duty of fair representation and the rights granted unions during organizing campaigns. Grievance Handlers Series: This training series covers the essential knowledge and skills for effective grievance handling which is an important part of this trade union qualification. Investigating, Writing and Presenting Grievances. Be an effective advocate when investigating, writing and presenting grievances. This course shows you the dos and don'ts of effective grievance handling, how to access employer held information and how to write and present a grievance confidently. Arbitration Preparation: This course will develop the skills of the novice and strengthen the skills of any experienced advocate. You will analyze sample disciplinary cases and prepare effective arguments around "just cause" principles and evidence gathered in preparation for an arbitration hearing. Bargaining and Negotiation Series: Collective Bargaining: Whether you are a union negotiator or simply want a better understanding of this important process, this two-week course provides practical skills and knowledge related to contract negotiations. This course examines the legal framework of collective bargaining: the dynamics of the collective bargaining process; reaching an agreement and avoiding impasse; costing wages and benefits; and contract campaigns and the strategic use of power. Costing-Out the Contract: Both union and management employer negotiators must be able to estimate the cost of any proposed change to the collective bargaining agreement. This course enables the learner to calculate the costs associated with changes in wages, paid holidays, and pension and health care benefits, as well as roll-up costs associated with the impact of wage changes on fringe benefit costs. Negotiating Effectively: Interest-Based Bargaining: This course will enable union (and management) participants to recognize and avoid the biases and psychological traps that limit bargaining effectiveness; utilize the principles and practices of highly effective negotiators; and apply a systematic framework for improving negotiation outcomes. Special attention will be given to the application of these principles and practices of labor-management negotiations and problem solving. Custom Training for Union Leaders and Staff: The courses below are designed to increase the leadership abilities and personal effectiveness of union leader and staff. They can all be customized to fit specific needs. Leadership Development: This course examines the nature of leadership and its critical role in building the union. Participants develop a practical set of skills for use in their everyday leadership of than union. These include planning, problem solving, communicating effectively, building a team and leading volunteers. Valuing Diversity: This course increases awareness and understanding of diversity, the changing nature of the work force, barriers to cultural diversity, and policies and practices to ensure that all members are treated with respect and that diversity is valued as a strength. Union Involvement: This course examines the nature and development of the union and its role in the workplace and the larger society. Among the topics covered are the history and development of the union and the American labor movement; the role of union in the social, political and economic life of the United States; the structure and administration of the union; and an examination of current issues facing the union. Financial Officer Training: This course provides union members with the knowledge and skills necessary to function effectively as local union financial officers and trustees. Topics include: the duties and responsibilities of financial officers and trustees, accounting policies and procedures, preparing budgets and financial statements, preparing audits, and financial reporting requirements. Specific topics will vary from year to year. Human and Civil Rights Committees: This course provides participants with the knowledge and skills necessary to function effectively as members of local union human and civil rights committees. Topics include: the duties and responsibilities of human and civil rights commit- tees; racism, sexism, and ethnocentrism; other diversity issues - age, religion, sexual preference, disabilities; employment discrimination law; and union strategies to build solidarity. Specific topics will vary from year to year. Health and Safety Committees: This course provides participants with the knowledge and skills necessary to insure a safe and healthy workplace. Topics include: worker rights under OSHA and the union contract, the identification and control of workplace hazards, the reduction of the use of hazardous materials, the use of ergonomics in the workplace, and the role of health and safety committees. Specific topics will vary from year to year. Canada: The Department of Labour Studies of Athabasca University in Canada also offers a series of course which parallel the competencies in the National Diploma: Trade Union Practice at NQF Level 5 through distance education. History of Canadian Labour: This course is designed to provide you with an extensive and detailed investigation of Canadian labour and working-class history. It consists of eight units covering the period from 1800 to 2000. Outline of the Course: Industrial Relations: Labour Relations: This is an introduction to the nature and purpose of labour unions in Canada. The course places contemporary labour unions in a labour relations setting. It describes the institutional framework, relates theoretical issues with practical concerns, and encourages students to undertake their own investigations. Outline of the Course: Industrial Relations: Rights at Work: Grievance Arbitration: This examines the conflicting rights of workers and management under a collective agreement, conventionally known as "grievance arbitration." The course is intended primarily for trade unionists and managers whose work requires a detailed understanding of the politics of the collective agreement. Outline of the Course: Industrial Relations - Collective Bargaining: The course is designed to satisfy the needs of both trade unionists and human resource managers who are or might be involved in collective bargaining, as well as students who simply want a better understanding of this important Canadian institution. The course presents collective bargaining within a theoretical framework that highlights some of its historical and legal underpinnings and aspects of industrial relations theory. In addition, it provides practical skills and knowledge related to negotiation and interpretation of collective agreements that will prove useful if planning to practice in the field: insight into some of the main approaches to bargaining and the major principles that guide interpretation; an understanding of selected technical aspects of the process; and an appreciation of the manner in which the institution is being affected by changes in the workplace, society, and our global environment. Outline of the Course: Industrial Relations: Occupational Health and Safety: This course examines issues of life and death on the job within their political and economic context. An extensive base of scientific and technical knowledge has been built up in the occupational health and safety field. However, conflicts often persist among practitioners and scholars on even the most basic questions. This is partly because the conflict between workers and managers (or between labour and capital, if you will), which is inherent in the field of industrial relations, is superimposed on the inevitable scientific disagreements. Some of these disagreements are legitimate, viewed on their own terms. Others involve the attempt to use scientific argument as a cloak for policy decisions about the value that should be attached to preserving life and health on the job. Outline of the Course: Industrial Relations: Industrial Relations: A Critical Introduction: This course provides an overview of industrial relations, and takes a critical look at the following issues: The thread linking these issues is the interconnection between workplace control, collective bargaining, and the broader economic and political context of work organizations. These interconnections are illustrated by reference to contemporary influences on industrial relations. Outline of the Course: Industrial Relations: Labour Law in Canada: This course is a senior-level introductory course that examines the legal framework of labour relations and collective agreements, introducing such areas as: This course is written primarily for non-lawyer practitioners, trade unionists and their representatives, managers, employers, and employees, who are involved in workplaces where collective bargaining is practiced. It is intended for those whose work requires a detailed understanding of the law governing labour relations including collective bargaining, as well as those who just want to further their understanding of this important area of study. Outline of the Course: Labour Studies: Introduction to Labour Studies: This course examines the field of labour studies and the place of working people and the labour movement in society. It provides an overview of Canadian labour history, a survey of the social organization of work, and an analysis of the role and function of trade unions. Outline of the course: Labour Studies: Women, Workers, and Farmers: Histories of North American Popular Resistance: This course considers the historical experience of popular ideologies and social movements in North America. More specifically, it assesses the type of ideologies women, farmers, and workers created and utilized as they built social movements of resistance, opposition, and critique in the period between 1860 and 1960. In the century under study; feminism, populism, socialism, labourism, and other ideologies came into existence and were taken up by various peoples as they tried to make sense of their place in late nineteenth- and twentieth-century society. Outline of the course: Labour Studies: Women and Unions: This is about the relationship between women and unions in Canada. It looks at the development of unions around the turn of the century and how they responded to women who worked for pay, and then the changes in the nature of unions over time and the impact of the growth of women members. In the current context, the course examines what unions have and have not bargained to improve the conditions of women in the labour force; the place of women inside union structures; the concerns of minority group women and how the union movement is handling those; and the question of organizing the majority of non-union women workers. Outline of the course: Labour Studies: What Do Unions Do?: This investigates the theory and practice of trade unions in contemporary capitalist societies. The course requires students to read some theoretical and conceptual material on trade union behaviour in capitalist societies, two book-length case studies of unions, and a book-length case study of a strike. The purpose of the course is twofold. First, it will expand students' theoretical understanding of trade unionism and the labour movement by getting them to think about the purpose of trade unions. Second, it will encourage students to think critically about actual trade union practice by analysing a series of case studies. Upon completion, students should be able to: Outline of the Course: Sociology of Work and Industry: The focus of this course is work: how it developed into its present forms; how it is organized; how individuals experience it; and the social relationships and institutional frameworks so essential for it to occur. By critically examining key concepts, theories and research findings in the sociology of work and industry, the course provides students with a deeper understanding of the dynamics of change and continuity, the basis for cooperation and conflict, and the varieties of human experiences in the world of work. Outline of the Course: India: In India the Indian National Trade Union Congress constitutes of a large number of trade unions totalling 4.6 million members. The main activities of the federation are: They do conduct a large number of National/Regional/Local Training Courses/Seminars/Workshops for trade Union Leaders and workers at all levels for different durations. However, there are no details about the content of the training programmes that they conduct for their unions. Australia: The Australian Council of Trade Unions offers several courses for organisers. Fundamentals of Organising: The learning outcomes are: Skills of Organising: The learning outcomes are: Bargaining under the Federal Workplace Relations Laws: This course is designed for all organisers who carry out negotiations with management or organisers and officials who are about to do so. The learning outcomes are: Advanced Organising Skills - Delegate Development. This course is designed for organisers who want to find out more about how adults learn and develop their training and mentoring skills. On completion of this course, participants will be able to: Craft of Organising: On completion of this course, participants will be able to: Occupational Health and Safety Skills for Organisers: This course is for organisers who need to know more about occupational health and safety issues and how to promote safe and healthy workplaces. On completion of this course, participants will be able to: Workplace Union Leaders: On completion of this course participants will be able to: Courses for OHS Specialists: The following courses are offered in this aspect: These courses are for union trainers who deliver OHS training; union officials and organisers involved in OHS issues and safety representatives who wish to gain a formal qualification and increase their knowledge and involvement in OHS application and policy-making in Australian workplaces. On completion of this course, participants will be able to: Advanced Negotiation Skills: On completion of this course, participants will be able to: Qualifications in Australia: Certificate IV in Unionism: The program aims to recruit people into unions and train them in the skills of organising and recruitment. The program also seeks to inject resources into the union movement to enable effective and sustained campaigns, utilising new and innovative approaches to organising. The trainee's major role is to work at a grass-roots level recruiting and organising principally in non-union areas. The program has proven successful as a means of recruiting more women, young people and workers from diverse ethnic backgrounds into the union movement. ECC also delivers the Certificate IV in Unionism qualification to individual unions via face to face training sessions stretching over a number of weeks. There is some flexibility in the curriculum which can be negotiated to meet the specific needs of unions. Generally, the course covers a curriculum that includes: Diploma of Unionism: ECC offers the following 3 units of competency from the Diploma: European Trade Union Confederation (ETUC): The ETUI-REHS Education Department provides the training services of the ETUC. The Department's role is to devise and deliver training programmes for the ETUC as a whole and to develop the European dimension in trade union education at all levels. Its main tasks are to hold seminars and workshops at European level, and to offer support for the trade union training activities undertaken by the member organisations. The aims of some of ETUC's short courses are given below: Free movement of workers: Aims: Increasing the number of women in decision-making positions within trade unions. Aims: Recruiting and organising: Aims: How to improve collective bargaining in Europe: Aims: Restructuring in the wood and furniture industry: Aims: The Trade Union Education Network in Central and Eastern Europe (TUEN) also provides expensive trade union training for its members. The project aims to strengthen trade union organisations in Central and Eastern Europe by emphasising the importance of trade union education. Particular attention will be paid to three issues: integration of equality concern into negotiation of collective agreements, organising non-organised workers (employees) and better knowledge of the European Social "model" to develop organisations' own experience and practice. The ultimate aim of the project is to set up a proper trade union network across the region, capable of developing and running joint projects, on a bilateral or multilateral basis, of pooling resources to develop the tools they need, and of defining jointly proposals for the development of workers' and trade union education, to be discussed with employers' representatives and the public authorities. In Poland, Bulgaria and Hungary TUEN offers training in: Nigeria: The Nigeria Labour Congress\Commonwealth Trade Union Council Project has been promoting women's participation in the trade union movement through training. The Main activities outlined for the Project will be: The Canadian Labour Congress's Trade Union Education project aims to support the renewal process undertaken by the Nigeria Labour Congress (NLC) to institute a clear, accountable and comprehensive framework for trade union activity within strengthened internal democratic structures. In order to support this process, the project will assist in the implementation of a trade union education programme, inspired by the CLC Schools. A programme comprising two annual school sessions will be held, each one offering 5-day courses to three (3) target groups, namely shop stewards or workplace representatives, state-level representatives and national leaders. The courses will focus on organizational management, women leadership development, advanced leadership development, organizers skills development, and facilitators training. Angola: Trade Union Training will be conducted by Sindicato Nacional de Professores (SINPROF) in conjunction with Union of Education Norway (UEN). The aim of the training is to contribute to the work SINPROF is doing to strengthen the union's structure and become an influential trade union when the national educational policy is developed. Public Services International (PSI) is a global union federation made up of more than 650 trade unions. It works in Ghana, Nigeria and Sierra Leone to strengthen the capacity of unions to effectively service their membership and safeguard their interests. An initial sub regional planning workshop assisted unions to select priority issues; recruitment, collective bargaining, gender equity, financial management and a capacity to respond to privatisation. Ghana: The Trades Union Congress (TUC) of Ghana is the main umbrella organization for trade union activities in Ghana. The Ghana TUC has made the education of its members one of its priority concerns. The Labour College, which is regarded as the focal point for developing and managing the educational programmes, has the following specific functions: Training programmes are being organized for various categories of members and officers such as shop stewards, local/branch officers, union staff/field officers, national officers/members of the Executive Board, and women/youth activists. Training at the Labour College covers three broad areas; trade union education (collective bargaining, grievance handling, organizational skills, health and safety, conduct of meetings and labour laws); trade union history (in Ghana and generally, but with special reference to European trade union history); and special programmes, covering topical issues of interest both at home and worldwide. Basic accounting is offered for some levels of officers. Eritrea, Kenya, Tanzania and Uganda: In Eritrea, the National Confederation of Eritrean Workers (NCEW) was established in 1994 with an independent structure; in Kenya, the Central Organization of Trade Unions - Kenya (COTU - K) has 32 affiliates; in Tanzania, the Trade Union Congress of Tanzania (TUCTA) has 12 affiliates and in Uganda, the National Organization of Trade Unions (NOTU) has 21 affiliates. Training of in employment policies and such kind are normally conducted at international level by global unions such as the International Confederation of Free Trade Unions ( ICFTU), International Union of Food, Agricultural, Hotel, Restaurant, Catering, Tobacco and Allied Workers' Associations (IUF), and Public Services International ( PSI). However, few trade union members are exposed to this kind of training generally. However, the focus is mainly trainers, educators and some of the General Secretaries. In Kenya COTU - K has offered the following training: In conclusion, Qualifications similar to this one could not be found. Some certificates have been listed. Although these contain some of the competencies of this Qualification, they fall far short of the extent of learning contained in this Qualification. The National Diploma: Trade Union Practice is also much more intense and concentrated than the other training courses listed above. |
| ARTICULATION OPTIONS |
| This Qualification lends itself to both vertical and horizontal articulation possibilities.
Horizontal articulation is possible with the following Qualifications: Vertical articulation is possible with the following Qualifications: |
| MODERATION OPTIONS |
Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| For an applicant to register as an assessor, the applicant needs:
|
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. N/A |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 255762 | Apply basic research methodology and ethics | Level 4 | NQF Level 04 | 8 |
| Core | 243848 | Demonstrate an understanding of the trade union movement | Level 4 | NQF Level 04 | 6 |
| Core | 243847 | Organise and mobilise workers | Level 4 | NQF Level 04 | 12 |
| Core | 120300 | Analyse leadership and related theories in a work context | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 258099 | Analyse working class theories | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 242869 | Apply an understanding of the characteristics of the South African Labour Market | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 244514 | Apply occupational health, safety and environmental legislation in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Core | 11983 | Compile and administer a case docket for investigation purposes | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Core | 258098 | Conduct negotiations to advance the interests of workers | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 258097 | Demonstrate an understanding of the legislative framework governing collective bargaining from a trade union perspective | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| Core | 258096 | Demonstrate an understanding of the sociology of work | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Core | 258101 | Demonstrate an understanding of the theory of collective bargaining | Level 5 | Level TBA: Pre-2009 was L5 | 9 |
| Core | 114224 | Demonstrate and apply an understanding of the CCMA rules | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Core | 119665 | Demonstrate understanding of the concept of human rights and democracy and its application in society | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Core | 116948 | Develop a programme that demonstrates effective ways of dealing with the effects of terminal and chronic illnesses, particularly HIV/Aids, in a workplace | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Core | 10043 | Develop, implement and manage a project/activity plan | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 123398 | Facilitate the transfer and application of learning in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 10044 | Implement a generic communication strategy | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 119941 | Manage and conduct an arbitration process | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Core | 258095 | Organise a strike to advance worker interests | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Core | 252038 | Prepare and manage a budget | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 119944 | Analyse and interpret unfair dismissal in dispute resolution | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
| Core | 254418 | Design and develop policy in respect of gender equality and women's empowerment | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
| Core | 13021 | Provide advice to clients on the legal principles of labour law | Level 6 | Level TBA: Pre-2009 was L6 | 8 |
| Fundamental | 252042 | Apply the principles of ethics to improve organisational culture | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Fundamental | 258100 | Explain the theory of political economy | Level 6 | Level TBA: Pre-2009 was L6 | 20 |
| Elective | 120392 | Apply the concept and principles of knowledge management to leadership | Level 4 | NQF Level 04 | 8 |
| Elective | 110003 | Develop administrative procedures in a selected organisation | Level 4 | NQF Level 04 | 8 |
| Elective | 120390 | Develop and apply a service culture to a leadership role | Level 4 | NQF Level 04 | 8 |
| Elective | 110000 | Generate information and reports for internal and external use | Level 4 | NQF Level 04 | 10 |
| Elective | 110009 | Manage administration records | Level 4 | NQF Level 04 | 4 |
| Elective | 252030 | Analyse compliance to legal requirements and recommend corrective actions | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 120304 | Analyse, interpret and communicate information | Level 5 | Level TBA: Pre-2009 was L5 | 9 |
| Elective | 252026 | Apply a systems approach to decision making | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 243267 | Apply and continuously improve company policies and procedures | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 15234 | Apply efficient time management to the work of a department/division/section | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 252031 | Apply the principles and concepts of emotional intelligence to the management of self and others | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 252044 | Apply the principles of knowledge management | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 120311 | Apply visionary leadership to develop strategy | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 15231 | Create and use a range of resources to effectively manage teams, sections, departments or divisions | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 115855 | Create, maintain and update record keeping systems | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 15219 | Develop and implement a strategy and action plans for a team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 252027 | Devise and apply strategies to establish and maintain workplace relationships | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 120301 | Formulate and evaluate public sector policies and regulations | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 116924 | Implement a programme of diversity management in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
| Elective | 116926 | Implement skills development as workplace learning to support organisational transformation | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 244254 | Manage the mainstreaming of gender in programmes and projects | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 13627 | Analyse different perspectives on learning and learning processes | Level 6 | Level TBA: Pre-2009 was L6 | 14 |
| Elective | 254417 | Assess, monitor and evaluate organisational compliance with policies on gender equality and women's empowerment | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
| Elective | 254458 | Design and implement a communication strategy that supports gender equality and women's empowerment | Level 6 | Level TBA: Pre-2009 was L6 | 8 |
| Elective | 120306 | Manage service delivery improvement | Level 6 | Level TBA: Pre-2009 was L6 | 8 |
| 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. |
| 1. | Ayoba Training Institute (Pty)Ltd |
| 2. | Essential Skills Management |
| 3. | Kopano Botho Holdings |
| 4. | Motheo Training Institute Trust |
| 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. |