SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Implement Health Promotion in the community 
SAQA US ID UNIT STANDARD TITLE
117506  Implement Health Promotion in the community 
ORIGINATOR
SGB Ancillary Health Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for persons required to implement Health Promotion within a context of community health.

People credited with this unit standard are able to:
  • Describe and explain Health Promotion in the South African and Global Context
  • Identify the major causes of ill health in South Africa
  • Conduct research in the area of Health Promotion
  • Identify the importance of behavioural change
  • Explain the relationship between Health Policy and Health Promotion
  • Describe and explain the role of Advocacy in Health Promotion
  • Plan, implement and evaluate Health Promotion projects with the community. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation for this unit standard is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Participate in health promotion activities. 
    		•

    UNIT STANDARD RANGE 
    The scope of this Unit Standard is limited to knowledge pertaining to Health Promotion within the context of the learner's everyday work. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and explain Health Promotion in the South African and Global Context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of Primary Health Care in South Africa is described and explained in terms of the Alma Ata Declaration. 

    ASSESSMENT CRITERION 2 
    Health Promotion is described and explained in terms of the Ottawa 1986 Charter for Health Promotion and Jakarta Declaration 1997. 

    ASSESSMENT CRITERION 3 
    Specific issues pertinent to South African health are explained in terms of how they fit into the global picture. 

    ASSESSMENT CRITERION 4 
    The spread of communicable disease is identified in terms of local and international risk. 

    SPECIFIC OUTCOME 2 
    Identify the major causes of ill health in South Africa. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The causes and incidence of ill health are identified in terms of social and economic aspects. 
    ASSESSMENT CRITERION RANGE 
    Ill health includes chronic, communicative and communicable diseases for both physical and mental health.
     

    ASSESSMENT CRITERION 2 
    The effect of low literacy levels and poverty in South Africa is explained in terms of the impact on the spread of infection and disease. 

    ASSESSMENT CRITERION 3 
    The impact of South African lifestyles on the spread of infection and disease is explained in terms of living conditions. 

    SPECIFIC OUTCOME 3 
    Conduct research in the area of Health Promotion. 
    OUTCOME RANGE 
    Research relates to community mapping, surveys and data collection. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of accurate information for Health Promotion is identified in terms of providing correct statistics and making appropriate recommendations. 

    ASSESSMENT CRITERION 2 
    Data is collected through a community survey and a situational analysis. 

    ASSESSMENT CRITERION 3 
    Research skills are applied in obtaining the relevant data. 
    ASSESSMENT CRITERION RANGE 
    Research skills include interviewing, listening and observation skills, questionnaire development, simple analysis of information, report writing.
     

    ASSESSMENT CRITERION 4 
    The data acquired is sorted in terms of qualitative and quantitative research. 

    SPECIFIC OUTCOME 4 
    Identify the importance of behavioural change. 
    OUTCOME RANGE 
    Behavioural change includes knowledge, motivation, change in attitude. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The role of information, education and communication in Health Promotion is explained in terms of its effect on behaviour change. 

    ASSESSMENT CRITERION 2 
    The way in which behaviour change happens is explained in terms of the effect on the client. 

    ASSESSMENT CRITERION 3 
    Behaviour change is described in terms of the link between Health Promotion and Health Education. 

    SPECIFIC OUTCOME 5 
    Explain the relationship between Health Policy and Health Promotion. 
    OUTCOME RANGE 
    Policies relevant to learners' context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of Health Policy is explained in terms of its importance in community health in South Africa. 

    ASSESSMENT CRITERION 2 
    Health policies are explained in terms of their relevance to specific situations. 

    ASSESSMENT CRITERION 3 
    The role of policy makers is explained in terms of the development of health policy. 

    ASSESSMENT CRITERION 4 
    The role of stakeholders is explained in terms of implementation of health policy. 

    ASSESSMENT CRITERION 5 
    The relationship between Health Policy and Health Promotion is explained in terms of the focus and outcomes. 

    SPECIFIC OUTCOME 6 
    Describe and explain the role of Advocacy in Health Promotion. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The term Advocacy is explained in terms of its definition and role in health promotion. 

    ASSESSMENT CRITERION 2 
    The tools of Advocacy are explained in terms of lobbying on issues. 

    SPECIFIC OUTCOME 7 
    Plan, implement and evaluate Health Promotion projects with the community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The health promotion project plan is realistic and takes into consideration the community requirements and resources available. 

    ASSESSMENT CRITERION 2 
    The project plan is implemented in accordance with the project plan guidelines. 

    ASSESSMENT CRITERION 3 
    The project plan is completed in accordance with agreed time schedules. 

    ASSESSMENT CRITERION 4 
    The project plan is evaluated on completion in terms of its suitability and the results achieved. 

    ASSESSMENT CRITERION 5 
    Recommendations are made that will improve the project in future applications. 


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

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge is addressed in an integrated way in the unit standard:
  • Major causes of ill health in South Africa
  • Health Promotion in South Africa
  • Interviewing, listening, observation, analysing and report writing skills
  • The role of Behaviour Change in Health Promotion
  • The role of Education in Health Promotion
  • Understanding Health Policy
  • Understanding Advocacy 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems:

    Assessment Criteria
  • The importance of Primary Health Care in South Africa is described and explained in terms of the Alma Ata Declaration
  • The role of policy makers is explained in terms of the development of health policy.
  • The tools of Advocacy are explained in terms of lobbying on issues. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others:

    Assessment Criteria
  • The causes and incidence of ill health are identified in terms of social and economic aspects.
    Range: Ill health includes chronic, communicative and communicable diseases for both physical and mental health
  • The effect of low literacy levels and poverty in South Africa is explained in terms of the impact on the spread of infection and disease.
  • The impact of South African lifestyles on the spread of infection and disease is explained in terms of living conditions.
  • The importance of accurate information for Health Promotion is identified in terms of providing correct statistics and making appropriate recommendations.
  • The data acquired is sorted in terms of qualitative and quantitative research. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself:

    Assessment Criteria
  • The effect of low literacy levels and poverty in South Africa is explained in terms of the impact on the spread of infection and disease.
  • The role of policy makers is explained in terms of the development of health policy.
  • The term Advocacy is explained in terms of its definition and role in health promotion. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information:

    Assessment Criteria
  • The causes and incidence of ill health are identified in terms of social and economic aspects.
    Range: Ill health includes chronic, communicative and communicable diseases for both physical and mental health
  • The effect of low literacy levels and poverty in South Africa is explained in terms of the impact on the spread of infection and disease.
  • The impact of South African lifestyles on the spread of infection and disease is explained in terms of living conditions. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively:

    Assessment Criteria
  • The causes and incidence of ill health are identified in terms of social and economic aspects.
    Range:Ill health includes chronic, communicative and communicable diseases for both physical and mental health
  • The importance of accurate information for Health Promotion is identified in terms of providing correct statistics and making appropriate recommendations.
  • Research skills are applied in obtaining the relevant data.
    Range: Research skills include interviewing, listening and observation skills, questionnaire development, simple analysis of information, report writing.
  • The data acquired is sorted in terms of qualitative and quantitative research.
  • The role of information, education and communication in Health Promotion is explained in terms of its effect on behaviour change.
  • The concept of Health Policy is explained in terms of its importance in community health in South Africa.
  • Health policies are explained in terms of their relevance to specific situations. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Using Science and Technology effectively:

    Assessment Criteria
  • Health policies are explained in terms of their relevance to specific situations.
  • The impact of South African lifestyles on the spread of infection and disease is explained in terms of living conditions. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating and understanding of the world as a set of related systems:
  • Specific issues pertinent to South African health are explained in terms of how they fit into the global picture.
  • The role of information, education and communication in Health Promotion is explained in terms of its effect on behaviour change.
  • The way in which behaviour change happens is explained in terms of the effect on the client. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to full personal development:
  • The spread of communicable disease is identified in terms of local and international risk.
  • The causes and incidence of ill health are identified in terms of social and economic aspects.
    Range: Ill health includes chronic, communicative and communicable diseases for both physical and mental health
  • Data is collected through a community survey and a situational analysis. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Unit Standards Justification

    Total hours required by the learner to achieve the required outcomes

    Activity - Hours
    Classroom learning- 30
    On-the-job learning- 30
    Self directed learning- 15
    Coaching required- 5
    Other-
    Total- 80

    Credits Achieved: 8 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49128   National Certificate: Community Health Work  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2009-04-08  Was HW SETA until Last Date for Achievement 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Afrika Tikkun NCC 
    2. Amaqamu Project Management and Consulting 
    3. B T Group of Companies Pty Ltd 
    4. Breakeven 59(PTY) Ltd 
    5. Dintshang Trading 
    6. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    7. Kitso Bokamoso Training Solution 
    8. Leronsa Trading Enterprise 
    9. MENTORNET (PTY) LTD 
    10. Ntevho-Ketso Training and Recruitement Consultancy cc 
    11. NTI College 
    12. Ntsangalala Business Enterprise 
    13. Professional Development and Training Institute (Pty) Ltd 
    14. Resonance Institute of Learning 
    15. Retshetse Training Project 
    16. Southern African Youth Movement 
    17. Tembe Service Providers 
    18. Thabelanang t/a Thabelanang Trading Enterprise 
    19. THE GMC GROUP PTY LTD 
    20. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    21. Ulwazi Training & Development 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.