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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Describe community dynamics 
SAQA US ID UNIT STANDARD TITLE
119357  Describe community dynamics 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02  12 
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
2024-06-30   2027-06-30  

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

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

PURPOSE OF THE UNIT STANDARD 
The purpose of the learning is that credited learners can describe the dynamics involved within a specific community, to inform their participation in community development initiatives. This set of competence is transferable, and allows learners to focus one or more fields. The learner is able to determine how a sense of community can be strengthened within a specific context. If community dynamics are described, relationships can be eased amongst diverse groups in society, and service delivery gaps between government and communities can be bridged.

Credited learners are capable of:
  • Identifying stakeholders that play a role in community dynamics
  • Identifying different cultures in specific communities
  • Adhering to social structures in communities
  • Determining the economic situation in specific areas and/or communities 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this Unit Standard is based on the assumption that learners have already attained the following competencies:
  • Communication and language competence at NQF Level 1
  • Mathematic literacy at NQF Level 1
  • Understanding of transformative development 
    		•

    UNIT STANDARD RANGE 
    Learners are required to be competent in more than one area/field of development practice. Other range statements are provided with the specific outcomes and assessment criteria, where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify stakeholders that play a role in community dynamics. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Community meetings are organised with all relevant stakeholders. 

    ASSESSMENT CRITERION 2 
    Consultation with community leaders takes place at an individual level. 

    ASSESSMENT CRITERION 3 
    Groups of stakeholders identified meets diversity requirements. 
    ASSESSMENT CRITERION RANGE 
    Diversity includes race, gender, area of expertise, etc.
     

    ASSESSMENT CRITERION 4 
    Continuous communication is ensured. 
    ASSESSMENT CRITERION RANGE 
    Methods of continuous communication include follow up, information sharing, etc.
     

    SPECIFIC OUTCOME 2 
    Identify different cultures in specific communities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Meetings are organised with all culture groups in specific communities. 

    ASSESSMENT CRITERION 2 
    Consultation with cultural leaders takes place at a group level. 

    ASSESSMENT CRITERION 3 
    Participation in community forums, meetings and events meets specified requirements. 

    ASSESSMENT CRITERION 4 
    Identification is comprehensive and accurate for specific contexts. 

    SPECIFIC OUTCOME 3 
    Adhere to social structures in communities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Interviews are organised with all relevant social structures. 

    ASSESSMENT CRITERION 2 
    Dissemination of information follows appropriate channels for specific contexts. 

    ASSESSMENT CRITERION 3 
    Information disseminated is factual and correct. 

    ASSESSMENT CRITERION 4 
    Specified procedures and protocol are adhered to. 

    SPECIFIC OUTCOME 4 
    Determine the economic situation in specific areas and/or communities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Information collection tools meet specified requirements. 

    ASSESSMENT CRITERION 2 
    As many household visits as is possible within a specified time frame are conducted. 

    ASSESSMENT CRITERION 3 
    All relevant government offices are visited. 

    ASSESSMENT CRITERION 4 
    Participation in public meetings meets specified requirements. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Unit Standard.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Community dynamics and the role of stakeholders and cultures
  • Consultation processes relevant for specific communities
  • Communication methods
  • Meeting organisation processes
  • Requirements for participation in community forums, public meetings and events
  • Social structures in communities
  • Interviewing social structures
  • Dissemination of information and appropriate channels for specific contexts
  • Specified procedures and protocol
  • Economic variables in specific areas and/or communities
  • Information collection tools and specified requirements 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to identify stakeholders and cultures in communities, and to adhere to social structures within communities. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when as many household visits as is possible within a specified time frame are conducted. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to determine the economic situation in specific areas and/or communities. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when continuous communication is ensured. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when identification of cultures is comprehensive and accurate for specific contexts. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this Unit Standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • 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 the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49556   National Certificate: Development Practice  Level 2  NQF Level 02  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.
     
    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.