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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Demonstrate a basic understanding of probation work

SAQA US ID	UNIT STANDARD TITLE
120275	Demonstrate a basic understanding of probation work
ORIGINATOR
SGB Probation Work
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 3	NQF Level 03	8
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2008-10-20	2011-10-20	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2012-10-20		2015-10-20

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 will be useful to people who require a basic understanding of the legislative and policy framework underpinning probation work.

People credited with this unit standard are able to:

Demonstrate knowledge of probation related information.

Demonstrate an understanding of key concepts and critical role players within the probation work field.

Demonstrate knowledge of guiding principles and ethical code of conduct for operating within the probation services field.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation 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:

Communications and Mathematics Literacy competence equivalent to NQF Level 3.

UNIT STANDARD RANGE

Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

The following scope and context applies to the whole unit standard:

Knowledge must include knowledge of key parts of legislation, policies, and international instruments.

The duties of the Assistant Probation Officer is defined in the Probation Services Amendment Act, (2002):
> The Minister may appoint as many suitable persons as he or she may deem necessary as assistant probation officers to perform the duties imposed by or under this Act or any other law on an assistant probation officer.

> The duties of an assistant probation officer shall include:
> The monitoring of a child subject to home-based supervision.
> The monitoring of persons subject to supervision.
> Family finding.
> The gathering of information for assessment by the probation officer.
> Assisting a probation officer with his or her duties.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate knowledge of probation related information.

OUTCOME RANGE

Probation related information includes: legislation, policies and guidelines.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The functions, duties and responsibilities of officers in the probation work field are accurately identified and described with reference to current probation service legislation.

ASSESSMENT CRITERION RANGE

Officers include: Probation Officer, Assistant Probation Officer, Supervisors.

ASSESSMENT CRITERION 2

The description of the scope of authority of each officer, including limitations and possible areas of overlap, is consistent with current legislation.

ASSESSMENT CRITERION 3

The implications of other relevant current legislation for probation service work is identified and described with reference to specific requirements and/or restrictions.

ASSESSMENT CRITERION RANGE

Relevant current legislation includes: Criminal Procedure Act; Child Care Act; Correctional Services Act.

Implications include: Sentencing options; procedures for detention of children; conversion of criminal cases; provisions for intermediaries; provision for child in need of care; options for placement.

ASSESSMENT CRITERION 4

Current local and international agreements and/or documents impacting on probation services are identified, and explained with reference to their implications for, or impact on, own and organisational practice.

ASSESSMENT CRITERION RANGE

Examples of agreements and/or documents include: African charter on rights of children in trouble with the law; Constitution: Bill of rights; UN convention on rights of the child in trouble with the law; debates around child justice (draft Child Justice Bill).

International conventions: Beijing rules; juveniles deprived of their liberty; Minimum standards for Diversion (not yet published); Transformation document (child and youth care system); Interim Protocol for the management of awaiting trial children; NPA policy guideline on diversion.

SPECIFIC OUTCOME 2

Demonstrate an understanding of key concepts and critical role players within the probation work field.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The concepts of restorative and retributive justice are explained with reference to their respective implications for correctional service facilities, for the client in particular, and for society in general.

ASSESSMENT CRITERION 2

The developmental and medical models for approaching human behaviour are described with reference to their key assumptions and underpinning philosophies.

ASSESSMENT CRITERION 3

Other related concepts within the probation work field are accurately defined with reference to their sequence in the criminal justice system, key activities associated with each, and implications for client and officers.

ASSESSMENT CRITERION RANGE

Concepts include: diversion/incarceration/conviction; reintegration/isolation; reception/arrest, assessment and referral (RAR); victim empowerment; family preservation.

ASSESSMENT CRITERION 4

The key role players and institutions within the criminal justice system are accurately identified and explained with reference to their respective roles, and the relationship between them.

ASSESSMENT CRITERION RANGE

Role players and institutions include: police, courts, correctional facilities, after care; probation - and the critical role players.

SPECIFIC OUTCOME 3

Demonstrate knowledge of guiding principles and ethical code of conduct for operating within the probation services field.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Definitions and explanations of the guiding principles within probation work are consistent with policies and procedures within the sector.

ASSESSMENT CRITERION RANGE

Guiding principles include: people centred approach; participation; family centred; normalisation; empowerment; use of indigenous practices where possible.

ASSESSMENT CRITERION 2

Definitions and explanations of the ethical code that underlies probation work are consistent with current legislation and regulations.

ASSESSMENT CRITERION RANGE

Ethics include those found in: the Social Services Professions Act; organisational codes of ethics; professional codes of practice: confidentiality; non-judgemental approach; respecting dignity; uphold basic human rights; non-discrimination; actions with respect to bribes.

ASSESSMENT CRITERION 3

The implications of these guiding principles and ethical code of conduct for own and organisational practice are explained with reference to specific examples drawn from own context.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

Moderation option:

The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following 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.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems and make decisions using critical and creative thinking.

Not key, but preparatory knowledge for problem solving.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation or community.

Foundation for working with others.

UNIT STANDARD CCFO ORGANISING

Organise and manage themselves and their activities responsibly and effectively.

Ability to source and organise information.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information.

Ability to source and organise information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

Ability to source and organise information.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically showing responsibility towards the environment and health of others.

Ability to source and organise information.

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.

Essential - developing a big picture view of the field.

UNIT STANDARD ASSESSOR CRITERIA

N/A

UNIT STANDARD NOTES

Definition of terms:

Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:

Any arrested child who has not been released shall be assessed by a probation officer as soon as reasonably possible, but before his or her first appearance in court.

'Assessment' means a process of developmental assessment or evaluation of a person, the family circumstances of the person, the nature and circumstances surrounding the alleged commission of an offence, its impact on the victim, the attitude of the alleged offender in relation to the offence and any other relevant factor.

'Child' means any young person under the age of 18 years.

'Diversion' means diversion from the formal court procedure with or without conditions.

'Diversion programme' means a programme within the context of the family and community in respect of a person who is alleged to have committed an offence, and which is aimed at keeping that person away from the formal court procedure.

'Early intervention' means the provision of services, diversion programmes and other programmes aimed at preventing the need for a person who is alleged to have committed an offence to be dealt with in terms of the formal court procedure.

'Family finder' means a person appointed under section 9 and includes an assistant probation officer.

'Family group conferencing' means a gathering convened by a probation officer as a diversion or sentencing option to devise a restorative justice response to the offence.

'Family member' means a person who is related to another person biologically, by law or according to customary law.

'Home-based supervision' means supervision under certain conditions where an arrested, accused, convicted or sentenced child in the care of his or her parents or guardian or in the custody of any other person, is monitored by an assistant probation officer.

'Restorative justice means the promotion of reconciliation restitution and responsibility through the involvement of a child and the child's parents family members victims and the communities concerned.

'Supervision' means supervision of [a] an accused convicted or sentenced person by a probation officer [by virtue] in terms of the provisions of any law.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

NONE

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