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: 

Manage diversity in ECD settings 
SAQA US ID UNIT STANDARD TITLE
12842  Manage diversity in ECD settings 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
This is an elective unit standard at Level 5, which can be credited to the National Certificate in ECD at Level 4 and/or to the Higher Certificate in ECD at Level 5 and the National Diploma in ECD at Level 5.

Learners are able to evaluate and challenge policies and practices in ECD settings relating to diversity, and to create and manage a learning environment that celebrates unity in diversity and builds social solidarity. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
o Human relation skills, especially communication skills, a basic awareness of diversity issues and understanding of institutionalised racism equivalent to the competencies outlined in the elective unit standard on Create an Inclusive Anti-bias Learning Environment in ECD Settings at Level 3.

o Demonstrated applied competence in facilitating the learning and development of young children within an anti-bias learning environment equivalent to the ECD core unit standards on Facilitate Healthy Development, Facilitate Active Learning and Manage the ECD Learning Programme at Level 4 and Create an Inclusive Anti-bias Learning Environment in ECD Settings at Level 3. 

UNIT STANDARD RANGE 
This elective unit standard is suitable for learners working in all types of ECD settings. Learners are required to demonstrate applied competence in one of the following phases/settings:

? 0 - 3 years (group, informal or family settings)
? 2 - 6 years (group, informal or family settings)
? 5 - 9 years (group or informal settings)


At this level, learners demonstrate the ability to:

o Interact with colleagues in ways that are fair and non-discriminatory,

o Critically analyse, evaluate and discuss their own practice at all levels within the workplace,

o Implement anti-bias practice and inclusiveness relating to race, class, ethnicity, language, culture, gender, religion, age and ability;

o Use a range of culture-fair facilitative and mediation skills providing leadership that role models fair and non-discriminatory practices.

o Reflect upon and relate theory to practice.

The following contextual information is relevant to this unit standard:

o Learning programmes developed to meet the specific outcomes of this unit standard need to be fully aligned with the Bill of Rights in the Constitution of the RSA, particularly in relation to the definition of equality and prohibition of unfair discrimination "directly or indirectly against anyone on one or more grounds, including race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age, disability, religion, conscience, belief, culture, language and birth" (Section 9.3).

o Similarly, learning programmes need to be aligned with the Human Rights in Education requirements, namely that education be constitutionally based and learner-centred, encourages participation, establishes democratic environments and procedures, encourages critical thinking, releases 'subjugated knowledges and is inclusive and anti-discriminatory.

o This unit standard applies to levels of oppression that occur at the personal, interpersonal, institutional/structural/systemic and the cultural level. Therefore,
Managing diversity also occurs at the personal, community and systemic levels. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Reflect on and identify the biases, attitudes and behaviours of oneself and others. 
OUTCOME NOTES 
Reflect on and identify the biases, attitudes and behaviours of oneself and others, which result in unfair discrimination. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Own practice is critically analysed in discussion for bias and unfair discrimination. 

ASSESSMENT CRITERION 2 
2. Reflection on own and others' bias practice is related to theories of culture fairness and anti-bias attitudes in discussion and in writing. 

ASSESSMENT CRITERION 3 
3. Own case studies, which solve problems of bias, prejudice and stereotyping and explore appropriate changes/interventions/options, are shared with others. 

ASSESSMENT CRITERION 4 
4. Written records and/or a journal are kept to record thoughts, feelings and behaviours involving responses to challenging bias, prejudice and unfair discrimination. 

SPECIFIC OUTCOME 2 
Demonstrate an increased awareness of and sensitivity to the different types of oppression. 
OUTCOME NOTES 
Demonstrate an increased awareness of and sensitivity to the different types and levels of oppression and unfair discrimination that exist in our society, through reflective discussion of personal experiences. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Existing policies, practice, resources and learner support materials are evaluated and reviewed to ensure inclusively within the workplace. 

ASSESSMENT CRITERION 2 
2 Examples of reviewing, challenging and constitutionally aligning current workplace policies and practices are presented. 

ASSESSMENT CRITERION 3 
3 Engagement in discussions around current and relevant policies and developments at all levels and their implications for the individual and society is evident. 

ASSESSMENT CRITERION 4 
4 Awareness of human rights and anti-bias practices are promoted as basic constitutional values. 

SPECIFIC OUTCOME 3 
Work co-operatively and in an empowering way with all role players involved in the workplace. 
OUTCOME NOTES 
Work co-operatively and in an empowering way with all role players involved in the workplace to create and promote a culturally fair learning environment. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Good working relationships, which promote and model respect and social cohesion with all children and adults in the workplace are established and maintained. 

ASSESSMENT CRITERION 2 
2. A working environment that promotes positive contributions and practices is created. 

ASSESSMENT CRITERION 3 
3. A range of cultural and ethical methods and techniques are used to create a positive team spirit and problem-solving strategies in the resolution of conflict situations. 

ASSESSMENT CRITERION 4 
4. Open communications, shared information and support to co-workers are facilitated when required.5. Effective culture-fair and anti-bias communication skills and co-operative practices are managed and modelled amongst children, staff members, families and community. 

ASSESSMENT CRITERION 5 
5. Effective culture-fair and anti-bias communication skills and co-operative practices are managed and modelled amongst children, staff members, families and community. 

SPECIFIC OUTCOME 4 
Develop and implement an inclusive anti-bias strategy in the workplace and in all ECD programmes. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A strategy that celebrates and affirms diversity is developed and implemented. 

ASSESSMENT CRITERION 2 
2. An inclusive anti-bias approach that is proactive and respects the cultural, religious, linguistic and experiential background of children and adults in the workplace and community is implemented. 

ASSESSMENT CRITERION 3 
3. All relevant national policies like Children's Rights, Employment Equity, Human Rights, Gender Equity, respecting the Constitution and the Bill of Rights are promoted and implemented at the personal, community and institutional level. 

ASSESSMENT CRITERION 4 
4. A variety of strategies are used in the workplace and community to raise awareness of issues relating to challenging unfair discrimination and advancing equity, multilingualism, social solidarity and transformation. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
o Structured interview to assess attitudes, values, human relations and communication skills, self-awareness, underpinning knowledge and professional commitment.

o Workplace assessment to assess the implementation of an inclusive anti-bias culture and to validate all other sources of evidence where possible.

o Portfolio of relevant assignments, collection of resource material, leaflets and working policies, self-reflection and journal entries.

o Work appraisals/ interview to be completed with peers, colleagues, parents, children and other staff members.

o Oral questioning to determine the practitioner's level of understanding of national policies related to diversity and the justification of practices observed.

o Moderation: Scrutiny of all assessment records, work appraisals and portfolio evidence, and random visits to observe performance in a relevant work setting. 

UNIT STANDARD DEVELOPMENTAL OUTCOME 
1. Reflect on and explore a variety of strategies to help adults learn about themselves and others more effectively.

2. Participate as responsible a citizen in the life of local communities.

3. Being culturally and aesthetically sensitive across a range of social contexts. 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made in terms of challenging and managing biases and behaviours in the workplace. 

UNIT STANDARD CCFO WORKING 
Work effectively with others as a member of a team, organisation and community taking a leadership role where necessary. 

UNIT STANDARD CCFO ORGANISING 
Organise and manage oneself and one's activities responsibly and effectively to ensure a smooth harmonious environment and to offer a leadership model to colleagues. 

UNIT STANDARD CCFO COLLECTING 
Collect, analyse, organise and critically evaluate information relating to all aspects of behaviour, practice and policies relating to diversity. 

UNIT STANDARD CCFO COMMUNICATING 
Communicate effectively with children, colleagues, families and the community using visual, mathematical and language skills in the oral mode and in written presentation. 

UNIT STANDARD CCFO DEMONSTRATING 
Demonstrate an understanding of the world as a set of related systems by recognising that social problem-solving contexts do not exist in isolation. 

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

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Elective  23116   National Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
Status was "Reregistered" 
2007-10-18  Was ETDP SETA until Last Date for Achievement 
Elective  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
Status was "Reregistered" 
2020-07-30  As per Learning Programmes recorded against this Qual 


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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
2. Accreditation & Training Services 
3. Adelaine Training Solutions Pty Ltd 
4. Amogelang Marketing and Training 
5. Arden School of Management 
6. Ashley Kriel Skills Development Centre 
7. Assessment and Entrepreneurship Centre 
8. ATS Institute 
9. Aubrey Nyiko Business Enterprise cc 
10. Beam Sun Projects Training Centre International 
11. Boikgantsho Consulting & Events cc 
12. BOLAND COLLEGE 
13. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
14. Botho Ubuntu Contract Cleaning (Pty) Ltd 
15. BOTSHO BOTLE RESOURCES 
16. Brainwave Projects 1997 CC 
17. Camblish Training Institute (Pty) Ltd 
18. Caversham Education Institute 
19. Centre for Creative Education/Iziko Labantu be Afrika 
20. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
21. Changing Lives Community Development Training 
22. College of Cape Town - Athlone Campus 
23. College on Hills (Pty) Ltd 
24. Compass Academy of Learning 
25. Custoda Trust 
26. D and D Lwazi Renaissance Research and Development Institute 
27. D M Management and Consulting 
28. DC Academy (PTY)LTD 
29. DC DYNAMIC COLLEGE OF COMMERCE AND FURTHER TRAINING (PTY)LTD 
30. Directflo 
31. Dr Indira Naidoo's Institute of Education Training and Engineering (Pty) Ltd 
32. Drewmach Branding Solutions (Pty) Ltd 
33. Early Learning Foundation Montessori Teacher Training 
34. Early Learning Resource Unit (ELRU) 
35. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
36. Edu Funda Learning Centre (Pty) Ltd 
37. EDU-Bless College 
38. Edu-Build Institute 
39. Edu-Prof Training Centre 
40. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
41. Elective Training Institute Enterprise CC 
42. Elvis Koena Consulting (Pty) Ltd 
43. Environment and Language Education Trust 
44. Fachs Business Consulting and Training 
45. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
46. Fizazad Projects t/a Kajal and Associates 
47. Footballers Investment (Pty) Ltd 
48. FURNITURE WORLD TRAINING CENTRE 
49. Gert Sibande Public FET College - Central Office 
50. Giver of Givers Foundation Organisation 
51. Goldfields TVET College 
52. Grassroots Adult Education and Training Trust 
53. GWALA TRAINING SERVICES 
54. HDPSA 
55. Headspace Consulting (PTY) Ltd 
56. Headstart/ECD projects 
57. HEIRS TRAINING AND DEVELOPMENT PTY LTD 
58. HLUVUKA TRAINING AND CONSULTING 
59. HOPE ACADEMIC AND SKILL CENTRE 
60. HUGENOTE COLLEGE 
61. HWW Africa Region NPC 
62. Imisebeyelanga Services 
63. Inafrica General Trading Pty LTD 
64. Innovation College (Pty)Ltd 
65. Inqaba Yokulinda Youth Organisation 
66. Institute for Advancement of Women & Children 
67. Institute of Professional Studies and Services 
68. Isamon Vocational College of Excellence Pty Ltd 
69. Isibani Skills Academy 
70. Isibani Soluntu Development Trust 
71. Itireleng Bokamoso Trading Development Services and Associates 
72. K Boneng Consulting Services Pty Ltd 
73. Karabo Info Centre and Trading 
74. Katiso-kuno Consulting 
75. Keletsong Community Training & Resource Centre 
76. Kgaebane Trading 
77. Khululeka Community Education Centre 
78. KITSO TRAINING AND DEVELOPMENT 
79. Klein Karoo Resource Centre 
80. Kwa-Thema Stimulation Day Care Centre 
81. KWINDLA INSTITUTE OF LEARNING AND CONSULTING 
82. KYM MANAGEMENT CONSULTING 
83. Legacy Leap Skills Developmemt Institute (Pty) Ltd 
84. Leronsa Trading Enterprise 
85. LESEDI EDUCARE ASSOCIATION 
86. Lewerb Holdings (PTY) Ltd 
87. Li Lichule Trading cc 
88. Little Elephant Training Centre For Early Educationt/a LETCEE 
89. Loago Business Consulting 
90. Loago Institute (Pty) Ltd 
91. Maab Training Management ( Pty) Ltd 
92. Malomini Strategists 
93. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
94. MATHS CENTRE INCORPORATING SCIENCES 
95. Mgwezane Training and Events Management CC. 
96. Mochochonono Training Solutions cc 
97. Molteno Institute for Language and Literacy 
98. Montessori Teacher Training Centre South Africa 
99. Motheo Training Institute Trust 
100. MTL Training and Projects 
101. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
102. Ndimeni Construction and Maintenance cc 
103. Networx for Career Development 
104. New Beginnings Training and Development Organisation 
105. Nkqubela Community Developers 
106. Northern Cape Rural TVET College 
107. Northern Cape Urban College: Kimberley Campus 
108. Northlink College 
109. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
110. NTATAISE TRUST 
111. Ntevho-Ketso Training and Recruitement Consultancy cc 
112. Ntsangalala Business Enterprise 
113. Orbit FET College - Central Office 
114. Paradise Institution Training and Learning Centre 
115. Peddie Development Centre 
116. Persona Doll Training SA 
117. Petra institute of Development (PTY) Ltd 
118. Pineridge Training Centre 
119. Play with a Purpose Educational Trust 
120. PMA Holding (Pty) Ltd 
121. Premier Recruitment and Training (Pty) LTD 
122. Pro-Ed Training 
123. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
124. QT Training (Pty) Ltd 
125. Redefined Skills Training and Development 
126. REGIONAL EDUCARE COUNCIL 
127. Renaissance Training Services cc 
128. Rhodes University 
129. Rousing Varsity College 
130. Royalty Edu-Home (Pty) Ltd 
131. Safe and Sound Learning Association 
132. SANTS College 
133. Seanapyane Resources (Pty) Ltd 
134. SEJ Skills Academy (Pty) Ltd 
135. SERITI INSTITUTE 
136. Siphiwosethu Open Development Initiative Corporation 
137. Sirius Training 
138. Sisazi Consulting 
139. Siyahluma Education Institute 
140. SIYATHELA EARLY LEARNING ASSOCIATION 
141. Siyathuthuka Nursery School 
142. South African Congress For Early Childhood Development 
143. South Cape Public FET College - George Campus 
144. Starplex 489 cc 
145. Sustainability Institute Trust 
146. Takatso Educare Training and Development Services 
147. Tembe Service Providers 
148. Thabelanang t/a Thabelanang Trading Enterprise 
149. Thasha Training and Consulting 
150. The College of Modern Montessori 
151. The Finishing College (Pty) Ltd 
152. The Iscariota Group (Pty) Ltd 
153. The Port Elizabeth Early Learning Centre 
154. Thobologo Training and Education Group (Pty) Ltd 
155. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
156. THUSANANG TRUST 
157. Thuto Ya Setshaba Training Services (Pty) Ltd 
158. TLHARIHANI TRAINING CENTRE (PTY) LTD 
159. Training and Resources in Early Education (TREE) 
160. Tshase Education Group (Pty) Ltd 
161. TSHEPANG EDUCARE TRUST 
162. Tshianzi Development 
163. UKHANYISO EBANTWINI PTY LTD 
164. Umthombo Wolwazi Training and Constructions 
165. Unathi Training 
166. UNIVERSAL COLLEGE OUTCOMES SA 
167. Visionary Skill Academy 
168. Vuselela TVET College 
169. Waterberg TVET College 
170. Winston Academy 
171. World Pace Development and Training Institute 
172. World Wide Education Providers(Pty)Ltd 
173. Woz'obona Early Childhood Community Service Group 
174. Zisize Educational 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.