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:

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
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 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	Passed the End Date - Status was "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.	Amogelang Marketing and Training
4.	Assessment and Entrepreneurship Centre
5.	ATS Institute
6.	Aubrey Nyiko Business Enterprise cc
7.	B T Group of Companies Pty Ltd
8.	BOLAND COLLEGE
9.	BORDERGATE EVENTS MANAGEMENT AND PROJECTS
10.	Brainwave Projects 1997 CC
11.	Capricorn College for FET
12.	Caversham Education Institute
13.	Centre for Creative Education/Iziko La Bantu Be Afrika NPC
14.	CENTRE FOR EARLY CHILDHOOD DEVELOPMENT
15.	Changing Lives Community Development Training
16.	College of Cape Town - Athlone Campus
17.	Compass Academy of Learning
18.	Custoda Trust
19.	D M Management and Consulting
20.	DC Academy (PTY)LTD
21.	Dee s Training PTY LTD
22.	Diligence Defined Projects PTY Ltd t/a Deligence Defined
23.	Directflo
24.	Dru A Professional Further Education and Training College DAPFETC PT
25.	Dynamic Safety Solutions
26.	Early Learning Foundation Montessori Teacher Training
27.	Early Learning Resource Unit (ELRU)
28.	EBENEZER TRAINING HOUSE FOR EARLY LEARNING
29.	EDU-Bless College
30.	Edu-Build Institute
31.	Edu-Prof Training Centre
32.	EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT
33.	Environment and Language Education Trust
34.	FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE
35.	FLAVIUS MAREKA FET COLLEGE
36.	FURNITURE WORLD TRAINING CENTRE
37.	Gert Sibande Public FET College - Central Office
38.	Goldfields TVET College
39.	Grassroots Adult Education and Training Trust
40.	GWALA TRAINING SERVICES
41.	HDPSA
42.	Headspace Consulting (PTY) Ltd
43.	Headstart/ECD projects
44.	HLOSI SECURITY SOLUTIONS
45.	HLUVUKA TRAINING AND CONSULTING
46.	HOPE ACADEMIC AND SKILL CENTRE
47.	INGWE FET COLLEGE
48.	Institute of Professional Studies and Services
49.	Isamon Vocational College of Excellence Pty Ltd
50.	Isibani Skills Academy
51.	Isibani Soluntu Development Trust
52.	Itireleng Bokamoso Trading Development Services and Associates
53.	Karabo Info Centre and Trading
54.	Katiso-kuno Consulting
55.	Keletsong Community Training & Resource Centre
56.	Kenako Jwale Skills Development and Training Centre
57.	Khoali Group of Companies (Pty) Ltd
58.	Khululeka Community Education Centre
59.	KITSO TRAINING AND DEVELOPMENT
60.	Klein Karoo Resource Centre
61.	Leronsa Trading Enterprise
62.	LESEDI EDUCARE ASSOCIATION
63.	Li Lichule Trading cc
64.	Loago Business Consulting
65.	MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE
66.	MATHS CENTRE INCORPORATING SCIENCES
67.	Mochochonono Training Solutions cc
68.	Montessori Teacher Training Centre South Africa
69.	Motheo Training Institute Trust
70.	NATAL EARLY LEARNING RESOURCE UNIT TRUST
71.	Networx for Career Development
72.	New Beginnings Training and Development Organisation
73.	NKANGALA TVET COLLEGE
74.	Northern Cape Urban College: Kimberley Campus
75.	Northlink College
76.	Northshore Trading 19CC t/a Makakhaunye Training and Development Agency
77.	NTATAISE TRUST
78.	Ntevho-Ketso Training and Recruitement Consultancy cc
79.	Ntsangalala Business Enterprise
80.	Orbit FET College - Central Office
81.	Peddie Development Centre
82.	Petra institute of Development (PTY) Ltd
83.	Pineridge Training Centre
84.	PMA Holding (Pty) Ltd
85.	Pro-Ed Training
86.	PROFESSIONAL CHILD CARE COLLEGE PTY LTD
87.	Reflections Development Institute
88.	REGIONAL EDUCARE COUNCIL
89.	Rhodes University
90.	Safe and Sound Learning Association
91.	SANTS College
92.	SEJ Skills Academy (Pty) Ltd
93.	SERITI INSTITUTE
94.	Sirius Training
95.	Sisazi Consulting
96.	Siyahluma Education Institute
97.	Siyathuthuka Nursery School
98.	South African Congress For Early Childhood Development
99.	South Cape Public FET College - George Campus
100.	South West Gauteng Tvet College
101.	Sustainability Institute Trust
102.	Takatso Educare Training and Development Services
103.	Tembe Service Providers
104.	Thabelanang t/a Thabelanang Trading Enterprise
105.	Thasha Training and Consulting
106.	The College of Modern Montessori
107.	The Finishing College (Pty) Lt
108.	The Iscariota Group (Pty) Ltd
109.	The Port Elizabeth Early Learning Centre
110.	Thobologo Training and Education Group (Pty) Ltd
111.	THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT
112.	THUSANANG TRUST
113.	TLHARIHANI TRAINING CENTRE (PTY) LTD
114.	Training and Resources in Early Education (TREE)
115.	TSHEPANG EDUCARE TRUST
116.	Ubuntu Care and Development
117.	Unathi Training
118.	UNIVERSAL COLLEGE OUTCOMES SA
119.	Vuselela TVET College
120.	Water berg FET College
121.	Waterberg TVET College
122.	WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING
123.	Winston Academy
124.	World Wide Education Providers(Pty)Ltd
125.	Woz'obona Early Childhood Community Service Group