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: 

Demonstrate an understanding of sociological issues 
SAQA US ID UNIT STANDARD TITLE
14595  Demonstrate an understanding of sociological issues 
ORIGINATOR
NSB 01-Agriculture and Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
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" 		 2007-05-15  2009-05-13  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-05-13   2013-05-13  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
263363  Demonstrate an understanding of sociological issues in nature conservation  Level 5  New Level Assignment Pend.  12   

PURPOSE OF THE UNIT STANDARD 
The qualifying learner assessed as competent against this standard will be able to analyse and interpret the sociological issues within an area of operation. Achievement of this standard will enhance the learner's holistic understanding of a society and an area of operation. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
There is no specific learning to be in place. However, it is recommended that this Unit Standard be attempted in conjunction with the Unit Standard "Apply Community Development Techniques (NQF5)". 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify and interpret key sociological features in area of operation 
OUTCOME NOTES 
  • Customs, religions, traditional and cultural practices, economic systems
  • Baseline studies, e.g., population dynamics, income, facilities, resources 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, and formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Conducting participatory rapid appraisal.
    2. Implementing poverty relief strategies.
    3. Contributing towards community based natural resource management.
    4. Conducting basic baseline studies.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Integrated sociological principles such as poverty relief strategies and sustainable livelihood studies.
    2. The environment.
    3. Basic resource economics.

    Reflexive competence:
    The learner must demonstrate ability to:

    1. Change of lifestyles
    2. Conversion to cash economies.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from third parties

    INTEGRATED ASSESSMENT
    In particular assessors should look for the following:
  • Apply knowledge of education and development processes and issues.
  • Access and use required knowledge.
  • Consider diverse cultural perspectives and values.
  • Select and use appropriate and acceptable methodologies for interactions with stakeholders.
  • Lead and supervise.
  • Intervention strategies.
  • Interaction with a wide range of people.
  • Different cultural values and perspectives.
  • Management of programmes.
  • Provision of leadership and guidance in supervisory or mentoring roles.
  • Project planning and management.
  • Evaluation and monitoring methods.
  • Career options.
  • Relevant legislation, legislative frameworks and policies.
  • Critically evaluate and justify steps related to management including planning, development, monitoring and evaluation of the programme.
  • Reflect on adjustments made to the programme.
  • Draw on experience and knowledge of others and oneself to provide leadership and guidance to others.
  • Identify own needs and opportunities for further learning and professional development. 
    		•

    SPECIFIC OUTCOME 2 
    Describe the impact of the sociological features on the environment 
    OUTCOME NOTES 
  • Environment (social, natural and economical)
  • Customs, religion, traditional practices, economic system 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, and formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Conducting participatory rapid appraisal.
    2. Implementing poverty relief strategies.
    3. Contributing towards community based natural resource management.
    4. Conducting basic baseline studies.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Integrated sociological principles such as poverty relief strategies and sustainable livelihood studies.
    2. The environment.
    3. Basic resource economics.

    Reflexive competence:
    The learner must demonstrate ability to:

    1. Change of lifestyles
    2. Conversion to cash economies.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions.
    Product sample - examine the outcomes previously produced by the practitioner.
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard.
    Testimony - collect a portfolio of evidence from third parties

    INTEGRATED ASSESSMENT
    In particular assessors should look for the following:
  • Apply knowledge of education and development processes and issues.
  • Access and use required knowledge.
  • Consider diverse cultural perspectives and values.
  • Select and use appropriate and acceptable methodologies for interactions with stakeholders.
  • Lead and supervise.
  • Intervention strategies.
  • Interaction with a wide range of people.
  • Different cultural values and perspectives.
  • Management of programmes.
  • Provision of leadership and guidance in supervisory or mentoring roles.
  • Project planning and management.
  • Evaluation and monitoring methods.
  • Career options.
  • Relevant legislation, legislative frameworks and policies.
  • Critically evaluate and justify steps related to management including planning, development, monitoring and evaluation of the programme.
  • Reflect on adjustments made to the programme.
  • Draw on experience and knowledge of others and oneself to provide leadership and guidance to others.
  • Identify own needs and opportunities for further learning and professional development. 
    		•

    SPECIFIC OUTCOME 3 
    Describe the impact of the environment on social features of the community within area of operation 
    OUTCOME NOTES 
  • Change of lifestyle
  • Conversion to cash economies 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, and formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Conducting participatory rapid appraisal.
    2. Implementing poverty relief strategies.
    3. Contributing towards community based natural resource management.
    4. Conducting basic baseline studies.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Integrated sociological principles such as poverty relief strategies and sustainable livelihood studies.
    2. The environment.
    3. Basic resource economics.

    Reflexive competence:
    The learner must demonstrate ability to:

    1. Change of lifestyles
    2. Conversion to cash economies.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from third parties

    INTEGRATED ASSESSMENT
    In particular assessors should look for the following:
  • Apply knowledge of education and development processes and issues.
  • Access and use required knowledge.
  • Consider diverse cultural perspectives and values.
  • Select and use appropriate and acceptable methodologies for interactions with stakeholders.
  • Lead and supervise.
  • Intervention strategies.
  • Interaction with a wide range of people.
  • Different cultural values and perspectives.
  • Management of programmes.
  • Provision of leadership and guidance in supervisory or mentoring roles.
  • Project planning and management.
  • Evaluation and monitoring methods.
  • Career options.
  • Relevant legislation, legislative frameworks and policies.
  • Critically evaluate and justify steps related to management including planning, development, monitoring and evaluation of the programme.
  • Reflect on adjustments made to the programme.
  • Draw on experience and knowledge of others and oneself to provide leadership and guidance to others.
  • Identify own needs and opportunities for further learning and professional development. 
    		•

    SPECIFIC OUTCOME 4 
    Demonstrate understanding of integrated sociological principles within area of operation 
    OUTCOME NOTES 
  • Poverty relief strategy
  • Sustainable livelihood studies
  • Participatory rapid appraisal
  • Community-Based Natural Resource Management 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, and formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Conducting participatory rapid appraisal.
    2. Implementing poverty relief strategies.
    3. Contributing towards community based natural resource management.
    4. Conducting basic baseline studies.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Integrated sociological principles such as poverty relief strategies and sustainable livelihood studies.
    2. The environment.
    3. Basic resource economics.

    Reflexive competence:
    The learner must demonstrate ability to:

    1. Change of lifestyles
    2. Conversion to cash economies.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from third parties

    INTEGRATED ASSESSMENT
    In particular assessors should look for the following:
  • Apply knowledge of education and development processes and issues.
  • Access and use required knowledge.
  • Consider diverse cultural perspectives and values.
  • Select and use appropriate and acceptable methodologies for interactions with stakeholders.
  • Lead and supervise.
  • Intervention strategies.
  • Interaction with a wide range of people.
  • Different cultural values and perspectives.
  • Management of programmes.
  • Provision of leadership and guidance in supervisory or mentoring roles.
  • Project planning and management.
  • Evaluation and monitoring methods.
  • Career options.
  • Relevant legislation, legislative frameworks and policies.
  • Critically evaluate and justify steps related to management including planning, development, monitoring and evaluation of the programme.
  • Reflect on adjustments made to the programme.
  • Draw on experience and knowledge of others and oneself to provide leadership and guidance to others.
  • Identify own needs and opportunities for further learning and professional development. 
    		•


    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Social systems, including values and customs, for example, traditional leadership vs. modern structures
    2. The role of historical/ideological influences
    3. The role of the policy framework
    4. The impact of urbanisation vs. rural development Issues
    5. Land use practices, for example, agriculture and pastoral practices
    6. Land tenure issues
    7. Socio economic issues
    8. Gender issues
    9. Social psychology
    10. Social research
    11. Modernism
    12. Limitations of Human Development Indices
    13. Report writing
    14. Communication 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to all specific outcomes. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to all specific outcomes. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to all specific outcomes.
    Inter-relatedness of systems relates to specific outcomes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to all specific outcomes. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to all specific outcomes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Information evaluation relates to all specific outcomes.
    Professional development relates to all specific outcomes. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 263363, which is "Demonstrate an understanding of sociological issues in nature conservation", Level 5, 12 credits.

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Being participatory, inclusive and democratic.
    3. Accepting and maintaining a non-discriminatory attitude towards diversity including, for example, differences in gender, race, religion, physical ability and culture.

    SUPPLEMENTARY INFORMATION

    Distinction between culture and tradition. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  24195   National Certificate: Community Conservation: Practice and Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2006-04-09  CATHSSETA 
    Elective  49626   National Certificate: Landcare Facilitation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 


    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. Balemi Consulting Pty Ltd 
    2. Mananthatshema Skills Dev. Centre 


    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.