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: 

Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge 
SAQA US ID UNIT STANDARD TITLE
251960  Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge 
ORIGINATOR
SGB Generic Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Generic Management 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03 
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 unit standard will enable disaster risk management practitioners and related roleplayers to improve professionalism and enhance the quality and effectiveness of services by being able to identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge.

A person credited with this unit standard is able to:
  • Define and explain concepts related to disaster risk management.
  • Describe and compare hazards and conditions of vulnerabilities in a specific environment.
  • Identify local capacity to deal with hazards and vulnerabilities.

    This unit standard will contribute to the development of the learner within the context of the disaster risk management discipline. Learners who have achieved this unit standard will increase their opportunities for further development and employability within the disaster risk management environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has the following knowledge and skills:
  • Communication at NQF Level 3.
  • Mathematical Literacy at NQF Level 2. 

  • UNIT STANDARD RANGE 
  • The words threat and risk are used as synonyms where appropriate.
  • Threatening situations include but are not limited to risk to individuals, socio-economic environment, physical environment and infrastructure.
  • The phrase social environment in the context of this unit standard includes communities.
  • Specific environment refers to the local context. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Define and explain concepts related to disaster risk management. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Disaster risk related terms are explained in accordance with local conditions. 
    ASSESSMENT CRITERION RANGE 
    Related terms include but are not limited to:
  • Hazard, natural phenomenon, vulnerability, capacity, disaster, incident, risk reduction, relief, response, significant event, community resilience, mitigation, recovery.

    Local conditions include indigenous knowledge.
     

  • ASSESSMENT CRITERION 2 
    The interaction between components of disaster risk are explained to show their relation to each other. 
    ASSESSMENT CRITERION RANGE 
    Components include but are not limited to hazards, vulnerabilities, risks, capacities.
     

    ASSESSMENT CRITERION 3 
    Components of disaster risk are identified and explained making use of existing and indigenous knowledge. 

    ASSESSMENT CRITERION 4 
    The relationship between disaster risk and development is explained to minimise disaster risk and vulnerability. 

    ASSESSMENT CRITERION 5 
    The concept of community resilience is explained to minimise disaster risk and vulnerability. 

    SPECIFIC OUTCOME 2 
    Describe and compare hazards and conditions of vulnerabilities in a specific environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Local hazards are identified and described in order to determine the nature of disaster risk. 
    ASSESSMENT CRITERION NOTES 
    The identification process includes the use of indigenous knowledge. 

    ASSESSMENT CRITERION 2 
    Local hazards are evaluated and prioritised in terms of threats they pose in a specific context. 

    ASSESSMENT CRITERION 3 
    Local vulnerabilities are identified and compared to determine the nature of risks. 

    ASSESSMENT CRITERION 4 
    Local vulnerabilities are evaluated and prioritised in terms of threats posed. 

    ASSESSMENT CRITERION 5 
    The role of stakeholder participation is described in hazard and vulnerability identification. 

    SPECIFIC OUTCOME 3 
    Identify local capacity to deal with hazards and vulnerabilities. 
    OUTCOME RANGE 
    Local capacity is inclusive of indigenous knowledge. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    An inventory of local skills and capacities that are found within a specific context are identified and compiled in terms of its relevance to disaster risk management. 

    ASSESSMENT CRITERION 2 
    The resources are identified and categorized for use in a specific disaster response environment. 

    ASSESSMENT CRITERION 3 
    The role of communities and local stakeholders is explained in terms of its relevance to disaster risk management. 
    ASSESSMENT CRITERION RANGE 
    Communities and local stakeholders include but are not limited to volunteers, Non-Governmental Organisations (NGOs), Community Based Organisations (CBOs), ward committees.
     

    ASSESSMENT CRITERION 4 
    Community resilience is explained to show its effects on the reduction of vulnerability. 
    ASSESSMENT CRITERION RANGE 
    Community resilience includes but is not limited to networking, problem solving, structures, involvement programmes.
     

    ASSESSMENT CRITERION 5 
    Natural and human induced hazards are identified in order to determine the procedures that should be followed to minimise the consequences. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assuror (ETQA) that has jurisdiction over this field of learning.

    The assessor will (at the very least) be accredited and have a relevant qualification and be a subject matter expert in this learning area and at least have 3 years experience in the skills specific area.

    The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment for a qualification.
  • Internal moderation.
  • External moderation.
  • An assessor, accredited by the relevant ETQA, will assess the learner's competency.
  • Assessment procedures will be supplied by the ETQA in alignment with NSB requirements.
  • All assessment activities must be fair, so that all candidates have equal opportunities. Activities must be free of gender, ethnic or other bias.
  • Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within the field, sub-field and NQF.
  • Questions and answers to determine theoretical knowledge are expected.
  • Assessment of a portfolio of evidence.
  • Direct observation in simulated and/or controlled work conditions. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names, functions and locations of:
  • Local environment including structures, institutions and infrastructure.

    Purpose of processes and procedures of:
  • Basic risk assessment and hazard mapping.
  • Basic vulnerability assessment.

    Attributes, properties, characteristics related to:
  • Formats of written reports and content.

    Cause and effect, implications of:
  • Vulnerable situations as root cause of disasters.

    Categories of things, processes, concepts:
  • List all possible role players.
  • Principles of stakeholder involvement and participation.
  • Basic disaster risk management concepts.
  • Timeousness and a sense of urgency.

    Procedures and techniques:
  • Assessment procedures, methods and techniques.
  • Liaison protocol.

    Regulations, legislation, agreements, policies:
  • Disaster Management Act, Act 57 0f 2002.
  • Related legislation and regulations.

    Theory, rules, laws, principles:
  • Disaster management terminology and concepts.
  • Unique characteristics of local capacity and indigenous knowledge systems.
  • Political, regulatory and legislative influences on vulnerability.
  • Basic theoretical disaster models.

    Relationships, systems:
  • Development and resilience/vulnerability.
  • Hazard, vulnerability, capacity and risk.
  • Between the constitution, legislation and disasters.
  • The inter-relationship between stakeholders and the environment.
  • Between political aspects/influences impacting on relationships with stakeholders.
  • Between government and organisational departments. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Identifying risks. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community during:
  • The identification of risks.
  • Identifying hazards.
  • The process of identifying vulnerabilities and vulnerable situations.
  • The process of building capacity.
  • The process of increasing community resilience in given situations, contexts and environment. 

  • UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively through:
  • Planning ahead.
  • Compliance with applicable legislation.
  • Performing appropriate checks and procedures.
  • Using checklists where appropriate. 

  • UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and articulation of:
  • Identification of hazards, risks, vulnerable situations and prioritising these. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Conveying risk identification information to relevant structures.
  • In meetings and informal communication with stakeholders. 

  • UNIT STANDARD CCFO SCIENCE 
    Using science, technology and indigenous knowledge effectively and critically, showing responsibility towards the environment and health of others through:
  • Environmental monitoring.
  • When they communicate using different aids and modes. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • Development and resilience/vulnerability.
  • Hazard, vulnerability, capacity, and risks.
  • Between the constitution, legislation and disasters.
  • The inter-relationship between stakeholders and the environment.
  • Between political aspects/influences impacting on relationships with stakeholders.
  • Between government and organisational departments. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Supplementary Information:

    Notes to Assessors:

    Assessors should keep the following general 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. 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.
  • At this level some errors are to be expected. Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. 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 candidate is able to perform in the real situation.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again.
  • All assessments should be conducted in line with the following well-documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment throughout the course of study and specific performances assessed. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  57712   Further Education and Training Certificate: Generic Management  Level 4  NQF Level 04  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  61670   Further Education and Training Certificate: Railway Construction and Maintenance  Level 4  NQF Level 04  Reregistered  2023-06-30  TETA 
    Elective  79246   Further Education and Training Certificate: Wild Land Fire Fighting  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 


    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.
     
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    9. AFRICA INFORMATION HUB 
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    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.