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: |
Apply knowledge of issues of diversity in a specific South African context |
SAQA US ID | UNIT STANDARD TITLE | |||
263936 | Apply knowledge of issues of diversity in a specific South African context | |||
ORIGINATOR | ||||
Task Team - Adult Learning | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
- | ||||
FIELD | SUBFIELD | |||
Field 05 - Education, Training and Development | Adult Learning | |||
ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
Undefined | Regular | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
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 |
South Africa is a diverse community and people across all fields and occupations are required to interact with different groups of people. This Unit Standard assumes a basic understanding of diversity and requires learners to apply that knowledge as they live and work together is a specific South African community. It requires learners to challenge their own attitudes and values and to apply solutions within a specific context. It will be especially useful for learners in local, regional and national government departments, business, civil society, education and counselling, management, Non-Governmental Organisations (NGOs), events management and travel and tourism.
The qualifying learner is capable of: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It is assumed that learners are competent in Communication at Level 4. |
UNIT STANDARD RANGE |
The typical scope of this Unit Standard is:
|
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Demonstrate understanding of the underlying dynamics that give rise to perceptions of diversity. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Positive and negative personal experiences are analysed to identify key factors that have influenced perceptions and stereotypes of other people. |
ASSESSMENT CRITERION RANGE |
Personal experiences may be related to socialisation institutions including, but not limited to, family, school, faith based organisations, workplaces, sectors, communities and social networks. |
ASSESSMENT CRITERION 2 |
The influence of child-raising practices and socio-cultural aspects on attitudes, values and behaviours are discussed with examples. |
ASSESSMENT CRITERION RANGE |
Attitudes, values and behaviours include those relating to all aspects of diversity. |
ASSESSMENT CRITERION 3 |
Issues relating to class in the South African context are discussed with reference to past and present attitudes, values and behaviours. |
ASSESSMENT CRITERION RANGE |
Issues include, but are not limited to equity, distribution of resources, gender practices, economic inequality, urban versus rural, poverty, and the rising middle class. |
ASSESSMENT CRITERION 4 |
The role of the media in influencing perception is explained with reference to positive and negative influences on perceptions of diversity. |
ASSESSMENT CRITERION RANGE |
Media include, but are not limited to print, radio, electronic, digital, mainstream and other types. |
SPECIFIC OUTCOME 2 |
Apply knowledge of psycho-social factors that have relevance for inter-group relationships. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Levels of self-awareness, consciousness, and maturity are analysed in terms of their impact on inter-group relationships. |
ASSESSMENT CRITERION 2 |
Social factors that impact on intergroup relationships are analysed with reference to the interplay between psychological and social factors. |
ASSESSMENT CRITERION RANGE |
Social factors include, but are not limited to class, race, socialisation, gender, education and nationality. |
ASSESSMENT CRITERION 3 |
The issue of power is discussed in terms of challenges posed for inter-group relationships. |
ASSESSMENT CRITERION 4 |
Issues of conflict and co-operation are discussed with reference to similarities and differences between groups. |
ASSESSMENT CRITERION 5 |
Entrenched, recurring patterns of behaviour that impact on intra and inter group relations are analysed with reference to changes in relationships. |
ASSESSMENT CRITERION RANGE |
Entrenched, recurring patterns of behaviour include, but are not limited to labelling, discrimination, stereotyping, tolerance, acceptance of boundaries within and between groups and changing contexts. |
SPECIFIC OUTCOME 3 |
Investigate differences in privilege and power among members of a specific community/organisation. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The concept of power is discussed in terms of popular power and position power. |
ASSESSMENT CRITERION 2 |
The roles of stakeholders in a specific community/organisation are analysed with reference to different types of power and who holds power in the group. |
ASSESSMENT CRITERION RANGE |
Power includes power vested in groups and individuals, entrenched power and specialised or expert power. |
ASSESSMENT CRITERION 3 |
The concept of privilege is discussed with reference to access to resources and opportunities. |
ASSESSMENT CRITERION 4 |
Evidence of privilege in a community is analysed to determine why some individuals or groups enjoy the identified privileges. |
SPECIFIC OUTCOME 4 |
Propose a course of action to bring about change in a select group/community. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The dynamics of a selected group are analysed in order to identify potential areas for change. |
ASSESSMENT CRITERION 2 |
Entrenched attitudes, values and behaviours in a group or sub-group are analysed in terms of how these are perpetuated by individuals in the group. |
ASSESSMENT CRITERION 3 |
Common patterns in a group are analysed as indicators of inter and intra personal relations. |
ASSESSMENT CRITERION 4 |
Strategies that could be used to influence people to achieve a common purpose are explored to deal with a diversity issue. |
ASSESSMENT CRITERION RANGE |
Strategies include, but are not limited to negotiation and win-win. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
N/A |
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
The learner is able to identify and solve problems in which responses show that responsible decisions using critical and creative thinking have been made in proposing a course of action to bring about change in a select community. |
UNIT STANDARD CCFO WORKING |
The learner is able to work effectively with others as a member of a team, group, organisation or community in investigating differences in privilege and power among members of a specific community. |
UNIT STANDARD CCFO ORGANISING |
The learner is able to organise and manage him/herself and his/her activities responsibly and effectively in conducting an investigation into a specific community. |
UNIT STANDARD CCFO COLLECTING |
The learner is able to collect, organise and critically evaluate information. |
UNIT STANDARD CCFO COMMUNICATING |
The learner is able to communicate effectively in discussing issues of privilege, power and diversity. |
UNIT STANDARD CCFO SCIENCE |
The learner is able to use science and technology effectively and critically in using a variety of media including print, radio, electronic, digital, mainstream and other types as sources of information. |
UNIT STANDARD CCFO DEMONSTRATING |
The learner is able to demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in proposing a course of action to bring about change in a specific community. |
UNIT STANDARD CCFO CONTRIBUTING |
The learner is able to demonstrate cultural sensitivity across a range of social contexts in conducting an investigation in a specific community. |
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 |
N/A |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Core | 66869 | National Certificate: Home Affairs Services | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | PSETA |
Fundamental | 67373 | National Diploma: Orientation and Mobility Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 64649 | Higher Certificate: Early Childhood Development | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 59429 | National Certificate: Inclusive Education | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 20485 | National First Degree: ABET Practice | Level 6 | Level TBA: Pre-2009 was L6 | Passed the End Date - Status was "Reregistered" |
2018-12-31 | ETDP SETA |
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. | BOLAND COLLEGE |
3. | Capricorn College for FET |
4. | Caversham Education Institute |
5. | CENTRE FOR EARLY CHILDHOOD DEVELOPMENT |
6. | College of Cape Town - Athlone Campus |
7. | Custoda Trust |
8. | Damelin |
9. | Damelin Correspondence College (Pty) Ltd |
10. | Directflo |
11. | DM Training Consultants |
12. | Early Learning Foundation Montessori Teacher Training |
13. | Early Learning Resource Unit (ELRU) |
14. | EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) |
15. | Edu-Prof Training Centre |
16. | EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT |
17. | FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE |
18. | Goldfields TVET College |
19. | Grassroots Adult Education and Training Trust |
20. | Jabulani Training & Development |
21. | Katiso-kuno Consulting |
22. | Kgaka Kgolo Institute (Pty) Ltd |
23. | KHANIMAMBA TRAINING AND RESOURCE CENTRE |
24. | Klein Karoo Resource Centre |
25. | Loago Business Consulting |
26. | MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE |
27. | MATHS CENTRE INCORPORATING SCIENCES |
28. | Montessori Teacher Training Centre South Africa |
29. | Motheo Training Institute Trust |
30. | MWG Logistical Services |
31. | New Beginnings Training and Development Organisation |
32. | NKANGALA TVET COLLEGE |
33. | Northern Cape Urban College: Kimberley Campus |
34. | Northlink College |
35. | Northshore Trading 19CC t/a Makakhaunye Training and Development Agency |
36. | Orbit FET College - Central Office |
37. | Reflections Development Institute |
38. | Right 4 u College |
39. | SANTS College |
40. | SERITI INSTITUTE |
41. | Siyahluma Education Institute |
42. | South African Guide-Dogs Association for the Blind |
43. | South Cape Public FET College - George Campus |
44. | South West Gauteng Tvet College |
45. | Sustainability Institute Trust |
46. | T Mabuya & Associates (Pty) Ltd |
47. | Teachers Learning Centre (Pty) Ltd |
48. | Tembe Service Providers |
49. | Thasha Training and Consulting |
50. | The Iscariota Group (Pty) Ltd |
51. | The Port Elizabeth Early Learning Centre |
52. | THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT |
53. | Train 2 Teach (PTY) Ltd |
54. | UNIVERSAL COLLEGE OUTCOMES SA |
55. | Vuselela TVET College |
56. | VUWA PROJECTS |
57. | WEST COAST COLLEGE FET |
58. | WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING |
59. | World Wide Education Providers(Pty)Ltd |
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. |