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: 

Implement a pre-designed peer education programme in a specific setting under supervision 
SAQA US ID UNIT STANDARD TITLE
264256  Implement a pre-designed peer education programme in a specific setting under supervision 
ORIGINATOR
SGB Peer Education 
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 2  NQF Level 02 
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 is intended for individuals who are working as peer educators in Education and Training and Development (ETD) institutions, workplace, community, youth organisations, Community Based Organisations (CBOs), Faith Based Organisations (FBOs), Non-Governmental Organisations (NGOs) and health services contexts. This unit standard is designed to equip individuals with the necessary knowledge, skills, values and attitudes to become a competent and effective peer educator.

Learners completing this unit standard will be competent in:
  • Identifying and describing the roles and responsibilities of a peer educator within a specific context.
  • Planning and organising a peer education session.
  • Identifying and applying methodologies to facilitate a peer education session.
  • Compiling a report on the peer education session. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in the following:
  • Communication skills at NQF Level 1.
  • Mathematical Literacy at NQF Level 1. 

  • UNIT STANDARD RANGE 
    The typical scope of this unit standard is peer education by trained peers for peers in a specific sphere of influence, such as Primary Schools, High Schools, Colleges, Higher Education Institutions, Workplace, Private ETD Providers, specific communities and among the Youth in order to encourage positive choices, question own behaviour, enhance health seeking behaviour, reduce at risk behaviour and promote an enabling environment. It includes, but is not limited to, targeted interventions, sustained engagements, on-going support programmes and role-modelling where the programme relies on mainly oral and non-verbal communication.

    Peer Education is defined as a dynamic process, a strategy, a communication channel, system and a tool whereby selected and well trained people in a specific sphere of influence:
  • Contribute towards an increase in knowledge, skills, values and attitudes.
  • Enhance health seeking behaviour.
  • Reduce risk behaviours and vulnerability.
  • Promote resilience.
  • Rectify or influence a situation.

    Peer Education includes but is not limited to:
  • Targeted interventions.
  • Sustained engagements.
  • Ongoing support programmes.

    Peer education is not a replacement for available professional/formal education but an extension of education that promotes dialogue and information sharing amongst peers. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify and describe the roles and responsibilities of a peer educator within a specific context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A definition for peer education is provided that suits the formally recognised definition using own words. 

    ASSESSMENT CRITERION 2 
    Peer education is compared with other forms of education in terms of similarities and differences. 
    ASSESSMENT CRITERION RANGE 
    Peer education may include but is not restricted to other forms of education such as information-based education and training.
     

    ASSESSMENT CRITERION 3 
    The roles and responsibilities of a peer educator are identified and described in terms of their application in a specific context. 
    ASSESSMENT CRITERION RANGE 
    Roles of a peer educator include but are not limited to facilitation of peer education session, role modelling of healthy behaviour (in all societal sub groups), recognise needs of the peers and refer if necessary, advocate for resources, provide psycho-social care and support (not counselling), participate in campaigns, face-to-face interactions.

    Examples of responsibilities:
  • Be prepared, commitment, maintain confidentiality, good work ethic, be responsible, punctuality, non-discrimination, remain within the parameters of their scope of practice.
     

  • ASSESSMENT CRITERION 4 
    Qualities required for peer educators are listed and described in terms of achieving the required results. 
    ASSESSMENT CRITERION RANGE 
    Qualities include but are not limited to characteristics, values and attitudes including credibility, integrity, honesty, respect, confidence, trustworthiness, reliability, ability to maintain confidentiality, impartiality, empathy and accountability.
     

    ASSESSMENT CRITERION 5 
    Goals and objectives of a peer education programme are described in own context. 

    ASSESSMENT CRITERION 6 
    Elements of a healthy lifestyle are identified in terms of the impact on peers. 
    ASSESSMENT CRITERION RANGE 
    A healthy lifestyle refers to but is not limited to addressing health issues only, but includes the environment and safety issues.
     

    ASSESSMENT CRITERION 7 
    Explanations are provided of how peer education contributes to the promotion of informed choices. 

    ASSESSMENT CRITERION 8 
    Challenges to the effectiveness of a peer educator are identified and described in terms of internal and external aspects. 
    ASSESSMENT CRITERION RANGE 
    Challenges include but are not limited to internal (e.g. self-esteem) and external aspects (e.g. peer pressure and resources).
     

    ASSESSMENT CRITERION 9 
    Overstepping boundaries in own area of responsibility are identified and discussed in terms of the consequences within a specific context. 

    SPECIFIC OUTCOME 2 
    Plan and organise a peer education session. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Components required of the session are identified and described in order to achieve the goals of the session. 
    ASSESSMENT CRITERION RANGE 
    Components include but are limited to the topic, opening, body, conclusion, assessment, reflection and review of session.
     

    ASSESSMENT CRITERION 2 
    Resources to carry out the delivery of a peer education session are identified and organised effectively. 

    ASSESSMENT CRITERION 3 
    The plan for a peer education session is logical and well structured in terms of educational principles. 

    SPECIFIC OUTCOME 3 
    Identify and apply methodologies to facilitate a peer education session. 
    OUTCOME RANGE 
    Facilitation refers to a process of learning through dialogue, discussion, sharing of information and use of experiential learning approach in a non-threatening environment, and against the session plan. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A peer education intervention is facilitated in accordance with the planned peer education session outcomes. 

    ASSESSMENT CRITERION 2 
    Facilitation methodologies and techniques related to knowledge, skills, values and attitudes are identified and applied as necessary to transfer the knowledge effectively. 
    ASSESSMENT CRITERION RANGE 
    Facilitation methodologies and techniques refer to but are not limited to group work, role-plays, brainstorming, plenary, experiential learning, debates, simulation, case studies, educational games, demonstrations, etc.
     

    ASSESSMENT CRITERION 3 
    Communication skills are applied in order to promote interaction between peers during the session. 
    ASSESSMENT CRITERION RANGE 
    Communication skills refer to but are not limited to communication for the specific group and context, verbal and non-verbal communication, listening skills, questioning skills, communication of values and attitudes.
     

    ASSESSMENT CRITERION 4 
    The use of groupwork processes is demonstrated by ensuring active participation of all participants. 

    ASSESSMENT CRITERION 5 
    Possible problems that may arise during group discussions are identified and suitable action is taken to ensure the problems are not detrimental to the learning process. 

    SPECIFIC OUTCOME 4 
    Compile a report on the peer education session. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The outcomes of peer education session are identified and described for recording purposes. 

    ASSESSMENT CRITERION 2 
    Elements to be included in a report are described in accordance with reporting procedures. 

    ASSESSMENT CRITERION 3 
    A report is compiled reflecting the realised outcomes of the peer education session against the planned outcomes. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standard as well as the integrated competence described in the qualification. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Basic writing skills.
  • Basic communication skills.
  • Healthy life style.
  • Facilitating groups. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems relating to healthy living and wellness are identified and described in order to promote a healthy lifestyle. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a peer education team to plan and implement a peer education session and identify networks for effective referral. 

    UNIT STANDARD CCFO ORGANISING 
    Planning, organising and managing oneself and one's activities responsibly and effectively to perform peer education roles. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information for effective reporting in accordance with organisational requirements. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the form of oral and/or written presentation of information to peers and to immediate supervisors for decision-making. 

    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 
    Integrated Assessment:

    When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessment Option:

    Learners could be assessed using the following methods:
  • Oral or written questions.
  • Observation.
  • Simulation.
  • Role-plays.
  • Project, etc. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Reregistered  2023-06-30  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. Bridges of Hope Training 
    2. GCube Communications (PTY) LTD 
    3. Gold Peer Education Development Agency NPC 
    4. Zisukumele Training Academy (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.