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:

Understand social issues

SAQA US ID	UNIT STANDARD TITLE
8419	Understand social issues
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 11 - Services			Hospitality, Tourism, Travel, Gaming and Leisure
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 2	NQF Level 02	4
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

A person assessed as competent against this unit standard will be able to:

Select a sociological feature for consideration and justify this choice with reference to a particular workplace.

Describe a workplace in terms of the sociological feature.

Describe the constitutional, legislative or policy issues impacting on the sociological feature.

Explain the impact on individuals and groups in the workplace.

Reflect on the implications for themselves.

This competence will equip learners with thinking tools which underpin their ability to participate thoughtfully and ethically in any environment. In so doing, it will contribute to the development of a more critical citizenry.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

No prior learning is assumed.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "e.g." 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

Select a sociological issue for consideration.

OUTCOME NOTES

Select a sociological issue for consideration and justify the choice with reference to a particular workplace.

OUTCOME RANGE

Sociological features could include any of the categories used in the Employment Equity Act, the Bill of Rights or drawn from social theory.

Justification must include at least an argument as to the relevance of the issue to the workplace chosen.

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; 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.

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 suitable people (eg: reports from a third party)

Integrated assessment:
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 2

Describe a workplace in terms of any key sociological feature.

OUTCOME RANGE

Description must include at least an accurate summary of the relevant constitutional, legislative and/or policy requirements.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 3

Describe the constitutional, legislative or policy issues impacting on the sociological feature.

OUTCOME RANGE

Description must include at least an accurate summary of the relevant constitutional, legislative and/or policy requirements.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 4

Explain the impact on individuals and groups in the workplace.

OUTCOME RANGE

Explanation must include at least issues of individual and group perception.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 5

Reflect on the implications for themselves.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. 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.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. 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 standards as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The person acquiring this unit standard should be able to demonstrate a knowledge and understanding of:
1. A limited variety of sociological features relevant to South African workplaces.
2. The constitutional, legislative and policy requirements relating to any one of these features.
3. Any social theory which explains the impact of a sociological feature on the perception of individuals and groups.
4. The relevance of social understanding for workplaces and the actions of individuals within the workplace.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO WORKING

Working effectively with others as a member of a team, group, organisation or community - relates to the following outcomes:

Select a sociological issue for consideration and justify the choice with reference to a particular workplace.

Describe a workplace in terms of any key sociological feature.

Describe the constitutional, legislative or policy issues impacting on the sociological feature.

Explain the impact on individuals and groups in the workplace.

UNIT STANDARD CCFO ORGANISING

Personal development - relates to the following outcomes:

Select a sociological issue for consideration and justify the choice with reference to a particular workplace.

Describe a workplace in terms of any key sociological feature.

Describe the constitutional, legislative or policy issues impacting on the sociological feature.

Explain the impact on individuals and groups in the workplace.

UNIT STANDARD CCFO DEMONSTRATING

Understanding the world as a set of related systems - relates to the following outcomes:

Select a sociological issue for consideration and justify the choice with reference to a particular workplace.

Describe a workplace in terms of any key sociological feature.

Describe the constitutional, legislative or policy issues impacting on the sociological feature.

Explain the impact on individuals and groups in the workplace.

UNIT STANDARD CCFO CONTRIBUTING

Contributing to the personal development of learners and the society and economy, by participating as responsible citizens in the life of local, national and global communities - relates to the following outcomes:

Select a sociological issue for consideration and justify the choice with reference to a particular workplace.

Describe a workplace in terms of any key sociological feature.

Describe the constitutional, legislative or policy issues impacting on the sociological feature.

Explain the impact on individuals and groups in the workplace.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Assessment case studies and other supplementary to be developed through the learnership pilots.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	24199	National Certificate: Community Conservation: Liaison and Support	Level 2	NQF Level 02	Passed the End Date - Status was "Registered"	2006-04-09	CATHSSETA
Core	17174	National Certificate: Tourism: Guiding	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Fundamental	20415	National Certificate: Conservation Resource Guardianship	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2008-02-06	Was CATHSSETA until Last Date for Achievement
Fundamental	48433	National Certificate: Conservation: Species Care in Controlled Environments	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Fundamental	22439	National Certificate: International Trade	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2007-11-28	Was TETA until Last Date for Achievement
Fundamental	20414	National Diploma: Service Management	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

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.	Aldabri 106 Institute for Quality Pty Ltd
2.	Maritime Business Institute
3.	Wildlife and Environment Society of SA