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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: Community Recreation 
SAQA QUAL ID QUALIFICATION TITLE
58163  Further Education and Training Certificate: Community Recreation 
ORIGINATOR
SGB Sport, Recreation & Fitness 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 02 - Culture and Arts  Sport 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  163  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This qualification is the first within the Recreation learning pathway. The Further Education and Training Certificate: Recreation is targeting entry level workers operating under supervision. The qualification will provide the learner with the necessary recreation knowledge, theory, skills and abilities regarding programming and management in order to effectively and efficiently design, implement and manage recreation programmes which contribute to the improvement in the quality of life and promote the health and well-being of individuals, groups and communities. It will appeal to learners in both the private and public sectors who may previously have been denied opportunities for such learning.

Learners can progress to Level 5, which offers a certificate and diploma in Recreation Management. This will provide access to new career paths and stimulate mobility and progression within the recreation sector. It is envisaged that learners can eventually move into specialized areas of programme management, such as parks and community development, playground safety, special education and training in recreation.

The qualification combines knowledge of recreation concepts and theory with programme management skills and competencies and an understanding of the far reaching benefits of recreation programmes on the health promotion of individuals, groups, communities, the surrounding environment and society in general.

Qualifying learners will be capable of following a career in:
  • Public Recreation Enterprise Management.
  • Recreation Programme Co-ordinators.
  • Recreation SMME Management.

    Rationale:

    Recreation programmes comprise a combination of specially selected activities, usually with a specific objective in mind and linked to the needs of the intended target group. For the purposes of this qualification the definition of what constitutes recreation will not be limited to any specific category of activities. In addition, all programme aims will be driven by the underlying premise that recreation should contribute to improving the health and well being of the individual participants and to improve the quality of life through positive interaction.

    This upholds the view that recreation can be both an end itself as well as a means to end. When recreation is viewed as a tool and vehicle for the achievement of some goal, it opens the way to exploring the health promotion potential of recreation in any given setting. Health promotion settings can be as varied as the range of possibilities from which activities can be chosen to create a recreation programme.

    In addition, recreation practitioners can create programmes in partnership with other related organisations and government departments to manage the health of individuals in a more holistic way to encourage a team approach to health promotion for the benefit of both the individual and the community. These partners include the Department of Social Welfare, Department of Health, fitness trainers, and Department of Education.

    A further way in which recreation programmes can be used for health promotion is to create an awareness of, and education about pertinent and relevant health related issues affecting individuals, specific target groups, and/or communities. Examples of these issues include HIV/Aids and Sexually Transmitted Diseases, teenage pregnancy, substance abuse, lack of exercise and fitness and rape.

    In order for service providers to effectively and efficiently design and deliver recreation programmes, which are consistent with this envisaged relationship between recreation and health promotion, they need to be suitably trained. To this end, the details of this qualification reflect the appropriate combination of recreation theory, skills, and abilities regarding programming and management. It is intended that learners undertaking this qualification will be able to progress to a Level 5 National Certificate: Recreation and manage privately managed recreation-related businesses, as well as being able to work within government departments as assistant recreation officers.

    The achievement of this qualification will contribute towards the full personal development of the learner and to the social and economic development of the nation at large. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication at NQF Level 3.
  • Life Skills at NQF Level 3.
  • Mathematical Literacy at the NQF Level 3.

    Recognition of Prior Learning (RPL)

    This qualification can be achieved wholly or in part through recognition of prior learning. Prior learning includes formal, informal and non-formal learning and workplace experience, in terms of the criteria laid out. RPL may allow for the accelerated access to further learning at this level or higher on the NQF. RPL may allow for obtaining credits towards unit standards in this qualification.

    The Assessor and the learner will decide on the methods to determine prior learning and or competence in the knowledge, attitudes, and skills embedded in the Qualification and the associated Unit Standards through an integrated assessment approach.

    All RPL is subject to the quality assurance procedures of the relevant ETQA. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 163 credits as detailed below.

    Fundamental component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    All Unit Standards in the Fundamental Component are compulsory.

    Core component:
  • The Core Component consists of Unit Standards to the value of 104 credits all of which are compulsory.

    Elective component:
  • The Elective Component consists of Unit Standards to the value of 72 credits. Learners are to choose Unit Standards to the minimum of 3 credits. 

  • EXIT LEVEL OUTCOMES 
    On achieving this qualification, the learner will:

    1. Demonstrate and apply basic business management principles to manage a Recreation office.
    2. Understand the concepts of Recreation, Sport, Play, Work and Free time and promote the benefits of participation.
    3. Develop, design, implement, and evaluate Community Recreation programmes.
    4. Create a safe environment for participation in a Recreation programme. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • A business plan for a recreation organisation is developed with special focus on the organogram and the vision and mission of the organisation.
  • Explain and perform the basic management processes within a recreation organization ensuring the safe storage of information and records and maintain sound financial controls.
  • Implement quality leadership skills and maintain an ethical and professional environment for growth when working closely with colleagues, stakeholders and participants
  • Identify and maintain different types of facilities for utilisation by Recreation programmers and participants with the emphasis on effective and efficient scheduling of resources.
  • Prepare plans for sponsorship and develop effective marketing and public relation strategies.

    2.
  • Describe and understand the concepts of leisure, sport, work and play within a historical and philosophical context and its implications for Community Recreation.
  • Describe the benefits of Community Recreation programmes and access and apply relevant information from various sources to successfully develop and implement Community Recreation programmes.
  • Identify the trends and barriers to participation in leisure time activities.
  • Identify and describe the different types of service providers of Community Recreation programmes.

    3.
  • Develop, design and evaluate a simple Community Recreation programme after performing a needs analysis to establish the requirements of the different target groups.
  • Describe and understand the need for and importance of volunteers in sustaining a Community Recreation programme.
  • The process of Recreation programming is understood.

    4.
  • Understand and explain the safety requirements within a Recreation setting.
  • Implement the organisations risk management policy to ensure health, safety, and security of workers, participants and members of the public.

    Integrated assessment:

    Integrated assessment provides an opportunity for learners to show that they are able to integrate concepts, ideas, and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome.

    Methods of assessment must be appropriate, fair, manageable, and integrated into real work or learning situations so that no learner is disadvantaged in any way. Integrated assessment must be able to evaluate and critique the quality of observable performance and establish the quality of the cognitive processes that underpin this performance. Assessment tools must encourage learners to explain the thinking and decision-making processes that supports their demonstrated performance.

    The assessment of knowledge, attitudes, skills, and values described in the unit standards should be integrated.

    The fundamental component (literacy, communication and numeracy skills) of this qualification on NQF level 4 can be assessed through occupational contexts and activities for example Recreation programming. It is important to make sure these fundamental skills are translated throughout the qualification.

    During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. The methods used in assessment must be diverse, and the tools and methods selected should be appropriate to the context in which the learner is employed. Alternative techniques for assessment must be performed if workplace assessment is difficult or not possible.

    Assessors and moderators should adopt an approach to make use of a variety of formative and summative assessments methods. Assessors should assess and credit learning that has already been acquired through formal, informal, and non-formal learning and relevant work experience.

    Integrated assessment of the unit standards in the qualification must evaluate specific outcomes, embedded knowledge, and critical cross-field outcomes. The primary aim of this qualification is to ensure that learners have a solid foundation of general education to prepare them for further learning, whatever career path they may choose. 

  • INTERNATIONAL COMPARABILITY 
    The following countries were selected for international comparability based on the provision of education and training best practice and bench marking in the field of Recreation and Leisure services. Internationally, vocational education and training in Recreation is offered in Australia, New Zealand, and the United Kingdom.

    Australia

    There are four Community Recreation qualification titles offered, included within the Community Recreation Qualifications framework as follows:
  • Certificate I in Community Recreation.
  • Certificate II in Community Recreation.
  • Certificate III in Community Recreation.
  • Certificate IV in Community Recreation.

    Certificate II in Community Recreation

    The Certificate II in Community Recreation is designed for the role of entry level employees working in the community recreation industry under supervision. The breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge applications where there is a clearly defined range of contexts in which the choice of action required is usually clear and there is limited complexity in the range of options to be applied.

    Likely functions within the community recreation industry for those who have this level of competency include working under supervision with the conduct of recreation activities, events, facility maintenance, operations and other associated tasks, acting according to clearly defined Standard Operating Procedures, rules and regulations and the organisation's documented guidelines. Occupations include Attendants (and other titles) working in a
    recreation facility or environment.

    Core Units - Compulsory
  • Work effectively in a business environment.
  • Organise and complete daily work activities.
  • Communicate in the workplace.
  • Work effectively with others.
  • Implement improved work practices.
  • Participate in environmental work practices.
  • Operate computing packages.
  • Provide first aid.
  • Deal with client feedback.
  • Develop knowledge of the sport and recreation industry.
  • Follow defined Occupational Health and Safety policies and procedures.

    Stream units - Compulsory
  • Apply the principles of community development to community recreation work.
  • Respond to clients at risk.
  • Apply point of sale handling procedures in a recreation setting.
  • Assist in preparing sport and recreation sessions for participants.
  • Assist in conducting sport and recreation sessions for participants.

    An extensive range of electives is offered in specialist areas.

    New Zealand

    New Zealand training providers offer training in Community Recreation with an introductory course, National Award in Recreation, of 22 credits leading up to a National Diploma in Community Recreation (Program and Event Management) with a total credit value of 167 at Level 6 on the New Zealand Qualifications Framework.

    The vocational qualifications in Recreation focus on the following areas of competency:
  • Recreation theories.
  • Arts and craft.
  • Business administration services.
  • Generic marketing.
  • Community Recreation development.
  • Recreation management.
  • Recreation programmes and events.
  • Practical and professional skills for disability support, resources and communication.
  • Social services.
  • Generic computing.
  • Adult Education and Training.
  • Early childhood Education and Care.
  • Special education.
  • Teacher education.
  • Core health studies.
  • Occupational Health and Safety.
  • Communication skills.
  • Interpersonal Communications.
  • Writing.
  • Special indigenous programs.
  • Social Science studies.
  • Art History.
  • History.

    United Kingdom

    The entry-level qualification is a NVQ Level 2 diploma in Sport, Recreation, and Allied Occupations: Operational Services.

    Areas of competency include:
  • Customer relations, Safety and Team work-compulsory learning.
  • Equipment.
  • Facilities.
  • Customer care.
  • Team leading.

    The career path for Recreation in the United Kingdom is as described below:

    Level 3: Advanced subsidiary GCE in Leisure Studies - 180 hours.

    Areas of competency include:
  • The leisure industry
  • Working practices in Leisure
  • The Leisure customer

    Advanced GCE in Leisure Studies - 240 hours
  • The Leisure industry today.
  • A people business.
  • Getting it right in the leisure industry.
  • Leisure in action.
  • Working in the people business.
  • Current issues.

    Level 4: Higher Professional Diploma in Sport and Recreation Management - 480 hours

    Mandatory units
  • Personal development planning.
  • Customer care strategy.
  • Marketing.
  • Management of Health, Safety and Security.
  • Facility and operations management.
  • Facility Management.
  • Human Resource Management.
  • Quality management.
  • Sports Logistics and Event management.
  • Sport and Recreation Management.
  • Sport and Society.

    Optional Units
  • Environment and ethical issues of Management.
  • Funding and Sponsorship in Sport.
  • Sports Logistics and Event Management.
  • Retail operations.
  • Crowd Safety and Event control.

    Optional units - Professional Sport Management
  • Design and Technical Operations in Sport.
  • Sports Development.
  • Customer Care strategy in Sport and Recreation.
  • Service development and monitoring in Sport and Recreation.
  • Environmental and Ethical Issues in management.
  • Retail operations.
  • Crowd safety and event control.

    United States of America

    Forty-eight Universities offer degrees in Recreation and Leisure Services. Private service providers, government agencies and professional organisations provide education and training to maintain professionalism through the continuous education programmes and courses.

    Standards and evaluative criteria for Baccalaureate Programs in Recreation, Park Resources and Leisure established by The Council on Accreditation, recognized by the Council for Higher Education Accreditation in 2004, described the following standards for the Baccalaureate degree.

    The Baccalaureate degree has the following series of standards:

    Series 7.00 which addresses foundation understandings (general education) including:
  • Leisure Services Management.
  • Natural Resources Recreation Management.
  • Therapeutic Recreation.
  • Leisure/Recreation program delivery.

    Series 8.00 describes the professional competencies including:
  • Conceptual foundations-understanding play, recreation and leisure in contemporary society and throughout the lifespan.
  • Understanding the inter-relationship between leisure behaviour and the environment.
  • Understanding of environmental ethics and its relationship to leisure behaviour.
  • Understanding of the following as they relate to recreation, park resources and leisure:

    > History and development of the profession.
    > Professional organisations.
    > Current issues and trends in the profession.
    > Understanding of ethics and professionalism.
    > Understanding of the importance of maintaining professional competence and the available resources for professional development.
  • Delivery systems:

    > Understanding of the roles, interrelationships and use of diverse delivery systems addressing recreation, parks resources and leisure.
    > Understanding of the importance of leisure service delivery systems for diverse populations.
    > Operating programs and services.
    > Designs of areas and facilities.
    > Community development.
    > Economic development.
  • Programme and event planning:

    > Understanding of the variety of programmes and services to enhance individual, group and community quality of life.
    > Ability to implement the following principles and procedures related to programme/event planning for individual, group and community quality of life.

    > Assessment of needs.
    > Development of outcome oriented goals and objectives.
    > Selection and coordination of programmes, events and resources.
    > Marketing of programmes and events.
    > Preparation, operation and maintenance of venues.
    > Implementation of programmes and events.
    > Evaluation of programmes and events.

    > Understanding of group dynamics and processes.
  • Ability to use various leadership techniques to enhance individual, group and community experiences.
  • Administration and Management.

    > Apply basic principles of research.
    > Understand the fundamental principles and procedures of management.
    > Understand the fundamental principles and procedures of human resource management.
    > Understanding the principles and procedures of supervisory leadership.
    > Understanding of the principles and procedures of budgeting and financial management.
    > Understanding of the principles and procedures related to agency marketing techniques and strategies.
    > Ability to utilize the tools of professional communication.
    > Ability to apply current technology to professional practice.
    > Knowledge of the following principles and procedures of developing areas and facilities:

    > Assessment.
    > Planning.
    > Functional design.
    > Evaluation.
    > Operation and maintenance.

    > Legal aspects

    > Legal foundations and the legislative process.
    > Contracts and sport law.
    > Regulatory agents and methods of compliance.

    > Understanding the principles and practices of safety, emergency and risk management related to recreation, park resources and leisure services.
  • Field Experiences

    > Formal field experiences of 100 hours in an appropriate professional recreation organization/agencies prior to internship.
    > Internship, full time continuing experience in one appropriate professional recreation organization/agencies of 400 hours. 

  • ARTICULATION OPTIONS 
    This qualification articulates vertically to the National Diploma in Recreation Management at NQF level 5.

    This qualification articulates horizontally with the following qualifications:
  • Further Education and Training Certificate: Management and Administration, Level 4, ID: 49129.
  • Further Education and Training Certificate: Leadership Development, Level 4, ID: 50081.
  • Further Education and Training Certificate: Community Health Work, Level 4, ID: 49131.
  • Further Education and Training Certificate: Development Practice, Level 4, ID: 23094.
  • Further Education and Training Certificate: Youth Development, Level 4, ID: 57428. 

  • MODERATION OPTIONS 
  • Anyone assessing a learner against these standards must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of these unit standards or will assess these unit standards must be accredited as a provider with the relevant ETQA accredited.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.
  • Assessors registered with the relevant ETQA must carry out the assessment of learners for any of the unit standards that make up this qualification. The assessor must have contextual competence in the form of a certificate, qualification or experience related to the unit standards in which assessments are conducted. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • A minimum of 2 (two) years¿ practical, relevant occupational experience in Recreation
  • To be declared competent in all the outcomes of the National Assessor Unit Standards as stipulated by South African Qualifications Authority (SAQA)
  • To be in possession of a Qualification in Recreation at NQF Level 5 or higher.

    Notes to assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessment:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. The aim is to declare the person competent in term if the qualification purpose. Where assessment at across titles or at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies. 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 that learner is able to perform in the real situation.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent as defined below:

    Principles of assessment:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manageable: The methods used make for easily arranged cost-effective assessments that do not interfere with learning.
  • Integration into work or learning: Evidence collection is integrated into work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standard, i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Assessment learners understand the assessment process and the criteria
    that apply.
  • Consistent: The same assessor would make the same judgment again in similar circumstances. The judgment made is similar to the judgment that
    would be made by other assessors. 

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  123258  Foster and maintain customer relations  Level 3  NQF Level 03  10 
    Core  243619  Access sources of information for use in community recreation programmes  Level 4  NQF Level 04 
    Core  243613  Apply and evaluate leadership principles in a recreation environment in South Africa  Level 4  NQF Level 04 
    Core  243621  Assist in the development of marketing plans for a recreation programme or activity  Level 4  NQF Level 04 
    Core  117499  Demonstrate entrepreneurial competence  Level 4  NQF Level 04  12 
    Core  243625  Describe the benefits of participating in a recreation programme  Level 4  NQF Level 04 
    Core  243611  Develop plans to manage sponsorship for a recreation programme  Level 4  NQF Level 04 
    Core  243623  Explain and interpret the processes involved in community recreation programming  Level 4  NQF Level 04 
    Core  243626  Explain recreation concepts and trends within the South African context  Level 4  NQF Level 04 
    Core  243612  Identify and describe the role and functions of the providers of recreation services in South Africa  Level 4  NQF Level 04 
    Core  243616  Identify and manage hazards and risks in relation to a recreation activity and environment  Level 4  NQF Level 04 
    Core  243614  Manage a simple event or community recreation programme  Level 4  NQF Level 04  12 
    Core  243618  Manage administration records in recreation environment  Level 4  NQF Level 04 
    Core  243615  Manage and support volunteers in a community recreation environment  Level 4  NQF Level 04 
    Core  243620  Operate a recreation facility  Level 4  NQF Level 04 
    Core  243624  Perform basic financial procedures within a recreation organization  Level 4  NQF Level 04 
    Core  243617  Recognise and apply operational management principles within a recreation context  Level 4  NQF Level 04  10 
    Core  243622  Understand peoples needs and influences on leisure participation in South Africa  Level 4  NQF Level 04 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  119466  Interpret a variety of literary texts  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04 
    Elective  110053  Conduct a basic community needs assessment  Level 4  NQF Level 04  12 
    Elective  110056  Conduct advocacy campaigns and workshops in development practice  Level 4  NQF Level 04  12 
    Elective  114208  Develop a strategy to manage compromised employee wellbeing  Level 4  NQF Level 04 
    Elective  12353  Facilitate participatory community development processes  Level 4  NQF Level 04  12 
    Elective  114483  Identify and apply strategies to deal with risk behaviour to promote psychological health and wellness  Level 4  NQF Level 04 
    Elective  120182  Participate in a community health assessment  Level 4  NQF Level 04 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.
     
    NONE 



    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.