SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Develop, facilitate and evaluate appropriate Christian responses to HIV/AIDS

SAQA US ID	UNIT STANDARD TITLE
115949	Develop, facilitate and evaluate appropriate Christian responses to HIV/AIDS
ORIGINATOR
SGB Christian Theology and Ministry
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 07 - Human and Social Studies			Religious and Ethical Foundations of Society
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular-Fundamental	Level 6	Level TBA: Pre-2009 was L6	12
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
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 be useful to people who wish to enable individual Christians as well as church communities to develop a range of projects and programmes that will address the HIV/AIDS epidemic pastorally, educationally, socially and/or politically.

People credited with this unit standard are able to:

Analyse and critique definitions of HIV/AIDS

Present and assess a Christian theological perspective on the disease

Organise and facilitate programmes in response to the epidemic

Evaluate the impact of programmes

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

There are no required prior competencies.

UNIT STANDARD RANGE

The following scope and context applies to the whole unit standard:

The responses are defined as 'Christian' in the sense that they are to be based on a clearly defined Christian value system, based on commonly held Christian doctrines about the nature of God and humanity.

As far as possible, the responses are to be of such a nature that those of other faith systems may feel able to agree and/or participate.

the responses are not to be limited to church-based activities.

The reference to HIV/AIDS is not intended to limit responses to those infected, but to the whole community and nation

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Analyse and critique definitions of HIV/AIDS.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The disease is described as a medical, epidemiological, social and political event.

ASSESSMENT CRITERION RANGE

Must include description and evaluation of the stigmatisation of the disease and of those infected and affected.

ASSESSMENT CRITERION 2

The history of the origins and spread of the virus and pandemic is presented and analysed critically

ASSESSMENT CRITERION 3

Myths are identified and deconstructed

SPECIFIC OUTCOME 2

Present and assess a Christian theological perspective on the disease.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Christian doctrines are interpreted in relation to disease and epidemic

ASSESSMENT CRITERION RANGE

May include the doctrine of the compassionate incarnate God, humanity as reflecting God's image, Christology of identification, soteriology as incorporating health and wholeness.

ASSESSMENT CRITERION 2

The principles of Christian action and involvement are grounded theologically

ASSESSMENT CRITERION RANGE

Service, humility, identification, compassion

ASSESSMENT CRITERION 3

The Christian community is shown to have a prophetic role in relation to the epidemic

SPECIFIC OUTCOME 3

Organise and facilitate programmes in response to the epidemic.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

An analysis of needs is presented.

ASSESSMENT CRITERION RANGE

The analysis to be located in the learner's own community and church context.

ASSESSMENT CRITERION 2

Proposals for action are presented with detailed plan for implementation.

ASSESSMENT CRITERION RANGE

One plan only to be implemented, but at least three outline proposals to be put forward.

ASSESSMENT CRITERION 3

The detailed plan to be implemented

ASSESSMENT CRITERION RANGE

Within the parameters of the Unit Standard, it may not be possible to initiate and see a programme through to completion. A partial implementation, or involvement in a wider team programme is acceptable.

SPECIFIC OUTCOME 4

Evaluate the impact of programmes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The benefits of the programme are presented and critically assessed.

ASSESSMENT CRITERION 2

Weaknesses and failures of the programme are presented and critically assessed, with proposals for further improvement.

ASSESSMENT CRITERION 3

The impact of the programme is evaluated in relation to the specific contexts.

ASSESSMENT CRITERION RANGE

Poverty, gender issues including patriarchy and abuse, under-resourced facilities

ASSESSMENT CRITERION 4

A brief explanation of the theological significance of the impact is presented.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the appropriate ETQA.

Moderation Option:

The moderation requirements of the appropriateETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: One of the important outcomes of responding to the pandemic is to be sensitive to the complex web of problems, and through clear analysis and careful planning, to assist in developing programmes that will help solve some of those problems

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: Christian responses are never made in isolation. In this Unit Standard, the implementation of programmes involves team work at planning and execution stages

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively. Setting up and running a programme or project involves self-management though time keeping, development of implementation plans, etc

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information. This is done through collating and weighing the significance of a large body of available material on the pandemic, and working out the positive and negative impact of particular perspectives

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills: Responding pastorally and prophetically to the pandemic requires significant communication skills: cultural sensitivity, suasion, etc.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system: The pandemic is not a simple medical issue, and the learner will need to show evidence that s/he understands that the whole community, nation, world community is impacted significantly in a wide range of ways.

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full development of oneself: Facilitating such programmes open an individual to reflecting upon their own life and well-being

UNIT STANDARD ASSESSOR CRITERIA

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.

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 the candidate is able to perform in the real situation.

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.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

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 and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

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

The following particular issues should be taken into consideration when assessing against this unit standard:

The word 'Christian' as used in this unit standard does not refer to a particular Christian denomination, but any Christian grouping that regards itself as such and is bound together by the common belief in a God who has been revealed through Jesus Christ

The verb "facilitate" should be understood as meaning to "empower" or to "capacitate".

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Definition of Terms:

Terms have been clarified as far as possible through the use of range statements

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	48917	National Diploma: Theology and Ministry	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Elective	62609	National Diploma: Theology and Ministry	Level 6	NQF Level 06	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual

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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