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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Work collaboratively with others towards Christian ministry 
SAQA US ID UNIT STANDARD TITLE
116038  Work collaboratively with others towards Christian ministry 
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  Level 5  Level TBA: Pre-2009 was L5  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 are working or intend working in a multicultural context at any level of interaction.

People credited with this unit standard are able to interact with others with understanding and respect as regards their cultural backgrounds and values.

Learners credited with this unit standard are able to:
  • Interact in multicultural contexts.
  • Investigate the basic dynamics of human relationships. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • The unit standard: 'Engage in the caring and pastoral ministry of the Church'. 
    		•

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Interact in multicultural contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Universal facets of culture are described and analysed, from the point of view of various anthropological and theological insights. 
    ASSESSMENT CRITERION RANGE 
    Each facet is described and analysed by reference to particular African cultures.
     

    ASSESSMENT CRITERION 2 
    The dynamics of culture and cultural change are recognised by making specific reference to various aspects. 
    ASSESSMENT CRITERION RANGE 
    The following terms are included in the students' vocabulary: culture, enculturation, acculturation, cultural domination, inculturation and interculturation.
     

    ASSESSMENT CRITERION 3 
    Basic principles of dialogue are described and applied contextually. 
    ASSESSMENT CRITERION RANGE 
    Particular issues are selected and two cultures are brought into dialogue around these.
     

    ASSESSMENT CRITERION 4 
    Challenges for cultural interaction in the local context are listed and analysed. 

    ASSESSMENT CRITERION 5 
    Cultural relativism and the consequences for local cultures and values are described and analysed. 

    ASSESSMENT CRITERION 6 
    A project of personal and group cultural interaction is designed, applied, and evaluated. 

    SPECIFIC OUTCOME 2 
    Investigate the basic dynamics of human relationships. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of relationship is examined from a multi-disciplinary perspective. 

    ASSESSMENT CRITERION 2 
    The centrality of the person in African tradition is described in relation to the community. 

    ASSESSMENT CRITERION 3 
    The concept of ubuntu is explored as a basis for human relationships. 

    ASSESSMENT CRITERION 4 
    The relation to God, ancestors and nature is described as background to harmonious living with all. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA 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.
  • Knowledge of the role that culture plays in society.
  • Knowledge of the dynamics of human relationships. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems:

    Specific outcome:
  • Interact in multicultural contexts.

    Assessment criteria:
  • Challenges for cultural interaction in the local context are listed and analysed. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams:

    Specific outcome:
  • Interact in multicultural contexts.

    Assessment criteria:
  • A project of personal and group cultural interaction is designed, applied, and evaluated. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively.

    Specific outcome:
  • Interact in multicultural contexts. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Specific outcome:
  • Interact in multicultural contexts.

    Assessment criteria:
  • Universal facets of culture are described and analysed, from the point of view of various anthropological and theological insights.
    Range: Each facet is described and analysed by reference to particular African cultures.
  • The dynamics of culture and cultural change are recognised by making specific reference to various aspects.
    Range: The following terms are included in the students' vocabulary: culture, enculturation, acculturation, cultural domination, inculturation and interculturation. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills.

    Specific outcome:
  • Interact in multicultural contexts.

    Assessment criteria:
  • A project of personal and group cultural interaction is designed, applied, and evaluated. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically.

    Specific outcome:
  • Interact in multicultural contexts.

    Assessment criteria:
  • Cultural relativism and the consequences for local cultures and values are described and analysed. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system.

    Specific outcome:
  • Interact in multicultural contexts.

    Assessment criteria:
  • Universal facets of culture are described and analysed, from the point of view of various anthropological and theological insights.
    Range: Each facet is described and analysed by reference to particular African cultures.
  • Cultural relativism and the consequences for local cultures and values are described and analysed. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself.

    Specific outcome:
  • Interact in multicultural contexts.
  • Investigate the basic dynamics of human relationships. 
    		•

    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 in 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. 
    		•

    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.
     
    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.