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: 

Participate in management of conflict 
SAQA US ID UNIT STANDARD TITLE
14609  Participate in management of conflict 
ORIGINATOR
NSB 01-Agriculture and Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
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 
The qualifying learner assessed as competent against this unit standard will be able to analyse and interpret conflict in their area of operation and contribute towards a conflict resolution/management strategy. This competence contributes towards better understanding of communities and effective intervention strategies. Achievement of this unit standard will enhance the learner`s ability to guide a community development project to its successful implementation and enhance employment opportunities in Conservation and Community Conservation. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
None. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" 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 
Identify and describe existing and potential conflict situations. 
OUTCOME NOTES 
  • Causes of conflict
  • Resource and opportunity access
  • Traditional sources of conflict
  • Different value systems
  • Different cultural and traditional practices
  • Stereotyping
  • Discrimination (gender, race, language)
  • Stakeholder analysis 

  • 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.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Stakeholder analysis and role clarification.
    2. Identifying and responding to causes and sources of conflict.
    3. Developing an action plan to resolve conflict.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Causes of conflict over natural resources.
    2. Conflict management and conflict resolution principles and strategies.
    3. Stakeholder analysis.
    4. Different cultural and traditional practices.
    5. Resource and opportunity access.
    6. Legal guidelines in community conservation.

    Reflexive competence
    The learner must demonstrate ability to:

    1. Manage own involvement in escalating situations.
    2. Reflect on strategy to minimise conflict.
    3. Make recommendations for future improvement on conflict resolution.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    Special consideration should be given to the learner's ability to generate options for solution.

    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 third parties

    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 and determine 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 numbers of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Participate in a conflict resolution / management process. 
    OUTCOME NOTES 
  • Legal guidelines
  • Recommendations for solutions
  • An action plan 

  • 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.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Stakeholder analysis and role clarification.
    2. Identifying and responding to causes and sources of conflict.
    3. Developing an action plan to resolve conflict.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Causes of conflict over natural resources.
    2. Conflict management and conflict resolution principles and strategies.
    3. Stakeholder analysis.
    4. Different cultural and traditional practices.
    5. Resource and opportunity access.
    6. Legal guidelines in community conservation.

    Reflexive competence
    The learner must demonstrate ability to:

    1. Manage own involvement in escalating situations.
    2. Reflect on strategy to minimise conflict.
    3. Make recommendations for future improvement on conflict resolution.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    Special consideration should be given to the learner's ability to generate options for solution.

    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 third parties

    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 and determine 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 numbers of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Evaluate conflict resolution / management process. 
    OUTCOME NOTES 
  • Win-win vs. No win vs. Lose-lose situations
  • Recommendations for future improvement 

  • 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.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Stakeholder analysis and role clarification.
    2. Identifying and responding to causes and sources of conflict.
    3. Developing an action plan to resolve conflict.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Causes of conflict over natural resources.
    2. Conflict management and conflict resolution principles and strategies.
    3. Stakeholder analysis.
    4. Different cultural and traditional practices.
    5. Resource and opportunity access.
    6. Legal guidelines in community conservation.

    Reflexive competence
    The learner must demonstrate ability to:

    1. Manage own involvement in escalating situations.
    2. Reflect on strategy to minimise conflict.
    3. Make recommendations for future improvement on conflict resolution.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    Special consideration should be given to the learner's ability to generate options for solution.

    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 third parties

    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 and determine 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 numbers of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Monitor and respond to conflict resolution / management process. 
    OUTCOME NOTES 
  • Conflict timelines
  • Various sources of conflict 

  • 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.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Stakeholder analysis and role clarification.
    2. Identifying and responding to causes and sources of conflict.
    3. Developing an action plan to resolve conflict.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Causes of conflict over natural resources.
    2. Conflict management and conflict resolution principles and strategies.
    3. Stakeholder analysis.
    4. Different cultural and traditional practices.
    5. Resource and opportunity access.
    6. Legal guidelines in community conservation.

    Reflexive competence
    The learner must demonstrate ability to:

    1. Manage own involvement in escalating situations.
    2. Reflect on strategy to minimise conflict.
    3. Make recommendations for future improvement on conflict resolution.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    Special consideration should be given to the learner's ability to generate options for solution.

    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 third parties

    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 and determine 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 numbers of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Nature of conflict
    2. Traditional and cultural practises
    3. Protocols
    4. Sources of conflict
    5. Progression/development of conflict and consequences thereof.
    6. Stakeholders analysis and power rating
    7. Nature of negotiation
    8. Legal guidelines and policy framework
    9. Resolution protocols in both communities and organisations
    10. Nature of mediation
    11. Nature of arbitration
    12. Conflict resolution/management strategies
    13. Roles of the negotiator, mediator and arbiter.
    14. Stress management 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to all specific outcomes. 

    UNIT STANDARD CCFO WORKING 
    Team work relates to all specific outcomes. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to all specific outcomes.
    Inter-relatedness of systems relates to all specific outcomes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to all specific outcomes. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to all specific outcomes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Information evaluation relates to all specific outcomes.
    Professional development relates to all specific outcomes. 

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

    UNIT STANDARD NOTES 
    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Being participatory, inclusive and democratic.
    3. Accepting and maintaining a non-discriminatory attitude towards diversity including, for example, differences in gender, race, religion, physical ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48664   Further Education and Training Certificate: Mail Supervision  Level 4  NQF Level 04  Reregistered  2023-06-30  SERVICES 
    Core  61709   Further Education and Training Certificate: Water and Wastewater Treatment Process Control Supervision  Level 4  NQF Level 04  Reregistered  2023-06-30  EWSETA 
    Core  24195   National Certificate: Community Conservation: Practice and Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Core  49107   National Certificate: Inspection and Enforcement Services  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 
    Core  49336   National Certificate: Law Enforcement: Sheriffing  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Core  48662   National Certificate: Postal Frontline Service Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    Core  49023   National Diploma: Liaison Interpreting  Level 5  NQF Level 05  Reregistered  2023-06-30  QCTO 
    Core  48784   National Diploma: Translation  Level 5  NQF Level 05  Reregistered  2021-06-30  CHE 
    Fundamental  48910   Further Education and Training Certificate: Water Purification Processes  Level 4  NQF Level 04  Reregistered  2023-06-30  EWSETA 
    Fundamental  49398   National Certificate: Incident Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  TETA 
    Fundamental  48908   National Certificate: Sanitation Project Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  EWSETA 
    Fundamental  49469   National Diploma: Complex Procurement  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30   
    Elective  48884   Further Education and Training Certificate (FETC): Community Facilitation in Society and Environment Interactions  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30   
    Elective  49836   Further Education and Training Certificate: Gender Practice  Level 4  NQF Level 04  Reregistered  2023-06-30  HW SETA 
    Elective  48915   Further Education and Training Certificate: Manufacturing and Assembly Operations Supervision  Level 4  NQF Level 04  Reregistered  2023-06-30  MERSETA 
    Elective  58779   Further Education and Training Certificate: Production Technology  Level 4  NQF Level 04  Reregistered  2023-06-30  MERSETA 
    Elective  36153   National Certificate: Polymer Composite Fabrication  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  MERSETA 
    Elective  49626   National Certificate: Landcare Facilitation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 


    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. AGB MATHE BUSINESS SERVICES 
    2. AMBROSER SOLUTIONS (PTY) LTD 
    3. ArcelorMittal South Africa Ltd (VANDERBIJLPARK) (TP) 
    4. Balemi Consulting Pty Ltd 
    5. BALOMAT SKILLS TRAINING ACADEMY 
    6. Career Pathing Solutions (Pty) Ltd (KRUGERSDORP) (TP) 
    7. College of Production Technology 
    8. Continental Tyres SA (Pty) Ltd (NEW BRIGHTON) (TP) 
    9. CREATIVE FOUNDATION TRAINING 
    10. EECTRICAL CONTRACTORS ASSOCIATION - ECA 
    11. ESKOM DISTRIBUTION NORTH WESTERN REGION, BLOEMFONTEIN 
    12. GLERE SKILLS CONSULTANT 
    13. HIZONEX PTY LTD 
    14. HV Consultants (Pty) Ltd (PORT ELIZABETH) (TP) 
    15. IMPILONHLE TRADING & PROJECTS 8 
    16. INFINITE DIMENSION CONSULTING 
    17. INFRASTRUCTURE CONSULTING ENGINEERS CC 
    18. INGEN ENGINEERING PROJECTS 
    19. IQHINA CONSULTING ENGINEERING AND PROJECTS MANAGERS 
    20. IQRAAM DEVELOPMENT CONSULTANCY (PTY) LTD 
    21. JESUA CONSULTANTS (Hartenbos) (WA) 
    22. Jesua Consultants (Pty) Ltd (MOSSEL BAY) (TP) 
    23. JOSMAP TRAINING INSTIUTE 
    24. JUSTICE COLLEGE 
    25. Learn A Trade 
    26. MacSteel Services Centres SA (WADEVILLE) (TP) 
    27. MACT BUSINESS HUB 
    28. Mananthatshema Skills Dev. Centre 
    29. MARULENG TRAINING ACADEMY 
    30. Mbimbini Training and Community Development 
    31. Mercedes Benz South Africa (Pty) Ltd (EAST LONDON) (TP) 
    32. MMESELANE CONSTRUCTION 
    33. MMTI 
    34. MOTHEO SKILLS ENTITY ( PTY) LLTD 
    35. MOVING AHEAD DEVELOPMENT AGENCY 
    36. MPUMELELO CONSULTANCY CC 
    37. MUNICIPAL TRAINING & DEVELOPMENT INSTITUTE 
    38. NEW HOPE REVIVAL ORGANISATION 
    39. NKANYEZI FOUNDATION 
    40. NOKRAM (PTY) LTD 
    41. OPTIMUM LEARNING TECHNOLOGIES PTY LTD 
    42. Organisation Development International (Pty) Ltd (CENTURION) (TP) 
    43. Organisational Development International (TP) 
    44. PERSEVCON CONSTRUCTION PTY LTD 
    45. PHAKGAMANG MATSIANA BUSINESS ENTERPRISE 
    46. Phathutshedzo Connsulting Training Provider 
    47. Plastics Federation of South Africa (MAITLAND) (TP) 
    48. Plastics Federation of South Africa (MIDRAND) (TP) 
    49. Plastics Federation of South Africa (WESTMEAD) (TP) 
    50. PRAXIS TRAINING AND CONSULTANCY (PTY) LTD 
    51. Production Management Institute 
    52. Production Management Institute of Southern Africa (PMI) 
    53. Production Management Institute of Southern Africa (PMI) - Johannesburg 
    54. Production Management Institute of Southern Africa - Durban 
    55. PRODUCTION MANAGEMENT INSTITUTE SA PTY LTD (PORT ELIZABETH) 
    56. PROFESSIONAL DEVELOPMENT AND TRAINING INSTITUTE (PTY) LTD 
    57. PTDEV (PTY) LTD 
    58. QTE Training & Consulting cc T/A QTE (GERMISTON) (TP) 
    59. Qualitas Training cc 
    60. Rema Tip Top SA (Pty) Ltd (BENONI) (TP) 
    61. ROCKWELL AUTOMATION 
    62. RONNELS CONSTRUCTION PTY LTD 
    63. Russ Projects T/A Academy Workplace Development (AWD) (HARRIETDALE) (T 
    64. Sabela Learning Academy 
    65. Scaw Metals Group (Pty) Ltd T/A Scaw Metals (DINWIDDIE) (TP) 
    66. SOUTHERN AFRICAN YOUTH MOVEMENT 
    67. Spilamart cc T/A 1st Safety & Training (SABIE) (TP) 
    68. SSS Sheet Metal Work cc T/A Sheetech SA (DURBAN) (TP) 
    69. TAG TEC TRAINING 
    70. TALENT SCULPTURE ACADEMY 
    71. THE NEW RECLAMATION GROUP (PTY) LTD (Prospecton) (TP) 
    72. The Skills College for Development & Training cc (PRETORIA) (TP) 
    73. Training Force (Pty) Ltd 
    74. Training Force (Pty) Ltd (Durban) (TP) 
    75. Wide Horizon Advanced Training (PORT ELIZABETH) (TP) 
    76. YN2 TRADING AND PROJECTS 



    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.