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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Create awareness and promote a culture of risk avoidance through advocacy activities 
SAQA US ID UNIT STANDARD TITLE
251965  Create awareness and promote a culture of risk avoidance through advocacy activities 
ORIGINATOR ORIGINATING PROVIDER
SGB Generic Management   
QUALITY ASSURING BODY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Generic Management 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2012-07-01  2015-06-30  SAQA 0695/12 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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 enable disaster risk management practitioners and related role-players to improve professionalism and enhance the quality and effectiveness of services by being able to create awareness and promote a culture of risk avoidance through advocacy activities.

A person credited with this unit standard is able to:
  • Plan and prepare for disaster management training interventions to address training gaps for specific target audiences.
  • Identify and implement ways to promote the awareness of disaster risk management at different levels.
  • Identify the various stakeholders, their roles and communication needs and develop communication plans to address these needs.

    This unit standard will contribute to the development of the learner within the context of the disaster risk management discipline. Learners who have achieved this unit standard will increase their opportunities for further development and employability within the disaster risk management environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has the following knowledge and skills:
  • Communication at NQF Level 3 or equivalent.
  • Mathematical Literacy at NQF Level 3 or equivalent.
  • Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge at NQF Level 3. 

  • UNIT STANDARD RANGE 
  • Create awareness should include education, training and development activities.
  • Advocacy activities include stakeholder management, training interventions and awareness creation.
  • The words threat and risk are used as synonyms where appropriate.
  • Threatening situations are inclusive of risk to individuals, social, environmental, infrastructural.
  • The word environment in the context of this unit standard includes communities.
  • The word stakeholder includes all relevant role players in the disaster management environment.
  • Community refers to any related disaster management group or individual in a specific area. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan and prepare for disaster management training interventions to address training gaps for specific target audiences. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Target group training needs are identified and training interventions arranged to address training gaps. 
    ASSESSMENT CRITERION RANGE 
    Include prepare, plan and determine the logistics, outcomes, objectives and the appropriate learning materials and provider to optimise the learning intervention.
     

    ASSESSMENT CRITERION 2 
    A conducive training environment is arranged and provided in order to promote active participation and meet individual and provider needs. 

    ASSESSMENT CRITERION 3 
    Training interventions are assessed and evaluated to meet set objectives. 

    ASSESSMENT CRITERION 4 
    Training interventions are aligned to education, training and development practices and standards. 

    ASSESSMENT CRITERION 5 
    Registers are kept in accordance with requirements. 

    SPECIFIC OUTCOME 2 
    Identify and implement ways to promote the awareness of disaster risk management at different levels. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Key resources and opportunities are identified and utilised in order to increase disaster risk management awareness at various levels of role-players and stakeholders. 

    ASSESSMENT CRITERION 2 
    Ways to enhance the involvement and participation in disaster risk management processes are developed and implemented. 

    ASSESSMENT CRITERION 3 
    Plans to create awareness are developed and implemented in order to promote and advocate disaster risk management. 

    ASSESSMENT CRITERION 4 
    Awareness creation plans are assessed in order to determine the effectiveness of their execution. 

    SPECIFIC OUTCOME 3 
    Identify the various stakeholders, their roles and communication needs and develop communication plans to address these needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The different role players and stakeholders in disaster management is identified and recorded in order to create a comprehensive list. 

    ASSESSMENT CRITERION 2 
    Role players and stakeholders communication needs are identified to define gaps. 

    ASSESSMENT CRITERION 3 
    Communication plans are developed to address the communication needs of stakeholders. 

    ASSESSMENT CRITERION 4 
    Communication plans are implement to address gaps. 

    ASSESSMENT CRITERION 5 
    Implemented communication plans are evaluated to determine their effectiveness. 
    ASSESSMENT CRITERION RANGE 
    Stakeholders and role players include but are not limited to the media.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assuror (ETQA) that has jurisdiction over this field of learning.
  • The assessor will (at the very least) be accredited and have a relevant qualification and be a subject matter expert in this learning area and at least have 3 years experience in the skills specific area.
  • The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment for a qualification.
  • Internal moderation.
  • External moderation.
  • An assessor, accredited by the relevant ETQA, will assess the learner's competency.
  • Assessment procedures will be supplied by the ETQA in alignment with NSB requirements.
  • All assessment activities must be fair, so that all candidates have equal opportunities. Activities must be free of gender, ethnic or other bias.
  • Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within the field, sub-field and NQF.
  • Questions and answers to determine theoretical knowledge are expected.
  • Assessment of a portfolio of evidence.
  • Direct observation in simulated and/or controlled work conditions. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names, functions and locations of:
  • National and international environment including structures, institutions and infrastructure.

    Purpose of processes and procedures of:
  • Risk assessment.
  • Vulnerability assessment.

    Attributes, properties, characteristics related to:
  • Formats of written reports and content.

    Cause and effect, implications of:
  • Advocating and information sharing activities.

    Categories of things, processes, concepts:
  • Role and responsibility of stakeholders.
  • Principles of stakeholder involvement and participation.
  • The need for a regulatory framework.
  • Disaster risk management concepts.
  • Timeousness and a sense of urgency.
  • Project Management principles.

    Procedures and techniques:
  • Explain the administration procedures in terms of communication protocols.
  • Communication and advocacy methods and techniques.
  • Liaison protocol.
  • Language skills.

    Regulations, legislation, agreements, policies:
  • Disaster Management Act.
  • Related legislation and regulations.

    Theory-rules, laws, principles:
  • Disaster management terminology and concepts.
  • Unique characteristics of local, national and international capacity.
  • Political and regulatory.
  • Theoretical disaster models.
  • Communication theory.

    Relationships, systems:
  • Development and resilience/vulnerability.
  • Hazard, vulnerability and capacity.
  • Between the constitution, legislation and disasters.
  • The inter-relationship between stakeholders and the environment.
  • Between political aspects/influences impacting on relationships with stakeholders.
  • Between government and organisational departments.
  • Development and disasters. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Evaluating information and determining applicability. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community during:
  • In the process of receiving, capturing and dissemination of information.
  • The process of increasing resilience in the environment. 

  • UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Plan ahead.
  • Compliance with applicable legislation.
  • Performing appropriate checks and procedures.
  • Using checklists where appropriate. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • In the process of receiving, capturing and dissemination of information.
  • Meetings and informal communication with stakeholders. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • Between the constitution, legislation and disasters.
  • The inter-relationship between stakeholders and the environment.
  • Between political aspects/influences impacting on relationships with stakeholders.
  • Between government and organisational departments. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE QUALITY ASSURING BODY
    Elective  57712   Further Education and Training Certificate: Generic Management  Level 4  NQF Level 04  Reregistered  2015-06-30  As per Learning Programmes recorded against this Qual 
    Elective  59201   National Certificate: Generic Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2015-06-30  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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    1. Classic Human Capital Solutions 
    2. Institute of Professional Studies and Services (Pty) Ltd 
    3. ITO Focus Reagile 
    4. KALIDEEN MANAGEMENT SERVICES 
    5. MML Consulting CC. 
    6. Qabuka-Vuka Development Trading 
    7. Umqondo Consultancy 



    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.