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: 

Demonstrate knowledge and understanding of issues of diversity in a specific South African context 
SAQA US ID UNIT STANDARD TITLE
263918  Demonstrate knowledge and understanding of issues of diversity in a specific South African context 
ORIGINATOR
Task Team - Adult Learning 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
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  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 is intended for learners who need to understand interrelationships between individuals. It is a generic Unit Standard that should be contextualized for different groups of learners. It will be useful for learners in local, regional and national government, business, civil society education and counsellors where learners interact with diverse groups.

The qualifying learner is capable of:
  • Exploring global issues of identity in historical contexts.
  • Analysing how historical experience has impacted on South Africa's diverse society.
  • Exploring how personal attributes and behaviour influence interactions in the context of diversity.
  • Demonstrating strategies for dealing with issues of diversity. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication at NQF Level 3. 

    UNIT STANDARD RANGE 
    The typical scope of this Unit Standard is:
  • Diversity includes differences in culture, language, ideology, philosophy, age, race, prejudice, stereotypes, sexual orientation, gender, faith, class, socialisation, nationality, personality and education on a macro and/or micro scale.
  • Identities include, but are not limited to social (ethnicity), professional, national, corporate, cultural, race, class, gender and religious identities.
  • Community is about groups of people with at least one thing in common including, but not limited to geographic location, faith, interest, common values, common concerns, needs and goals. Communities are dynamic and individuals may belong to more than one community. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explore global issues of identity in historical contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Factors that influence identities of societies are identified and an indication is given of how humans have adapted to different environments in time and space. 
    ASSESSMENT CRITERION RANGE 
    Environments include, but are not limited to, cultural, natural and socio-economic environments.
     

    ASSESSMENT CRITERION 2 
    Power is explored as a factor of identity formation with reference to the relevance for unifying and dividing people. 
    ASSESSMENT CRITERION RANGE 
    Factors include, but are not limited to, gender, race, class, sexual orientation, age and ability.
     

    ASSESSMENT CRITERION 3 
    The changing nature of identity is explained with reference to different societies at different times. 

    SPECIFIC OUTCOME 2 
    Analyse how historical experience has impacted on South Africa's diverse society. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Key milestones in South Africa's history and views of the world that influenced diversity positively and/or negatively are identified for different contexts prior to 1948, 1948 t0 1994 and post 1994. 
    ASSESSMENT CRITERION RANGE 
    Milestones include, but are not limited to issues of race, gender, class, sexual orientation and socio-economic and political issues.
     

    ASSESSMENT CRITERION 2 
    Racism, sexism, ageism and other isms and phobias are explained as part of South Africa's common history. 
    ASSESSMENT CRITERION RANGE 
    Phobias include homophobia and xenophobia.
     

    ASSESSMENT CRITERION 3 
    The influence of the South African Constitution on current policies and practices is discussed with examples appropriate to a selected context. 

    ASSESSMENT CRITERION 4 
    Reasons why it is important to understand issues of diversity are explained with examples. 

    SPECIFIC OUTCOME 3 
    Explore how personal attributes and behaviour influence interactions in the context of diversity. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Personal attributes and behaviour are explored in terms of their impact on personal values and prejudices. 

    ASSESSMENT CRITERION 2 
    The role of knowledge, experience, observation, and emotion in influencing behaviour are explained in terms of a personal history. 

    ASSESSMENT CRITERION 3 
    The socialisation patterns of a specific group are investigated with reference to how they influence interactions with other groups both positively and negatively. 
    ASSESSMENT CRITERION RANGE 
  • Groups include, but are not limited to family, community, peer, religious groups.
  • Interactions include, but are not limited to prejudice, stereotypes and discrimination, in group-out- group, inter group conflict, and victimisation.
     

  • ASSESSMENT CRITERION 4 
    The value of self-reflection and self analysis in changing behaviour is discussed with reference to the affect of positive and negative experiences and taking responsibility for own behaviour. 
    ASSESSMENT CRITERION RANGE 
    Reflection includes individual on self, individual on group, group on individual and group on group.
     

    SPECIFIC OUTCOME 4 
    Demonstrate strategies for dealing with issues of diversity. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    World views that underpin aspects of diversity are explored in terms of how they inform perceptions. 
    ASSESSMENT CRITERION RANGE 
    Perceptions include, but are not limited to respect, hearing and acknowledging personal histories.
     

    ASSESSMENT CRITERION 2 
    Factors that promote cohesion in a community are explained and an indication is given of how each factor can be used to celebrate difference and unite a community/group. 

    ASSESSMENT CRITERION 3 
    The role of the Bill of Rights in dealing with diversity is explained in a selected context and an indication is given of how communities can reinforce or undermine human rights. 

    ASSESSMENT CRITERION 4 
    Factors that may lead to conflict in a community are explained and an indication is given of how conflict could possibly be avoided, resolved or reduced. 

    ASSESSMENT CRITERION 5 
    The importance of hearing and acknowledging personal histories is explained as a means of dealing with issues of diversity. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against the qualification must be registered as an assessor with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the associated unit standards.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    The learner is able to identify and solve problems in which responses show that responsible decisions using critical and creative thinking have been mad in considering strategies for dealing with issues of diversity. 

    UNIT STANDARD CCFO WORKING 
    The learner is able to work effectively with others as a member of a team, group, organisation or community in that dealing with issues of diversity requires that the learner would not work alone. 

    UNIT STANDARD CCFO COLLECTING 
    The learner is able to collect, organise and critically evaluate information in relation to diversity. 

    UNIT STANDARD CCFO COMMUNICATING 
    The learner is able to communicate effectively in analysing and explaining issues of diversity. 

    UNIT STANDARD CCFO DEMONSTRATING 
    The learner is able to demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in understanding global issues of identity in historical contexts and analysing how historical experience has impacted on South Africa's diverse society. 

    UNIT STANDARD CCFO CONTRIBUTING 
    The learner is able to demonstrate cultural sensitivity across a range of social contexts in dealing with issues of diversity. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  49531   Further Education and Training Certificate: Inclusive Education  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 


    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. Elective Training Institute Enterprise CC 
    2. Goldfields FET College 
    3. Gotsec Skills Training 
    4. HUGENOTE COLLEGE 
    5. LESEDI EDUCARE ASSOCIATION 
    6. MENTORNET (PTY) LTD 
    7. Petra institute of Development (PTY) Ltd 
    8. Phakamisa Training Company 
    9. Professional Development and Training Institute (Pty) Ltd 
    10. Retshetse Training Project 
    11. SERITI INSTITUTE 
    12. SPS Consulting (Pty) Ltd 
    13. Tembe Service Providers 
    14. Thobologo Training and Education Group (Pty) Ltd 
    15. Thuto Adult Centre 



    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.