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: 

Facilitate a peer education intervention 
SAQA US ID UNIT STANDARD TITLE
264260  Facilitate a peer education intervention 
ORIGINATOR
SGB Peer Education 
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  10 
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 are working as peer educators in Education, Training and Development (ETD) institutions, workplace, community, youth organisations, Community Based Organisations (CBOs), Faith Based Organisations (FBOs), Non-Governmental Organisations (NGOs) and health services.

This unit standard is designed to equip learners with the necessary knowledge, skills, values and attitudes to become a competent and effective peer educator and/or member of a peer education team. It will enable the learner to explain peer education, the roles and responsibilities of a peer educator, demonstrate the skills required of a peer educator, plan, implement and review a peer education intervention.

Learners completing this unit standard will be competent in:
  • Exploring peer group education within various contexts.
  • Identifying and explaining the roles and responsibilities of a peer educator within various contexts.
  • Planning a peer education intervention in a group setting.
  • Demonstrating skills required for implementation of a peer education intervention.
  • Reviewing the implementation of a peer education intervention. 

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

  • UNIT STANDARD RANGE 
    The typical scope of this unit standard is peer education by trained peers for peers in a specific sphere of influence, such as Schools, Colleges, Higher Education Institutions, Private ETD Providers, Workplaces, specific Communities and among the Youth in order to encourage positive choices, render personal support (support is defined as assisting, listening to, referring, encouraging, etc. but not counselling), change behaviour, enhance health seeking behaviour, reduce at risk behaviour and promote an enabling environment. It includes, but is not limited to, targeted interventions, sustained engagements, on-going support programmes and role-modelling. Intervention refers to but is not limited to a formal session, one-to-one session, community outreach activity, etc.

    Peer Education is defined as a dynamic process, a strategy, a communication channel, system and a tool whereby selected and well trained people in a specific sphere of influence:
  • Contribute towards an increase in knowledge, skills, values and attitudes.
  • Enhance health seeking behaviour.
  • Reduce risk behaviours and vulnerability.
  • Promote resilience.
  • Rectify or influence a situation.

    Peer Education includes but is not limited to:
  • Targeted interventions.
  • Sustained engagements.
  • Ongoing support programmes.

    Peer education is not a replacement for available professional/formal education but an extension of education that promotes dialogue and information sharing amongst peers. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explore peer group education within various contexts. 
    OUTCOME RANGE 
    Peer group membership: People of perceived mutual interest; perceived equal vocational, social, educational or recreational status. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Peer education is explained in terms of its concept in different contexts. 

    ASSESSMENT CRITERION 2 
    Group processes are described in terms of how learning happens. 
    ASSESSMENT CRITERION RANGE 
    Group is formal and informal. Group processes include but are not limited to rationale for and process of group development, the learning process within a group, task management, roles and norms and group dynamics.
     

    ASSESSMENT CRITERION 3 
    The benefits of peer education are identified and described for the peer group and the peer educators in a given context. 
    ASSESSMENT CRITERION RANGE 
    Advantages/benefits include but are not limited to peer influences, shared knowledge and experiences, peer support and leadership development.
     

    SPECIFIC OUTCOME 2 
    Identify and explain the roles and responsibilities of a peer educator within various contexts. 
    OUTCOME RANGE 
    Roles of a peer educator include but are not limited to facilitation of a formal peer education session, role modelling of healthy/positive behaviour, recognise needs of the peers and refer if necessary, advocate for resources, provide psycho-social care and support, participate in campaigns, informal face-to-face/one-on-one discussions and interactions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The roles and responsibilities of a peer educator are identified and explained in various contexts in terms of their application. 
    ASSESSMENT CRITERION RANGE 
    Various contexts refer to informal and formal peer education settings.
     

    ASSESSMENT CRITERION 2 
    Qualities of an effective peer educator are explained in terms of the effectiveness of the intervention. 
    ASSESSMENT CRITERION RANGE 
    Qualities include but are not limited to credibility, integrity, honesty, respect, confidence, trustworthiness, reliability, ability to maintain confidentiality, impartiality and empathy.
     

    ASSESSMENT CRITERION 3 
    The importance of maintaining ethical behaviour is explained with respect to peer education activities. 
    ASSESSMENT CRITERION RANGE 
    Ethical behaviour refers to but is not limited to confidentiality, accountability and responsibility.
     

    ASSESSMENT CRITERION 4 
    Overstepping boundaries in own area of responsibility are identified and discussed in terms of the consequences within various contexts. 

    ASSESSMENT CRITERION 5 
    Influences on the effectiveness on the role of a peer educator are identified and described in terms of internal and external aspects. 
    ASSESSMENT CRITERION RANGE 
    Internal (personal) and external aspects include intrinsic and extrinsic motivators, peer pressure, time and resource dedication and commitment.
     

    ASSESSMENT CRITERION 6 
    Goals and objectives of the peer education intervention are identified and explained in terms of the bigger picture within the community and society. 

    SPECIFIC OUTCOME 3 
    Plan a peer education intervention in a group setting. 
    OUTCOME RANGE 
    Planning includes but is not limited to attendance of pre-planning meetings, clarity on goals and objectives of the intervention, knowledge of topic, familiarity with intervention activities and availability of required resources, equipment, infrastructure, and intervention review. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A situational analysis is conducted to determine the relevant strategies for a peer education intervention. 
    ASSESSMENT CRITERION RANGE 
    A situational analysis refers to the basic needs, knowledge levels, skills and attitudes of the target group being identified or confirmed, using at least two methodologies to collect the required information (questionnaire, focus group, interviews and/or existing data).
     

    ASSESSMENT CRITERION 2 
    Allocation of individual roles and responsibilities are negotiated and agreed to enhance effectiveness of the intervention. 

    ASSESSMENT CRITERION 3 
    The intervention plan is logical, well-structured, flexible and encourages an inter-active approach. 

    ASSESSMENT CRITERION 4 
    Various linked peer education intervention strategies are defined that enhance the achievement of desired outcomes of a peer education programme. 

    ASSESSMENT CRITERION 5 
    A support network with well established resources is identified and described for referral purposes. 
    ASSESSMENT CRITERION RANGE 
    Resources include but are not limited to information, mentorship, support services, health services and psycho-social support.
     

    SPECIFIC OUTCOME 4 
    Demonstrate skills required for implementation of a peer education intervention. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Facilitation methodologies and techniques to implement a peer education intervention are identified and applied in different contexts. 
    ASSESSMENT CRITERION RANGE 
    Facilitation methodologies and techniques refer to but are not limited to group work, role-plays, brainstorming, plenary, experiential learning, debates, simulation, case studies.
     

    ASSESSMENT CRITERION 2 
    Effective communication skills are applied in order to promote interaction between peers. 
    ASSESSMENT CRITERION RANGE 
    Communication skills refer to but are not limited to communication for the specific group and context, verbal and non-verbal communication and listening skills. This would include:
  • Clarity of explanations and instructions, interpretation and use of body language, appropriate language used for topic and participants, variety of voice patterns. Listening skills would include attention, questioning, reflecting, paraphrasing and summarising.
     

  • ASSESSMENT CRITERION 3 
    Management skills are applied to implement a peer education intervention effectively. 
    ASSESSMENT CRITERION RANGE 
    Intervention is planned, meets its objectives, control of the intervention, adhere to time limits, shows effective use of resources, identify problems and generate solutions.
     

    ASSESSMENT CRITERION 4 
    Teamwork and leadership skills are demonstrated to enhance quality of peer education intervention using at least two methodologies and/or techniques. 
    ASSESSMENT CRITERION RANGE 
    Members of peer educator team work co-operatively; they ask for and provide assistance and support; they give and receive feedback from each other; they participate in decision-making processes; they take responsibility for tasks; they model positive/appropriate behaviour; are able to motivate participants, generate trust and confidence in participants.
     

    ASSESSMENT CRITERION 5 
    Own values and attitudes are explored with reference to the implications for the role of a peer educator. 
    ASSESSMENT CRITERION RANGE 
    Attitudes and values include but are not limited to attitudes to gender, sexual orientation, age, culture, certain health conditions and disabilities, use of derogatory terminology, faith-based beliefs and social class.
     

    SPECIFIC OUTCOME 5 
    Review the implementation of a peer education intervention. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The criteria to review a peer education intervention is developed to determine the desired outcomes realised. 
    ASSESSMENT CRITERION RANGE 
    Criteria include but are not limited to the extent to which outcomes have been met, target group reached, adherence to timeframes, topics covered and multiple contacts with peers achieved.
     

    ASSESSMENT CRITERION 2 
    Self assessment is conducted to reflect on own activities in relation to a peer education intervention with respect to improvement and/or refinements for future practices. 
    ASSESSMENT CRITERION RANGE 
    Self- assessment includes but is not limited to objectives and responsibilities met, issues raised are identified and followed-up, individual feelings relating to own and others' contributions are expressed.
     

    ASSESSMENT CRITERION 3 
    A review of peer group responses to the intervention is carried out in order to improve and/or refine on possible future peer education sessions. 
    ASSESSMENT CRITERION RANGE 
    Peer group response relating to methods used, increased awareness of topic.
     

    ASSESSMENT CRITERION 4 
    The results of the review of a peer educator intervention are reported to the supervisor for action in accordance with organisational procedures. 
    ASSESSMENT CRITERION RANGE 
    The report includes information relating to peer education intervention activities, observations relating to possible behaviour and/or attitudinal changes/challenges/concerns/successes raised by the participants.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by 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 at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standard as well as the integrated competence described in the qualification. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Writing skills.
  • Basic report writing skills.
  • Time management.
  • Basic organizational skills.
  • Educational skills.
  • Reviewing skills. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems relating to healthy living and wellness are identified and described in order to promote a healthy lifestyle. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a peer education team to plan and implement a peer education intervention and t networks for effective referral. 

    UNIT STANDARD CCFO ORGANISING 
    Planning, organising and managing oneself and one's activities responsibly and effectively to perform peer education roles. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information for effective reporting in accordance with organisational requirements. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the form of oral and/or written presentation of information to peers and to immediate supervisors for decision-making. 

    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 
    Integrated Assessment:

    When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessment Option:

    Learners could be assessed using the following methods:
  • Oral or written questions.
  • Observation.
  • Simulation.
  • Role-plays.
  • Project, etc. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Reregistered  2023-06-30  ETDP SETA 
    Elective  49688   National Certificate: Victim Empowerment  Level 3  NQF Level 03  Reregistered  2023-06-30  HW SETA 
    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 
    Elective  74410   Further Education and Training Certificate: Public Awareness Promotion of Dread Disease and HIV/AIDS  Level 4  NQF Level 04  Reregistered  2023-06-30  HW SETA 
    Elective  80946   National Certificate: Community Development  Level 5  NQF Level 05  Reregistered  2021-06-30  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.
     
    1. Aids Foundation of South Africa 
    2. Better Best Health Training 
    3. BIGBLU BUSINESS SERVICES 13 CC 
    4. Elective Training Institute Enterprise CC 
    5. Empirical Training Agency (PTY) Ltd 
    6. GCube Communications cc 
    7. Glicam Trading Enterprise 
    8. GOLD PEER EDUCATION DEVELOPMENT AGENCY NPC 
    9. Goldfields FET College 
    10. Gotsec Skills Training 
    11. Heartbeat Centre for Community Development t/a Heartbeat 
    12. Inclusion support services 
    13. Khanya Family Centre 
    14. LESEDI EDUCARE ASSOCIATION 
    15. Loago Business Consulting 
    16. Lusa Community Chest 
    17. Lusa Social Entrepreneurship Institute 
    18. MENTORNET (PTY) LTD 
    19. Petra institute of Development (PTY) Ltd 
    20. Professional Development and Training Institute (Pty) Ltd 
    21. Public Management Academy of South Africa t/a Pumasa 
    22. SERITI INSTITUTE 
    23. Siyashesha Leadership Incubator 
    24. SPS Consulting (Pty) Ltd 
    25. Tembe Service Providers 
    26. Thuto Adult Centre 
    27. Zisukumele Training Academy (Pty) Ltd 



    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.