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 QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Conflict Management and Transformation 
SAQA QUAL ID QUALIFICATION TITLE
49257  National Certificate: Conflict Management and Transformation 
ORIGINATOR
SGB Democracy, Human Rights, Peace and Elections 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
PSETA - Public Service Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 07 - Human and Social Studies  Public Policy, Politics and Democratic Citizenship 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  124  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
This qualification is designed to meet the needs of those people who deal with preventing and resolving conflict in a variety of situations. The qualification will be useful for community based development practitioners, peace workers, social workers, NGO practitioners, advisors, monitors, shop stewards, human resource practitioners, educators, para-legal practitioners, legal-practitioners (e.g. magistrates, family advocates), managers, supervisors, and local government councillors.

Specifically, this qualification will be useful to:
  • Educators who need to handle conflict in classrooms at community level;
  • Trainers who train inmates to resolve conflict in prisons;
  • Community-based practitioners/development workers, working in the areas of land, HIV&AIDS, to resolve community-based conflict;
  • Practitioners involved in divorce mediation;
  • Senior government officials who deal with inter-state and intra-state conflict; and

    The qualification will be also be useful for people who work for NGOs, para-legals, faith based organisations, labour unions, companies, the public sector as well as in a range of other contexts where conflict prevention and resolution is necessary.

    Learners who achieve this qualification will be capable of:
  • Identifying, understanding and analysing conflict situations, including parties, issues involved, social context (cultural, political, economic), and trends;
  • Facilitating the bringing together of parties, especially in cases of unwillingness, hostility, difficult situations, as well as complex multi-party situations;
  • Designing systems and processes for dealing with conflict (such as preventing, managing, resolving or transforming conflict);
  • Facilitating the development of plans and processes to resolve conflict (this could include facilitation in non-formal and formal ways - includes arbitration);
  • Implementing processes using various, appropriate conflict management/resolution methods / approaches / techniques / styles e.g. negotiation, mediation, arbitration;
  • Guiding parties in reaching a conclusion to the process;
  • Monitoring implementation of agreements and processes;
  • Evaluating the whole process;
  • Promoting and brokering initiatives and mobilising resources to deal with conflict (includes informing, educating, lobbying, linking to resources, informing debates).


    Rationale for the qualification

    This qualification will help to provide credibility for the work people do in preventing and resolving conflict situations and it will open access to other opportunities. In particular, there is a need to formally recognise competent practitioners within the ever-growing field of practice in conflict prevention and resolution. Many of the people who currently deal with conflicts are not formally recognised, yet fulfil a very valuable role. This qualification will address the issue of recognition for such people.

    The qualification will also serve to provide a career path and access for practitioners, and will give credibility to the conflict resolution area, which has often been marginalised. It will also assist with dealing with transformation issues in the South African society.

    There are many learners who will want recognition for some of the standards related to this qualification, but who would not want or need the whole qualification. For example, learners working in another field such as social development require some competence in conflict prevention and resolution. The unit standards, when taken individually or in relevant clusters will meet the needs of such learners. In particular, the qualification is needed by those learners who focus on conflict prevention and resolution. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication skills at NQF level 4 or equivalent.

    It is also recommended that learners are competent in the unit standard Identify and explain appropriate ways of interacting ethically in multicultural contexts, NQF level 3, ID 116492.


    Recognition of Prior Learning

    This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.

    Evidence can be presented in various ways, including international qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment.

    The approach to the RPL process is decided with the learner and assessments can be conducted in a similar way to the learner who is accessing the qualification. 

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    Fundamental
  • Communication: All the unit standards in the fundamental section totalling 10 credits are compulsory.

    Core
  • All 78 credits in the Core category are compulsory.

    Electives
  • Learners must take a minimum of 36 credits from the possible 110 Elective credits identified.

    Elective unit standard 117849 "Apply basic interactional skills in a group lay counselling context" (Level 4, Credits 9) will be linked to this qualification as soon as it is registered. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    1. Communicate in a variety of ways when dealing with conflict.
    2. Analyse and plan ways of dealing with conflict.
    3. Deal with conflict using prevention and resolution processes.
    4. Apply ethical principles and practices when dealing with social and conflict issues.
    5. Facilitate and apply development principles and practice.
    6. Provide lay counselling support to deal with conflict.
    7. Develop and conduct workplace-based disciplinary processes.


    Critical Cross-Field Outcomes:

    This qualification addresses the following critical cross-field outcomes, as detailed in the associated unit standards:
  • Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made.
  • Working effectively with others as a member of a team, group, organisation or community.
  • Organising and managing oneself and one's activities responsibly and effectively.
  • Collecting, analysing, organising and critically evaluating information.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Oral and written communication is engaged with internal and external clients that is clear, understandable, effective and contributes to dealing with conflict.
  • Records and reports are compiled which are accurate, comprehensive and suitable for maintaining records of conflict resolution interventions.

    2.
  • Information related to conflict is gathered from appropriate sources and facilitates the in-depth analysis of the conflict.
  • Conflict situations are analysed and interpreted using available information, and facilitates planning to deal with conflict.
  • Plans for dealing with conflict are recorded and are appropriate to the situation, as well as have the potential to deal with the conflict effectively.

    3.
  • Conflict is dealt with using appropriate processes.
  • Conflict is dealt with according to established principles and procedures.
  • Interventions are explained and carried out in a manner that promotes conflict resolution.

    4.
  • An understanding of ethical practices is explained and applied when dealing with conflict situations.

    5.
  • Learning programmes are planned and have the potential to redress social development issues.
  • Learning is facilitated in accordance with the theories and principles of development practice.

    6.
  • Lay counselling services are identified and explained in terms of established principles, ethics and protocols for counselling.
  • Counselling services are identified and used appropriately in terms of the given need and context.
  • Counselling facilitates ways of meeting needs of clients.

    7
  • Disciplinary interventions are identified and carried out using appropriate processes.
  • Disciplinary processes are explained and carried out according to established principles and procedures.
  • Interventions are identified and carried out in a manner that effectively addresses disciplinary situations.


    Associated Unit Standards:

    The unit standards associated with exit level outcome 2, as listed below, are achieved in line with the stipulated assessment criteria for each unit standard.
  • Conduct analysis of and interpret conflict situations;
  • Design and implement a plan to deal with conflict situations.

    The following unit standards associated with exit level outcome 3, as listed below, are achieved in line with the stipulated assessment criteria for each unit standard.
  • Conduct negotiations to deal with conflict situations;
  • Facilitate meetings to deal with conflict situations;
  • Conduct mediation in situations requiring advanced skills;
  • Restore and build relationships in dealing with conflict;
  • Manage adjudicative hearings.

    The following unit standards associated with exit level outcome 4, as selected by the learner, are achieved in line with the stipulated assessment criteria for each unit standard:
  • Explain the quality of tolerance in human relations
  • Describe ethical procedures and practice for social justice
  • Apply ethical principles to promote the practice of non-discrimination
  • Explain personal and social responsibility in independent decision-making contexts
  • Explore the theoretical basis of social justice
  • Justify the disclosure or non-disclosure of information within an ethical framework

    The following unit standards associated with exit level outcome 5, as selected by the learner, are achieved in line with the stipulated assessment criteria for each unit standard:
  • Understand and apply theories and principles of transformative development practice;
  • Facilitate learning in development practice;
  • Plan learning programmes that redress social development issues;
  • Plan the facilitation of learning in development practice.

    The following unit standards associated with exit level outcome 6, as selected by the learner, are achieved in line with the stipulated assessment criteria for each unit standard:
  • Conduct a basic community-related needs assessment
  • Conduct basic lay counselling in a structured environment
  • Apply basic interactional skills in a group lay counselling context

    The following unit standards associated with exit level outcome 7, as selected by the learner, are achieved in line with the stipulated assessment criteria for each unit standard:
  • Develop and establish a disciplinary policy and procedure
  • Institute disciplinary action
  • Facilitate the resolution of employee grievances
  • Conduct a disciplinary hearing


    Integrated assessment

    Assessment is to take place according to the detailed specifications indicated in the unit standards associated with each exit level outcome. Over and above the achievement of the specified unit standards, evidence of integration will be required as per the broad assessment criteria specified above, all within the context of dealing with conflict situations, and dealing with divergent and random demands related to conflict prevention and resolution activities.

    Assessors should note that the evidence of integration could well be presented by learners when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well designed assessments, including formative and summative, should make it possible to gain evidence against each unit standard while at the same time gaining evidence of integration. 
    		•

    INTERNATIONAL COMPARABILITY 
    In the light of the fascinating diversity of comparable courses offered in the rest of Africa and the world, no attempt was made to focus on the details of just a few examples. Note was rather taken of the topics and approaches used elsewhere, and especially in the rest of Africa. Material from various sources was used to form a representative frame of reference:
  • About three hundred course outlines from the United States, Canada, the United Kingdom and Europe that were collected in the late 1980s.
  • The findings of the All-Africa Conference on African Principles of Conflict Resolution and Reconciliation (Addis Ababa, 1999).
  • The current (2002-2004) survey of the University for Peace of the United Nations, which was conducted throughout Africa and has thus far produced feedback from 109 universities and institutions in 33 African countries
  • A very recent (2003) world-wide research project, which concentrated on best practices derived from 26 case studies and 25 feedback workshops involving 34 countries, spread over Africa, Australia, Asia, the Americas and Europe.
  • Certificate in Conflict Management, Egerton University, Njoro, Kenya
  • Diploma in Peace and Conflict Studies, Obafemi Awolowo University, Ile-Ife, Nigeria.

    This qualification fits into the above findings and represents best practices and main themes/trends in the African context. 
    		•

    ARTICULATION OPTIONS 
    This qualification is an entry-level qualification and is thus a starting point for many learners. The qualification will serve as a possible building block for learning towards qualifications at NQF level 6 in psychology, social work, education and training, human resources, and related areas. It will also articulate horizontally with a range of qualifications at NQF level 5 in the fields such as management, lay counselling, human resources and related areas. 

    MODERATION OPTIONS 
  • Providers offering learning towards this qualification or the component unit standards must be accredited by the appropriate ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be overseen by the appropriate ETQA according to moderation principles and the agreed ETQA procedures. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Assessors must be registered in terms of the requirements of SAQA and the appropriate ETQA.
  • Registered assessors must have a relevant qualification at NQF level 6 or equivalent and/or be a subject matter expert in this learning area. 
    		•

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  116493  Demonstrate understanding of tolerance in human relations  Level 4  NQF Level 04  6 
    Core  117848  Conduct mediation in situations that require advanced skills  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  117853  Conduct negotiations to deal with conflict situations  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  116491  Describe ethical procedures and practices for social justice  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  117855  Design and implement plans to deal with conflict situations  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  117854  Facilitate meetings to deal with conflict situations  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  117844  Present, analyse and interpret information on conflict situations  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  117845  Restore and build relationships in dealing with conflict  Level 5  Level TBA: Pre-2009 was L5  8 
    Fundamental  115789  Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts  Level 5  Level TBA: Pre-2009 was L5  5 
    Fundamental  115791  Use language and communication strategies for vocational and occupational learning  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  110053  Conduct a basic community needs assessment  Level 4  NQF Level 04  12 
    Elective  114478  Conduct basic lay counselling in a structured environment  Level 4  NQF Level 04  15 
    Elective  110055  Facilitate learning in development practice  Level 4  NQF Level 04  14 
    Elective  110052  Understand and apply theories and principles of transformative development practice  Level 4  NQF Level 04  12 
    Elective  11904  Develop and establish a disciplinary policy and procedure  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  11286  Institute disciplinary action  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  110060  Plan learning programmes that redress social development issues  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  110062  Plan the facilitation of learning in development practice  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  10985  Conduct a disciplinary hearing  Level 6  Level TBA: Pre-2009 was L6  5 
    Elective  12139  Facilitate the resolution of employee grievances  Level 6  Level TBA: Pre-2009 was L6  5 
    Elective  117842  Manage adjudicative hearings  Level 6  Level TBA: Pre-2009 was L6  16 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.