|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|
|National Certificate: Community Recreation|
|SAQA QUAL ID||QUALIFICATION TITLE|
|60289||National Certificate: Community Recreation|
|SGB Sport, Recreation & Fitness|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 02 - Culture and Arts||Sport|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||160||Level 5||Level TBA: Pre-2009 was L5||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 for learners who will be employed in the position of a supervisor, and has been constituted in such as way as to provide the learner with the necessary recreation knowledge, theory, skills and abilities regarding programming, management, community development and services in order to effectively and efficiently design, implement and manage recreation programmes which contribute to the improvement in the quality of life and promote the health and well-being of individuals, groups and communities. It will appeal to learners in both the private and public sectors who may previously have been denied opportunities for such learning. The intention is that knowledge, skills, and abilities can be acquired, documented, and applied in such a way that the sector of "recreation management and services" can be developed within an integrated national framework for learning achievements.
Learners can progress to the National Diploma: Community Recreation, NQF Level 5. The possibility to increase competencies in the broader field of sport, recreation, and fitness is also available. This will provide access to new career paths and stimulate mobility and progression within the sector. It is also envisaged that learners can eventually move into specialized areas of the industry more specifically programme management, such as youth at risk programmes, employee recreation services, health promotion, and therapeutic recreation.
This qualification scopes across different fields and formalizes sets of competencies and combinations of systems to assist in accumulating expertise in the recreation learning area. More specifically, it covers practical skills in working with others, customer service and self-management. It focuses on programme design, recreation theory, management processes and office administration. The qualification strategically combines knowledge of recreation concepts and theory with programme management skills and competencies and an understanding of the far reaching benefits of recreation programmes on the health promotion of individuals, groups, communities, stimulation of the economy, and promotion of environmental stewardship. The learner will be equipped with the theoretical foundation of Community Development principles and processes to effectively ensure the implementation of sustainable Recreation Programmes to achieve development in support of the national governments strategic plans for growth.
A qualifying learner who has achieved this qualification will be to:
Transformation in all areas of life, including the domain of recreation, is still on the agenda in South Africa. The continuously evolving legislation on sport, recreation, and local government with the emphasis on service delivery has launched the "recreation" sub-field into a new and unique position. This has provided the opportunity to make more explicit the potential of recreation for creating an identity and role distinctly different from that of sport in South Africa.
Recreation programmes comprise a combination of specially selected activities, usually with a specific objective in mind and linked to the needs of the intended target group. For the purposes of this qualification the definition of what constitutes recreation will not be limited to any specific category of activities, because the underlying premise of recreation is that it should contribute to improving the health and well being of the individual participants and to improve the quality of life through positive interaction. This upholds the view that recreation can be both an end itself as well as a means to end. When recreation is viewed as a tool and vehicle for the achievement of some goal, it opens the way to exploring the health promotion potential of recreation in any given setting. Health promotion settings can be as varied as the range of possibilities from which activities can be chosen to create a recreation programme.
In order for service providers to effectively and efficiently design and deliver recreation programmes, which are consistent with this envisaged relationship between recreation and health promotion, they need to be suitably trained. To this end, the details of this qualification reflect the appropriate combination of recreation theory, skills, and abilities regarding programming and management. It is intended that learners undertaking this qualification will be able to create small privately managed recreation-related businesses, as well as being able to work within the public sector.
This qualification is the second in the recreation learning pathway after the FETC: Community Recreation. The achievement of this qualification will contribute towards the full personal development of the learner and to the social, political and economic development of the nation, through the use of recreation programmes that can be used for health promotion to create an awareness of, and education about pertinent and relevant health related issues affecting individuals, specific target groups, and/or communities. Examples of these issues include HIV/Aids and STD's, teenage pregnancy, substance abuse, and rape.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
Recognition of Prior Learning:
This qualification can be achieved wholly or in part through recognition of prior learning, which includes formal, informal and non-formal learning and workplace experience, in terms of the criteria laid out. RPL may allow for the accelerated access to further learning in terms of the defined exit level outcomes and/or individual unit standards. RPL may allow for obtaining credits towards unit standards in this qualification.
Evidence can be presented in a variety of ways, including international and/or previous local qualifications, products, portfolios of evidence, reports, testimonials mentioning functions performed, work records, 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.
All RPL is subject to the quality assurance of the relevant ETQA.
Access to the Qualification:
Access is open to any learner in possession of an FETC or equivalent qualification and a current First Aid Certificate at Level 1. It is however recommended that the learner should have access to a work environment where community recreation programmes can be implemented.
|RECOGNISE PREVIOUS LEARNING?|
|The qualification is made up of a planned combination of applied learning outcomes that have a defined purpose and will provide qualifying learners with a foundation for further learning.
|EXIT LEVEL OUTCOMES|
|1. Manage and administer resources to promote recreation in a community.
2. Provide leadership to ensure the safe delivery of programmes.
3. Integrate the theory of Recreation into Community based recreation programming.
4. Design and implement Recreation Programmes based on Community Development principles and needs.
5. Influence and motivate individuals to change their lifestyles and offer career guidance in the industry.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Resources are identified, allocated, and utilised for effective use in the promotion of recreation programmes.
1.2 Methods to plan, and organise a project are performed in terms of organisational objectives and strategies.
1.3 Information gathered during all processes and procedures is captured, stored and retrieved according to the standard operating procedures of the organisation.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 The principles of leadership are explained and applied within a work unit.
2.2 Knowledge of group dynamics is applied to motivate and maintain team performance.
2.3 Safe practices are implemented in accordance with the legislative framework and the standard operating procedures of the organisation.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 The benefits of the recreation programmes that are implemented are evaluated in terms of the organisations objectives.
3.2 Programme designs are structured to alleviate the challenges faced by communities.
3.3 Corrective action is taken when performance variances occur in the programme design and implementation.
Associated Assessment for Criteria for Exit Level Outcome 4:
4.1 Plans for recreation programmes are aligned to promote community development in accordance with the principles and processes of community development and the organisation's objectives.
4.2 Programmes are designed to ensure all special groups in a community are included for maximum benefit through participation.
4.3 The monitoring and review of programmes are performed in keeping with standard operating procedures of the organization.
Associated Assessment Criteria for Exit Level Outcome 5:
5.1 Opportunities are created to encourage people to participate in recreation programmes to improve their health and wellbeing.
5.2 Career opportunities are listed with example of places to study and choice of learning programmes available.
Integrated assessment provides an opportunity for learners to show that they are able to integrate concepts, ideas, and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome.
Methods of assessment must be appropriate, fair, manageable, and integrated into real work or learning situations so that no learner is disadvantaged in any way. Integrated assessment must be able to evaluate and critique the quality of observable performance and establish the quality of the cognitive processes that underpin this performance. Assessment tools must encourage learners to explain the thinking and decision-making processes that supports their demonstrated performance.
The assessment of knowledge, attitudes, skills, and values described in the unit standards should be integrated.
The fundamental component (management and administration) can be assessed through occupational contexts and activities for example Recreation programming. It is important to make sure these fundamental skills are translated throughout the qualification.
During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. The methods used in assessment must be diverse, and the tools and methods selected should be appropriate to the context in which the learner is employed. Alternative techniques for assessment must be performed if workplace assessment is difficult or not possible.
Assessors and moderators should adopt an approach to make use of a variety of formative and summative assessments methods. Assessors should assess and credit learning that has already been acquired through formal, informal, and non-formal learning and relevant work experience.
|The following countries were selected for international comparability as they are regarded as providing best practice training.
The international growth of recreation is synonymous with the growth of an economy. While an economy is growing, more attention will be focused on bettering health and welfare of the population and the prevention of the growth of social evils (unemployment, substance abuse, crime etcetera). The practice in New Zealand clearly illustrates this.
New Zealand is one of the few countries that offer vocational education and training in Community Recreation. The National Certificate at NQF Level 5 is designed on the framework of the New Zealand qualifications. Unit standards from the www.sfrito.org.nz were adapted for relevance to the South African context.
The New Zealand qualification framework has the following registered qualifications:
National Certificate in Community Recreation, Level 2 Credits 51.
The purpose of this qualification is to provide an introduction to roles in the recreation industry. It focuses on skills useful for working on programmes and events. Holders of the qualification are equipped with some knowledge of recreation theory underpinned with some practical skills in communication, coaching, working with others, self management and customer service.
Unit standards included in this qualification are selected from the following fields:
National Certificate: Community Recreation, Level 4 Credits 144-162 with strands in Community Arts, Countryside Parks and Urban Parks.
The purpose of this qualification is to develop competencies of people working in community arts, park or resource management within the community. They may be involved in facilitation, leadership, advice or project implementation. Holders of this certificate will have developed a broad understanding of Community Recreation with specialisation in either Community Arts, or Parks Management.
Unit standards from the following fields were selected to make up this qualification:
National Certificate: Community Recreation (Programme and Event Management) (Level 4) Credits 68.
The purpose of this qualification is designed to empower people with the responsibility of running simple programmes and events. Holders of this qualification are equipped with programme and event management skills, supported by a foundation in communication, business administration and management. There is an emphasis on the skills required for working with others as part of a team.
Unit standards from the following fields were selected to make up this qualification:
National Certificate: Community Recreation (Programme and Event Management) (Level 5) Credits 67.
This qualification is designed for people with the responsibility of running complex programmes and events. Holders of this qualification have demonstrated their ability in the areas recreation management, programmes and events, communication skills, business administration and first line management.
Unit standards from the following fields were selected to make up this qualification:
National Diploma in Community Recreation (Programme and Event Management) Level 6 Credits 167.
The National Diploma in Community Recreation (Programme and Event Management) (Level 6) is designed for people with the responsibility for running complex programmes and events. Holders of this qualification will have demonstrated a solid foundation in recreation theories and programme and event management as well as skills in written and interpersonal communication, business administration, and marketing.
Unit standards from the following fields were selected to make up this qualification:
The National Certificate: Community Recreation Level 5 compares favorably with the Certificate 111 and IV in Community Recreation registered on the Australian Qualification Framework (www.rtq.co.au).
The Australian qualification aims to prepare the learner to possess a defined range of community recreation competencies for general supervision of clients in a community recreation facility. The course focuses on applying community development principals to educate the public on the safe use of a sport and recreational resource.
Units of competency include:
Units of Competencies in Certificate IV in Community Recreation include:
United States Of America:
The elective "Promote Therapeutic Recreation in a Community" was developed from standards which form the basis of the National Council for Therapeutic Recreation Certification, USA. Since this is the first qualification on the South African NQF with Therapeutic Recreation learning content it thus serves as a foundation and introduction to the possible career path for Therapeutic Recreation Specialists.
Forty eight Universities offer degrees in Recreation and Leisure Services. Private Service providers, government agencies and professional organisations provide education and training to maintain professionalism through the continuous education programmes and courses.
Standards and evaluative criteria for Baccalaureate Programs in Recreation, Park Resources and Leisure established by The Council on Accreditation, recognized by the Council for Higher Education Accreditation in 2004, described the following standards for the Baccalaureate degree.
The Baccalaureate degree has the following series of standards:
Series 7.00 which addresses foundation understandings (general education) including:
Series 8.00 describes the professional competencies including:
> History and development of the profession.
> Professional organisations.
> Current issues and trends in the profession.
> Understanding of ethics and professionalism.
> Understanding of the importance of maintaining professional competence and the available resources for professional development.
> Understanding of the roles, interrelationships and use of diverse delivery systems addressing recreation, parks resources and leisure.
> Understanding of the importance of leisure service delivery systems for diverse populations.
> Operating programs and services.
> Designs of areas and facilities.
> Community development.
> Economic development.
> Understanding of the variety of programmes and services to enhance individual, group and community quality of life.
> Ability to implement the following principles and procedures related to programme/event planning for individual, group and community quality of life:
> Assessment of needs.
> Development of outcome oriented goals and objectives.
> Selection and coordination of programmes, events and resources.
> Marketing of programmes and events.
> Preparation, operation and maintenance of venues.
> Implementation of programmes and events.
> Evaluation of programmes and events.
> Understanding of group dynamics and processes.
> Apply basic principles of research.
> Understand the fundamental principles and procedures of management.
> Understand the fundamental principles and procedures of human resource management.
> Understanding the principles and procedures of supervisory leadership.
> Understanding of the principles and procedures of budgeting and financial management.
> Understanding of the principles and procedures related to agency marketing techniques and strategies.
> Ability to utilize the tools of professional communication.
> Ability to apply current technology to professional practice.
> Knowledge of the following principles and procedures of developing areas and facilities:
> Functional design.
> Operation and maintenance.
> Legal aspects:
> Legal foundations and the legislative process.
> Contracts and sport law.
> Regulatory agents and methods of compliance.
> Understanding the principles and practices of safety, emergency and risk management related to recreation, park resources and leisure services:
> Field Experiences
> Formal field experiences of 100 hours in an appropriate professional recreation organization/agencies prior to internship.
> Internship, full time continuing experience in one appropriate professional recreation organization/agencies of 400 hours.
The South African National Certificate: Community Recreation, NQF Level 5 contains the following learning which is similar to that offered in New Zealand and Australia:
The South African National Certificate: Community Recreation, NQF Level 5 contains the following learning which is similar to that offered in United States of America:
Africa and SADC:
No recreation training was found in Africa and SADC.
Conclusion: International comparability shows that this qualification compares favourably with qualifications in leisure and recreation offered internationally.
|Vertical articulation is possible with:
Horizontal articulation is possible:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|Notes to Assessors:
Assessors should keep the following general principles in mind when designing and conducting assessment:
All assessments should be conducted in line with the following well documented principles of assessment: Appropriateness, fairness, manageability, and integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent as defined below:
Principles of Assessment:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||114600||Apply innovative thinking to the development of a small business||Level 4||NQF Level 04||4|
|Core||14048||Apply Self Management Concepts||Level 4||NQF Level 04||3|
|Core||14667||Describe and apply the management functions of an organization||Level 4||NQF Level 04||10|
|Core||254241||Advise clients on leisure and recreation lifestyles||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||254235||Analyse the economic concepts of leisure and recreation||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||254236||Analyse the psychological impact of participating in recreation and leisure activities||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||254244||Analyse the Sociology of Leisure and Recreation||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||254255||Design a recreation programme using advanced recreation programming techniques to meet community needs||Level 5||Level TBA: Pre-2009 was L5||12|
|Core||254274||Examine the concepts of play and work and its impact on the design of recreation programmes||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||254294||Examine the purpose of leisure education and its application to community recreation||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||254295||Explain and apply the principles and philosophy of community arts||Level 5||Level TBA: Pre-2009 was L5||9|
|Core||254243||Facilitate community development through community arts||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||254245||Facilitate community development using community recreation||Level 5||Level TBA: Pre-2009 was L5||7|
|Core||254275||Implement a complex recreation programme||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||254256||Provide advice on Recreation careers in the Recreation industry||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||254237||Advocate participation in community recreation||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||254254||Apply the principles and processes of community recreation for community development||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||15224||Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||252024||Evaluate current practices against best practice||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||254257||Plan and establish procedures to manage a recreation facility||Level 5||Level TBA: Pre-2009 was L5||8|
|Fundamental||110531||Plan, organise and control the day-to-day administration of an office support function||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||254242||Process, organize and maintain workplace information||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||254068||Recruit, induct and manage volunteers||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||254238||Develop and implement a community recreation programme focussing on health promotion||Level 5||Level TBA: Pre-2009 was L5||11|
|Elective||254234||Develop and implement a community recreation programme for youth at risk||Level 5||Level TBA: Pre-2009 was L5||11|
|Elective||254239||Develop and implement recreation programmes to achieve workplace wellness||Level 5||Level TBA: Pre-2009 was L5||11|
|Elective||254240||Promote therapeutic recreation in the community||Level 5||Level TBA: Pre-2009 was L5||11|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.