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 THAT HAS PASSED THE END DATE: 

Demonstrate an understanding of diversity and change in a dynamic society 
SAQA US ID UNIT STANDARD TITLE
115480  Demonstrate an understanding of diversity and change in a dynamic society 
ORIGINATOR
SGB Democracy, Human Rights, Peace and Elections 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
ABET Level 4  Regular  Level 1  NQF Level 01  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
7486  Explain diversity, change and development in societies  Level 1  NQF Level 01  4   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for any person who requires a basic understanding of diversity and change and the role it has within the context of the world of work, society and environment in a South African society. It is therefore relevant to learners who would like to improve themselves by understanding diversity and change-related issues that are essential life skills that prepare one for the adjustments taking place in a dynamic society. The learner will be able to participate as a responsible citizen within a variety of contexts by engaging with issues relating to diversity and change.

A person credited with this Unit Standard is capable of:
  • Explaining diversity in a South African society.
  • Demonstrating respect and tolerance towards self and others in a changing society.
  • Demonstrating an understanding of change in society.
  • Demonstrating knowledge of how to initiate and influence change as an responsible citizen. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has the following knowledge and skills:
  • Language and communication at ABET Level 3. 
    		•

    UNIT STANDARD RANGE 
    The range of key features in this Unit Standard covers race, nationality, religion, culture, gender where gender includes sexual orientation. The limitation of the key features is merely for ease of presentation and not intended to exclude other concepts. Where reference is made to governmental and non-governmental regulatory frameworks include both the statutes and customary practices and traditions. This Unit Standard includes culture bound concepts such as respect, tolerance, disrespect, and intolerance.

    This Unit Standard is intended for learners who have life experience to make independent judgements with regard to diversity and change related issues. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain diversity in a South African society. 
    OUTCOME RANGE 
    Diversity may include race, nationality, religion, culture, and gender. Diversity features are explained in terms of contemporary thinking. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of diversity is explained with examples. 

    ASSESSMENT CRITERION 2 
    Diversity in a South African society is explained with examples. 

    ASSESSMENT CRITERION 3 
    Diversity in a South African society is discussed in relation to the impact on the individual, community and society. 

    SPECIFIC OUTCOME 2 
    Demonstrate respect and tolerance towards self and others in a changing society. 
    OUTCOME RANGE 
    Respect and tolerance regarding race, nationality, religion, culture and gender are included. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Respect and tolerance are defined with reference to current understanding, various sources, and indigenous knowledge systems. 
    ASSESSMENT CRITERION RANGE 
    Various sources include Bill of Rights; Constitution; National and International Charters.
     

    ASSESSMENT CRITERION 2 
    Respect and tolerance are identified by reference to practices in daily experiences. 

    ASSESSMENT CRITERION 3 
    Respect and tolerance towards self and others are identified in relation to codes of conduct and practices in personal, social and work environment. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of change in society. 
    OUTCOME RANGE 
  • Types of change: planned, unplanned, formal, informal, structural, statutory, non-statutory, economic, social.
  • Effects of change: on individual, group, society, nation, global. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The key features of change are explained and described with reference to personal experiences. 

    ASSESSMENT CRITERION 2 
    Types and reasons for change are described and defined in terms of current contexts. 

    ASSESSMENT CRITERION 3 
    Plans to deal with change are identified and discussed in terms of own experience. 

    ASSESSMENT CRITERION 4 
    Ways of how change is experienced and managed by society is explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Changes can include Apartheid, Feminism, Sexual Orientation, war, resistance etc.
     

    SPECIFIC OUTCOME 4 
    Demonstrate knowledge of how to initiate and influence change as an active citizen. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The participation of citizens as change agents is explained with regard to the Constitution of the Republic of South Africa and Bill of Rights and role of the citizen. 

    ASSESSMENT CRITERION 2 
    The relationship between citizen participation and democracy is fully explained with reference to the Constitution, the Bill of Rights and the role of the citizen. 

    ASSESSMENT CRITERION 3 
    A variety of modes of citizen participation are explained on a local and national level. 
    ASSESSMENT CRITERION RANGE 
    Modes may also include white papers and new legislation, thus referring to petition and lobbying.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assurance Body (ETQA) that has jurisdiction over this field of learning.
  • The assessor will be accredited and have a relevant qualification and/or be a subject matter expert in this learning 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 and external moderation will be conducted.
  • An assessor, accredited by the relevant ETQA in the learning area, 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 learners will 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. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names, functions and locations of:
  • Civil societies and how they contribute to change/diversity and relating the role they play.
  • List current infrastructure and service conditions as experienced personally.
  • Awareness of professional companies and professionals assisting with managing change.

    Purpose of:
  • Cultural and religious symbols.
  • Rules and principles of democracy.

    Cause and effect, implications of:
  • Concepts of race, nationality, religion, culture, gender.
  • Concept of respect and tolerance.
  • Defining current livelihood status.
  • Defining how formal change is effected e.g. parliament and government, formal statutory change (local, provincial and national).
  • Managing change as a career pathway.
  • The clauses of the Constitution and Bill of Rights in relation to citizen participation and democracy.

    Procedures and techniques:
  • Current events and world views to enhance individual understanding.
  • Context-specific codes of conduct and practices.
  • Awareness that resistance to change is natural.

    Theory, rules, principles, laws:
  • Demonstrate an awareness of a range of legislative and regulatory constructs that impact on the workplace/society e.g. Employment Equity Act, South African Constitution, Bill of Rights etc.
  • National, regional and international charters.
  • Know about basic rights as stipulated in the South African Constitution and government policy.
  • Statutory change affecting society introduced through legal statutory institutions.
  • Society influencing changes that might affect their lives through participating in processes.

    Relationships, systems:
  • Awareness of governmental and non-governmental regulatory frameworks.
  • Culture bound concepts as practiced. 
    		•

    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:
  • Assessing and comparing current livelihood status and future needs in relation to self, community and country. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community when:
  • Respect and tolerance is demonstrated in working with others.
  • Working effectively as a member of the community to facilitate ongoing change.
  • Engaging with the structures of government and civil society. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Participating as a responsible citizen by proposing needs of self, community and country. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain:
  • Diversity.
  • Respect and tolerance, and disrespectful and intolerant practices.
  • Current livelihood status and future needs when assessing and comparing.
  • The concept and role of citizen participation.
  • The relationship of citizen participation and democracy.
  • An analysis of the different modes of citizen participation on a local, PRO and national level. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Engaging in different modes of communication in order to explain diversity and communication is practiced sensitively.
  • Assessing and comparing livelihood status and future needs in relation to self, community and country.
  • Identifying issues on a local, provincial and national level. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:
  • Understanding change in society and the role of Information Technology. 
    		•

    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:
  • Demonstrating the interrelatedness of race, nationality, religion, culture, gender in explaining diversity.
  • Identifying timeously problem areas that impact negatively on the effective functioning of society and prepare for orderly change using critical and creative thinking.
  • Engaging with the SA Constitution and Bill of Rights to understand and explain the link between the Constitution and Bill of Rights and the concept of citizen participation. 
    		•

    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 
    This unit standard replaces unit standard 7486, "Explain diversity, change and development in societies", ABET Level 4, 4 credits.

    Supplementary Information:

    Definitions:
  • Indigenous knowledge systems: refers to the recovery and revaluing of historical practices in traditional societies.

    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this Unit Standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • At this level some errors are to be expected. Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well-documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment throughout the course of study and specific performances assessed. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  73249   General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum  Level 1  NQF Level 01  Reregistered  2028-06-30  UMALUSI 


    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. Aubrey Nyiko Business Enterprise cc 
    2. College of Cape Town - Athlone Campus 
    3. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    4. Leronsa Trading Enterprise 
    5. Northlink College 
    6. People Upliftments t/a POPUP Upliftment 
    7. Professional Development and Training Institute (Pty) Ltd 
    8. SEOPOSENGOE TRAINING CONSULTANCY CC 
    9. South Cape Public FET College - George Campus 
    10. South West Gauteng Tvet College 
    11. Tembe Service Providers 


    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.