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: 

Assist in preventing re-offending through implementation of targeted diversion programmes 
SAQA US ID UNIT STANDARD TITLE
120278  Assist in preventing re-offending through implementation of targeted diversion programmes 
ORIGINATOR
SGB Probation Work 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
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 
People credited with this unit standard are able to:
  • Demonstrate knowledge of targeted diversion programmes.
  • Plan a diversion programme.
  • Assist in delivering a diversion programme.
  • Facilitate community service placements. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Communications and mathematics literacy competence equivalent to NQF Level 3.
  • Competence equivalent to that described in the unit standards: Demonstrate an understanding of probation work, Demonstrate knowledge of crime prevention within a probation context, Apply knowledge of social issues in relation to probation work. 

  • UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

    The following scope and context applies to the whole unit standard:

    The duties of the Assistant Probation Officer is defined in the Probation Services Amendment Act, (2002):

    4A
  • The Minister may appoint as many suitable persons as he or she may deem necessary as assistant probation officers to perform the duties imposed by or under this Act or any other law on an assistant probation officer.
  • The duties of an assistant probation officer shall include:
    > The monitoring of a child subject to home-based supervision.
    > The monitoring of persons subject to supervision.
    > Family finding.
    > The gathering of information for assessment by the probation officer, 10.
    > Assisting a probation officer with his or her duties. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge of targeted diversion programmes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The conditions under which diversion programmes are agreed are correctly identified and explained with reference to type, process and content. 
    ASSESSMENT CRITERION RANGE 
    Conditions include: level and quality are appropriate to the situation; viable alternative to sentencing.
     

    ASSESSMENT CRITERION 2 
    Different types of diversion programmes are listed and identified in terms of their purpose and characteristics. 
    ASSESSMENT CRITERION RANGE 
    Diversion programmes include:
  • Educational Awareness programmes (drug education, sexual awareness, sexual abuse and disclosure, crime awareness, conflict management, gangsterism, family violence).
  • Treatment programmes (professional interventions for behavioural modification and cognitive restructuring: sexual offenders, substance abuse, violent offences).
  • Restorative justice (victim offender mediation / conferencing, family group conferencing).
     

  • ASSESSMENT CRITERION 3 
    Own area of expertise and limits of authority with respect to programme implementation are correctly identified and articulated. 
    ASSESSMENT CRITERION RANGE 
    Limits include: direct implementation of educational awareness programmes, preparation and support for treatment and restorative justice programmes.
     

    ASSESSMENT CRITERION 4 
    Key features of educational awareness programmes are described and explained with reference to key content, options and consequences in each case. 

    ASSESSMENT CRITERION 5 
    Resources available to individuals in dealing with challenges and problems are identified and described with clear reference to typical cases and applications. 
    ASSESSMENT CRITERION RANGE 
    Resources include: information - effects and consequences, models of appropriate behaviour, laws and what is right and wrong, contact persons or institutions, basic conflict management skills, advice and recommendations.
     

    SPECIFIC OUTCOME 2 
    Plan a diversion programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The specific circumstances leading to the implementation of the diversion programme are identified and analysed with respect to purpose and type. 

    ASSESSMENT CRITERION 2 
    All resources needed for successful implementation are identified and documented for budgeting and scheduling purposes. 
    ASSESSMENT CRITERION RANGE 
    Resources include: venues, equipment.
     

    ASSESSMENT CRITERION 3 
    Key stakeholders and/or participants are identified in terms of their role and key contribution, and their availability confirmed timeously. 

    ASSESSMENT CRITERION 4 
    Activities scheduled are appropriate to the nature of the diversion programme and the specific circumstances leading to its implementation, and are consistent with accepted practice in the field. 

    ASSESSMENT CRITERION 5 
    Time allocated to various activities is realistic and provision made for contingencies is adequate and likely to promote effective reorganisation. 

    ASSESSMENT CRITERION 6 
    The plan is documented in accordance with organisational formats and/or accepted best practice. 

    SPECIFIC OUTCOME 3 
    Assist in delivering a diversion programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The particular scope of authorised activity, as well as limitations, is accurately identified and explained in line with current legislation and codes of practice. 
    ASSESSMENT CRITERION RANGE 
  • Limitations include: Treatment programmes: (sexual offenders, substance abuse, violent offences, programmes requiring behavioural modification and cognitive restructuring), Restorative justice programmes.
  • Current legislation includes: Social Services Act.
     

  • ASSESSMENT CRITERION 2 
    The expected supportive role for professional interventions is explained with reference to pre-intervention preparation, co-facilitation and post-intervention activities. 

    ASSESSMENT CRITERION 3 
    Basic principles of group dynamics and group management skills are effectively applied, under direct supervision, to facilitate group activities within a diversion programme. 
    ASSESSMENT CRITERION RANGE 
    Group management skills include: effective communication: active listening, assertiveness, non-verbal communication and clear self expression, techniques for managing conflict constructively, creative problem solving processes, review and reflection.
     

    ASSESSMENT CRITERION 4 
    Personal preparation for co-facilitation is thorough and promotes the accurate and effective transfer of information, teaching of skills and/or group management. 
    ASSESSMENT CRITERION RANGE 
  • Knowledge includes: knowledge of need for diversion - sexual abuse and sexual offences, gangsterism, substance abuse, violent offences.
  • Coping skills include: knowledge, attitudes and skills development - anger management, enhancing self-esteem, developing positive attitudes, coping skills, dealing with peers.
     

  • ASSESSMENT CRITERION 5 
    Assistance provided is consistent with the purpose of the programme and its particular approach and values. 

    ASSESSMENT CRITERION 6 
    Reflection on programmes accurately identifies effective and less effective activities, and recommendations for improvement are consistent with the nature of the problem and the purpose of the programme. 

    SPECIFIC OUTCOME 4 
    Facilitate community service placements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role of community service placements is accurately defined with respect to purpose and the notion of restorative justice. 

    ASSESSMENT CRITERION 2 
    The relationship between placement, punishment and restoration are accurately described in ways that are consistent with the underpinning philosophy of community service placements. 

    ASSESSMENT CRITERION 3 
    Specific placements are appropriate to the nature of the crime and the particular context identified during assessment, and are likely to promote the educative intent of placement. 

    ASSESSMENT CRITERION 4 
    Relationships with placement agencies are positive and promote effective placement as alternatives to institutionalisation. 

    ASSESSMENT CRITERION 5 
    Monitoring and reporting of community service placements provides the required information to authorised persons in the required format and at the agreed time. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Accreditation Options: Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.
  • Moderation Option: The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
  • Note: implicit in the planning and co-facilitation roles, as well as finding suitable community service placements. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: core to the standard - the APO carries out much of the relationship building and community liaison work. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: core to the role - planning and scheduling is a key component. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: applicable in identifying programme context, as well as sourcing placement information. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations.
  • Note: communication is critical in presentations and education roles, as well as in group situations. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • Note: technology forms part of presentation and educational delivery. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
  • Note: core to the role - understanding cause and effect; diversion programmes address 'bigger-picture' issues. 

  • 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 
    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • Any arrested child who has not been released shall be assessed by a probation officer as soon as reasonably possible, but before his or her first appearance in court.
  • 'Assessment' means a process of developmental assessment or evaluation of a person, the family circumstances of the person, the nature and circumstances surrounding the alleged commission of an offence, its impact on the victim, the attitude of the alleged offender in relation to the offence and any other relevant factor.
  • 'Child' means any young person under the age of 18 years.
  • 'Diversion' means diversion from the formal court procedure with or without conditions.
  • 'Diversion programme' means a programme within the context of the family and community in respect of a person who is alleged to have committed an offence, and which is aimed at keeping that person away from the formal court procedure.
  • 'Early intervention' means the provision of services, diversion programmes and other programmes aimed at preventing the need for a person who is alleged to have committed an offence to be dealt with in terms of the formal court procedure.
  • 'Family finder' means a person appointed under section 9 and includes an assistant probation officer.
  • 'Family group conferencing' means a gathering convened by a probation officer as a diversion or sentencing option to devise a restorative justice response to the offence.
  • 'Family member' means a person who is related to another person biologically, by law or according to customary law.
  • 'Home-based supervision' means supervision under certain conditions where an arrested, accused, convicted or sentenced child in the care of his or her parents or guardian or in the custody of any other person, is monitored by an assistant probation officer".
  • 'Restorative justice means the promotion of reconciliation restitution and responsibility through the involvement of a child and the child's parents family members victims and the communities concerned.
  • 'Supervision' means supervision of [a] an accused convicted or sentenced person by a probation officer [by virtue] in terms of the provisions of any law". 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50041   Further Education and Training Certificate: Probation Work  Level 4  NQF Level 04  Reregistered  2023-06-30  HW 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.
     
    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.