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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate knowledge of crime prevention within a probation context 
SAQA US ID UNIT STANDARD TITLE
120279  Demonstrate knowledge of crime prevention within a probation context 
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 3  NQF Level 03 
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 will be useful to people who require an understanding of crime prevention within a probation context.

People credited with this unit standard are able to:
  • Demonstrate understanding of crime prevention theory.
  • Describe and explain a range of crime prevention strategies.
  • Communicate information for crime prevention purposes. 

  • 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. 

  • 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:
  • Crime prevention strategies include:
    > Law enforcement approaches (additional policing, community policing).
    > School based programmes (education and awareness raising).
    > Social crime prevention (life skills, conflict resolution, moral regeneration, peer pressure).
    > Environmental approach (playgrounds, green belts, cameras). 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of crime prevention theory. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The description of high risk factors, and their interaction, in causing crime is detailed and consistent with current definitions in the field. 
    ASSESSMENT CRITERION RANGE 
    Risk factors include those for: social/economic, community, individual, family.
     

    ASSESSMENT CRITERION 2 
    Protective factors in crime prevention are described and explained in line with accepted usage in a probation work context. 
    ASSESSMENT CRITERION RANGE 
    Protective factors include: strength based approach, family/parenting, churches, traditional belief systems, income and employment opportunities, extended families and extended income; social grants.
     

    ASSESSMENT CRITERION 3 
    Risk and protective factors are identified for particular contexts, and explained with reference to the possible structure and content of crime prevention programmes. 

    ASSESSMENT CRITERION 4 
    Levels of crime prevention programmes and/or interventions are identified and described in terms of their purpose, features and target. 
    ASSESSMENT CRITERION RANGE 
    Levels of prevention: primary (not yet offended: education/awareness, group); secondary (diversion: combination + life skills + therapeutic, individual + group); tertiary levels (to stop re-offending: focused therapeutic, individual work/family).
     

    ASSESSMENT CRITERION 5 
    The relevance of crime prevention theory is explained with reference to own practice and specific case examples. 

    SPECIFIC OUTCOME 2 
    Describe and explain a range of crime prevention strategies. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various crime prevention strategies are described and explained with reference to their advantages and disadvantages within particular probation work contexts. 
    ASSESSMENT CRITERION RANGE 
    Crime prevention strategies include: Law enforcement approaches (additional policing, community policing); school based programmes (education and awareness raising); social crime prevention (life skills, conflict resolution, moral regeneration, peer pressure); and environmental approach (playgrounds, green belts, cameras).
     

    ASSESSMENT CRITERION 2 
    Applicability of risk and protection factors to various crime prevention strategies is understood and described accurately within the probation context. 

    ASSESSMENT CRITERION 3 
    Role players influencing/playing a role in crime prevention strategies are identified and discussed in accordance with accepted usage in the field. 
    ASSESSMENT CRITERION RANGE 
    Role players include: probation officers, police services, social services, teachers, churches/youth groups, local government/municipalities, criminal justice, sport and recreation.
     

    ASSESSMENT CRITERION 4 
    The particular orientation to crime prevention in the probation work field is described and explained with reference to the social functioning of the individual and the community. 

    SPECIFIC OUTCOME 3 
    Communicate information for crime prevention purposes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of the particular communication is clearly articulated in terms of its level, approach and target audience. 

    ASSESSMENT CRITERION 2 
    Language used during the presentation is clear and at a level appropriate to the target audience. 

    ASSESSMENT CRITERION 3 
    Content and illustrations are factually correct and appropriate to the purpose of the presentation and the target audience. 

    ASSESSMENT CRITERION 4 
    Communication and presentation skills are effectively used, and promote the transfer of information and the success of the intervention. 

    ASSESSMENT CRITERION 5 
    Opportunity is provided for questions of clarification, as well as interaction as required by the programme. 


    UNIT STANDARD ACCREDITATION AND MODERATION 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.
  • Core - the function implies identification of problems and allocation of appropriate solutions. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • By its nature social work means team work and engagement with communities to provide broad solutions. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Organisation and presentation of crime prevention information requires personal organisational skills. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Implied by the nature of the role - collecting, organising and presenting information. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Involves presentation skills. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • In accessing in formation; making presentations. 

  • 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.
  • Interplay of risks and protection factors in crime prevention. 

  • 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.