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: 

Manage diversity in ECD settings 
SAQA US ID UNIT STANDARD TITLE
12842  Manage diversity in ECD settings 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
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 is an elective unit standard at Level 5, which can be credited to the National Certificate in ECD at Level 4 and/or to the Higher Certificate in ECD at Level 5 and the National Diploma in ECD at Level 5.

Learners are able to evaluate and challenge policies and practices in ECD settings relating to diversity, and to create and manage a learning environment that celebrates unity in diversity and builds social solidarity. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
o Human relation skills, especially communication skills, a basic awareness of diversity issues and understanding of institutionalised racism equivalent to the competencies outlined in the elective unit standard on Create an Inclusive Anti-bias Learning Environment in ECD Settings at Level 3.

o Demonstrated applied competence in facilitating the learning and development of young children within an anti-bias learning environment equivalent to the ECD core unit standards on Facilitate Healthy Development, Facilitate Active Learning and Manage the ECD Learning Programme at Level 4 and Create an Inclusive Anti-bias Learning Environment in ECD Settings at Level 3. 

UNIT STANDARD RANGE 
This elective unit standard is suitable for learners working in all types of ECD settings. Learners are required to demonstrate applied competence in one of the following phases/settings:

? 0 - 3 years (group, informal or family settings)
? 2 - 6 years (group, informal or family settings)
? 5 - 9 years (group or informal settings)


At this level, learners demonstrate the ability to:

o Interact with colleagues in ways that are fair and non-discriminatory,

o Critically analyse, evaluate and discuss their own practice at all levels within the workplace,

o Implement anti-bias practice and inclusiveness relating to race, class, ethnicity, language, culture, gender, religion, age and ability;

o Use a range of culture-fair facilitative and mediation skills providing leadership that role models fair and non-discriminatory practices.

o Reflect upon and relate theory to practice.

The following contextual information is relevant to this unit standard:

o Learning programmes developed to meet the specific outcomes of this unit standard need to be fully aligned with the Bill of Rights in the Constitution of the RSA, particularly in relation to the definition of equality and prohibition of unfair discrimination "directly or indirectly against anyone on one or more grounds, including race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age, disability, religion, conscience, belief, culture, language and birth" (Section 9.3).

o Similarly, learning programmes need to be aligned with the Human Rights in Education requirements, namely that education be constitutionally based and learner-centred, encourages participation, establishes democratic environments and procedures, encourages critical thinking, releases 'subjugated knowledges and is inclusive and anti-discriminatory.

o This unit standard applies to levels of oppression that occur at the personal, interpersonal, institutional/structural/systemic and the cultural level. Therefore,
Managing diversity also occurs at the personal, community and systemic levels. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Reflect on and identify the biases, attitudes and behaviours of oneself and others. 
OUTCOME NOTES 
Reflect on and identify the biases, attitudes and behaviours of oneself and others, which result in unfair discrimination. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Own practice is critically analysed in discussion for bias and unfair discrimination. 

ASSESSMENT CRITERION 2 
2. Reflection on own and others' bias practice is related to theories of culture fairness and anti-bias attitudes in discussion and in writing. 

ASSESSMENT CRITERION 3 
3. Own case studies, which solve problems of bias, prejudice and stereotyping and explore appropriate changes/interventions/options, are shared with others. 

ASSESSMENT CRITERION 4 
4. Written records and/or a journal are kept to record thoughts, feelings and behaviours involving responses to challenging bias, prejudice and unfair discrimination. 

SPECIFIC OUTCOME 2 
Demonstrate an increased awareness of and sensitivity to the different types of oppression. 
OUTCOME NOTES 
Demonstrate an increased awareness of and sensitivity to the different types and levels of oppression and unfair discrimination that exist in our society, through reflective discussion of personal experiences. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Existing policies, practice, resources and learner support materials are evaluated and reviewed to ensure inclusively within the workplace. 

ASSESSMENT CRITERION 2 
2 Examples of reviewing, challenging and constitutionally aligning current workplace policies and practices are presented. 

ASSESSMENT CRITERION 3 
3 Engagement in discussions around current and relevant policies and developments at all levels and their implications for the individual and society is evident. 

ASSESSMENT CRITERION 4 
4 Awareness of human rights and anti-bias practices are promoted as basic constitutional values. 

SPECIFIC OUTCOME 3 
Work co-operatively and in an empowering way with all role players involved in the workplace. 
OUTCOME NOTES 
Work co-operatively and in an empowering way with all role players involved in the workplace to create and promote a culturally fair learning environment. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Good working relationships, which promote and model respect and social cohesion with all children and adults in the workplace are established and maintained. 

ASSESSMENT CRITERION 2 
2. A working environment that promotes positive contributions and practices is created. 

ASSESSMENT CRITERION 3 
3. A range of cultural and ethical methods and techniques are used to create a positive team spirit and problem-solving strategies in the resolution of conflict situations. 

ASSESSMENT CRITERION 4 
4. Open communications, shared information and support to co-workers are facilitated when required.5. Effective culture-fair and anti-bias communication skills and co-operative practices are managed and modelled amongst children, staff members, families and community. 

ASSESSMENT CRITERION 5 
5. Effective culture-fair and anti-bias communication skills and co-operative practices are managed and modelled amongst children, staff members, families and community. 

SPECIFIC OUTCOME 4 
Develop and implement an inclusive anti-bias strategy in the workplace and in all ECD programmes. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A strategy that celebrates and affirms diversity is developed and implemented. 

ASSESSMENT CRITERION 2 
2. An inclusive anti-bias approach that is proactive and respects the cultural, religious, linguistic and experiential background of children and adults in the workplace and community is implemented. 

ASSESSMENT CRITERION 3 
3. All relevant national policies like Children's Rights, Employment Equity, Human Rights, Gender Equity, respecting the Constitution and the Bill of Rights are promoted and implemented at the personal, community and institutional level. 

ASSESSMENT CRITERION 4 
4. A variety of strategies are used in the workplace and community to raise awareness of issues relating to challenging unfair discrimination and advancing equity, multilingualism, social solidarity and transformation. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
o Structured interview to assess attitudes, values, human relations and communication skills, self-awareness, underpinning knowledge and professional commitment.

o Workplace assessment to assess the implementation of an inclusive anti-bias culture and to validate all other sources of evidence where possible.

o Portfolio of relevant assignments, collection of resource material, leaflets and working policies, self-reflection and journal entries.

o Work appraisals/ interview to be completed with peers, colleagues, parents, children and other staff members.

o Oral questioning to determine the practitioner's level of understanding of national policies related to diversity and the justification of practices observed.

o Moderation: Scrutiny of all assessment records, work appraisals and portfolio evidence, and random visits to observe performance in a relevant work setting. 

UNIT STANDARD DEVELOPMENTAL OUTCOME 
1. Reflect on and explore a variety of strategies to help adults learn about themselves and others more effectively.

2. Participate as responsible a citizen in the life of local communities.

3. Being culturally and aesthetically sensitive across a range of social contexts. 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made in terms of challenging and managing biases and behaviours in the workplace. 

UNIT STANDARD CCFO WORKING 
Work effectively with others as a member of a team, organisation and community taking a leadership role where necessary. 

UNIT STANDARD CCFO ORGANISING 
Organise and manage oneself and one's activities responsibly and effectively to ensure a smooth harmonious environment and to offer a leadership model to colleagues. 

UNIT STANDARD CCFO COLLECTING 
Collect, analyse, organise and critically evaluate information relating to all aspects of behaviour, practice and policies relating to diversity. 

UNIT STANDARD CCFO COMMUNICATING 
Communicate effectively with children, colleagues, families and the community using visual, mathematical and language skills in the oral mode and in written presentation. 

UNIT STANDARD CCFO DEMONSTRATING 
Demonstrate an understanding of the world as a set of related systems by recognising that social problem-solving contexts do not exist in isolation. 

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

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Elective  23116   National Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
Status was "Reregistered" 
2007-10-18  Was ETDP SETA until Last Date for Achievement 
Elective  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
Status was "Reregistered" 
2020-07-30  As per Learning Programmes recorded against this Qual 


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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
2. Accreditation & Training Services 
3. Amogelang Marketing and Training 
4. Ashley Kriel Skills Development Centre 
5. Assessment and Entrepreneurship Centre 
6. ATS Institute 
7. Aubrey Nyiko Business Enterprise cc 
8. BOLAND COLLEGE 
9. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
10. Brainwave Projects 1997 CC 
11. Camblish Training Institute (Pty) Ltd 
12. Caversham Education Institute 
13. Centre for Creative Education/Iziko La Bantu Be Afrika NPC 
14. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
15. Changing Lives Community Development Training 
16. College of Cape Town - Athlone Campus 
17. College on Hills (Pty) Ltd 
18. Compass Academy of Learning 
19. Custoda Trust 
20. D and D Lwazi Renaissance Research and Development Institute 
21. D M Management and Consulting 
22. DC Academy (PTY)LTD 
23. DC DYNAMIC COLLEGE OF COMMERCE AND FURTHER TRAINING (PTY)LTD 
24. Diligence Defined Projects PTY Ltd t/a Deligence Defined 
25. Directflo 
26. Dr Indira Naidoo's Institute of Education Training and Engineering (Pty) Ltd 
27. Early Learning Foundation Montessori Teacher Training 
28. Early Learning Resource Unit (ELRU) 
29. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
30. EDU-Bless College 
31. Edu-Build Institute 
32. Edu-Prof Training Centre 
33. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
34. Elvis Koena Consulting (Pty) Ltd 
35. Environment and Language Education Trust 
36. Fachs Business Consulting and Training 
37. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
38. FURNITURE WORLD TRAINING CENTRE 
39. Gert Sibande Public FET College - Central Office 
40. Goldfields TVET College 
41. Grassroots Adult Education and Training Trust 
42. GWALA TRAINING SERVICES 
43. HDPSA 
44. Headspace Consulting (PTY) Ltd 
45. Headstart/ECD projects 
46. Heirs Training and Development 
47. HLUVUKA TRAINING AND CONSULTING 
48. HOPE ACADEMIC AND SKILL CENTRE 
49. HUGENOTE COLLEGE 
50. Inafrica General Trading Pty LTD 
51. Innovation College (Pty)Ltd 
52. Institute of Professional Studies and Services 
53. Isamon Vocational College of Excellence Pty Ltd 
54. Isibani Skills Academy 
55. Isibani Soluntu Development Trust 
56. Itireleng Bokamoso Trading Development Services and Associates 
57. K Boneng Consulting Services P 
58. Karabo Info Centre and Trading 
59. Katiso-kuno Consulting 
60. Keletsong Community Training & Resource Centre 
61. Khululeka Community Education Centre 
62. KITSO TRAINING AND DEVELOPMENT 
63. Klein Karoo Resource Centre 
64. Kwindla Institute of Learning and Consulting 
65. Legacy Leap Skills Developmemt Institute (Pty) Ltd 
66. Leronsa Trading Enterprise 
67. LESEDI EDUCARE ASSOCIATION 
68. Level 5 Skills 
69. Li Lichule Trading cc 
70. Loago Business Consulting 
71. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
72. MATHS CENTRE INCORPORATING SCIENCES 
73. Mochochonono Training Solutions cc 
74. Montessori Teacher Training Centre South Africa 
75. Motheo Training Institute Trust 
76. MTL Training and Projects 
77. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
78. Networx for Career Development 
79. New Beginnings Training and Development Organisation 
80. Nkqubela Community Developers 
81. Northern Cape Rural TVET College 
82. Northern Cape Urban College: Kimberley Campus 
83. Northlink College 
84. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
85. NTATAISE TRUST 
86. Ntevho-Ketso Training and Recruitement Consultancy cc 
87. Ntsangalala Business Enterprise 
88. Orbit FET College - Central Office 
89. Peddie Development Centre 
90. Petra institute of Development (PTY) Ltd 
91. Pineridge Training Centre 
92. PMA Holding (Pty) Ltd 
93. Pro-Ed Training 
94. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
95. QT Training (Pty) Ltd 
96. Reflections Development Institute 
97. Regen Institute of Leadership and Management Education 
98. REGIONAL EDUCARE COUNCIL 
99. Rhodes University 
100. Rousing Varsity College 
101. Safe and Sound Learning Association 
102. SANTS College 
103. SEJ Skills Academy (Pty) Ltd 
104. SERITI INSTITUTE 
105. Sirius Training 
106. Sisazi Consulting 
107. Siyahluma Education Institute 
108. Siyathuthuka Nursery School 
109. South African Congress For Early Childhood Development 
110. South Cape Public FET College - George Campus 
111. South West Gauteng Tvet College 
112. Sustainability Institute Trust 
113. Takatso Educare Training and Development Services 
114. Tembe Service Providers 
115. Thabelanang t/a Thabelanang Trading Enterprise 
116. Thasha Training and Consulting 
117. The College of Modern Montessori 
118. The Finishing College (Pty) Lt 
119. The Iscariota Group (Pty) Ltd 
120. The Port Elizabeth Early Learning Centre 
121. Thobologo Training and Education Group (Pty) Ltd 
122. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
123. THUSANANG TRUST 
124. Thuto Ya Setshaba Training Services (Pty) Ltd 
125. TLHARIHANI TRAINING CENTRE (PTY) LTD 
126. Training and Resources in Early Education (TREE) 
127. TSHEPANG EDUCARE TRUST 
128. Ukhanyiso Ebantwini NPC 
129. Unathi Training 
130. UNIVERSAL COLLEGE OUTCOMES SA 
131. Visionary Skill Academy 
132. Vuselela TVET College 
133. Waterberg TVET College 
134. Winston Academy 
135. World Pace Development and Training Institute 
136. World Wide Education Providers(Pty)Ltd 
137. Woz'obona Early Childhood Community Service Group 



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.