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: 

Apply knowledge of issues of diversity in a specific South African context 
SAQA US ID UNIT STANDARD TITLE
263936  Apply knowledge of issues of diversity in a specific South African context 
ORIGINATOR
Task Team - Adult Learning 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  5 
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
2026-06-30   2029-06-30  

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 
South Africa is a diverse community and people across all fields and occupations are required to interact with different groups of people. This Unit Standard assumes a basic understanding of diversity and requires learners to apply that knowledge as they live and work together is a specific South African community. It requires learners to challenge their own attitudes and values and to apply solutions within a specific context. It will be especially useful for learners in local, regional and national government departments, business, civil society, education and counselling, management, Non-Governmental Organisations (NGOs), events management and travel and tourism.

The qualifying learner is capable of:
  • Demonstrating understanding of the underlying dynamics that give rise to perceptions of diversity.
  • Applying knowledge of Psycho-social factors that have relevance for intergroup relationships.
  • Investigating issues of privilege and power among members of a specific community.
  • Proposing a course of action to bring about change in a selected community. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication at Level 4. 

    UNIT STANDARD RANGE 
    The typical scope of this Unit Standard is:
  • Diversity includes differences in culture, language, ideology, philosophy, age, race, prejudice, stereotypes, sexual orientation, gender, faith, class, socialisation, nationality, personality and education on a macro and/or micro scale.
  • Identities include, but are not limited to social (ethnicity), professional, national, corporate, cultural, race, class, gender and religious identities.
  • Community is about groups of people with at least one thing in common including, but not limited to, geographic location, faith, interest, common values, common concerns, needs and goals. Communities are dynamic and individuals may belong to more than one community. For the purpose of this Unit Standard, a community may be a nation, local community, sector, organisation, religious or cultural group, school, class or social group.
  • Where appropriate, the South African context includes policy, legislation and institutions. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of the underlying dynamics that give rise to perceptions of diversity. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Positive and negative personal experiences are analysed to identify key factors that have influenced perceptions and stereotypes of other people. 
    ASSESSMENT CRITERION RANGE 
    Personal experiences may be related to socialisation institutions including, but not limited to, family, school, faith based organisations, workplaces, sectors, communities and social networks.
     

    ASSESSMENT CRITERION 2 
    The influence of child-raising practices and socio-cultural aspects on attitudes, values and behaviours are discussed with examples. 
    ASSESSMENT CRITERION RANGE 
    Attitudes, values and behaviours include those relating to all aspects of diversity.
     

    ASSESSMENT CRITERION 3 
    Issues relating to class in the South African context are discussed with reference to past and present attitudes, values and behaviours. 
    ASSESSMENT CRITERION RANGE 
    Issues include, but are not limited to equity, distribution of resources, gender practices, economic inequality, urban versus rural, poverty, and the rising middle class.
     

    ASSESSMENT CRITERION 4 
    The role of the media in influencing perception is explained with reference to positive and negative influences on perceptions of diversity. 
    ASSESSMENT CRITERION RANGE 
    Media include, but are not limited to print, radio, electronic, digital, mainstream and other types.
     

    SPECIFIC OUTCOME 2 
    Apply knowledge of psycho-social factors that have relevance for inter-group relationships. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Levels of self-awareness, consciousness, and maturity are analysed in terms of their impact on inter-group relationships. 

    ASSESSMENT CRITERION 2 
    Social factors that impact on intergroup relationships are analysed with reference to the interplay between psychological and social factors. 
    ASSESSMENT CRITERION RANGE 
    Social factors include, but are not limited to class, race, socialisation, gender, education and nationality.
     

    ASSESSMENT CRITERION 3 
    The issue of power is discussed in terms of challenges posed for inter-group relationships. 

    ASSESSMENT CRITERION 4 
    Issues of conflict and co-operation are discussed with reference to similarities and differences between groups. 

    ASSESSMENT CRITERION 5 
    Entrenched, recurring patterns of behaviour that impact on intra and inter group relations are analysed with reference to changes in relationships. 
    ASSESSMENT CRITERION RANGE 
    Entrenched, recurring patterns of behaviour include, but are not limited to labelling, discrimination, stereotyping, tolerance, acceptance of boundaries within and between groups and changing contexts.
     

    SPECIFIC OUTCOME 3 
    Investigate differences in privilege and power among members of a specific community/organisation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of power is discussed in terms of popular power and position power. 

    ASSESSMENT CRITERION 2 
    The roles of stakeholders in a specific community/organisation are analysed with reference to different types of power and who holds power in the group. 
    ASSESSMENT CRITERION RANGE 
    Power includes power vested in groups and individuals, entrenched power and specialised or expert power.
     

    ASSESSMENT CRITERION 3 
    The concept of privilege is discussed with reference to access to resources and opportunities. 

    ASSESSMENT CRITERION 4 
    Evidence of privilege in a community is analysed to determine why some individuals or groups enjoy the identified privileges. 

    SPECIFIC OUTCOME 4 
    Propose a course of action to bring about change in a select group/community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The dynamics of a selected group are analysed in order to identify potential areas for change. 

    ASSESSMENT CRITERION 2 
    Entrenched attitudes, values and behaviours in a group or sub-group are analysed in terms of how these are perpetuated by individuals in the group. 

    ASSESSMENT CRITERION 3 
    Common patterns in a group are analysed as indicators of inter and intra personal relations. 

    ASSESSMENT CRITERION 4 
    Strategies that could be used to influence people to achieve a common purpose are explored to deal with a diversity issue. 
    ASSESSMENT CRITERION RANGE 
    Strategies include, but are not limited to negotiation and win-win.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against the qualification must be registered as an assessor with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the associated unit standards.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    The learner is able to identify and solve problems in which responses show that responsible decisions using critical and creative thinking have been made in proposing a course of action to bring about change in a select community. 

    UNIT STANDARD CCFO WORKING 
    The learner is able to work effectively with others as a member of a team, group, organisation or community in investigating differences in privilege and power among members of a specific community. 

    UNIT STANDARD CCFO ORGANISING 
    The learner is able to organise and manage him/herself and his/her activities responsibly and effectively in conducting an investigation into a specific community. 

    UNIT STANDARD CCFO COLLECTING 
    The learner is able to collect, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    The learner is able to communicate effectively in discussing issues of privilege, power and diversity. 

    UNIT STANDARD CCFO SCIENCE 
    The learner is able to use science and technology effectively and critically in using a variety of media including print, radio, electronic, digital, mainstream and other types as sources of information. 

    UNIT STANDARD CCFO DEMONSTRATING 
    The learner is able to demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in proposing a course of action to bring about change in a specific community. 

    UNIT STANDARD CCFO CONTRIBUTING 
    The learner is able to demonstrate cultural sensitivity across a range of social contexts in conducting an investigation in a specific community. 

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  66869   National Certificate: Home Affairs Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Fundamental  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  ETDP 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.
     
    1. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    2. BOLAND COLLEGE 
    3. Capricorn College for FET 
    4. Caversham Education Institute 
    5. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    6. College of Cape Town - Athlone Campus 
    7. Custoda Trust 
    8. Damelin 
    9. Damelin Correspondence College (Pty) Ltd 
    10. Directflo 
    11. DM Training Consultants 
    12. Early Learning Foundation Montessori Teacher Training 
    13. Early Learning Resource Unit (ELRU) 
    14. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    15. Edu-Prof Training Centre 
    16. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    17. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    18. Goldfields TVET College 
    19. Grassroots Adult Education and Training Trust 
    20. Jabulani Training & Development 
    21. Katiso-kuno Consulting 
    22. Kgaka Kgolo Institute (Pty) Ltd 
    23. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    24. Klein Karoo Resource Centre 
    25. Loago Business Consulting 
    26. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    27. MATHS CENTRE INCORPORATING SCIENCES 
    28. Montessori Teacher Training Centre South Africa 
    29. Motheo Training Institute Trust 
    30. MWG Logistical Services 
    31. New Beginnings Training and Development Organisation 
    32. NKANGALA TVET COLLEGE 
    33. Northern Cape Urban College: Kimberley Campus 
    34. Northlink College 
    35. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    36. Orbit FET College - Central Office 
    37. Reflections Development Institute 
    38. Right 4 u College 
    39. SANTS College 
    40. SERITI INSTITUTE 
    41. Siyahluma Education Institute 
    42. South African Guide-Dogs Association for the Blind 
    43. South Cape Public FET College - George Campus 
    44. South West Gauteng Tvet College 
    45. Sustainability Institute Trust 
    46. T Mabuya & Associates (Pty) Ltd 
    47. Teachers Learning Centre (Pty) Ltd 
    48. Tembe Service Providers 
    49. Thasha Training and Consulting 
    50. The Iscariota Group (Pty) Ltd 
    51. The Port Elizabeth Early Learning Centre 
    52. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    53. Train 2 Teach (PTY) Ltd 
    54. UNIVERSAL COLLEGE OUTCOMES SA 
    55. Vuselela TVET College 
    56. VUWA PROJECTS 
    57. WEST COAST COLLEGE FET 
    58. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    59. World Wide Education Providers(Pty)Ltd 


    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.