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: 

Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable 
SAQA US ID UNIT STANDARD TITLE
114947  Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable 
ORIGINATOR
SGB Life Skills 
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
Undefined  Regular-Fundamental  Level 3  NQF Level 03  3 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2007-06-26  2007-08-16  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-08-16   2011-08-16  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
244591  Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable  Level 3  NQF Level 03  3   

PURPOSE OF THE UNIT STANDARD 
This is intended for learners who have families and/or neighbours who are vulnerable. It is intended to create an awareness of ways in which individuals and the community can help to create a caring environment. In this vulnerable refers to the very young, youth, aged, disabled, infirm, abandoned, homeless and immigrants, Neighbours may be people in a geographical area or who share a common interest.

The qualifying learner is capable of
  • Identifying the needs of vulnerable individuals in a community.
  • Explain and discuss ways in which individuals in a community can help to create a caring environment.
  • List and describe existing resources for assisting the vulnerable in the community.
  • Design ways in which a community, as a group, could help to create a caring environment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    There is open access to this 

    UNIT STANDARD RANGE 
    The typical scope of this is
  • Formal structures that are registered or official
  • Informal structures that are not registered. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify the needs of vulnerable individuals in a community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    People in a community who may be vulnerable are identified and an indication is given of their needs and reasons for their vulnerability. 

    ASSESSMENT CRITERION 2 
    The individual needs of three people with a similar vulnerability are identified and an indication is given of the special needs of each individual. 

    SPECIFIC OUTCOME 2 
    Investigate ways in which individuals in a community can help to create a caring environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of a caring environment is explained with reference to an individual's social responsibility. 

    ASSESSMENT CRITERION 2 
    Practical ways in which an individual can help to create a caring environment are identified for groups with a specific vulnerability. 

    ASSESSMENT CRITERION 3 
    The importance of listening and empathy in supporting vulnerable people is explained and an indication is given of techniques that can aid effective communication. 

    SPECIFIC OUTCOME 3 
    Identify and discuss existing resources for assisting the vulnerable in the community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Formal structures for assisting the vulnerable are investigated in a specific community. 

    ASSESSMENT CRITERION 2 
    NGOs and informal structures or organisations operating in a specific community are investigated and an indication is given of the services and facilities offered by each. 

    ASSESSMENT CRITERION 3 
    Creative ways in which the available resources can be used to the benefit and support of the vulnerable are described for a specific situation. 

    SPECIFIC OUTCOME 4 
    Design ways in which a community, as a group, could help to create a caring environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Ideas for empowering individuals and the community in general to create a caring environment are proposed for a specific situation. 
    ASSESSMENT CRITERION RANGE 
    Information, training, motivation and support.
     

    ASSESSMENT CRITERION 2 
    The dangers associated with a victim mentality or creating dependency are discussed with examples. 

    ASSESSMENT CRITERION 3 
    Practical ways in which the community, as a group, could help to create a caring environment are suggested and an indication is given of the role of the vulnerable in each activity. 

    ASSESSMENT CRITERION 4 
    Plans for caring for a specific group of vulnerable people are designed as application. 

    ASSESSMENT CRITERION 5 
    A pilot project is implemented as initial phase. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Assessment of this should be contextual, practical and be conducted in the workplace as far as possible.
  • Assessors must be registered as assessors with the relevant ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of understanding with 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 and make decisions in proposing ways of creating a caring environment. 

    UNIT STANDARD CCFO WORKING 
    The learner is able to work as a member of a team in exploring ways of crating a caring environment. 

    UNIT STANDARD CCFO COLLECTING 
    The learner is able to collect, organise and critically evaluate information in identifying the needs of vulnerable individuals. 

    UNIT STANDARD CCFO COMMUNICATING 
    The learner is able to communicate effectively suggesting ways in which the community could create a caring environment. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 244591, which is "Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable", Level 3, 3 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  48783   National Certificate: Financial Services  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  INSETA 
    Elective  49600   National Certificate: Development Practice  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2009-05-13  Was ETDP SETA until Last Date for Achievement 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  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. Amaqamu Project Management and Consulting 
    2. B T Group of Companies Pty Ltd 
    3. Breakeven 59(PTY) Ltd 
    4. Dintshang Trading 
    5. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    6. Kitso Bokamoso Training Solution 
    7. Leronsa Trading Enterprise 
    8. MENTORNET (PTY) LTD 
    9. Ntevho-Ketso Training and Recruitement Consultancy cc 
    10. NTI College 
    11. Ntsangalala Business Enterprise 
    12. Professional Development and Training Institute (Pty) Ltd 
    13. Resonance Institute of Learning 
    14. Retshetse Training Project 
    15. Southern African Youth Movement 
    16. Thabelanang t/a Thabelanang Trading Enterprise 
    17. THE GMC GROUP PTY LTD 
    18. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    19. Ulwazi Training & Development 


    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.