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:

Interact ethically in multicultural contexts

SAQA US ID	UNIT STANDARD TITLE
116492	Interact ethically in multicultural contexts
ORIGINATOR
SGB Ethical Foundations of Society World of Ideas
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 07 - Human and Social Studies			Religious and Ethical Foundations of Society
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 3	NQF Level 03	6
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

This Unit Standard is intended to help learners understand the meaning of ethical behaviour according to the principles of interacting ethically in multi-cultural contexts.

People credited with this Unit Standard are able to:

Describe cultural heritage of own and other cultural groups

Demonstrate knowledge and understanding of similarities and differences between various cultural and ethnic groups

Identify and examine appropriate ways of interacting ethically in multi-cultural contexts

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 at NQF Level 2 or equivalent competence.

It is recommended that learners should complete the Unit Standard: "Identify the basis for distinctions between morally acceptable and unacceptable behaviour in society" before attempting this Unit Standard.

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. More generally, the following applies:

The typical scope of this Unit Standard is:

1. Learners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be practically interpreting the high standards of conduct in their duties and functions, in accordance with the principles contained in their code of ethics.
2. Learners are required to demonstrate the competence described in this Unit Standard in the context of the ethical framework provided by their workplace/sector.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe cultural heritage of own and other cultural groups.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The cultural contributions of members of own and various cultural and ethnic groups are identified. The contributions are described by referring to their impact on current South African society.

ASSESSMENT CRITERION 2

Various forms of expression are explained and described by referring to the heritage of own culture and various other cultural and ethnic groups.

ASSESSMENT CRITERION RANGE

Forms of expression include: folk rhymes, literature, art, dance, religion, clothing.

ASSESSMENT CRITERION 3

The cultural heritage of own group, and that of others, is explained by showing how the cultural heritage is influenced by the world view and/or key ethical concepts of the group.

SPECIFIC OUTCOME 2

Demonstrate knowledge and understanding of similarities and differences between various cultural and ethnic groups.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The similarities and differences between groups are identified and explained by referring to world views and codes of ethics characteristic of specific cultures and/or communities.

ASSESSMENT CRITERION 2

The importance of similarities and differences is explained by referring to the nature of interactions within a culturally diverse society.

ASSESSMENT CRITERION RANGE

Interactions include: functional and dysfunctional.

ASSESSMENT CRITERION 3

Examples of diversity are identified in real world situations in the workplace, sector or institution. The diversity is explained by referring to the particular cultural and ethnic groups involved.

ASSESSMENT CRITERION 4

Different opportunities and constraints experienced by various cultural and ethnic groups are explained in relation to the past and current South African society.

ASSESSMENT CRITERION 5

Cross-cultural concerns are identified and the responses described are relevant to the context, and in line with ethical principles.

ASSESSMENT CRITERION RANGE

Cross-cultural concerns include: employment, education, sport, access to medical care, housing.

SPECIFIC OUTCOME 3

Identify and examine appropriate ways of interacting ethically in multi-cultural contexts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The principles which direct ethical interaction in specific multi-cultural contexts are correctly identified. The principles are explained by referring to their origin and how they might impact on the interaction.

ASSESSMENT CRITERION RANGE

Principles include: cross-cultural/racial tolerance, propriety, acceptance, diversity.

ASSESSMENT CRITERION 2

The importance of knowing about and understanding of these principles in a multi-cultural society is described with reference to particular contexts within South Africa.

ASSESSMENT CRITERION 3

Perceptions which individuals of different racial and cultural groups hold of each other are identified and explained by referring to the governing principles of each group.

ASSESSMENT CRITERION 4

Appropriate and inappropriate ways of interacting in multi-cultural contexts are identified and explained in terms of key ethical concepts.

ASSESSMENT CRITERION RANGE

Positive and negative perceptions towards cultural and racial characteristics of other cultures and races, prejudice, stereotyping, ethnicity.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of this Unit Standard should be contextual, practical and be conducted in the workplace as far as possible.

Assessors must be registered as assessors with the appropriate ETQA.

Moderators must be registered as assessors with the appropriate ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.

The mechanisms and requirements for moderation should be applied as per the SAQA criteria.

Assessment should include both formative and summative assessment.

Training providers must be accredited by the appropriate ETQA or with an ETQA that has a Memorandum of Understanding with the appropriate 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

Identify and solve problems by identifying instances and ways when it is unethical to judge persons from other cultural and ethnic groups based on negative perceptions towards their cultural and racial characteristics, according to the moral principles for interacting ethically in multi-cultural contexts, as established and facilitated by the workplace, sector or institution.

UNIT STANDARD CCFO WORKING

Working as a team, such as when cooperating with colleagues and management/leaders to design procedures for coordinating the principles established for interacting ethically, in line with the Constitution of the nation.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself by ensuring that the ethical procedures of the workplace, sector or institution contained in the ethical principles for interpreting ethically in multi-cultural contexts, are functionally integrated in each individual and group situation.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organize, and critically evaluate information and behaviour by analyzing the ethical implications of different ways of extending knowledge of similarities and differences between diverse cultural and ethnic groups.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively, such as when planning skills development strategies and programmes to facilitate understanding and appreciation/pride in heritage of positive cultural and ethnic contributions by members of own and other cultural and ethnic groups.

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

The title of this unit standard has been changed from 'Identify and explain appropriate ways of interacting ethically in multi-cultural contexts' to 'Interact ethically in multicultural contexts'.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	67589	National Certificate: Equine Practices	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Elective	49447	National Certificate: Trade Exhibition Support	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Elective	58801	Further Education and Training Certificate: Environmental Noise Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2015-06-30	LG 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.	Jobafrik Consulting