SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

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
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 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	Passed the End Date - Status was "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.	Abnah Academy Pty Ltd
2.	Accreditation Training Services
3.	Adelaine Training Solutions Pty Ltd
4.	Amogelang Marketing and Training
5.	Arden School of Management
6.	Ashley Kriel Skills Development Centre
7.	Aubrey Nyiko Business Enterprise cc
8.	Ayaba Consultants Pty Ltd
9.	B T Group of Companies PTY Ltd
10.	Boikgantsho Consulting Events cc
11.	Boland College
12.	Bordergate Events Management And Projects
13.	Botho Ubuntu Contract Cleaning Pty Ltd
14.	BOTSHO BOTLE RESOURCES
15.	Brainwave Projects 1997 PTY Ltd
16.	Camblish Training Institute Pty Ltd
17.	Caversham Education Institute
18.	Compass Academy of Learning
19.	Custoda Trust
20.	D and D Lwazi Renaissance Research and Development Institute
21.	DAPFETC PTY Ltd
22.	DC DYNAMIC COLLEGE OF COMMERCE AND FURTHER TRAINING PTY LTD
23.	Dee s Training PTY LTD
24.	Deligence Defined
25.	Dr Indira Naidoo s Institute of Education Training and Engineering Pt
26.	Drewmach Branding Solutions Pty Ltd
27.	Dynamic Safety Solutions
28.	Early Learning Foundation Montessori Teacher Training
29.	Early Learning Resource Unit ELRU
30.	EDU Bless College
31.	Edu Build Institute
32.	Edu Funda Learning Centre Pty Ltd
33.	Edu Prof Training Centre
34.	EDUTAK PRE SCHOOL TRAINING AND DEVELOPMENT
35.	Environment and Language Education Trust
36.	False Bay Technical Vocational Education Training College
37.	Fizazad Projects t a Kajal and Associates
38.	Flavius Mareka FET College
39.	Footballers Investment Pty Ltd
40.	Giver of Givers Foundation Organisation
41.	Grassroots Adult Education and Training Trust
42.	Gwala Training Services
43.	HDPSA
44.	HLOSI SECURITY SOLUTIONS
45.	HLUVUKA TRAINING AND CONSULTING
46.	Hope Academic And Skill Centre
47.	HWW Africa Region NPC
48.	Imisebeyelanga Services
49.	Ingwe FET College
50.	Inqaba Yokulinda Youth Organisation
51.	Institute of Training and Education for Capacity Building
52.	Intact Education Training and Development
53.	Isibani Skills Academy
54.	Isibani Soluntu
55.	Katiso kuno Consulting
56.	Keletsong Community Training Resource Centre
57.	Kenako Jwale Skills Development and Training Centre
58.	Kgaebane Trading
59.	Khoali Group of Companies Pty Ltd
60.	Khululeka Community Education Centre
61.	Kids Paradise Training Centre
62.	KING JAMES TRADING AND PROJECTS
63.	KITSO TRAINING AND DEVELOPMENT
64.	Klein Karoo Resource Centre
65.	Kwa Thema Stimulation Day Care Centre
66.	Leronsa Trading Enterprise
67.	Lesedi Educare Association
68.	Level 5 Skills
69.	Little Elephant Training Centre For Early Educationt a LETCEE
70.	LM Training Development
71.	Loago Institute Pty Ltd
72.	Malomini Strategists
73.	Masikhule Early Childhood Development Centre NPC
74.	Maths Centre Incorporating Sciences
75.	Molteno Institute for Language and Literacy
76.	Montessori Teacher Training Centre South Africa
77.	Motheo Training Institute Trust
78.	Natal Early Learning Resource Unit NPC
79.	Ndimeni Construction and Maintenance cc
80.	Networx for Career Development
81.	New Beginnings Training and Development Organisation
82.	Nkangala TVET College
83.	Northlink College
84.	Ntataise
85.	Orchards Graduate School Pty Ltd
86.	Paradise Institution Training and Learning Centre
87.	Persona Doll Training SA
88.	Petra institute of Development PTY Ltd
89.	Play with a Purpose Educational Trust
90.	PMA Holding Pty Ltd
91.	Premier Recruitment and Training Pty LTD
92.	Pro Ed Training
93.	Redefined Skills Training and Development
94.	Regen Institute of Leadership and Management Education
95.	REGIONAL EDUCARE COUNCIL
96.	Renaissance Training Services cc
97.	Royalty Edu Home Pty Ltd
98.	Safe and Sound Learning Association
99.	Seanapyane Resources Pty Ltd
100.	SEJ Skills Academy Pty Ltd
101.	Seriti Institute NPC
102.	Siphiwosethu Open Development Initiative Corporation
103.	Sisazi Consulting
104.	Siyahluma Education Institute PTY Ltd
105.	SIYATHELA EARLY LEARNING ASSOCIATION
106.	Siyathuthuka Nursery School
107.	South African Congress For Early Childhood Development
108.	South West Gauteng TVET College
109.	STARPLEX LEARNING FOUNDATION INSTITUTE
110.	Tembe Service Providers
111.	Thasha Training and Consulting
112.	The College of Modern Montessori
113.	The Finishing College (Pty) Lt
114.	The Iscariota Group Pty Ltd
115.	Thukakgaladi Integrated Development Project
116.	THUSANANG TRUST
117.	Tlharihani Training Centre Pty Ltd
118.	TREE
119.	Tshase Education Group Pty Ltd
120.	Tshepang Educare Trust
121.	Tshianzi Development
122.	Ubuntu Care and Development
123.	Umthombo Wolwazi Training and Constructions
124.	Unathi Training
125.	Universal College Outcomes SA
126.	Vuselela TVET College
127.	WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING
128.	World Wide Education Providers Pty Ltd
129.	Zisize Educational Trust