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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Describe ideologies in community contexts 
SAQA US ID UNIT STANDARD TITLE
119516  Describe ideologies in community contexts 
ORIGINATOR
SGB Development 
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 3  NQF Level 03  10 
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 
Learners credited against this Unit Standard are able to instil a sense of objectivity as well as sensitivity in engaging communities. The Unit Standard requires learners to obtain knowledge of different ideologies in the community that will enhance their understanding of the community. Credited learners are also able to determine the hub and pulse of a community which can assist in determining a programme of action. Credited learners have the tools to determine the rationale for behaviour in communities.

Credited learners are capable of:
  • Exploring the concept of ideologies using examples from specific communities.
  • Gathering information regarding ideologies relevant to specific community contexts.
  • Describing different ideologies that exist in specific communities.
  • Describing the influence of ideologies in community contexts. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 2. 

    UNIT STANDARD RANGE 
    Range statements are provided with relevant specific outcomes and assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explore the concept of ideologies using examples from specific communities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Ideology is described in terms of specified conceptualisation. 

    ASSESSMENT CRITERION 2 
    Examples of ideologies are identified with reference to specific communities. 

    ASSESSMENT CRITERION 3 
    Own ideology is explained in terms of the conceptualisation and impact of ideologies in development practice. 

    SPECIFIC OUTCOME 2 
    Gather information regarding ideologies relevant to specific community contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Gathering of information regarding what is happening in specific communities and areas is described with reference to ways in which it is done. 
    ASSESSMENT CRITERION RANGE 
    Information gathering can include interviews, meeting community leaders, informal group discussions, etc.
     

    ASSESSMENT CRITERION 2 
    Mechanisms for information gathering are identified with reference to appropriateness for specific communities and purpose of information gathering. 

    ASSESSMENT CRITERION 3 
    Data collection instruments are selected based on information required. 

    ASSESSMENT CRITERION 4 
    Data collection is described with reference to specified ethical requirements. 

    ASSESSMENT CRITERION 5 
    The recording of responses obtained from community members are explained with reference to specified formats. 

    SPECIFIC OUTCOME 3 
    Describe different ideologies that exist in specific communities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Analysis of information gathered from communities is described with reference to the different ideologies that exist in the communities in terms of types and proportions. 

    ASSESSMENT CRITERION 2 
    Sources of information are described for all identified ideologies. 

    ASSESSMENT CRITERION 3 
    Presentation of information is described with reference to structure, format and bias. 

    ASSESSMENT CRITERION 4 
    Findings are justified based on data and observations, and own ideology does not influence findings. 

    SPECIFIC OUTCOME 4 
    Describe the influence of ideologies in community contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The pulse of communities is described in terms of action orientation towards challenging issues, and identified ideologies. 

    ASSESSMENT CRITERION 2 
    Level of awareness towards changing the community is described in terms of the impact of ideologies on awareness levels. 

    ASSESSMENT CRITERION 3 
    Features indicating that a community is ready for transformation are identified in terms of supporting ideologies. 

    ASSESSMENT CRITERION 4 
    Community ideologies are related to the national overall context in terms of imposition, impact and influence. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Unit Standard.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Conceptualisation and functioning of ideology and examples from specific communities.
  • Ideology types and proportions.
  • Information gathering methods.
  • Mechanisms for information gathering appropriate for specific communities and purpose of information gathering.
  • Data collection instruments.
  • Specified ethical requirements for data collection.
  • Specified response recording formats.
  • Presentation structure and format requirements.
  • Action orientation towards challenging issues.
  • Impact of ideologies on awareness levels.
  • Features indicating that a community is ready for transformation.
  • Issues of development, inequality and poverty. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when mechanisms for information gathering are appropriate for specific communities. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when specified ethical requirements for data collection are adhered to and information is presented in an unbiased manner. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to gather information regarding ideologies relevant to specific community contexts, describe different ideologies that exist in specific communities and their influence in community contexts and gather information from communities that is analysed to describe the different ideologies that exist in the communities in terms of types and proportions. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when responses obtained from community members are recorded in the specified format and presentation meets prescribed structure and format requirements. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when findings are justified based on data and observations, and own ideology does not influence findings and when describing the influence of ideologies in community contexts, and community ideologies are related to the national overall context in terms of imposition, impact and influence. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this Unit Standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • 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  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 


    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.
     
    NONE 



    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.