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: 

Understand the world of work 
SAQA US ID UNIT STANDARD TITLE
12535  Understand the world of work 
ORIGINATOR
SGB Tourism Guiding 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 1  NQF Level 01 
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
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 
A learner assessed as competent against this unit standard will be able to function within a workplace environment and understand common workplace processes. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that the learner has some basic literacy. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
List the key features of a workplace. 
OUTCOME RANGE 
Purpose (product, remuneration and profit).
Personnel.
Legislative context.
Value systems.
Safety features. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Understanding that a workplace has a specific purpose (e.g. something is produced or offered as a service) is shown.
2. Understanding that both the employer/ owner/ co-operative and the employee/ worker have obligations and responsibilities.
3. Understanding that workplaces are linked to remuneration and/or profit is shown.
4. Examples of legislative requirements are given (e.g. health and hygiene requirements).
5. Examples of value systems are given.
6. Common workplace roles are identified.
7. An understanding of the interaction between different roles is shown.
8. Different levels and types of responsibilities are listed.
9. Time management practices are applied.
10. Ethical professional and social behaviour in the workplace is discussed.
11. Key features of three specific examples of workplaces are listed.
12. Key roles of three specific examples of workplaces are listed.
13. Markets for three specific examples of workplaces are identified and described.
14. Contexts for three specific examples of workplaces are explored.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
15. Reflect on own performance in order to enhance future practice and learning.


When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT

Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the learner
Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)

Integrated assessment

It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Identify common features of workplace roles and responsibilities. 
    OUTCOME RANGE 
    Roles: management, supervisory, team, individual, advisory etc.
    Interactions: interpreting conventions regarding issuing and receiving of instructions; working as a member of a team. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Understanding that a workplace has a specific purpose (e.g. something is produced or offered as a service) is shown.
    Understanding that both the employer/ owner/ co-operative and the employee/ worker have obligations and responsibilities.
    Understanding that workplaces are linked to remuneration and/or profit is shown.
    Examples of legislative requirements are given (e.g. health and hygiene requirements).
    Examples of value systems are given.
    Common workplace roles are identified.
    An understanding of the interaction between different roles is shown.
    Different levels and types of responsibilities are listed.
    Time management practices are applied.
    Ethical professional and social behaviour in the workplace is discussed.
    Key features of three specific examples of workplaces are listed.
    Key roles of three specific examples of workplaces are listed.
    Markets for three specific examples of workplaces are identified and described.
    Contexts for three specific examples of workplaces are explored.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    Reflect on own performance in order to enhance future practice and learning.


    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT

    Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the learner
    Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)

    Integrated assessment

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Use basic self-management in the workplace. 
    OUTCOME RANGE 
    Time management: time required for particular tasks is calculated and goals are set; time management is implemented; time management is monitored and time frames are reviewed.

    Ethical professional and social behaviour. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Understanding that a workplace has a specific purpose (e.g. something is produced or offered as a service) is shown.
    Understanding that both the employer/ owner/ co-operative and the employee/ worker have obligations and responsibilities.
    Understanding that workplaces are linked to remuneration and/or profit is shown.
    Examples of legislative requirements are given (e.g. health and hygiene requirements).
    Examples of value systems are given.
    Common workplace roles are identified.
    An understanding of the interaction between different roles is shown.
    Different levels and types of responsibilities are listed.
    Time management practices are applied.
    Ethical professional and social behaviour in the workplace is discussed.
    Key features of three specific examples of workplaces are listed.
    Key roles of three specific examples of workplaces are listed.
    Markets for three specific examples of workplaces are identified and described.
    Contexts for three specific examples of workplaces are explored.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    Reflect on own performance in order to enhance future practice and learning.


    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT

    Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the learner
    Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)

    Integrated assessment

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Describe a range of workplaces 
    OUTCOME RANGE 
    For example (any three workplaces that learners are familiar with, ranging from an
    individual workplace to an organisational context):
  • Micro enterprise, industry, non-profit, co-operatives, service organisations, private and public. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Understanding that a workplace has a specific purpose (e.g. something is produced or offered as a service) is shown.
    Understanding that both the employer/ owner/ co-operative and the employee/ worker have obligations and responsibilities.
    Understanding that workplaces are linked to remuneration and/or profit is shown.
    Examples of legislative requirements are given (e.g. health and hygiene requirements).
    Examples of value systems are given.
    Common workplace roles are identified.
    An understanding of the interaction between different roles is shown.
    Different levels and types of responsibilities are listed.
    Time management practices are applied.
    Ethical professional and social behaviour in the workplace is discussed.
    Key features of three specific examples of workplaces are listed.
    Key roles of three specific examples of workplaces are listed.
    Markets for three specific examples of workplaces are identified and described.
    Contexts for three specific examples of workplaces are explored.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    Reflect on own performance in order to enhance future practice and learning.


    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT

    Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the learner
    Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)

    Integrated assessment

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
    3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
    4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The knowledge component of this standard is:
  • That there can be a range of workplace structures and processes (e.g. hierarchies; co-operatives etc)
  • Those different roles in an organisation are inter-related.
  • That there are different roles in a team (e.g. team leader, support members, allocated roles etc).
  • That all workplaces require ethics, rules and compliances (e.g. legislative, such as safety requirements). 


  • 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
    Core  48495   General Education and Training Certificate: Water Services  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  EWSETA 
    Fundamental  22971   General Education and Training Certificate: Conservation  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  49753   General Education and Training Certificate: General Technical Practice  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  EWSETA 
    Fundamental  22190   General Education and Training Certificate: Tourism  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 


    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. GNS ENTERPRISE (PTY) LTD 
    2. KGWEBISWANO SUPPLIES & SERVICES 
    3. TECHNICAL INTEGRATED SOLUTIONS (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.