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: 

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
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 
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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
2. Accreditation & Training Services 
3. Amogelang Marketing and Training 
4. Assessment and Entrepreneurship Centre 
5. ATS Institute 
6. Aubrey Nyiko Business Enterprise cc 
7. B T Group of Companies Pty Ltd 
8. BOLAND COLLEGE 
9. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
10. Brainwave Projects 1997 CC 
11. Capricorn College for FET 
12. Caversham Education Institute 
13. Centre for Creative Education/Iziko La Bantu Be Afrika NPC 
14. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
15. Changing Lives Community Development Training 
16. College of Cape Town - Athlone Campus 
17. Compass Academy of Learning 
18. Custoda Trust 
19. D and D Lwazi Renaissance Research and Development Institute 
20. D M Management and Consulting 
21. DC Academy (PTY)LTD 
22. Dee s Training PTY LTD 
23. Diligence Defined Projects PTY Ltd t/a Deligence Defined 
24. Directflo 
25. Dru A Professional Further Education and Training College DAPFETC PT 
26. Dynamic Safety Solutions 
27. Early Learning Foundation Montessori Teacher Training 
28. Early Learning Resource Unit (ELRU) 
29. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
30. EDU-Bless College 
31. Edu-Build Institute 
32. Edu-Prof Training Centre 
33. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
34. Environment and Language Education Trust 
35. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
36. FLAVIUS MAREKA FET COLLEGE 
37. FURNITURE WORLD TRAINING CENTRE 
38. Gert Sibande Public FET College - Central Office 
39. Goldfields TVET College 
40. Grassroots Adult Education and Training Trust 
41. GWALA TRAINING SERVICES 
42. HDPSA 
43. Headspace Consulting (PTY) Ltd 
44. Headstart/ECD projects 
45. Heirs Training and Development 
46. HLOSI SECURITY SOLUTIONS 
47. HLUVUKA TRAINING AND CONSULTING 
48. HOPE ACADEMIC AND SKILL CENTRE 
49. INGWE FET COLLEGE 
50. Institute of Professional Studies and Services 
51. Isamon Vocational College of Excellence Pty Ltd 
52. Isibani Skills Academy 
53. Isibani Soluntu Development Trust 
54. Itireleng Bokamoso Trading Development Services and Associates 
55. Kalideen Management Services 
56. Karabo Info Centre and Trading 
57. Katiso-kuno Consulting 
58. Keletsong Community Training & Resource Centre 
59. Kenako Jwale Skills Development and Training Centre 
60. Khoali Group of Companies (Pty) Ltd 
61. Khululeka Community Education Centre 
62. KITSO TRAINING AND DEVELOPMENT 
63. Klein Karoo Resource Centre 
64. Leronsa Trading Enterprise 
65. LESEDI EDUCARE ASSOCIATION 
66. Li Lichule Trading cc 
67. Loago Business Consulting 
68. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
69. MATHS CENTRE INCORPORATING SCIENCES 
70. Mochochonono Training Solutions cc 
71. Montessori Teacher Training Centre South Africa 
72. Motheo Training Institute Trust 
73. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
74. Networx for Career Development 
75. New Beginnings Training and Development Organisation 
76. NKANGALA TVET COLLEGE 
77. Northern Cape Urban College: Kimberley Campus 
78. Northlink College 
79. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
80. NTATAISE TRUST 
81. Ntevho-Ketso Training and Recruitement Consultancy cc 
82. Ntsangalala Business Enterprise 
83. Orbit FET College - Central Office 
84. Peddie Development Centre 
85. Petra institute of Development (PTY) Ltd 
86. Pineridge Training Centre 
87. PMA Holding (Pty) Ltd 
88. Pro-Ed Training 
89. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
90. QT Training (Pty) Ltd 
91. Reflections Development Institute 
92. REGIONAL EDUCARE COUNCIL 
93. Rhodes University 
94. Safe and Sound Learning Association 
95. SANTS College 
96. SEJ Skills Academy (Pty) Ltd 
97. SERITI INSTITUTE 
98. Sirius Training 
99. Sisazi Consulting 
100. Siyahluma Education Institute 
101. Siyathuthuka Nursery School 
102. South African Congress For Early Childhood Development 
103. South Cape Public FET College - George Campus 
104. South West Gauteng Tvet College 
105. Sustainability Institute Trust 
106. Takatso Educare Training and Development Services 
107. Tembe Service Providers 
108. Thabelanang t/a Thabelanang Trading Enterprise 
109. Thasha Training and Consulting 
110. The College of Modern Montessori 
111. The Finishing College (Pty) Lt 
112. The Iscariota Group (Pty) Ltd 
113. The Port Elizabeth Early Learning Centre 
114. Thobologo Training and Education Group (Pty) Ltd 
115. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
116. THUSANANG TRUST 
117. TLHARIHANI TRAINING CENTRE (PTY) LTD 
118. Training and Resources in Early Education (TREE) 
119. TSHEPANG EDUCARE TRUST 
120. Ubuntu Care and Development 
121. Ukhanyiso Ebantwini NPC 
122. Unathi Training 
123. UNIVERSAL COLLEGE OUTCOMES SA 
124. Visionary Skill Academy 
125. Vuselela TVET College 
126. Water berg FET College 
127. Waterberg TVET College 
128. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
129. Winston Academy 
130. World Wide Education Providers(Pty)Ltd 
131. Woz'obona Early Childhood Community Service Group 



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.