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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 QUALIFICATION THAT HAS PASSED THE END DATE: |
| Further Education and Training Certificate: Community Recreation |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 58163 | Further Education and Training Certificate: Community Recreation | |||
| ORIGINATOR | ||||
| SGB Sport, Recreation & Fitness | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Further Ed and Training Cert | Field 02 - Culture and Arts | Sport | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 163 | Level 4 | NQF Level 04 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
| 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 qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This qualification is the first within the Recreation learning pathway. The Further Education and Training Certificate: Recreation is targeting entry level workers operating under supervision. The qualification will provide the learner with the necessary recreation knowledge, theory, skills and abilities regarding programming and management in order to effectively and efficiently design, implement and manage recreation programmes which contribute to the improvement in the quality of life and promote the health and well-being of individuals, groups and communities. It will appeal to learners in both the private and public sectors who may previously have been denied opportunities for such learning. Learners can progress to Level 5, which offers a certificate and diploma in Recreation Management. This will provide access to new career paths and stimulate mobility and progression within the recreation sector. It is envisaged that learners can eventually move into specialized areas of programme management, such as parks and community development, playground safety, special education and training in recreation. The qualification combines knowledge of recreation concepts and theory with programme management skills and competencies and an understanding of the far reaching benefits of recreation programmes on the health promotion of individuals, groups, communities, the surrounding environment and society in general. Qualifying learners will be capable of following a career in: Rationale: Recreation programmes comprise a combination of specially selected activities, usually with a specific objective in mind and linked to the needs of the intended target group. For the purposes of this qualification the definition of what constitutes recreation will not be limited to any specific category of activities. In addition, all programme aims will be driven by the underlying premise that recreation should contribute to improving the health and well being of the individual participants and to improve the quality of life through positive interaction. This upholds the view that recreation can be both an end itself as well as a means to end. When recreation is viewed as a tool and vehicle for the achievement of some goal, it opens the way to exploring the health promotion potential of recreation in any given setting. Health promotion settings can be as varied as the range of possibilities from which activities can be chosen to create a recreation programme. In addition, recreation practitioners can create programmes in partnership with other related organisations and government departments to manage the health of individuals in a more holistic way to encourage a team approach to health promotion for the benefit of both the individual and the community. These partners include the Department of Social Welfare, Department of Health, fitness trainers, and Department of Education. A further way in which recreation programmes can be used for health promotion is to create an awareness of, and education about pertinent and relevant health related issues affecting individuals, specific target groups, and/or communities. Examples of these issues include HIV/Aids and Sexually Transmitted Diseases, teenage pregnancy, substance abuse, lack of exercise and fitness and rape. In order for service providers to effectively and efficiently design and deliver recreation programmes, which are consistent with this envisaged relationship between recreation and health promotion, they need to be suitably trained. To this end, the details of this qualification reflect the appropriate combination of recreation theory, skills, and abilities regarding programming and management. It is intended that learners undertaking this qualification will be able to progress to a Level 5 National Certificate: Recreation and manage privately managed recreation-related businesses, as well as being able to work within government departments as assistant recreation officers. The achievement of this qualification will contribute towards the full personal development of the learner and to the social and economic development of the nation at large. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning (RPL) This qualification can be achieved wholly or in part through recognition of prior learning. Prior learning includes formal, informal and non-formal learning and workplace experience, in terms of the criteria laid out. RPL may allow for the accelerated access to further learning at this level or higher on the NQF. RPL may allow for obtaining credits towards unit standards in this qualification. The Assessor and the learner will decide on the methods to determine prior learning and or competence in the knowledge, attitudes, and skills embedded in the Qualification and the associated Unit Standards through an integrated assessment approach. All RPL is subject to the quality assurance procedures of the relevant ETQA. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 163 credits as detailed below. Fundamental component: The Fundamental Component consists of Unit Standards in: It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3. All Unit Standards in the Fundamental Component are compulsory. Core component: Elective component: |
| EXIT LEVEL OUTCOMES |
| On achieving this qualification, the learner will:
1. Demonstrate and apply basic business management principles to manage a Recreation office. 2. Understand the concepts of Recreation, Sport, Play, Work and Free time and promote the benefits of participation. 3. Develop, design, implement, and evaluate Community Recreation programmes. 4. Create a safe environment for participation in a Recreation programme. |
| ASSOCIATED ASSESSMENT CRITERIA |
| 1.
2. 3. 4. Integrated assessment: Integrated assessment provides an opportunity for learners to show that they are able to integrate concepts, ideas, and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome. Methods of assessment must be appropriate, fair, manageable, and integrated into real work or learning situations so that no learner is disadvantaged in any way. Integrated assessment must be able to evaluate and critique the quality of observable performance and establish the quality of the cognitive processes that underpin this performance. Assessment tools must encourage learners to explain the thinking and decision-making processes that supports their demonstrated performance. The assessment of knowledge, attitudes, skills, and values described in the unit standards should be integrated. The fundamental component (literacy, communication and numeracy skills) of this qualification on NQF level 4 can be assessed through occupational contexts and activities for example Recreation programming. It is important to make sure these fundamental skills are translated throughout the qualification. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. The methods used in assessment must be diverse, and the tools and methods selected should be appropriate to the context in which the learner is employed. Alternative techniques for assessment must be performed if workplace assessment is difficult or not possible. Assessors and moderators should adopt an approach to make use of a variety of formative and summative assessments methods. Assessors should assess and credit learning that has already been acquired through formal, informal, and non-formal learning and relevant work experience. Integrated assessment of the unit standards in the qualification must evaluate specific outcomes, embedded knowledge, and critical cross-field outcomes. The primary aim of this qualification is to ensure that learners have a solid foundation of general education to prepare them for further learning, whatever career path they may choose. |
| INTERNATIONAL COMPARABILITY |
| The following countries were selected for international comparability based on the provision of education and training best practice and bench marking in the field of Recreation and Leisure services. Internationally, vocational education and training in Recreation is offered in Australia, New Zealand, and the United Kingdom.
Australia There are four Community Recreation qualification titles offered, included within the Community Recreation Qualifications framework as follows: Certificate II in Community Recreation The Certificate II in Community Recreation is designed for the role of entry level employees working in the community recreation industry under supervision. The breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge applications where there is a clearly defined range of contexts in which the choice of action required is usually clear and there is limited complexity in the range of options to be applied. Likely functions within the community recreation industry for those who have this level of competency include working under supervision with the conduct of recreation activities, events, facility maintenance, operations and other associated tasks, acting according to clearly defined Standard Operating Procedures, rules and regulations and the organisation's documented guidelines. Occupations include Attendants (and other titles) working in a recreation facility or environment. Core Units - Compulsory Stream units - Compulsory An extensive range of electives is offered in specialist areas. New Zealand New Zealand training providers offer training in Community Recreation with an introductory course, National Award in Recreation, of 22 credits leading up to a National Diploma in Community Recreation (Program and Event Management) with a total credit value of 167 at Level 6 on the New Zealand Qualifications Framework. The vocational qualifications in Recreation focus on the following areas of competency: United Kingdom The entry-level qualification is a NVQ Level 2 diploma in Sport, Recreation, and Allied Occupations: Operational Services. Areas of competency include: The career path for Recreation in the United Kingdom is as described below: Level 3: Advanced subsidiary GCE in Leisure Studies - 180 hours. Areas of competency include: Advanced GCE in Leisure Studies - 240 hours Level 4: Higher Professional Diploma in Sport and Recreation Management - 480 hours Mandatory units Optional Units Optional units - Professional Sport Management United States of America Forty-eight Universities offer degrees in Recreation and Leisure Services. Private service providers, government agencies and professional organisations provide education and training to maintain professionalism through the continuous education programmes and courses. Standards and evaluative criteria for Baccalaureate Programs in Recreation, Park Resources and Leisure established by The Council on Accreditation, recognized by the Council for Higher Education Accreditation in 2004, described the following standards for the Baccalaureate degree. The Baccalaureate degree has the following series of standards: Series 7.00 which addresses foundation understandings (general education) including: Series 8.00 describes the professional competencies including: > History and development of the profession. > Professional organisations. > Current issues and trends in the profession. > Understanding of ethics and professionalism. > Understanding of the importance of maintaining professional competence and the available resources for professional development. > Understanding of the roles, interrelationships and use of diverse delivery systems addressing recreation, parks resources and leisure. > Understanding of the importance of leisure service delivery systems for diverse populations. > Operating programs and services. > Designs of areas and facilities. > Community development. > Economic development. > Understanding of the variety of programmes and services to enhance individual, group and community quality of life. > Ability to implement the following principles and procedures related to programme/event planning for individual, group and community quality of life. > Assessment of needs. > Development of outcome oriented goals and objectives. > Selection and coordination of programmes, events and resources. > Marketing of programmes and events. > Preparation, operation and maintenance of venues. > Implementation of programmes and events. > Evaluation of programmes and events. > Understanding of group dynamics and processes. > Apply basic principles of research. > Understand the fundamental principles and procedures of management. > Understand the fundamental principles and procedures of human resource management. > Understanding the principles and procedures of supervisory leadership. > Understanding of the principles and procedures of budgeting and financial management. > Understanding of the principles and procedures related to agency marketing techniques and strategies. > Ability to utilize the tools of professional communication. > Ability to apply current technology to professional practice. > Knowledge of the following principles and procedures of developing areas and facilities: > Assessment. > Planning. > Functional design. > Evaluation. > Operation and maintenance. > Legal aspects > Legal foundations and the legislative process. > Contracts and sport law. > Regulatory agents and methods of compliance. > Understanding the principles and practices of safety, emergency and risk management related to recreation, park resources and leisure services. > Formal field experiences of 100 hours in an appropriate professional recreation organization/agencies prior to internship. > Internship, full time continuing experience in one appropriate professional recreation organization/agencies of 400 hours. |
| ARTICULATION OPTIONS |
| This qualification articulates vertically to the National Diploma in Recreation Management at NQF level 5.
This qualification articulates horizontally with the following qualifications: |
| MODERATION OPTIONS |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| For an applicant to register as an assessor, the applicant needs:
Notes to assessors: Assessors should keep the following general principles in mind when designing and conducting assessment: Principles of assessment: that apply. would be made by other assessors. |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| N/A |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 123258 | Foster and maintain customer relations | Level 3 | NQF Level 03 | 10 |
| Core | 243619 | Access sources of information for use in community recreation programmes | Level 4 | NQF Level 04 | 3 |
| Core | 243613 | Apply and evaluate leadership principles in a recreation environment in South Africa | Level 4 | NQF Level 04 | 6 |
| Core | 243621 | Assist in the development of marketing plans for a recreation programme or activity | Level 4 | NQF Level 04 | 5 |
| Core | 117499 | Demonstrate entrepreneurial competence | Level 4 | NQF Level 04 | 12 |
| Core | 243625 | Describe the benefits of participating in a recreation programme | Level 4 | NQF Level 04 | 4 |
| Core | 243611 | Develop plans to manage sponsorship for a recreation programme | Level 4 | NQF Level 04 | 4 |
| Core | 243623 | Explain and interpret the processes involved in community recreation programming | Level 4 | NQF Level 04 | 4 |
| Core | 243626 | Explain recreation concepts and trends within the South African context | Level 4 | NQF Level 04 | 7 |
| Core | 243612 | Identify and describe the role and functions of the providers of recreation services in South Africa | Level 4 | NQF Level 04 | 4 |
| Core | 243616 | Identify and manage hazards and risks in relation to a recreation activity and environment | Level 4 | NQF Level 04 | 4 |
| Core | 243614 | Manage a simple event or community recreation programme | Level 4 | NQF Level 04 | 12 |
| Core | 243618 | Manage administration records in recreation environment | Level 4 | NQF Level 04 | 3 |
| Core | 243615 | Manage and support volunteers in a community recreation environment | Level 4 | NQF Level 04 | 4 |
| Core | 243620 | Operate a recreation facility | Level 4 | NQF Level 04 | 4 |
| Core | 243624 | Perform basic financial procedures within a recreation organization | Level 4 | NQF Level 04 | 4 |
| Core | 243617 | Recognise and apply operational management principles within a recreation context | Level 4 | NQF Level 04 | 10 |
| Core | 243622 | Understand peoples needs and influences on leisure participation in South Africa | Level 4 | NQF Level 04 | 4 |
| Fundamental | 119472 | Accommodate audience and context needs in oral/signed communication | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119466 | Interpret a variety of literary texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119457 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119465 | Write/present/sign texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 9015 | Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems | Level 4 | NQF Level 04 | 6 |
| Fundamental | 119462 | Engage in sustained oral/signed communication and evaluate spoken/signed texts | Level 4 | NQF Level 04 | 5 |
| Fundamental | 119469 | Read/view, analyse and respond to a variety of texts | Level 4 | NQF Level 04 | 5 |
| Fundamental | 9016 | Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 4 | NQF Level 04 | 4 |
| Fundamental | 119471 | Use language and communication in occupational learning programmes | Level 4 | NQF Level 04 | 5 |
| Fundamental | 7468 | Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | Level 4 | NQF Level 04 | 6 |
| Fundamental | 119459 | Write/present/sign for a wide range of contexts | Level 4 | NQF Level 04 | 5 |
| Elective | 110053 | Conduct a basic community needs assessment | Level 4 | NQF Level 04 | 12 |
| Elective | 110056 | Conduct advocacy campaigns and workshops in development practice | Level 4 | NQF Level 04 | 12 |
| Elective | 114208 | Develop a strategy to manage compromised employee wellbeing | Level 4 | NQF Level 04 | 3 |
| Elective | 12353 | Facilitate participatory community development processes | Level 4 | NQF Level 04 | 12 |
| Elective | 114483 | Identify and apply strategies to deal with risk behaviour to promote psychological health and wellness | Level 4 | NQF Level 04 | 6 |
| Elective | 120182 | Participate in a community health assessment | Level 4 | NQF Level 04 | 3 |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| NONE |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
| 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. |