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: 

Apply restorative justice interventions in formal and informal contexts 
SAQA US ID UNIT STANDARD TITLE
243936  Apply restorative justice interventions in formal and informal contexts 
ORIGINATOR
SGB Victim Empowerment 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2007-06-14  2010-06-14  SAQA 0571/07 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-06-14   2014-06-14  

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 Unit Standard will be useful for restorative justice practitioners in various contexts such as communities, schools, the workplace, the criminal justice system, prisons, youth at risk and child and family care sectors, including places of safety where practitioners have to facilitate and mediate relationships.

The purpose of this Unit Standard is to increase practitioners' knowledge and skills with regard to the philosophy and application of restorative justice principles and interventions in both formal and informal contexts, and to enable them to resolve conflict at lower levels, without the need for professional intervention. It will also be beneficial to learners who wish to be involved in restorative justice processes in relation to different cases.

The qualifying learner is capable of:
  • Demonstrating an understanding of crime, violence and conflict within a contexts.
  • Analysing the philosophy, values and principles of restorative justice.
  • Analysing the application of restorative justice practices.
  • Applying restorative justice interventions in different contexts.
  • Applying effective communication and facilitation skills in restorative justice processes. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that a learner will be competent in:
  • Communication at NQF Level 4 or equivalent.
  • Mathematical Literacy at NQF Level 4 or equivalent.
  • Expertise in counselling at the level required to engage meaningfully with victims and offenders.
  • Group facilitation skills. 

  • UNIT STANDARD RANGE 
    Range statements are included with specific outcomes as necessary. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of crime, violence and conflict within a context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The nature, scope and contexts where crime, violence and conflict occur in South Africa and internationally are explained with examples. 

    ASSESSMENT CRITERION 2 
    The causes and contributing factors to crime, violence and conflict in society in South Africa and Southern Africa are analysed in terms of their effect on society. 

    ASSESSMENT CRITERION 3 
    The impact of crime, violence and conflict on individuals, families, groups, communities and societies is analysed in order to determine the appropriate restorative justice interventions. 

    ASSESSMENT CRITERION 4 
    The dynamics of conflict and conflict resolution are analysed in terms of specific contexts. 

    SPECIFIC OUTCOME 2 
    Analyse the philosophy, values and principles of restorative justice. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The philosophy, values and principles of restorative justice are explained with reference to relevant sources of information. 
    ASSESSMENT CRITERION RANGE 
    Values for restorative justice include but not limited to participation, respect, honesty, humility, interconnectedness, accountability, empowerment and hope.
     

    ASSESSMENT CRITERION 2 
    The role of restorative processes in resolving conflict in society is explained in terms of achieving restorative justice objectives. 

    ASSESSMENT CRITERION 3 
    The key concepts and terminology of restorative justice are defined and used to ensure that restorative justice related matters are discussed in context. 
    ASSESSMENT CRITERION RANGE 
    Key concepts and terminology include, amongst others, crime, violence, conflict, conflict resolution, mediation, safety, fear and security.
     

    ASSESSMENT CRITERION 4 
    Relevant theories underlying a restorative justice approach are analysed in order to determine their relevance and applicability in different contexts. 
    ASSESSMENT CRITERION RANGE 
    Theories include, but not limited to retribution and restorative justice, social justice traditional and western approaches to these concepts.
     

    SPECIFIC OUTCOME 3 
    Analyse the application restorative justice practices. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Protocols used in the application of specific restorative justice interventions are analysed according to relevant policy and good practice within the Victim Empowerment sector. 
    ASSESSMENT CRITERION RANGE 
    Protocols should include listing of basic steps to be followed and prescriptions re ethical practices and the risk of secondary victimisation.
     

    ASSESSMENT CRITERION 2 
    Restorative justice approaches are identified and explained for different contexts applying examples. 
    ASSESSMENT CRITERION RANGE 
    Different contexts include but are not limited to communities, reconstruction processes in post -violent conflict settings, schools, the workplace, the criminal justice and the youth at risk, child and family care sectors.
     

    ASSESSMENT CRITERION 3 
    Types of restorative justice interventions are explained based on the philosophy and principles of restorative justice and in terms of its effect on individuals and society. 
    ASSESSMENT CRITERION RANGE 
    Interventions can include, but are not limited to awareness and education practises i.e. preparation for Restorative Justice Processes of offenders, victims and other role players with regard to restorative justice programmes and interventions and direct intervention i.e. Victim-Offender Mediation (VOM), Family Group Conferencing (FGC), Victim Offender Conferencing (VOC), Restorative Group Conferencing, Victim Offender Panels (VOP) and victim impact assessments and statements.
     

    SPECIFIC OUTCOME 4 
    Apply restorative justice interventions in different contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The roles and responsibilities of different stakeholders in restorative justice are analysed in order to determine and identify strategic partnerships. 

    ASSESSMENT CRITERION 2 
    The dynamics of a specific context are analysed in order to determine appropriate actions. 
    ASSESSMENT CRITERION RANGE 
    The analysis should include an assessment of the role of culture and other values, such as age, language, specific psycho-social factors and dynamics e.g. issues of power imbalances, the need to provide protection to vulnerable groups, sensitivity to cultural and diversity issues and self - awareness of the restorative justice practioner.
     

    ASSESSMENT CRITERION 3 
    Strategies to manage these dynamics in particular contexts are identified in order to meet the needs and concerns of both victims and offenders. 

    SPECIFIC OUTCOME 5 
    Apply effective communication and facilitation skills in restorative justice processes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Personal qualities and communication and facilitation skills required of effective restorative justice practitioners are discussed and applied to a specific restorative justice intervention. 
    ASSESSMENT CRITERION RANGE 
    Personal qualities and skills include but are not limited to empathy, non-judgmental attitude, assertiveness, establishing rapport, use of verbal and non verbal communication and behaviour i.e.. SOLER method, active listening and responding i.e. using summarising, rephrasing, facilitation, mediation and conflict resolution skills, etc.
     

    ASSESSMENT CRITERION 2 
    Personal values, beliefs and attitudes that may influence an individual's approach to a restorative justice process are analysed in terms of the effect on the victim and restorative justice process. 
    ASSESSMENT CRITERION RANGE 
    Values and belief systems include, but are not limits to perceptions, beliefs, stereotypes and prejudice e.g. perceptions of offending, blame, accountability, etc.
     

    ASSESSMENT CRITERION 3 
    The difference between restorative group mediation from other kinds of mediation is explained and applied in relevant contexts. 
    ASSESSMENT CRITERION RANGE 
    The difference of mediation in this context refers to mediation used in a number of conflicts such as divorce and child custody case, community, individual or commercial disputes which are "settlement-driven. Victim-offender mediation are "dialogue-driven" where one party has clearly committed a criminal offence and has admitted doing whereas the other party is clearly victimised. Mediation in this instance clearly emphasises on victim empowerment and offender accountability and restoration of losses.
     

    ASSESSMENT CRITERION 4 
    Tools and techniques for facilitation and mediation are identified and discussed in terms of their use and relevance for specific contexts. 
    ASSESSMENT CRITERION RANGE 
    Tools used by facilitators include audience analysis; gaining participation; questioning techniques; platform skills; sequencing content.
     

    ASSESSMENT CRITERION 5 
    The boundaries of a practitoner's role in implementing a restorative justice process are identified and analysed in terms of scope of own practice and resources available. 

    ASSESSMENT CRITERION 6 
    Ethical principles, restorative justice protocols and human rights principles are applied in authentic contexts in order to understand the context and ensure quality engagements and conducive outcome. 
    ASSESSMENT CRITERION RANGE 
    Understanding includes but is not limited to psycho- social factors and dynamics of cases and issues of power imbalances.
     

    ASSESSMENT CRITERION 7 
    A report on the session is compiled in accordance with organisational requirements. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and agreed ETQA procedures.
  • Basic understanding of Restorative Justice practices and processes. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Restorative Justice policy documents.
  • Sexual Offences Bill.
  • South African Constitution, 1996.
  • Integrated Victim Empowerment Policy.
  • The South African Victims' Charter.
  • Child Justice Bill (2004).
  • Criminal Justice System. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems when applying restorative justice interventions in domestic violence, sexual offences, severe trauma cases, family and people with special needs (e.g disabled and elderly).
    different contexts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in the application of restorative justice practices and processes in different settings and stages. 

    UNIT STANDARD CCFO ORGANISING 
    Organise oneself and one's activities during applying restorative justice interventions in dealing with different settings. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information regarding restorative justice practices and processes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Use forms of communication effectively to facilitate restorative justice processes and apply skills and techniques for conflict resolution in different settings. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising the importance of applying restorative justice to victims principles in different settings. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Demonstrate sensitivity to culture and diversity in applying the various restorative justice interventions that require special measures. 

    UNIT STANDARD ASSESSOR CRITERIA 
  • Assessors must be registered as assessors with a relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessors must have an appropriate qualification or certificate in Restorative Justice practice. 

  • UNIT STANDARD NOTES 
    There is currently no universally accepted definition of restorative justice in South Africa. However, practioners highlights common elements, which include an acknowledgement of crime, violence and conflict as the violation of or harm done to human beings and relationships (rather than breaking the law), the need to involve all stake holders in the resolution of cases, accountability of offenders and restoration and reparation for harm done. Restorative justice is therefore a philosophy/paradigm or approach to viewing and dealing with crime, violence and conflict and its aftermath, rather than a just a method or technique of intervention).

    A restorative justice approach to deal with crime, violence and conflict is appropriate and can be applied in different settings such as communities, schools, the workplace and the criminal justice system.

    Different models or types of preparation in the restorative justice field include awareness and education practices e.g. sensitisation processes for offenders and victims and other role-players, victim impact statements and direct interventions such as Victim-Offender mediation (VOM), community and family group conferences, sentencing circles, community panels etc.

    Restorative justice prationers should be sensitive to and analyse the dynamics in specific settings for example the role of cultural and other values, diversity, levels of self-awareness, impact of age, language, understanding of particular psycho - social factors and dynamics of cases, issues of power imbalances, providing protection to vulnerable groups, sensitivity to cultural and diversity issues, etc.

    Not all processes/interventions/programmes to deal with crime, violence and conflict are restorative in nature. Interventions can range from fully restorative to pseudo or non restorative.

    Key questions in evaluating whether an intervention is restorative or not include:
  • Does it address harm and causes?
  • Is it victim orientated?
  • Are offenders encouraged to take responsibility?
  • Are all stakeholder groups involved?
  • Is there an opportunity for dialogue and participatory decision making?
  • Is it respectful to all parties?

    Other criteria for assessing Restorative interventions include the following:
  • Is guided by Competent and Impartial facilitators?
  • Does it strive to be inclusive and collaborative?
  • Does it entail voluntary participation?
  • Does it foster an environment of confidentiality?
  • Does it recognise cultural conventions?
  • Does it focus on needs and exhibits genuine respect for all parties?
  • Does it validate the victim's experience?
  • Does it clarify and confirm the offender's obligations?
  • Does it aim at transformative outcomes?
  • Does it observe the limitations of restorative processes? 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  90657   National Certificate: Prosecuting  Not Applicable  NQF Level 05  Reregistered  2023-06-30  SAS SETA 
    Elective  59258   National Certificate: Polygraphy  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 


    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.