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 QUALIFICATION THAT HAS PASSED THE END DATE: 

Further Education and Training Certificate: Development Practice 
SAQA QUAL ID QUALIFICATION TITLE
23094  Further Education and Training Certificate: Development Practice 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  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 0160/05  2009-07-07  2009-09-09 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-09-09   2013-09-09  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
67509  Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  125  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The FETCDP is a critical access qualification in the ETD FIELD enabling a learner to enter the higher education band on the NQF. Practitioners obtaining this qualification will be able to provide professional support directly to individuals and communities and will be empowering such individuals and communities to achieve specific outcomes. The qualification will further enable practitioners to provide short learning programmes to community groups and assessing their learning or development.

This qualification is directed at adults and youth with sufficient experience in general community development work and the development practice field especially workers employed as auxiliary social workers, community development workers and NGO and CBO field activists.

Rationale for the qualification:

This qualification will assist:
  • Existing learners/educators who have acquired a Level 1 development practice qualification to further their career path in the Development sub field.
  • Potential learners/educators who have acquired a GETC qualification or its equivalent to embark on a career in the Development sub field (entry point). 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    A learner wishing to pursue this qualification are assumed to have:
  • At least NQF Level 1 in development practices or any other education qualification at NQF Level 1
  • Current experience in community development work
  • NQF level 3 competence in Mathematics/Mathematical Literacy and Communication

    Recognition of Prior Learning:

    This qualification may be obtained through the recognition of relevant prior learning and experience. For the purposes of recognising prior learning, providers are required to develop sound and fair means for the assessment of individual a learner on a case-by-case basis.

    In the RPL assessment procedures, and the placement of individual learners providers may use their own qualified trainers as RPL assessors or may use external RPL Assessors. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    The qualifying learner can:

    1. Understand the general principles, concepts and theories of transformative development to identify and select development practice strategies in setting up a development practice project.

    2. Conduct a basic community needs assessment in consultation with community stakeholders, and analyse and present the findings to the different stakeholders.

    3. Select and use learning support materials in development practice by understanding and identifying the different types and be able to select and adapt them to fit the learning environment.

    4. Facilitate learning in development practice through mobilising and organising participants using the appropriate facilitation method in a proper learning environment.

    5. Conduct workshops and advocacy programmes demonstrating an understanding of the objectives, selecting the appropriate support materials and preparing the environment for such workshops and programmes.

    6. Facilitate the preparation and presentation of evidence for assessment.

    7. Conduct a self-evaluation of own progress and development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1 General concepts and theories of transformative development practice are explained and described in using three [3] specialised fields of learning.
    1.2 General principles of transformative development practice are explained and described using three [3] specialised fields of learning.
    1.3 Questions relating to transformative development theory are responded to.
    1.4 Various case studies are analysed and steps taken in each study are pointed out in relation to the principles of transformative development practice and applied to an actual project approved by the local community.
    1.5 Understanding of the theory of transformative development in the project is demonstrated using strategic frames.

    2.1 The brief for a community needs assessment is understood and broken down into different steps to ensure that the outcomes are attainable within a particular time frame.
    2.2 Data required for matching the needs assessment tools selected from a prescribed list is identified and listed.
    2.3 All the acceptable community entry steps, including identification and techniques of engaging the relevant stakeholders are listed.
    2.4 Data is collected and recorded in accordance with the prescribed research instructions.
    2.5 Trends are identified within the scope of instructions given and findings are explained in relation to the specific development context.

    3.1 Learning support materials are explained and described in the context of a learning programme while indicating the benefits that enhance learning.
    3.2 Reasons for selecting the learning materials and aids that are relevant to a development practice project and a specialised field of learning are given.
    3.3 Learning situations where adaptation of learning materials and aids are required are identified by providing evidence of such situations and the materials are presented in the adapted format.
    3.4 Procedures for the usage and application of each selected piece of material and how it was adapted are evaluated for effectiveness in accordance with a set of criteria.

    4.1 The steps to successfully engage, mobilise and organise participants to become part of the learning process are demonstrated.
    4.2 Different learning approaches to facilitate effective learning are explained.
    4.3 Reasons for selecting particular methods or techniques to reach particular agreed set of outcomes are provided.
    4.4 A learning environment that is conducive to engagement and participation is set up.
    4.5 Facilitation skills that display effective engagement and involvement of the participants are demonstrated.

    5.1 Objectives and outcomes of both workshop programmes and advocacy campaigns are explained.
    5.2 Support materials that include pamphlets, posters, placards, banners and petition forms are selected, adapted, displayed and distributed in accordance with a set of clear instructions in the context and outcomes of the advocacy campaigns.
    5.3 Support materials and aids are selected, adapted, displayed and distributed in accordance with a set of clear instructions in the context and outcomes of the workshop programme.
    5.4 The learning environment including the display of relevant information, room arrangement for both plenary and group work, placement of technical equipment is set up in accordance with a set of clear instructions.
    5.5 Knowledge of the field of specialisation is explained and described in terms of advocacy skills and methods.
    5.6 Knowledge of the field of specialisation is explained and described in terms of work-shopping skills and methods.

    6.1 Information about assessment is provided to candidates.
    6.2 Candidates are advised and supported to prepare and present evidence for assessment.
    6.3 Evidence is checked and feedback given to candidates.

    7.1 The learning pathway and its articulation with other educator learning pathways are outlined and described and the rationale of the level 4 qualification detailing skills, qualities, attitudes and knowledge involved is explained.
    7.2 Appropriate assessment tools (including a description of the tools and explanation of the data collection system) are used to gather evidence.
    7.3 Data is analysed, recorded and submitted for presentation.

    Integrated Assessment:

    The attainment of the qualification requires a holistic approach to achieving the exit level outcomes of the qualification. Integrated assessment determines the level of integration of the learning and will assess:
  • Ability of practitioners to independently facilitate learning in different contexts.
  • Ability of practitioners to provide guidance and direction to community groups in the development practices field.
  • The practitioner`s understanding of the roles and competencies envisaged in each of the exit level outcomes and chosen electives.

    Evidence of such competence should be collected by an agreed range of assessment techniques that are appropriate in the context of the purpose and level of the qualification. This will include understanding of assessment techniques and methods by the practitioner and should include RPL.

    Note: Electives referred to in the Qualifications Frame are located in other organising fields. 

  • INTERNATIONAL COMPARABILITY 
    It appears that development practice education qualifications and unit standards are not included in international qualifications frameworks, the exception being New Zealand where the Northland Polytechnic has a Certificate in Sustainable Rural Development at NQF level 4. In comparison, the unit standards covered in this qualification reflect, at a preliminary level, the knowledge, understanding, skills and value orientations covered in the Further Education and Training Certificate in Development Practice. 

    ARTICULATION OPTIONS 
    On completion of this qualification candidates will proceed to the Higher Education and Training Certificate in Development Practice at NQF level 5. Horizontally this qualification articulates with National Certificate in ABET Practice level 4 as people with the qualification would only need subject matter expertise in whatever subject they would facilitate in order to become ABET Practitioners. 

    MODERATION OPTIONS 
    Each unit standard provides more specific guidance regarding moderation of the specific `outcomes`; accredited providers may establish their own moderation systems and procedures in line with the requirements of the relevant ETQA. Internal quality assurance mechanism needs to be in place to ensure the learning programme and learner support is efficient to enable a learner to achieve the specific outcomes as stipulated. An external moderator may moderate the results of the A learner.

    External moderators should provide reports not only on the fairness and consistency of assessment, but also on the validity of the assessment design in terms of the specified outcomes. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Anyone assessing a learner against this qualification must be registered as an assessor in development practice with the relevant ETQA.

    Assessors must have a qualification at level 5 in development practice and prior or concurrent experience as a development practitioner. 

    NOTES 
    This qualification has been replaced by qualification 67509, which is "Further Education and Training Certificate: Community Development", Level 4, 125 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  110053  Conduct a basic community needs assessment  Level 4  NQF Level 04  12 
    Core  110057  Conduct a self-evaluation of own progress and development  Level 4  NQF Level 04 
    Core  110056  Conduct advocacy campaigns and workshops in development practice  Level 4  NQF Level 04  12 
    Core  110055  Facilitate learning in development practice  Level 4  NQF Level 04  14 
    Core  12544  Facilitate the preparation and presentation of evidence for assessment  Level 4  NQF Level 04 
    Core  110054  Select and use learning support materials in development practice  Level 4  NQF Level 04 
    Core  110052  Understand and apply theories and principles of transformative development practice  Level 4  NQF Level 04  12 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  8972  Interpret a variety of literary texts  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  14444  Demonstrate an understanding of a general business plan and adapt it to a selected business idea  Level 1  NQF Level 01 
    Elective  10006  Demonstrate an understanding of entrepreneurship and develop entrepreneurial qualities  Level 1  NQF Level 01 
    Elective  10007  Identify, analyse and select business opportunities  Level 1  NQF Level 01 
    Elective  8494  Demonstrate an understanding of HIV/AIDS and its implications  Level 2  NQF Level 02 
    Elective  9926  Coach learners  Level 3  NQF Level 03  10 
    Elective  14034  Demonstrate knowledge of community sanitation  Level 3  NQF Level 03 
    Elective  9931  Advise and refer learners  Level 4  NQF Level 04 
    Elective  110481  Demonstrate a knowledge and understanding of the aspects of the project cycle  Level 4  NQF Level 04 
    Elective  110475  Demonstrate and apply a knowledge and understanding of the basic economic concepts central to local economic development  Level 4  NQF Level 04 
    Elective  110502  Demonstrate and apply knowledge and understanding of the roles, function and responsibilities of the main stakeholders and role players in local economic development  Level 4  NQF Level 04 
    Elective  12344  Demonstrate knowledge of gender and equity in sustainability of water and sanitation related projects  Level 4  NQF Level 04 
    Elective  114968  Demonstrate understanding of a wide range of aural texts in X  Level 4  NQF Level 04 
    Elective  7387  Fulfil administrative requirements of a learning group  Level 4  NQF Level 04 
    Elective  110497  Identify and explain the purpose of integrated development planning (IDP)  Level 4  NQF Level 04 
    Elective  242840  Make oral presentations  Level 4  NQF Level 04 
    Elective  110472  Outline the environment of local government  Level 4  NQF Level 04 
    Elective  242842  Plan and prepare for an effective presentation  Level 4  NQF Level 04 
    Elective  10136  Plan, organise and support project meetings and workshops  Level 4  NQF Level 04 
    Elective  7827  Source information about self-employment opportunities  Level 4  NQF Level 04 
    Elective  114967  Sustain oral communication and interact competently in a variety of contexts in X  Level 4  NQF Level 04 
    Elective  114965  Understand, analyse and respond to a variety of texts in X  Level 4  NQF Level 04 
    Elective  10135  Work as a project team member  Level 4  NQF Level 04 
    Elective  114963  Write a variety of texts in X  Level 4  NQF Level 04 
    Elective  14020  Monitor budgets related to community projects  Level 5  Level TBA: Pre-2009 was L5 
    Elective  110480  Design and implement a system for the on-going monitoring, reporting and evaluation of a local economic development programme  Level 6  Level TBA: Pre-2009 was L6 
    Elective  110488  Facilitate the establishment of strategic partnerships to contribute to achieving the objectives of the strategic plan for a local economic development programme  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  110474  Initiate and maintain networking opportunities with other municipalities, districts and metros  Level 6  Level TBA: Pre-2009 was L6 
    Elective  14515  Present a well-structured argument derived from qualitative and/or quantitative data to map new knowledge and generate a competitive advantage  Level 6  Level TBA: Pre-2009 was L6  12 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.
     
    1. KITSO TRAINING AND DEVELOPMENT 
    2. SPS Consulting (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.