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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Diploma: Development Practice 
SAQA QUAL ID QUALIFICATION TITLE
49710  National Diploma: 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
National Diploma  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  245  Level 5  NQF Level 05  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2023-06-30  

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

The Qualification aims to ensure that qualified learners can facilitate critical thinking and decision making among community members, and can manage projects and resources. The Qualification ensures that qualified learners can evaluate development practice processes, and facilitate and manage development practice activities in communities. These activities can include development projects, learning activities, initiatives such as mobilisation and advocacy, etc. Learners are required to be able to conduct research, and this set of competences is transferable to other areas of learning.

Achieving this Qualification prepares learners for NQF Level 6 learning. The purpose of the Qualification for individuals is recognition and improved access to learning and employment systems. By setting a minimum standard, the quality of development practice education and training will improve and, therefore, the general field of education, training and development is improved.

The Qualification provides learners with credits on the National Qualifications Framework that articulate with other Qualifications by means of various Unit Standards that form part of this and other Qualifications. It facilitates access to, and mobility and progression within education, training and career paths in development practice and related fields. By crediting learning achievements, the many development practitioners who have not had access to the education and training system will receive recognition for their existing competences, redressing past unfair discrimination in education, training and employment opportunities. At the core of development practice lies the full personal development of each learner and those they work with, and the social and economic development and transformation of the nation at large, including the eradication of poverty.

Qualified learners are capable of:
  • Analysing information about communities using relevant participatory research methodologies.
    Range: Analysis of community development approaches/theories, ideologies, and community dynamics, needs and existing assets are included.
  • Managing community projects or initiatives that meet the requirements of transformation development principles.
  • Mobilising and deploying resources for specific community development projects.
    Range: Resources include human resources.
  • Identifying opportunities for collaboration through strategic alliances.
  • Designing learning activities that meet specified development practice requirements.
  • Recommending quality improvements for sustainable community development.

    Qualified learners are also required to achieve one of the following outcomes:
  • Analysing and disseminating policies in terms of implications for specific community projects.
    Range: Policies relevant for one area of specialisation are included, for example: Gender studies, ECD, ABET, Women and children at risk, social justice, anti-globalisation, poverty eradication, economic literacy, youth, child care, HIV and AIDS, land care, health promotion, entrepreneurship, etc.
  • Monitoring financial information according to specified requirements.
  • Implementing development practice programmes to address specified needs.
    Range: Programmes include one area of specialisation, for example: Gender studies, ECD, ABET, Women and children at risk, social justice, anti-globalisation, poverty eradication, economic literacy, youth, child care, HIV and AIDS, land care, health promotion, entrepreneurship, etc.

    Rationale

    This Qualification is targeting learners who are development practitioners who have already attained an NQF Level 4 Further Education and Training Certificate: Development Practice and aims to increase their range of competence to include a variety of contexts. The Qualification requires specialisation in a field of development practice, whereby the learner's career path is defined. Qualified learners are employed as development practitioners working at an individual, group, community and organisational level in various sectors and areas of development practice, for example, mining, health and health promotion, social development, agriculture, education and training, land reform, environmental management, land care, crime and security, entrepreneurship, peace, leadership, shop stewarding, etc. Employers include public and private institutions such as government departments, Non-Governmental Organisations (NGOs), Local Government, religious organisations, etc. Targeted learners also include community educators.

    This Qualification aims to ensure that the qualifying learners can progress and do not reach a 'ceiling' in terms of their learning. Individuals who qualify benefit from formal, national recognition, and gain access to other Higher Education learning programmes and a career pathway in development practice. Qualified learners attain the research-based ability to describe various ways of thinking - a competence that is transferable to various contexts.

    The Qualification is set to facilitate the professionalisation of the field of development practice, and to impact positively on standards of practice. It should ensure the value of development practice, through quality work, and enhanced impact of development processes. Application of the competences attained in this Qualification facilitates access of communities to better levels of service. Qualified learners' competence to describe the consequences of development practice activities should improve the sustainability of impact. At a societal level, improved quality of life should result for community members; self reliance leads to productivity; transformation is effected through education and development; and change is focused on improvement. Economic impacts include that skills development and capacity building lead to sustainable economic change and improvement, and the application of the skills to get out of financial debt. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The design of and credits allocated for this Qualification are based on the assumption that the learner has already achieved the set of competences required for the Further Education and Training Certificate: Development Practice (NQF Level 4), or has gained equivalent experience. This would include Communication and Mathematical Literacy at NQF Level 4, as well as being able to participate in the estimation and preparation of cost budgets for an element of work, and to monitor and control actual cost against budget (NQF Level 4 - NLRD ID Nr 10134).

    Recognition of prior learning

    This Qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local Qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this Qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A Qualification will be awarded should a learner demonstrate that the exit level outcomes of the Qualification have been attained.

    Access to the Qualification:

    Access to the Qualification is open, no restrictions are placed on learners, which may prevent them from gaining access to this Qualification. 

    RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    All the Fundamental Component Unit Standards are compulsory (20 credits).
    All the Core Component Unit Standards are compulsory (205 credits).
    For the Elective Component learners are required to attain at least 20 credits out of 177 credits. 

    EXIT LEVEL OUTCOMES 
    Fundamental and Core Outcomes

    1. Analyse information about communities using relevant participatory research methodologies.
    Range: Analysis of community development approaches/ theories, ideologies, and community dynamics, needs and existing assets are included.

    2. Manage community projects or initiatives that meet the requirements of transformation development principles.
    Range: Projects should be of medium scale.

    3. Mobilise and deploy resources for specific community development projects.
    Range: Resources include human resources.

    4. Identify opportunities for collaboration through strategic alliances.

    5. Design learning activities that meet specified development practice requirements.

    6. Recommend quality improvements for sustainable community development.

    Elective Outcomes (achievement of one outcome required to qualify)

    7a. Analyse and disseminate policies in terms of implications for specific community projects.
    Range: Policies relevant for one area of specialisation are included, for example: Gender studies, Early Childhood Development, Adult Basic Education and Training, Women and children at risk, social justice, anti-globalisation, poverty eradication, economic literacy, youth, child care, HIV and AIDS, land care, health promotion, entrepreneurship, etc.

    7b. Monitor financial information according to specified requirements.

    7c. Implement development practice programmes to address specified needs.
    Range: Programmes include one area of specialisation, for example: Gender studies, Early Childhood Development, Adult Basic Education and Training, Women and children at risk, social justice, anti-globalisation, poverty eradication, economic literacy, youth, child care, HIV and AIDS, land care, health promotion, entrepreneurship, etc. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Methodology is selected which is appropriate for specific context and is described in accordance with specified participatory research concepts.
    Range: Methodology includes instruments and research tools, as well as knowledge, attitude and skills used to conduct participatory research.
  • Participatory processes of collection, capturing and analysing research data are described and explained in accordance with current participatory research approaches and meet agreed ethical and professional requirements.
  • All information gathered from all relevant community stakeholders and role players is analysed.

    2.
  • Plans prepared for managing projects are described and explained in accordance with specified transformation development principles.
  • Plans meet requirements of stated time frames and community objectives, are context-appropriate, and viable within specific contexts and measurable.
  • Agreement gained on key results is based on prioritised resource needs and monitoring and reporting of the achievement of key result areas, timeframes and stated measurable criteria/objectives meet the requirements of agreed upon implementation frameworksDelegation and leadership styles of project managers are explained to indicate the principles of transformative development.

    3.
  • Researched, identified and initiated potential resource relationships ensure the achievement of key result areas, and building, maintaining and extending of resource relationship networks meet the purpose of enabling sustainable resource mobilisation processes.
  • Resources are mobilised to meet community development objectives and optimise benefits to projects.
    Range: Resources for projects, events, representation, etc.
  • Resource plans are developed and facilitated in accordance with given organisational requirements· Resource plans are prioritised, based on organisational resource needs.
  • Key roles and responsibilities are identified and assigned to meet requirements for cost effective resource deployment.

    4.
  • Identified strategic alliances are explained in relation to community project objectives and termination or review based on alliance objectives.
  • Roles of stakeholders and role players are described in relation to their current political position on specific community issues.
    Range: Description includes the features of gate-keeping in stakeholders and role players, and that the roles of stakeholders and role players are either in line or not in line with strategic objectives for specific issues or projects.

    5.
  • Methodology and applicable philosophy underpinning learning activities and expressed needs are addressed in accordance with the outcomes of consultation processes.
  • Learning design plans are presented in written format in accordance with specified requirements.
    Range: Requirements include key learning outcomes, time frames, resource requirements, learning support materials, specific learner group characteristics and special needs requirements, and impact and evaluation criteria. > > Quality management recommendations are incorporated to achieve optimum alignment between organisational and learning objectives.
  • Environments are created that promote lifelong learning.

    6.
  • Relevant mechanisms are used in formulating recommendations based on organisational quality management systems and practices.
    Range: Recommendations include resource access, application and appropriateness, development activity impact within specified contexts, stakeholder input/participation/consultation, and achievement of development activity objectives through verbal communication.
  • Recommendations are presented in written format which is accessible to all relevant project, community and organisational stakeholders.
  • A set of recommendations is generated following the outcomes of predefined project evaluation and monitoring activities for the purpose of ensuring continuous improvement in project performance.

    7a.
  • Relevant policies are described in terms of specific contexts and key organisational and public policies are described in terms of community projects.
    Range: Description of implications can be through verbal engagement in project planning and implementation, and written reporting.
  • Discussion and debate on key policy issues are promoted with a view to increasing awareness within specific organisations, project activities and communities.
  • Information is disseminated and presented regarding policies relevant for specific contexts and incorporates community and stakeholder feedback in order to facilitate alternative perspectives.
    Range: Relevance includes accessibility, relevance of language, symbols, popular versions, etc.

    7b.
  • Suitable documentation and administrative systems appropriate for specific contexts are designed for financial monitoring and records are kept according to specified principles to ensure easy access to correct information.
  • Legal requirements for financial monitoring are met.
  • Financial controls are maintained.
    Range: Financial controls include those relating to operational budgets, and cash flow budgets.

    7c.
  • Programme implementation strategies are identified in terms of appropriateness for addressing identified needs.
  • Development of instruments for the facilitation and co-ordination of community programmes is explained and described in relation to transformative development.
    Range: Coordination includes monitoring.
  • Programmes are implemented to ensure optimal transformative development.

    Integrated assessment

    The assessment criteria in the Unit Standards are performance-based, assessing applied competence, rather than knowledge or skills only. The critical cross-field outcomes are also achieved in the Unit Standards. In addition to the competence assessed to achieve the Unit Standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this Qualification.

    Learners who qualify must be able to integrate concepts, ideas and behaviours across Unit Standards to achieve the purpose of the Qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the Qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the Qualification.

    Evidence of integration may be presented by learners when being assessed against the Unit Standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this Qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the Unit Standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed. 

  • INTERNATIONAL COMPARABILITY 
    Development practice in Africa is often funded by non-African countries, with South Africa being a leader in development practice in Africa. Internationally, programs for development practice are aimed primarily at the higher education level. Countries identified with programs include Uganda, New Zealand, Canada, the United States of America, the United Kingdom, Australia, Germany, Pakistan, Japan, and Norway.

    Uganda's development practice activities are focused on the integration of development and gender programmes, and based within social sciences. Training programmes are mostly aimed at higher level consultants, and not at the level of this South African Qualification. These programmes include national planning, strategic planning project development, implementation, monitoring and evaluation, baseline surveys, needs assessment, community mobilisation, advocacy, and training. Uganda supplies training to participants from Uganda, Kenya, Rwanda, Tanzania, Zambia and Zimbabwe.

    In New Zealand, no comparable Qualification in development practice exists on the national framework. Higher level programmes (equivalent of South African NQF Level 6) on offer include ethics of development practice, 'expert and 'expertise', multilaterals and development, bilateral aid and development, NGOs and development, capacity building, the private sector and microfinance, development in marginal places: conflict, development and marginal peoples, analysing needs, and impact (methods), as well as an independent research component.

    In Japan, literacy is a main focus of development practice. Programmes address competencies related to materials development, workshop planning, and non-formal education. German programmes focus on monitoring and evaluation of development projects. In Pakistan, most development practice programmes are aimed at management level, and specifically, project management. Norwegian programmes are also at higher levels than this South African Qualification. The programmes in the United States of America focus on antipoverty programmes and training is focused on participation in such programs.

    In Canada, the current emphasis is on workplace and career development practice. Programmes focus on professional development at levels higher than this South African Qualification, and include reviewing the major issues surrounding international development, understanding the connections between Canadian and international development issues and contexts, understanding connections between development theory, policy and practice, with special emphasis on participatory frameworks for development, introductory preparation for development practice through project planning and proposal writing.

    The United Kingdom, including Scotland, defines community learning and development as informal learning and social development work with individuals and groups in their communities, to strengthen communities through enhancing people's confidence, knowledge and skills, organisational ability and resources. Similar to this South African Qualification, the focus is on empowerment, participation, inclusion, equal opportunity and anti-discrimination, self-determination, and partnerships. However, programmes are mostly aimed at degree level. Equivalent programmes address general communication skills, written communication skills (clarity, organisation, and style), oral communication (presentation), data gathering, analysis and evaluation skills, project proposal and report writing, stress management, and training management.

    The Australian framework addresses community development practitioner competence at almost lower levels, and in relation to various other areas of competence, such as local government, and health work. There is no Qualification at the equivalent level of this South African Qualification. 

    ARTICULATION OPTIONS 
    Horizontal articulation is possible with the National Certificate: Development Practice (NQF Level 5), the National Certificate: Human Resource Management and Practices (NQF Level 5), the National Certificate: Generic Management (NQF Level 5), National Diploma in Early Childhood Development (NQF Level 5) and the National Certificate: Arts and Culture Management (NQF Level 5). Vertical articulation is possible with the National Certificate: Development Practice (NQF Level 4), National Certificate: Project Management (NQF Level 4) and the BA degree (NQF Level 6). 

    MODERATION OPTIONS 
    Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this Qualification.

    Particular moderation and accreditation requirements are:
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the Unit Standards that make up this Qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQAs and in terms of the moderation guideline detailed here.
  • Moderation must include both internal and external moderation of assessments for the Qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the Qualification.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Qualification. Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the Qualification and any of the Unit Standards that make up this Qualification.

    To register as an assessor, the following are required:
  • Detailed documentary proof of relevant Qualification/s, practical training completed, and experience gained at a NQF level above the level of this Qualification.
  • Accreditation as an assessor.

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the Unit Standards to ensure assessment is integrated rather than fragmented. The learner must be declared competent in terms of the Qualification purpose and exit level outcomes.
  • Where assessment across Unit Standard titles or at Unit Standard title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies.

    In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
  • Measuring the quality of the observed practical performance as well as the theory and underpinning knowledge.
  • Using methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance.
  • Maintaining a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the Qualification.
  • Taking into account that the relationship between practical and theoretical components is not fixed, but varies according to the type and level of Qualification.

    All assessments should be conducted in line with the following well-documented principles:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manage: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.
  • Integrate into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as close as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the learner being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Learners for assessment understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar than the judgement that 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  119767  Build relationships for development practice  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  15237  Build teams to meet set goals and objectives  Level 5  Level TBA: Pre-2009 was L5 
    Core  115753  Conduct outcomes-based assessment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  15232  Coordinate planned skills development interventions in an organisation  Level 5  Level TBA: Pre-2009 was L5 
    Core  15231  Create and use a range of resources to effectively manage teams, sections, departments or divisions  Level 5  Level TBA: Pre-2009 was L5 
    Core  119765  Define community-based development project scope  Level 5  Level TBA: Pre-2009 was L5 
    Core  110058  Demonstrate a critical understanding of theories and principles of transformative development practice  Level 5  Level TBA: Pre-2009 was L5 
    Core  119766  Deploy community development workers  Level 5  Level TBA: Pre-2009 was L5 
    Core  119763  Design learning events  Level 5  Level TBA: Pre-2009 was L5 
    Core  15217  Develop an organisational training and development plan  Level 5  Level TBA: Pre-2009 was L5 
    Core  15238  Devise and apply strategies to establish and maintain relationships  Level 5  Level TBA: Pre-2009 was L5 
    Core  15224  Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks  Level 5  Level TBA: Pre-2009 was L5 
    Core  10289  Facilitate a programme of learning  Level 5  Level TBA: Pre-2009 was L5  24 
    Core  119768  Manage development project resources  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  15230  Monitor team members and measure effectiveness of performance  Level 5  Level TBA: Pre-2009 was L5 
    Core  110063  Plan advocacy campaigns and workshops in development practice  Level 5  Level TBA: Pre-2009 was L5 
    Core  110059  Plan and conduct research that redresses social development issues  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  119764  Plan development project operations  Level 5  Level TBA: Pre-2009 was L5 
    Core  110060  Plan learning programmes that redress social development issues  Level 5  Level TBA: Pre-2009 was L5 
    Core  110062  Plan the facilitation of learning in development practice  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  15235  Prepare and conduct staff selection interviews  Level 5  Level TBA: Pre-2009 was L5 
    Core  110061  Prepare learning support materials for programmes in development practice  Level 5  Level TBA: Pre-2009 was L5 
    Core  15221  Provide information and advice regarding skills development and related issues  Level 5  Level TBA: Pre-2009 was L5 
    Core  12140  Recruit and select candidates to fill defined positions  Level 5  Level TBA: Pre-2009 was L5 
    Core  15220  Set, monitor and measure the achievement of goals and objectives for a team, department or division within an organisation  Level 5  Level TBA: Pre-2009 was L5 
    Core  12138  Conduct an organisational needs analysis  Level 6  Level TBA: Pre-2009 was L6  10 
    Fundamental  116491  Describe ethical procedures and practices for social justice  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  116494  Explain ethical principles for equality of opportunity  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  10295  Promote lifelong learning and development  Level 5  Level TBA: Pre-2009 was L5 
    Elective  117241  Develop a business plan for a small business  Level 4  NQF Level 04 
    Elective  115499  Gather, record and interpret business related information  Level 4  NQF Level 04 
    Elective  115500  Inform client of planned process and follow-up on requests  Level 4  NQF Level 04 
    Elective  117156  Interpret basic financial statements  Level 4  NQF Level 04 
    Elective  115498  Resolve client requests and queries  Level 4  NQF Level 04 
    Elective  114995  Analyse, appreciate and evaluate selected and unseen visual/written texts in X  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15236  Apply financial analysis  Level 5  Level TBA: Pre-2009 was L5 
    Elective  115855  Create, maintain and update record keeping systems  Level 5  Level TBA: Pre-2009 was L5 
    Elective  114992  Demonstrate understanding of aural texts on both concrete and abstract topics in X  Level 5  Level TBA: Pre-2009 was L5 
    Elective  13855  Develop and manage the ECD learning programme  Level 5  Level TBA: Pre-2009 was L5  24 
    Elective  13856  Facilitate an inclusive educational environment in ECD settings  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  115823  Gather and manage information for decision-making  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12842  Manage diversity in ECD settings  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  13853  Mediate active learning in ECD programmes  Level 5  Level TBA: Pre-2009 was L5  36 
    Elective  14020  Monitor budgets related to community projects  Level 5  Level TBA: Pre-2009 was L5 
    Elective  13854  Promote healthy development in ECD programmes  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  10147  Supervise a project team of a technical project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  114986  Sustain oral communication and interact competently in all contexts suited to the situation of the learner of X  Level 5  Level TBA: Pre-2009 was L5 
    Elective  117515  Tender for projects  Level 5  Level TBA: Pre-2009 was L5 
    Elective  114991  Write a wide variety of texts in X  Level 5  Level TBA: Pre-2009 was L5 
    Elective  116338  Apply basic business accounting practices  Level 6  Level TBA: Pre-2009 was L6 
    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 


    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.
     
    1. Access Employment Skills & Development Agency 
    2. TRAINING AT WORK (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.