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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Community Development 
SAQA QUAL ID QUALIFICATION TITLE
79706  Bachelor of Community Development 
ORIGINATOR
TT - People/Human Centred Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 07 - Human and Social Studies  People/Human-Centred Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 7  NQF Level 08  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2024-06-30  

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 Bachelor of Community Development, at NQF Level 8 has been informed by the scope of practice for Community Development Practitioners. It is a professional qualification intended for Community Development Practitioners who are required to facilitate collective processes in a community to effect psycho, social and economic development. Community Development Practitioners require theoretical knowledge and practical skills to facilitate activities that enable households and communities to manage their own development to achieve sustainable livelihoods. Community Development Practitioners need to be accountable, responsible and ethical. The Bachelor of Community Development, at NQF Level 8 will meet the requirements for employment as a Community Development Practitioner in the Public Service, Non-Governmental Organisations (NGOs), Faith-Based Organisations (FBO), International Development Entities, Corporate and Civic Entities. It should produce Community Development Practitioners who are able to facilitate the collective action needed to build and empower communities including, but not limited to, the poor.

Learners who graduate with this qualification will be able to:
  • Facilitate community initiatives.
  • Integrate theory and practice to analyse needs and to plan and facilitate interventions in communities where they work in order to collectively build community capital to bring about social change and justice.
  • Promote change and community ownership that is self-sustaining.
  • Coordinate interactions with communities.
  • Conduct research in communities to facilitate and inform a participatory approach to development.
  • Promote the integrated well-being of a community according to the fundamental principles and ethics of community development.

    Rationale:

    Community Development processes are intended to empower local communities and strengthen the capacity of people as active citizens through their communities, organisations and networks. They also seek to capacitate institutions and agencies to work in dialogue with citizens to shape and determine change in their communities. The Community Development processes involve members of a community in their own development and aim to enhance the capacity of the community to respond to its collective needs and resources.

    The Bachelor of Community Development, at NQF Level 8 is a professional degree that emphasises an integrated and holistic approach to community development. It focuses specifically on Community Development. It is assumed that learners can work independently and that they operate at a high cognitive level and can solve complex, real world problems and issues using evidence based solutions and theory driven arguments. The Qualification requires the integration of theory and practice that will equip learners with the knowledge, skills and values needed to enhance the integration of all community development stakeholders for effective community development across all sectors involved in community development. It should ensure that Community Development Practitioners have a level of authority, responsibility and status within a regulated framework to facilitate processes that enable stakeholders and communities to participate in integrated planning processes and collective actions. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners should be competent in Communication and Mathematical Literacy at NQF Level 4.

    It is assumed that learners are responsible for their own work, decision making and use of resources. It is also assumed that they can apply learning strategies in a self critical manner to effectively address their own and others¿ professional and ongoing learning needs.

    Recognition of Prior Learning:
  • A maximum of 50% of this Qualification may be obtained through Recognition of Prior Learning in accordance with the policy laid down by the relevant Professional Body, the Higher Education Institution offering the Qualification and the Council for Higher Education (CHE) provided that the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification at the appropriate Level. Application for Recognition of Prior Learning (RPL) should be made to the Higher Education Institution concerned.
  • Recognition of Prior Learning will be done using a range of assessment tools and techniques in accordance with the RPL policy of the institution.
  • The same principles that apply to assessment of the Qualification apply to Recognition of Prior Learning.

    Access to the Qualification:

    The minimum entry requirement is a National Senior Certificate with appropriate subject combinations and levels of achievement, which grants entrance to Bachelor degree study. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Qualification consists of the following components, totalling 480 Credits:

    Compulsory components:
  • Learning/Modules for Exit Level Outcomes 1-8: 304 credits.
  • Practical work: 96 credits.

    Elective specialisation component: 80 credits.

    The learner may choose to specialise in one of the following:
  • Youth Development.
  • Human Settlement.
  • Policy Development.
  • Population Studies/Demography.
  • Community Health.
  • Sport and Recreation.
  • Community Art and Culture.
  • Adult Learning.
  • Community Media Studies.
  • Rural and Urban Development.
  • International Relations.
  • Agriculture.
  • Tourism.
  • Environmental Studies.
  • Gender Studies.

    The learning must be planned so that it consists of the following credits:
  • Maximum Credits at NQF Level 5: 96
  • Minimum Credits at NQF Level 7: 120
  • Minimum Credits at NQF Level 8: 96
  • The balance of the 480 Credits may be at NQF Levels 6 and/7 and/or 8.

    Minimum total Credits: 480. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate community development related information verbally and in writing to a range of audiences with due regard for the purpose of the communication and the ethical value system of the specific context.

    2. Analyse, synthesise, evaluate and review complex community development related information in order to conceptualise a problem and produce an evidence based argument or solution to an authentic community development situation.

    3. Critically analyse philosophies and theories of community development relevant to a specific context.

    4. Apply knowledge of the regulatory environment to mobilise a community to operate within the regulatory framework in a local, provincial, national, regional or global context.

    5. Apply the ethics, principles, values and processes of community development to a specific context.
    > Range: Principles of community development practice include, but are not limited to, inclusion, respect, building shared leadership and capacity, and participation.

    6. Apply knowledge of the interdependent relationships between individuals, families, groups/organisations, the community, State and society to facilitate processes to build interdependent relationships in an authentic community development context and within own scope of practice.

    7. Demonstrate an understanding of the concepts of responsibility and accountability within own scope of practice in a community development context.

    8. Integrate theory and practice in an authentic community development context in order to build collective capacity.

    Criteria for the Critical Cross-Field Outcomes:
  • Use a range of specialised skills to identify, analyse and address complex, complicated and/or abstract problems drawing systematically on the body of knowledge and methods appropriate to community development.
  • Work effectively with others as a member of a team, group, organisation or community. Community Development by its very nature requires learners to do practical work in groups and communities.
  • Organise and manage him/herself and his/her activities responsibly and effectively in completing tasks timeously.
  • Collect, organise and critically evaluate information.
  • Communicate effectively using visual, mathematics and language skills in the modes of oral and/or written presentations. This is integrated throughout the qualification in that sound communication skills are essential in working with communities.
  • Use science and technology effectively and critically in using technology appropriate to a particular programme and managing information.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    In addition this Qualification contributes to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make the individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Being cultural sensitivity across a range of social contexts in dealing with diverse people, communities and co-workers in engaging in practical work in a Community Development context. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Verbal and non-verbal communication are appropriate for the audience and purpose of the communication.
    > Range: Verbal communications include, but are not limited to, giving feedback, reporting to groups, facilitation, presentations and interviews.
  • Written communication is professional, accurate, coherent and correct in terms of style, tone and sensitive use of language.
    > Range: Written communication includes, but is not limited to, report writing, giving written feedback, proposal writing, documenting evidence, collaborative writing and minutes of meetings.
  • Active listening skills are demonstrated in individual and group situations and information is recorded accurately, concisely and coherently.
  • Knowledge of current events, issues and affairs reported in the media is interpreted, assessed for relevance and applied at local level where appropriate.
    > Range: Media include, but are not limited to, print, electronic, audio-visual and social networking platforms.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Knowledge of research designs and methodologies is applied to research in a community development context.
    > Range: Research design and methodology may include, but are not limited to: Participatory and Action Research; Conceptual Research; Developmental Research; Design; Social Impact Assessment; Evaluative Research.
  • Community-based research is conducted to profile a community and inform a programme or collective action.
  • A research report is compiled based on actual research.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Interactions with a community reflect the application of theory in practice.
  • Theories and philosophies are applied to a variety of community development contexts.
  • Concepts of community development are explained and used appropriately in context.
    > Range: Concepts include, but are not limited to, social justice, poverty, community well-being, development, social development, community, community development, citizenship, democracy, social well-being, sustainable development and sustainability, inequality, role-players, stakeholders, households, gender and globalisation.
  • Historical and contemporary contexts of community development are discussed with reference to how the contexts give meaning to community development concepts.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Legislation, policies and international conventions are analysed and interpreted for application and/or compliance in a specific context.
  • The processes through which legislation and policies are formulated are explained with reference to how individuals and communities can be involved in and/or influence the processes.
  • Social policies relevant to community development are analysed in terms of the inter-relationship between the policies.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Methods, skills and techniques for working with communities are demonstrated in a variety of authentic community development situations or contexts.
    > Range: Methods, skills and techniques for working with communities include, but are not limited to, needs assessment, asset mapping, capacity building, resource mobilisation, project planning and management, group problem solving and decision making, team building, motivation, mobilisation, advocacy and lobbying, critical and creative thinking, conflict resolution, negotiation, consensus, dealing with diversity, peace building, gender analysis.
  • Theories and techniques of leadership and management are investigated for relevance in a variety of community development situations.
    > Range: Leadership and management theories include, but are not limited to, collective, collaborative, participative, adaptive and transformative leadership and management.
  • Participatory approaches are applied to a community development process
    > Range: Participatory approaches include, but are not limited to, the sustainable livelihood approach and asset-based community development.
  • A Community Development process is applied to empower a local community to strengthen the capacity of people as active citizens and to shape and determine change in the community.
  • Theories of organisational development are explained for a community development context
  • Knowledge of financial management and business economics is applied to the community development cycle.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Social dynamics within the various systems in a community are analysed in order to facilitate change or build community capacity.
  • Understanding of social systems, human development and behavior and is applied in order to build interdependent relationships in a community context.
    > Range: Interdependent relationships include, but are not limited to, solidarity, social cohesion and unity in diversity.
  • Institutions and organisations that provide resources for the facilitation of community development are investigated for a specific context.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The roles and responsibilities of community development practitioners are explained with reference to scope of practice, avenues for referral and the consequences if the code of practice and professional code of ethics is contravened.
  • Skills and techniques for personal development and awareness are explored with a view to developing personal capacity to reflect and understand self and others and to fully realise own potential.
    > Range: Skills and techniques include, but are not limited to, self-a awareness, self-management, self-reflective capacity, interpersonal and intrapersonal skills.
  • A code of conduct for community development practitioners is analysed and discussed in terms of how the code should effect own practice.
  • The role of supervision in community development practice is discussed with reference to self, own roles and responsibilities and the need for support and mentoring.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Community development theory is applied in an ethical manner and supported by authentic evidence in a practical community development situation.
  • Selected skills to address social challenges are demonstrated in a practical situation.
    > Range: Social challenges may include, but are not limited to, poverty, inequality, oppression, discrimination, exclusion, and social and economic vulnerability.
  • Understanding of community and social dynamics is applied in an authentic community development context.
    > Range: Social dynamics include, but are not limited to power, power structures, issues of diversity, economics, demographics and social activities.
  • Activities for an integrated, holistic community development programme are coordinated and tracked using a recognised information management system. 
    		•

    INTERNATIONAL COMPARABILITY 
    Introduction:

    Most universities combine qualifications in social work with specialisations or modules in community work, but do not offer professional qualifications for Community Development Practitioners. Community work emphasises the development of relationships between stakeholders while social work sees community work as a process. Community Development goes beyond a mere process and involves members of a community in their own development with a view to enhancing the capacity of the community to respond to its collective needs and resources.

    Attempts were made to identify African Institutions that offer degrees in Community Development. Tanzania and Kenya have been included in this comparison. Ireland offers the best comparison to the proposed South African Qualification and there are synergies with some Australian and Scottish qualifications.

    Africa:

    Most African countries have short courses for Community Development workers that are run either by Government or by international providers. Tanzania and Kenya offer Bachelor degrees that focus on Community Development.

    Tanzania:

    Community Development Training Institute:

    Community Development Training Institute (CDTI) at was established in 1963 with the aim of developing and promoting capacities of the people to manage their development processes; building and strengthening capacities of various actors in the field of Community Development, and improving the delivery systems of extension workers. In response to the increasing demand of Community Development experts in various institutions in the public and private sector, especially non-government institutions, the Community Development Training Institute based at Tengeru near Arusha offers Bachelor of Arts degrees in Community Development in three main areas:
  • Community Development Programmes Management
  • Gender and Development
  • Participatory Planning and Management.

    The course was offered from 2009 and no details of the curriculum are available on the website.

    Kenya:

    Kenyatta University:

    Kenyatta University offers a Bachelor of Science in Community Resource Management in the School of Applied Human Sciences which focuses on the delivery of social services to the basic units of the society. Emphasis is on the improvement of the welfare of people through community based outreach programmes. The qualification is intended to train Community Outreach Practitioners with a thorough understanding of community dynamics so as to enhance the quality of life at the community level and improve career opportunities for the graduates.

    The programme equips students with a thorough understanding of community dynamics, which are applicable to enhancement of the quality of life at the community level and policy levels. Students studying for a B.Sc in Community Resource Management (CRM) choose their second and third subjects from any two departments in the School of Applied Human Sciences or from any other Schools of Kenyatta University. Students are required to take a total of 5 university common units (UCU). The department offers full-time and school-based modes of study. All the programmes are of 4-year duration where students enrol for between 5 and 7 units each semester.

    Comparison with the proposed South African Qualification:

    In the absence of course outlines it is difficult to compare the Tanzanian and Kenyan degrees with the proposed South African Qualification. The reference to outreach programmes at Kenyatta University seems to apply a `do to' rather than the `do with' approach that characterises the South African approach to Community Development. South Africa follows an integrated developmental approach which is not apparent in the Kenyatta course which appears to be top down rather than a bottom up approach.

    Australia:

    Several universities in Australia offer Bachelors Degrees in Community Development.

    Murdoch University and Open Universities Australia (OUA):

    Murdoch University offers a Bachelor of Arts (Community Development) in conjunction with OUA.

    Bachelor of Arts (Community Development):

    Based on the premise that to prosper communities require effective systems and the people to administer them, the Murdoch University, Bachelor of Arts (Community Development) enables learners to help build better communities, anywhere in the world and to create the systems that make a difference. The degree aims to provide learners with a strong understanding of community issues and institutions and to develop skills and abilities in communication, critical thinking, ethics and social justice as well as developing more specific knowledge related to Community Development. The degree enables learners to address challenges in a multitude of community institutions at a high level.

    The course is delivered by distance education through Open Universities Australia and must be completed within 10 years. Learners are required to put strong practical working knowledge and skills into practice. The Bachelor of Arts (Community Development) course provides an understanding of community issues and how to confront them. Learners are required to think critically about issues of communication, ethics and social justice. Typical employers include community services agencies, welfare groups, government departments and not-for-profit organisations. Graduates of the Bachelor of Arts (Community Development) are suitable candidates for a wide range of careers in community services and welfare groups, government departments, and not-for-profit organisations.

    Course Structure:
  • Total units: 24.
  • Set units: 21.
  • Electives: 3.

    Degree Requirements:

    To qualify for the Bachelor of Arts (Community Development) at Murdoch University, learners must complete 24 units, or equivalent, and meet the following requirements:
  • Complete at least eight units from Murdoch University.
  • Study eight units at Level 1, eight units at Level 2, and eight units at Level 3.
  • Learners may not include more than one Foundation unit in the degree.
  • The degree will normally be of three years duration for full-time students, but part-time students may take up to ten years to work towards the degree.

    Course Units include:

    (Courses that have synergies with the South African Qualification are highlighted in bold.)
  • Introduction to University Learning.
  • Introduction to Community Development.
  • Australian and Global Society.
  • Social Sciences in Australia.
  • Reinventing Australia.
  • Australia in Asia.
  • Foundations of Science: Life and the Universe.
  • Contested Knowledges.
  • Aboriginal Cultures.
  • Contemporary Aboriginal Issues.
  • Australian Studies: Images of Australia 1A.
  • Introduction to Criminal Studies.
  • Law, Government and Policy.
  • News and Politics.
  • Creating and Professional Writing.
  • Australian Politics in a Global Context.
  • Youth and Society.
  • Overseas Aid and International Development.
  • Australian Youth Culture.
  • Community Work Across Sites.
  • Methods in Social Research.
  • Psychology of Crime.
  • Sociology of Crime.
  • Sociology of Identity.
  • Creative Writing 1.
  • The Politics of Inequality.
  • Contemporary Australian Politics.
  • Power, Difference and Recognition.
  • Projects in Community Development.
  • Community Participation and Engagement.
  • Community and Social Policy.
  • Crime Prevention: Developmental and Community Approaches.
  • Human Services: Organisations, Structures and Policy.
  • The Sociology of the Public Sphere.
  • Policies and Structures of the Criminal Justice System.
  • Introduction to Australian Politics.
  • Criminological Theories - Individual Perspectives.
  • Criminological Theories - Social Perspectives.
  • The Urban Environment.

    Comparison with the proposed South African qualification:

    The Australian qualification is a three year degree while the proposed South African qualification is a professional four year degree that could lead on to a Masters. The two degrees appear to have synergies, but the Australian degree is based on relationship building while the South African degree focuses on psycho, social and economic aspects. The course structure of the two degrees differs. South African learners must finish all courses at one university while different aspects of the Australian degree are housed at different universities.

    The Australian degree is contextualised for Australia, the Pacific Islands and Asia Pacific Rim and has a strong focus on crime and criminology. The South African Qualification will be contextualised for South African local, regional and international contexts by the Higher Education Institution offering the qualification and does not have a similar emphasis on crime although this could be developed by individual Higher Education Institutions. Both degrees include a regional aspect although the regions are different.

    The Australia degree offers a course in Contested Knowledge. There is place in the South African for courses that could include individualism versus collectivism and indigenous knowledge systems although there is not a specific associated assessment criteria for contested knowledge.

    Youth and the urban environment are electives in the South African Qualification and Overseas Aid and International Development are implicit in Exit Level Outcome (ELO) 4 and 6.

    The strong practicum component that features in the South African qualification is not evident in the Australian qualification.

    Victoria University, Australia:

    Victoria University (VU) offers Bachelor of Arts degrees for both Australian and international students. The international version has been used for this comparison.

    Bachelor of Arts (International Community Development):
  • Duration 3 Year(s).
  • Study mode Full time.

    Course description: This course combines skills and training for the Community Development sector with studies of social, economic and cultural change in the Pacific Islands, Africa, Latin America and Asia.

    The Bachelor of Arts (Community Development) is a three year course that is offered in the School of Social Sciences and Psychology of the Faculty of Arts, Education and Human Development (CRICOS code 069229J Course code ABSE). The curriculum comprises two foundational elements: a strong theoretical orientation and an industry-based learning component. The course offers two specialisation areas of study, International and General Community Development. The international specialisation equips learners to work in the Pacific Islands, Africa, Asia or Latin America; while the General specialisation prepares them for working in Australia. Learners develop skills in the theory and practice of Community Development and learn through work-based placements locally or in Asia, Africa or Latin America.

    Graduates are able to find employment in many government and non-government organisations in Australia, Papua New Guinea, Solomon Islands, Sudan, Timor-Leste, New Caledonia, Cambodia, Vietnam and other countries.

    Course objectives:

    The Bachelor of Arts (Community Development) curriculum comprises two foundational elements:
  • A strong theoretical component that leads to two specialisations. One specialisation is International Community Development, whose focus is the international sociological context, while the other specialisation deals with the Australasian sociological context. As a way of preparing learners for the diversity of the development field, this Course also provides for a variety of skills units that students can choose from depending on their advocacy orientation or inclination.
  • A learning in the Workplace/Community (LiWC) component. The LiWC component throughout the three years of study is an internship exercise which brings students into the practical workings of various advocacy or development agencies of their choice. Students under the supervision of agency and the university supervisors engage in actual work of the agencies and carry out substantive research.

    Course outcomes:
  • Develop skills to explore alternative strategies to development in various contexts.
  • Develop skills to ask relevant questions that would lead to relevant development interventions.
  • Promote effective communication and community organising skills.
  • Introduce students to broad theory and practice of Community Development.
  • Promote a scholarly approach to researching and reporting in Community Development studies.

    Units and electives:

    (Courses that have synergies with the South African Qualification are highlighted in bold.)

    Core Units of Study: Both the Australian and International streams study:
  • Community Development From the Local to the Global.
  • Interpersonal Skills.
  • Applied Human Rights.
  • Fieldwork Placement 1.
  • Working With Organisations: Problems and Possibilities.
  • Social Research 1.
  • Fieldwork Placement 2.
  • Conflict Resolution in Groups and Communities.
  • Social Movements, Social Actions.
  • Research and Fieldwork 2.
  • Communication for Sustainable Development.
  • Research and Fieldwork 3.
  • Project Design and Implementation.
  • Research and Fieldwork 4.
  • Regional and International Organisations and Policy.
  • Management in Non-Government Organisations.

    In addition the international Community Development stream is required to complete the following core units:
  • Social and Cultural Change in South Pacific Islands.
  • Contemporary Africa and Social Change.
  • Theory and Practice of International Development.
  • Sociology 3a: Colonisation, Decolonisation and Development.
  • Sociology 3b: International Social Policy.

    Elective:

    Students are required to complete three electives over the duration of this course.

    South African comparison:

    This course has been included in the international comparison because it includes regional and international studies including components relevant to Africa. The South African Qualification could be developed into courses that have a Regional or International context. The focus on theory and practice and the requirement for work based placements (internship) has synergies with the structure of the South African qualification which requires theory and a strong practicum component. A major difference between the two qualifications is that the Australian Qualification is a three year degree where the South African qualification is a four year professional degree. South African learners who achieve the BCommDev would achieve the similar outcomes to learners at Victoria University and more.

    The units in bold in the section on units and electives are also included in the South African Qualification. Social Movements, Social Actions, fits into the contest of the BcommDev Exit Level Outcomes (ELOs) 5 and 3. There is not a clear link to the unit on communication for sustainable development, but the South African ELO 8 could be interpreted to include communication for sustainable development. Although the SA qualification does not specifically indicate Contemporary Africa and Social Change and Colonisation, Decolonisation and Development.
    The South African AC3.4: requires that `Historical and Contemporary contexts of Community Development be discussed with reference to how the contexts give meaning to Community Development concepts.' This creates a space in the Qualification to deal with historical and contemporary issues.

    Ireland:

    Tipperary Institute:

    Tipperary Institute is a higher education, development and research centre established by the Government of Ireland. It is unique in Europe in its integration of higher education with rural community and business development programmes. Courses are delivered part-time and in the evening which caters for people in full-time employment. Courses balance the development of professional and technical competencies with the life-skills.

    Bachelor of Arts (Honours) Degree in Social and Community Studies TI007:

    The Bachelor of Arts (Honours) Degree in Social and Community Studies is a four year degree on NQF Level 8. It was designed in consultation with employers, so its content is relevant to employment in the development sector in Ireland. There is a substantial practical component to the programme so students develop the real skills and competencies required for the workplace. A practical placement in years two, three and four is a key element of the programme which allows students to apply their learning in a real-life environment.

    Participants on the programme learn competencies and skills that will enable them to enter a career in development and social inclusion work. Through practical experience, participants learn:
  • How to communicate effectively verbally and in written reports.
  • Conduct social/policy research and analysis.
  • Facilitate and lead groups.
  • Work as part of a team.
  • Help community groups to analyse issues affecting them and identify solutions to problems; support voluntary organisations and volunteers to work effectively; challenge discrimination and inequality in communities.

    Practical skills are based on the study and analysis of Irish Society and Irish communities; the social, economic and political issues affecting Irish society and different social groups; the role of development in addressing poverty, inequality and social exclusion; the impact of global processes on Irish society.

    Participants on the programme are challenged to learn more about themselves and are asked to examine their personal perspectives on social issues; to examine their own biases and prejudices; to reflect on their strengths and weaknesses and to plan for their personal development as learners and professional practitioners.

    The programme specialises in Community Development and as such it does not offer a specialisation or qualification in Social Care. Courses are divided into modules or self-contained units of learning. An elective module is one the learner chooses from a number of options.

    Further Study and Career Opportunities:

    Graduates of this programme will be eligible to work in various roles and in a range of development organisations such as:
  • Community Development Worker/Coordinator.
  • Membership Officer.
  • Community Youth Worker.
  • Policy Worker.
  • Social Researcher/Research Assistant.
  • Group Worker/Facilitator.

    Programme Outline:

    The programme is built around 5 themes.

    Community Development:
  • Year 1: Community Development in Context.
  • Year 2: Models of Community Development.
  • Year 3: Community Development Skills and Methods.
  • Year 4: Current Issues in Community Development.

    Social Analysis:
  • Year 1: Introduction to Sociology.
  • Year 2: Poverty and Inequality.
  • Year 3: Social Policy.
  • Year 4: Contemporary Social policy.

    Personal and Professional Development:
  • Year 1: Personal Effectiveness.
  • Year 2: Group Work - Theory and Practice.
  • Year 3: Facilitation Skills.
  • Year 4: Professional Practice.

    Sustainable Development:
  • Year 1: Introduction to Sustainable Development.
  • Year 2: Environment & Sustainable Development.
  • Year 3: -.
  • Year 4: Economy, Society and Sustainable Development.

    Governance & Management:
  • Year 1: Politics and Public Administration.
  • Year 2: Organisations and Management.
  • Year 3: Corporate Governance.
  • Year 4: Strategic Planning.

    Social Research:
  • Year 1: Introduction to Research.
  • Year 2: Research Data Collection.
  • Year 3: Research Data Analysis.
  • Year 4: Dissertation.

    ECTS is the abbreviation used for the European Credit Transfer System. Each module is given a value between 1 and 60 to describe the amount of work required to complete it. These reflect the quantity of work the module requires in relation to the total amount necessary to complete a full year of academic study. A value of 60 credits represents the workload involved in one year of study. TI course modules are generally allocated 5, 10 or 15 credits.

    Year 1:

    Community Development in Context: (10 ECTS):

    Community Development has a long and fascinating history. Today, Community Development is promoted by the EU, Irish state agencies as well as local community groups. With so many interested parties involved there is intense debate about what Community Development is or should be about. This module provides an opportunity to begin to investigate this intriguing question - what is Community Development?.

    Introduction to Sociology (10 ECTS):

    This sociology module invites learners examine some key social issues for modern Irish society. They learn about the society they live in and develop skills of critical thinking and analysis.

    Personal Effectiveness (10 ECTS):

    This module introduces students to the Personal and Professional stream across the four years of the programme. It is designed to equip them with an understanding of their own personal skills and capacities.Year one focuses on self-awareness and developing personal skills like goal setting, time management and stress management. Learners are introduced to group work and presentations. The aim is to build students' capacity to reflect and understand themselves and others so that they may fully realise their potential.

    Introduction to Sustainable Development (10 ECTS):

    Think Global; Act Local!! Global issues of development are becoming increasingly complex. Sustainable Development offers a framework to balance social, economic and environmental issues at global and local levels. This module considers development issues from a broader perspective than that of local communities. Learners are introduced to the links between the social, economic and environmental spheres of development activity and of the methods for achieving balance between them.

    Politics and Public Administration (10 ECTS):

    The political and governmental systems at national and local levels are critical influences on the way Irish society operates. This module enables learners to gain a basic insight, knowledge and awareness of the structure of politics, the political system and the system of public administration in Ireland. Learners develop an awareness of some of the key political and public sector programmes and policies that have been at the centre of decision-making in recent times.

    Introduction to Social Research (10 ECTS):

    In an age where we are confronted by large amounts of information and from a wide range of sources, people must be fluent in finding and assessing good quality information in order to make decisions in their personal and professional lives. This module enables learners to begin to practice vital research skills for both study and academic work as well as preparing them for undertaking independent research projects.

    Year 2:

    Models of Community Development (5 ECTS):

    Community Development is a diverse activity and there are many different approaches to practice. This module provides an opportunity to explore the various models of practice that reflect current Community Development practice. Learners consider the different community responses to address the needs of specific groups and explore these models while on placement.

    Poverty and Inequality (10 ECTS):

    In this module learners are exposed to issues of poverty and inequality in Ireland. Assumptions and beliefs about the nature of Irish society are tested throughout the study of these topics.

    Group Work - Theory and Practice (10 ECTS):

    Year 2 of the Personal and Professional stream addresses the individual within the group context, enabling learners to identify their strengths in a team. It builds upon students¿ understanding and experience of groups and enhances self-awareness and ability to communicate, relate and work effectively with others.This course is 100% continuous assessment and is practical so that learners can experience, reflect and evaluate their roles and contributions in groups in a real context.

    Environment & Sustainable Development (10 ECTS):

    Environmental issues are a key concern and present a major challenge for current economic and development thinking. In this module learners examine the state of the environment and identify critical pressure areas such as climate change, food, population, water and energy issues. The interrelationship between human activity and the environment are considered and learners are challenged to measure and assess the impact of their personal lifestyle choices on the environment.

    Organisations & Management (10 ECTS):

    In this module learners learn about different types of organisations and their effective management. They consider financial aspects of organisations such as budgets, financial planning and how to read accounts as well as human resource aspects such as managing volunteers. Project management tools and techniques are also studied.

    Research Data Collection (10 ECTS):

    In this module learners develop the skills necessary for designing questionnaires and interviews and gain practical experience in collecting data through these methods.

    Placement 1 (5 ECTS):

    In this, the first of three placement episodes, learners undertake a short placement with an organisation focusing on Community Development and social inclusion work. They are on placement for approximately 4 hours per week and observe the work of organisations and relate it back to the work they are doing in class.

    Year 3:

    Community Development Skills & Methods (10 ECTS):

    This module is taught by practitioners operating in the field of Community Development and social inclusion work. Learners learn the most critical skills and methods directly from people using these approaches in their everyday work. A skills laboratory setting enables learners to experiment with these methods in class.

    Social Policy (10 ECTS):

    Influencing policy is a key area of work in social inclusion. Through this module learners learn about the various areas of social policy and examine how social policy is made in Ireland.

    Facilitation Skills (10 ECTS):

    Year 3 of the Personal and Professional stream develops participants¿ in-depth understanding of the theories of group work. It is a practical module with 100% continuous assessment. It is designed to enable learners to create and deliver training. They learn how to lead and facilitate groups in a variety of settings. It assists learners to reflect on own practice and critically evaluate and self-reflect as part of the learning cycle.

    Corporate Governance (10 ECTS):

    Governance deals with the processes and systems by which an organization or society operate. In a democratic society these should be aimed at ensuring accountability and justice. This module introduces learners to some of the theories of the governance of organisations and the ways in which these theories can be applied in the voluntary, community and public sectors in particular.

    Research Data Analysis (10 ECTS):

    In any research project, once the task of collecting information is complete the learner must then analyse the information received and try to make sense of it Following on from the Data Collection module in year two, learners further develop their research skills by learning to do computer and manual analysis of different types of information. This module plays an important role in preparing the final year dissertation project.

    Placement 2 (10 ECTS):

    This year learners spend approximately one and a half days per week on placement with a Community Development or social inclusion based agency. They are given the opportunity to undertake hands on work in the placement agency and develop many important skills such as report writing, working with groups and individuals, committee work and management skills.

    Year 4:

    Current Issues in Community Development (5 ECTS):

    In the final year of the programme learners examine some of the most contemporary debates surrounding Community Development work in Ireland. They develop a critical analysis of the role of Community Development in Irish society and examine their own personal philosophy of what Community Development should be about.

    Contemporary Social Policy (10 ECTS):

    This module examines contemporary social policy issues in Ireland and considers the translation of social policy into service provision and care. Learners are challenged to identify the role of the social inclusion sector in influencing changes in social policy and further develop their skills for influencing policy and writing policy submission documents.

    Professional Practice (5 ECTS):

    To be a successful and effective practitioner requires the ability to seek continuous improvement in the way we do things. This module equips learners with the skills to reflect on and assess their own performance and plan to make improvements and changes in the things they do. Reflection also helps learners to relate theory and practice to a work situation as well as to consider ethical dilemmas they may encounter. The module also prepares learners for future career planning.

    Economy, Society & Sustainable Development (10 ECTS):

    There are complex relationships between the nature of our economy, the society we live in and our environment. These relationships exist at individual, community, national and global levels. In this module learners explore this complex maze of linkages in an attempt to tease out the opportunities provided by a framework for sustainable development. They critically assess the usefulness of the concept and the practice of sustainable development and consider its role in their own personal philosophy of development.

    Strategic Planning (5 ECTS):

    To be effective all organisations must be well organised and have a vision for future development. Strategic planning is one method for achieving the best performance in organisations and for ensuring that resources are used in a clear and purposeful way. Learners learn some of the key methods and approaches involved in strategic planning within public and voluntary sector organisations.

    Dissertation (15 ECTS):

    In the final year of the programme learners undertake a piece of research in an area that interests them. They choose a topic for their research; plan how they will complete the project; design methods for collecting the information needed; collect and analyse that information and write a report on their findings. This experience enhances their research skills and contributes to their in-depth knowledge of their selected research areas.

    Placement 3 (10 ECTS):

    Building on previous years learners spend one and a half days per week on placement in the final year. They continue to apply classroom learning to the real life context of the placement organisation. The emphasis on placement is further development of specialised knowledge, skills and attributes required in professional Community Development practice and social inclusion work.

    Comparison with the proposed South African Qualification:

    The Bachelor of Arts (Honours) Degree in Social and Community Studies TI007 and the proposed BCommDev are both four year degrees at NQF 8. There are strong similarities between the two qualifications. Both have substantial practical components and were designed in consultation with employers so that learners develop the competencies required in the workplace. The Irish qualification is contextualised for Ireland. The South African qualification is contextualised for South Africa and includes psycho, social and economic aspects which are integrated in the Qualification. In South Africa Social Care is referred to as Social Work and both degrees specialise in Community Development not Social Work. It appears that learners in South Africa and learners in Ireland would both exit the qualifications with similar competencies contextualised for Ireland and South Africa. The framework of the Irish qualification is similar to what is intended in the South African Exit Level Outcomes and South African curriculum developers should develop comparable learning programmes. The module on Contemporary Policy in year 4 is very closely aligned to the South African Qualification. A major difference between the two Qualifications is that in South Africa the focus is on collective facilitation which is not evident in the Irish Qualification.

    Scotland:

    University of Glasgow:

    Bachelor of Arts in Community Development XL37:

    The Bachelor of Arts in Community Development is offered in the School of Social Sciences and Humanities. It is a three year full-time course. The degree programme is a professional qualification endorsed by the Standards Council for Community Learning and Development in Scotland. It is designed for people who are working, either paid or unpaid, in the fields of Community Development, community learning and development, youth work and related practice areas. Glasgow University understands Community Development to be the approach which underpins all of these forms of practice.

    Programme Description:

    Community Development is for anyone who wants to change, improve, help and enhance the conditions and circumstances of community groups. Community Development is an approach to working with communities that emphasises improving and enhancing the conditions and circumstances of community members. It is about building and sustaining strong communities and helping members identify and obtain resources to deal with problems and aspirations such as working with youth, developing programs to help people get off the streets or integrate back into society, helping struggling families or building better relationships between communities and State Government.

    Study in Community Development provides knowledge and understanding of the issues that affect community members and community groups including an understanding of specific social institutions such as the family, work, and the law, contemporary social issues such as social, gender and racial inequality, unemployment, health and welfare, social deviance and social control and how these affect people's lives in a community context.

    Programme of Study:

    In the first year you will study:
  • Community Development and social action models.
  • Local and global contexts.
  • Practice methodology for Community Development and social action.
  • Social theories 1.
  • Transformational practice.

    In the second year you will study:
  • Lifelong learning and social change.
  • Empowerment strategies and practice models.
  • Popular education theory and practice.
  • Organisation, planning and evaluation.
  • Social theories 2.
  • Critical practice.

    In the third year you will study:
  • Social theories 3.
  • Research methods.
  • Research project.
  • Practice placement.

    This programme provides learners with the opportunity to demonstrate competence as a worker in a different setting, thereby demonstrating the transferability of their skills. A range of placement opportunities are available by negotiation with the teaching team. As this is a work-based learning programme, in addition to formal learning learners draw from their own practice in the community. There is the possibility of carrying out an overseas placement in the third year of the programme. In addition there are annual overseas study trips which, although not part of the degree programme, are run by the course team and enrich the learning of students by exposing them to different cultures and alternative forms of practice. In recent years learenrs have visited Kathmandu, Mumbai, New York, Amsterdam and Ireland.

    Students who complete this degree go on to work in many aspects of Community Development. These include:
  • Youth Work.
  • Community Arts.
  • Housing.
  • Addictions.
  • Economic Development.
  • Literacies.
  • Adult Education.
  • Community Regeneration Work.

    South African Comparison:

    The University of Glasgow approach to Community Development is in line with the South African approach. The qualifications are similar in that they are both professional qualifications. A major difference is that the South African qualification is a four year qualification where the Scottish qualification is a three year degree. The Scottish qualification appears to follow a `do to' approach, while the South Africa follows a 'do with' approach and emphasises the collective. There are nevertheless strong synergies between the two qualifications.

    Transformational practice though not specified in the South African Qualification would be covered in social theory which encompasses communities, power relations, and a bottom up approach rather than the delivery of a basket of services by the State. In general the themes are similar, but the Scottish Qualification does not appear to emphasis the collective approach. The South African Qualification does not deal with popular education theory and practice. The third year of the Scottish Qualification appears to be similar to what is intended by the Practicum in the South African Qualification although this is not explicitly stated. The areas students with the Scottish Qualification go on to work in appear to have synergies with the electives included in the South African Qualification. Addictions would be part of Community Health, Adult Education is referred to as Adult Learning in the South African Electives and economic development is compulsory in the South African Qualification.

    Conclusion:

    Most countries offer Bachelors degrees in Social Development, Social Work or Social Welfare. The South African social development policy categorises social security, welfare and development and the South African Qualification therefore has to do with development and not welfare which is what the social work degree is intended to address. The decision to compare the Qualification to international Qualifications in Community Development limited the number of countries which could be used for the comparison.

    This comparison compares a National Qualification to curricula or courses at universities in other countries. The South African Qualification will be unpacked and developed into curricula by individual Higher Education Institutions that offer the qualification. As South Africa emphasises an integrated approach to Community Development the courses based on this Qualification should not be taught in silos and the curriculum should be integrated to reflect the underlying philosophy of an integrated, holistic approach to Community Development. The Qualification focuses on the South African context and opens learners to other contexts.

    In South Africa, Community Development processes involve members of a community in their own development and aim to enhance the capacity of the community to respond to its collective needs and resources. In line with current practice, the South African Qualification emphasises an integrated and holistic approach to Community Development and collective decision making and action that gives effect to Ubuntu.

    The emphasis on an integrated and holistic approach to Community Development and collective decision making and action distinguishes the South African qualification from Community Development Qualifications in other countries which appear to follow a top down rather than a bottom up approach to Community Development. The fact that the BCommDev is a four year professional degree as opposed to the three year degrees offered in other countries means that the Irish Bachelor of Arts (Honours) Degree in Social and Community Studies offers the best comparison.

    The Victoria University, Australia, Bachelor of Arts (International Community Development) and the Bachelor of Arts in Community Development at the University of Glasgow and the Tipperary Institute¿s Bachelor of Art (Honours) Degree in Social and Community Studies all include reference to practical work which is considered an imperative in the South African Qualification. Learners from all the institutions used for this comparison will probable develop similar competencies as regards theory contextualised for the different countries. 
    		•

    ARTICULATION OPTIONS 
    Horizontal articulation:
  • ID 19572: Bachelor of Arts: Social Work, Old NQF Level 7, New NQF level 8, Professional Qualification, 480 credits.
  • ID 23994: Bachelor of Social Work, Old NQF Level 7, New NQF Level 8, 510 credits.

    Vertical articulation:

    As this is a qualification with a minimum of 96 credits at Level 8 it may meet the minimum requirements for admission to a Masters degree in Community Development in an area of specialisation depending on the rules of the selected Higher Education Institution. 
    		•

    MODERATION OPTIONS 
    This Qualification will be internally assessed and moderated and externally moderated in terms of Quality Council for Higher Education (QCHE) requirements. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessment is in terms of the requirements of the National Higher Education Assessment Policy and the requirements of each specific Higher Education Institution. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    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.