SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Relate education and training to development

SAQA US ID	UNIT STANDARD TITLE
10304	Relate education and training to development
ORIGINATOR
SGB ABET Educators
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Adult Learning
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 6	Level TBA: Pre-2009 was L6	16
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

Persons credited with this unit standard are able to relate ABET practice to community development because they will have gained insights into poverty, underdevelopment and development.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

US no. 5.08 'Promote lifelong learning' is required prior learning.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Use development indicators to analyse the development needs of a community

OUTCOME RANGE

Community can mean a country, or province or a local community, depending on the circumstances.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Relevant development indicators such as birth/mortality rates can be identified.
(e.g. employment/unemployment rates, economic growth, health indicators, education levels, poverty levels, population profiles and projections)

ASSESSMENT CRITERION 2

2. Information on relevant indicators in a community can be found.
(e.g. by using government publications such as the census or by doing some simple primary research such as collecting information on illness/disease rates from the local clinic)

ASSESSMENT CRITERION 3

3. Situations of specific groups (e.g. youth, women) and their roles in development can be analysed.

ASSESSMENT CRITERION 4

4. Main development needs of a community can be described and supported with evidence.

SPECIFIC OUTCOME 2

Describe the relationship between education, training and development

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Ways in which education and training can be related to the alleviation of development problems can be demonstrated.
(e.g. show how basic knowledge of nutrition and hygiene can reduce infant mortality)

ASSESSMENT CRITERION 2

2. Contribution of education and training to poverty reduction or changes in income distribution can be demonstrated.
(e.g. show how SMME training can lead to job creation and economic growth, or how occupational training can create opportunities for self-employment or job mobility)

ASSESSMENT CRITERION 3

3. Role of education and training in promoting democracy and building a human rights culture is described.

ASSESSMENT CRITERION 4

4. Role of education and training in sustainable development is described.

SPECIFIC OUTCOME 3

Link ABET policy and practice to community development

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. ABET policy can be analysed in terms of the relevant developmental context.
(e.g. ABET as a human right, the place of ABET in SA's RDP)

ASSESSMENT CRITERION 2

2. Importance of access to information for community development can be explained.

ASSESSMENT CRITERION 3

3. Opportunities for teaching literacy/numeracy across sectors in a cross-curricular way can be described.
(e.g. integrating health and environmental education with literacy and numeracy)

ASSESSMENT CRITERION 4

4. ABET projects/programmes which can address development needs as identified in SO2 AC4, are identified.

ASSESSMENT CRITERION 5

5. Adult education strategies in other (developing) countries are compared to those in own country.

SPECIFIC OUTCOME 4

Apply different macro-theoretical approaches to development and underdevelopment

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Different approaches to development can be described.
(e.g. modernisation theory, dependency theory, people-centred development)

ASSESSMENT CRITERION 2

2. Link between development/underdevelopment and poverty can be described.

ASSESSMENT CRITERION 3

3. Insights from the theoretical approaches can be used to analyse levels of development or underdevelopment in own country.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made.

UNIT STANDARD CCFO WORKING

Working effectively with others as a member of a team, group, organisation, or community.

UNIT STANDARD CCFO ORGANISING

Organising and managing oneself and one's actions responsibly and effectively

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating information.

UNIT STANDARD CCFO COMMUNICATING

Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or written presentation.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others

UNIT STANDARD CCFO DEMONSTRATING

Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation.

UNIT STANDARD CCFO CONTRIBUTING

Contributing 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 an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.

REREGISTRATION HISTORY

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

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	20485	National First Degree: ABET Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2018-12-31	ETDP SETA
Fundamental	22903	Bachelor of Environmental Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2023-06-30	CHE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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