SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Apply community development techniques 
SAQA US ID UNIT STANDARD TITLE
14590  Apply community development techniques 
ORIGINATOR
NSB 01-Agriculture and Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
The qualifying learner assessed as competent against this unit standard will be able to apply the various community development techniques in their area of operation. This competence contributes towards learner's holistic understanding of community development. Achievement of this Unit Standard will enhance the learner's effectiveness in the workplace and increase employment opportunities in the areas of community development and conservation. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
There is no specific learning to be in place. However, this Unit Standard should be attempted in conjunction with the Unit Standard "Understand Sociological Issues (NQF 5)". 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify and explain a diverse range of community development techniques 
OUTCOME NOTES 
  • Assessment techniques, for example, Participatory Rapid Appraisal.
  • Factors having an influence on intended outcomes
  • Participatory and inclusivity approaches
  • Integrated Development plans
  • Land Development Objectives
  • Resource maps
  • Venn diagrams 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Applying knowledge of education and development processes and issues.
    2. Accessing and using required knowledge.
    3. Diverse cultural perspectives and values.
    4. Selection and use of appropriate and acceptable methodologies for interaction with stakeholders.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Intervention strategies.
    2. Interaction with a wide range of people.
    3. Different cultural values and perspectives.
    4. Provision of leadership and guidance in supervisory or mentoring roles.
    5. Relevant legislation, legislative frameworks and policies.

    Reflexive competence:
    The learner must demonstrate ability to:

    1. Critically evaluate and justify steps related to planning, development, management and evaluation of a programme.
    2. Reflect on adjustments made to the programme.
    3. Show sensitivity to cultural perspectives.
    4. Draw on experience and knowledge of others and oneself to provide leadership and guidance to others.
    5. Identify own needs and opportunities for further learning and professional development.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from third parties

    INTEGRATED ASSESSMENT
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace and decide which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
    Ensure that commonalities that exist between a numbers of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Explain how community development can impact on traditional lifestyles 
    OUTCOME NOTES 
  • Westernisation
  • Loss/abandonment of traditional knowledge
  • Positivism - empowerment, poverty alleviation, skills development
  • Religion 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Applying knowledge of education and development processes and issues.
    2. Accessing and using required knowledge.
    3. Diverse cultural perspectives and values.
    4. Selection and use of appropriate and acceptable methodologies for interaction with stakeholders.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Intervention strategies.
    2. Interaction with a wide range of people.
    3. Different cultural values and perspectives.
    4. Provision of leadership and guidance in supervisory or mentoring roles.
    5. Relevant legislation, legislative frameworks and policies.

    Reflexive competence:
    The learner must demonstrate ability to:

    1. Critically evaluate and justify steps related to planning, development, management and evaluation of a programme.
    2. Reflect on adjustments made to the programme.
    3. Show sensitivity to cultural perspectives.
    4. Draw on experience and knowledge of others and oneself to provide leadership and guidance to others.
    5. Identify own needs and opportunities for further learning and professional development.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from third parties

    INTEGRATED ASSESSMENT
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace and decide which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
    Ensure that commonalities that exist between a numbers of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Interpret and evaluate information gathered. 
    OUTCOME NOTES 
  • What is the significance of the information?
  • Specific community profiles, e.g., demographic, social, financial, economic, environmental,
  • Environmental Management tools, e.g., EIAs and IEMS 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Applying knowledge of education and development processes and issues.
    2. Accessing and using required knowledge.
    3. Diverse cultural perspectives and values.
    4. Selection and use of appropriate and acceptable methodologies for interaction with stakeholders.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Intervention strategies.
    2. Interaction with a wide range of people.
    3. Different cultural values and perspectives.
    4. Provision of leadership and guidance in supervisory or mentoring roles.
    5. Relevant legislation, legislative frameworks and policies.

    Reflexive competence:
    The learner must demonstrate ability to:

    1. Critically evaluate and justify steps related to planning, development, management and evaluation of a programme.
    2. Reflect on adjustments made to the programme.
    3. Show sensitivity to cultural perspectives.
    4. Draw on experience and knowledge of others and oneself to provide leadership and guidance to others.
    5. Identify own needs and opportunities for further learning and professional development.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from third parties

    INTEGRATED ASSESSMENT
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace and decide which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
    Ensure that commonalities that exist between a numbers of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Select and apply appropriate community development techniques 
    OUTCOME NOTES 
  • Adaptive management and management by objectives,
  • Project management principles
  • Sustainable development principles 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Practical competence:
    The learner must demonstrate an ability to consider a range of options and make decisions about:

    1. Applying knowledge of education and development processes and issues.
    2. Accessing and using required knowledge.
    3. Diverse cultural perspectives and values.
    4. Selection and use of appropriate and acceptable methodologies for interaction with stakeholders.

    Foundational competence:
    The learner must demonstrate an understanding of:

    1. Intervention strategies.
    2. Interaction with a wide range of people.
    3. Different cultural values and perspectives.
    4. Provision of leadership and guidance in supervisory or mentoring roles.
    5. Relevant legislation, legislative frameworks and policies.

    Reflexive competence:
    The learner must demonstrate ability to:

    1. Critically evaluate and justify steps related to planning, development, management and evaluation of a programme.
    2. Reflect on adjustments made to the programme.
    3. Show sensitivity to cultural perspectives.
    4. Draw on experience and knowledge of others and oneself to provide leadership and guidance to others.
    5. Identify own needs and opportunities for further learning and professional development.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from third parties

    INTEGRATED ASSESSMENT
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace and decide which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
    Ensure that commonalities that exist between a numbers of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Participatory Rapid Appraisal.
    2. Practice participatory techniques in Community Development.
    3. Democratic practises in Community Development.
    4. Participatory Action Research.
    5. Action Learning Method.
    6. Limitations of Human Development Index.
    7. Holistic approach to development.
    8. Advocacy.
    9. Development Theory.
    10. Post Development Theory.
    11. Assessment techniques.
    12. Integrated Development Plans (IDPs) and Local Agenda 21.
    13. Project management principles.
    14. Sustainable development principles. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to all specific outcomes. 

    UNIT STANDARD CCFO WORKING 
    Team work relates to all specific outcomes. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to all specific outcomes.
    Inter-relatedness of systems relates to all specific outcomes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to all specific outcomes. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to all specific outcomes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Information evaluation relates to all specific outcomes.
    Professional development relates to all specific outcomes. 

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

    UNIT STANDARD NOTES 
    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Being participatory, inclusive and democratic.
    3. Accepting and maintaining a non-discriminatory attitude towards diversity including, for example , differences in gender, race, religion, physical ability and culture.

    SUPPLEMENTARY INFORMATION
    Distinction between culture and tradition. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  24195   National Certificate: Community Conservation: Practice and Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Core  66089   National Certificate: Human Settlements Development  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CETA 
    Core  49626   National Certificate: Landcare Facilitation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Elective  49598   National Diploma: Paralegal Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Balemi Consulting Pty Ltd 
    2. Mananthatshema Skills Dev. Centre 
    3. Mbimbini Training and Community Development 
    4. SA Agri Academy 



    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.