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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma: Psychology: General: Developmental and Industrial 
SAQA QUAL ID QUALIFICATION TITLE
21135  Diploma: Psychology: General: Developmental and Industrial 
ORIGINATOR
Intec College 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 5  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
the primary purpose of the qualification is to provide knowledge and skills qualifying learners with the ability to understand:
  • general principles of psychology
  • children's physical, emotional and intellectual development
  • human behaviour in the workplace 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners who register for this qualification should demonstrate:
  • The ability to express themselves clearly and correctly both orally and in writing in English;
  • The ability to apply numerical skills, including basic arithmetic (add, subtract, divide, multiply);
  • A basic interest or experience in the nature, role and practice of psychology;
  • Competence at Grade 12 or equivalent level.

    Recognise prior learning:

    This qualification recognises, through the submission of portfolios of evidence, the formal/non-formal/informal prior learning which learners who register for the programme leading to the award of the qualification bring to the learning situation.

    This qualification may be achieved in whole or in part through the recognition of prior learning. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification may be achieved in whole or in part through the recognition of prior learning. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field Outcomes:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Interact effectively with other s as a member of a team, group, organisation and community.
  • Organise and manage one's time and activities responsibly and effectively.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and language skills in the modes of oral and/or written presentation.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrate an understanding of the world as a set of related systems by recognising that the problem-solving context does not exist in isolation.

    Specified Outcomes

    Demonstrate an ability to:
  • Discuss the different psychological approaches to the study of behaviour and mental processes.
  • Describe the functioning of the nervous system, the brain and the endocrine system.
  • Explain the sensory processes such as perception, vision and hearing.
  • Describe states of consciousness, for example, sleep, hypnosis and meditation.
  • Discuss learning through classical and operant conditioning.
  • Outline the stages in the memory process and the different types of memory.
  • Discuss various theories of intelligence and the factors involved in the development of intelligence.
  • Explain the development of language in a child.
  • Describe the psychological aspects of motivation and emotion.
  • Discuss theories of personality and an understanding of personality and behavioural characteristics which make people more vulnerable to stress.
  • Describe the classification, clinical picture and aetiology of psychological disorders from a Western medical approach as well as the approach used by Traditional African healers.
  • Discuss aspects of Social psychology such as racism, authoritarianism and gender inequalities.
  • Discuss prenatal development and the influences of heredity and environment.
  • Explain physical, cognitive, personality and social development in infancy and toddlerhood, early childhood, middle childhood and adolescence.
  • Outline the development of the self-concept and gender identity.
  • Describe moral and emotional development during middle childhood and adolescence.
  • Discuss the ecological approach to the variety of interrelated factors which influence the various stages of development, for example:
    o The psychological well-being of the parents;
    o Parenting styles;
    o The effect of divorce;
    o The influence of the teacher, peers and siblings;
    o The importance of play in a child's general development;
    o The influence of television and culture.
  • List the advantages and problems of psychometric testing.
  • Identify the causes of abuse and neglect.

    Historical and theoretical foundations:
  • Describe the influence of various behavioural disciplines on the study of organisations.
  • Discuss roles, status, role conflict and how to reduce role stress.
  • Know the core theories of personality development, the formation of attitudes and how to change them.
  • Grasp the core concepts, such s learning, perception and decision making which form the cognitive basis of individual behaviour.

    Work motivation:
  • Gain insight into the complexity of human nature and the concept/process of human motivation.
  • Understand the historical development of the motivation concept.
  • Distinguish between the content and process theories of motivation.
  • Understand motivation in the organisational context.

    Organisation and job design:
  • Explore the nature of organisations, and especially organisations as open systems.
  • Explain why organisations are structured in different ways and to highlight the key factors that influence organisational structure.
  • Consider a number of historical and current approaches to job design and the impact of job design on organisational and individual performance.
  • Take a look at the complex and controversial concept of job satisfaction and its relation to individual performance.
  • Consider organisational climate and the effect it has on performance.
  • Recognise stress in the work environment, what causes it and how it impacts on individual performance.

    Leadership styles, participation and communication:
  • Define leadership.
  • Discuss leadership theories and specifically the leadership continuum and contingency approaches.
  • Grasp the concept of participation.
  • Apply the different participation techniques.
  • Describe the basic communication process.
  • Outline the barriers to effective communication and how they can be overcome.
  • Identify the different types of communication structures that can be used in companies.

    Groups in work organisations:
  • Describe the nature and complexity of groups in an organisational setting.
  • Explain the formation of groups and the different types of groups that exist in the context of a work organisation.
  • Understand group behaviour.
  • Make sense of both intragroup and intergroup behaviour and develop strategies for solving and preventing intergroup conflict.

    Management of organisation development and change:
  • Understand change, the factors that cause change and why change is resisted.
  • Examine the planned action, styles and approach associated with the management of change.
  • Clarify the role of the change agent and the different types of agents.
  • Explain the main features, steps and techniques involved in organisational development. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Critical Cross-field Outcomes:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as reasonable citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive to the relationship between counselling and a range of different contexts.
  • Exploring education and career opportunities.
  • Developing skills and entrepreneurial opportunities within the field of psychology.

    Associated Assessment Criteria for Specific Outcomes:
  • Understand and use basic psychological principles and theories to gain a better understanding of human behaviour.
  • Demonstrate theoretical knowledge and understanding of the physical, emotional and intellectual aspects of child development from conception through to adoloscence.
  • Demonstrate an understanding of the historical and theoretical foundations of industrial psychology.
  • Demonstrate an understanding of the application of human motivation in the workplace.
  • Explore and critically consider the nature of organisations and the impact of job design on organisational and individual performance.
  • Demonstrate an understanding of the principles and importance of leadership, participation and communication in an organisation.
  • Use knowledge, skills and insight to make a positive impact on the group dynamics in an organisational setting.
  • Demonstrate an understanding of the main features and techniques involved in the management of organisation development and change.

    Integrated Assessment:

    Continuous assessment:
    The learner's ability to integrate the elements of the programme is assessed through tasks, activities and self-assessments.

    Formative and summative assessment:
    Learner competency is assessed through tests; practical tasks conducted under supervision; portfolio assignments; reports and case studies. 

  • INTERNATIONAL COMPARABILITY 
    Not yet established. 

    ARTICULATION OPTIONS 
  • The learners will obtain credits that enable them to exit at a HE&T national certificate level.
  • This qualification will be able to articulate with other qualifications in the sub-field, which can be determined once the other qualifications have been registered.
  • Exit level outcomes articulating with other qualifications are as specified. 

  • MODERATION OPTIONS 
    A system of tutor moderation of the learning programme within the institution will be used, together with a system of external moderation of the assessment criteria and learner competency at exit levels to the qualification. Where professional or statutory bodies are involved in determining the curriculum, they will also be involved in moderation. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Staff contracted by INTEC will be used as assessors in a manner accommodated within the quality management system of the institution. This would apply to outside assessors also. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    N/A 

    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. Damelin Correspondence College 
    2. Intec College 



    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.