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|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|
|General Education and Training Certificate: Development Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|23093||General Education and Training Certificate: Development Practice|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 1||NQF Level 01||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 GCDP is an access qualification into the ETD FIELD enabling a learner to provide professional support and assistance to a range of community initiatives. It will empower such a learner to fulfil specific support roles when mobilizing communities towards specific outcomes.
The qualification is further directed at adults and youth with profound experience in general community development work wishing to specialise in the field of development practice. The target group therefore includes employed and involved community development assistants or support workers at different sites of practice.
Rationale for the Qualification
This level 1 qualification was designed in order to provide a much-needed entry-level qualification for development practitioners. Many people working in community projects, non-governmental organizations and community-based organizations have been practicing as development practitioners without formal training or qualifications. Despite considerable experience and insight, without an entry qualification they are unable to gain entry to the field of development and access career paths in the ETD field.
This level 1 qualification will provide these learners with a GETC qualification facilitating entry to qualifications at the FET and HET bands.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|A learner wishing to pursue this qualification is assumed to have achieved:
Recognition of Prior Learning
This qualification may be obtained through the recognition of relevant prior learning and experience. For the purposes of recognising prior learning, providers are required to develop sound and fair means for the assessment of individual a learner on a case-by-case basis.
In the RPL assessment procedures, and the placement of individual learners providers may use their own qualified trainers as RPL assessors.
|RECOGNISE PREVIOUS LEARNING?|
|EXIT LEVEL OUTCOMES|
|1. Demonstrate an understanding of the foundations of development practice that is based on events and legislation that led to social change in South Africa
2. Collect information to support a community needs assessment
3. Support the facilitation of learning in development practice by preparing the learning environment and displaying the appropriate learning support materials in a specialised field.
4. Support advocacy campaigns in ONE specialised field of knowledge through the use of banners, pamphlets, posters and placards and support the running of a workshop in ONE specialised field of knowledge by preparing the learning environment with appropriate learning materials.
5. Facilitate group-work activities in development practice by demonstrating an understanding of group dynamics in the context of workshops and communities using different techniques to prepare and facilitate discussion.
|ASSOCIATED ASSESSMENT CRITERIA|
|1.1 Pre-1994 events leading to the democratic change and elections are explained and described and all social changes that occurred as a result are identified and explained
1.2 Laws of the apartheid system and those of post-1994 South Africa are explained and described in terms of the key political changes and social changes that took place. This includes the benefits and social changes that occurred
1.3 Concepts and principles used in development practice are discussed and explained in a very basic manner related to the field of practice of the learner and are further demonstrated through practical application
1.4 The context of development practice is described and explained in terms of issues that are of concern to the local community
2.1 Purposes and reasons for using different needs assessment forms are described and explained bringing out its different usages and steps to complete
2.2 Interviewing steps are described and explained
2.3 Data is collected during interviews
2.4 Data is presented to a senior person through explanation and description
3.1 The learning environment is set up in accordance with a set of instructions regarding layout and room arrangements, displaying relevant information for both plenary and small groups
3.2 Learning support materials and aids are selected and displayed in accordance with a set of clear instructions, context and outcome of the learning programme, and adapted where necessary
3.3 Knowledge of one field of specialisation is demonstrated using facilitation skills and methods in support of a senior trainer
4.1 Knowledge of the field of specialisation is explained and described in terms of advocacy skills and methods derived from the specialised field
4.2 Knowledge of the field of specialisation is explained and described in terms of workshop skills and methods derived from the body of specialised knowledge
4.3 Pamphlets, posters, placards and banners are prepared in accordance with a clear set of instructions, contexts and outcomes of the advocacy campaign and displayed in support of a senior trainer
4.4 The learning environment for workshops is set up in accordance with a set of clear instructions regarding layout, arrangements and display of agendas, outcomes and posters for both plenary and group work
4.5 Learning support materials and aids are selected in accordance with a set of clear instructions, context and outcomes of a workshop and further adapted and displayed in support of a senior trainer
5.1 Group dynamics is explained and described in the context of workshops and group work
5.2 A selected group task is explained and described in terms of the procedures and outcomes
5.3 Discussion in groups is encouraged using different techniques to enhance discussion
5.4 Knowledge of the group task is explained in terms of the outcomes that must be achieved
5.5 Steps used in the facilitation are described and reflected upon in terms of successful or non-successful achievement of the outcomes
The attainment of the qualification requires a holistic approach to achieving the exit level outcomes. Integrated assessment determines the level of integration of the learning and will assess:
Evidence of such competence should be collected in accordance of each associated assessment listed under the exit level outcomes using a simplified range of assessment techniques that are appropriate in the context of the purpose and level of the qualification. What must be taken into account especially when assessing adult learners is their experience.
|It appears that development practice education qualifications and unit standards are not included in international qualification frameworks. The possible reason for this is that qualifications at this level have not been formalized. In New Zealand only Unit Standards at level 4 have been developed in the community development field, but their context is different and thus cannot be compared to the standards developed by the development practice SGB.|
|On completion of this qualification learners will proceed to the Further Education and Training Certificate in Development Practice at NQF level 4. Horizontally the qualification articulates with all GETC qualifications.|
|Accredited providers may establish or refine moderation procedures and systems in line with the requirements of the ETDP SETA quality assurance division.
An external moderator may moderate the results of participants. External moderators should provide reports not only on the fairness and consistency of assessment, but also on the validity of the assessment design in terms of the specified outcomes.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Anyone assessing a learner against this qualification must be registered as an assessor in Development Practice with the ETDP SETA.
Assessors must have a qualification in Development Practice at level 4 and prior or concurrent experience as a development practitioner.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||110044||Collect information to support a community needs assessment||Level 1||NQF Level 01||12|
|Core||110050||Facilitate group work in development practice||Level 1||NQF Level 01||8|
|Core||110047||Support advocacy campaigns and workshops||Level 1||NQF Level 01||12|
|Core||110045||Support the facilitation of learning in a development practice project||Level 1||NQF Level 01||12|
|Core||110042||Understand the foundations of transformative development practice||Level 1||NQF Level 01||12|
|Fundamental||7451||Collect, analyse, use and communicate numerical data||Level 1||NQF Level 01||2|
|Fundamental||7449||Critically analyse how mathematics is used in social, political and economic relations||Level 1||NQF Level 01||2|
|Fundamental||12462||Engage in a range of speaking and listening interactions for a variety of purposes||Level 1||NQF Level 01||6|
|Fundamental||12471||Explore and use a variety of strategies to learn (revised)||Level 1||NQF Level 01||5|
|Fundamental||12473||Identify and respond to selected literary texts||Level 1||NQF Level 01||5|
|Fundamental||12469||Read and respond to a range of text types||Level 1||NQF Level 01||6|
|Fundamental||7450||Work with measurement in a variety of contexts||Level 1||NQF Level 01||2|
|Fundamental||7448||Work with patterns in various contexts||Level 1||NQF Level 01||4|
|Fundamental||7447||Working with numbers in various contexts||Level 1||NQF Level 01||6|
|Fundamental||12470||Write for a variety of different purposes||Level 1||NQF Level 01||6|
|Elective||9826||Assist community members to access services in accordance with their health related human rights||Level 1||NQF Level 01||5|
|Elective||115003||Demonstrate understanding of basic written texts in X||Level 1||NQF Level 01||6|
|Elective||114990||Demonstrate understanding of basic, everyday aural texts in X||Level 1||NQF Level 01||4|
|Elective||9822||Engage in basic health promotion||Level 1||NQF Level 01||10|
|Elective||113966||Identify security, safety and environmental risks in the local environment||Level 1||NQF Level 01||6|
|Elective||114988||Speak and respond in selected, basic, everyday situations in X||Level 1||NQF Level 01||6|
|Elective||244569||Use information for learning and study purposes||Level 1||NQF Level 01||3|
|Elective||115002||Write short, basic everyday texts in X||Level 1||NQF Level 01||4|
|Elective||8494||Demonstrate an understanding of HIV/AIDS and its implications||Level 2||NQF Level 02||4|
|Elective||11816||Demonstrate knowledge and understanding of the rights and responsibilities of the individual under the South African Constitution||Level 2||NQF Level 02||2|
|Elective||11817||Demonstrate knowledge and understanding of the structures that reinforce and support human rights in South Africa||Level 2||NQF Level 02||3|
|Elective||8420||Operate in a team||Level 2||NQF Level 02||4|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||Dabulamanzi & Njabulo Ndaba Consulting cc|
|2.||Future-Teacher (Pty) Ltd|
|3.||INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc|
|4.||MENTORNET (PTY) LTD|
|5.||MVIMBI BUSINESS ENTERPRISE|
|6.||Ndoma Mathodi Trading Enterprise|
|7.||SPS Consulting (Pty) Ltd|
|8.||THE GMC GROUP PTY LTD|
|9.||Thuto Ya Setshaba Training Services (Pty) Ltd|
|10.||Tinissa Trading 29 PTY Ltd|