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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Certificate: Agricultural Extension|
|SAQA QUAL ID||QUALIFICATION TITLE|
|59550||National Certificate: Agricultural Extension|
|SGB Agricultural Extension|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|AgriSETA - Agriculture SETA||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 01 - Agriculture and Nature Conservation||Primary Agriculture|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||177||Level 6||Level TBA: Pre-2009 was L6||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|
This qualification will enable extension practitioners to enhance the quality and effectiveness of extension services in the range of technical fields described earlier. Depending on the learners area of technical expertise, this qualification will open access to professional employment as agricultural extension officers/advisors, rural development officers, community development officers, community extension officers, rural/agricultural development planners, and rural/ agricultural development managers.
Qualifying learners will gain competencies that will promote expertise in this sub field by being able to:
In terms of the profession this qualification:
As noted earlier, this qualification is designed to engage clients with sustainable development processes for the promotion of individual and collective prosperity.
The South Society for Agricultural Extension, the primary professional society for agricultural extension in South Africa identified the need to provide current and potential agricultural professionals working in extension and rural development with NQF Level 5 and 6 technical qualifications (e.g. National Diploma in Agriculture, B Tech, B Agric., etc.) specialised training in extension to better enable them to engage appropriately with farmers and rural communities.
Similarly Municipalities implementing rural development strategies are in need of development officers with extension skills to facilitate the implementation of programmes such as the Integrated Sustainable Rural Development Strategy.
The National Department of Agriculture, as outlined in its Norms and Standards for Extension and Advisory Services in Agriculture, identified significant gaps in training of the extension practitioners currently employed in the public sector. There is an urgent need for skills development as well as the acquisition of relevant extension qualifications among these workers.
The assumptions and the characteristics regarding the concept of extension and the underlying qualifications and standards regarding extension in South Africa are the following:
However, because extension is an applied discipline it focuses not only on the understanding, but also on the change of behaviour.
To be effective in this regard the extension discipline borrows from or release heavily on any usable theories and models from the mentioned disciplines and thus can be termed an inter- or multi-discipline.
> Extension originates from organisations with the explicit function to deliver an extension service and for which its personnel is specially trained.
> It calls for an understanding of the principles of behaviour and a situation.
> The application of appropriate behaviour intervention, which implies a sound background of the epistemology and the relevant and appropriate theories.
This qualification is aimed at recent graduates in agriculture and related fields, mid-career specialists in agriculture and related fields. However, although this qualification has its origins in the agricultural sector, the integrated and trans-disciplinary nature of agricultural and rural development in South Africa has expanded the applicability of the learning and training. Thus this qualification is aimed at learners who wish to enter or further their career in this field of activity and service and have gained prior qualification and/or experience in related sub-fields such as agriculture, rural enterprise development, community health, veterinary health, rural technology and engineering, etc. and who seek to augment those skills with skills enabling them to work more effectively with their clients.
The current landscape in the profession is highlighted by the following points:
This qualification can serve as a basis for post certification career development. Learners completing this qualification can (depending on their technical training) can be agricultural extension officers/advisors, rural development officers, community development officers, community extension officers, rural/agricultural development planners, and rural/ agricultural development managers. In this light, the qualification is particularly useful because, as noted above, in the current situation there are many managers of extension-based or extension-orientated development programmes who have the technical but not the extension training required to be fully competent in the job. This qualification will overcome this shortcoming and contribute significantly to enhancing the effectiveness of such development programmes.
Successful completion of this qualification allows for advancement to an NQF Level 7 qualifications in extension.
This qualification provides the opportunity to agricultural and other technicians in the industry to acquire and broaden their competencies that will expand the depth and sustainability of the impact of their work with clients.
Much of the work of extension centres on improving the livelihoods of clients - particularly among the rural poor and more recently among the peri-urban and urban poor. Officers working with this sector of society are often ill equipped with the knowledge and skills required to facilitate the learning and behaviour change processes required to ensure sustainable impact. To ensure sustainable development it is necessary to have the theoretical frameworks and practical skills and knowledge addressed in this qualification in addition to the practical skills learned at lower NQF Levels. Thus, learners completing this qualification can make a significant contribution to poverty alleviation and sustainable development.
Applying the learning from this qualification can further the participation and empowerment of clients/communities in development programmes which, again, increases the sustainability of specific development projects and programmes for improved and accelerated upliftment of their livelihoods.
As noted, extension promotes sustainable livelihoods - including entrepreneurship. The majority of its clients are disenfranchised, poor and black. Thus, this qualification, through the fostering of learning, development and related factors, extension contributes to the massification of Black Economic Empowerment.
This qualification will also make extension practitioners ore relevant to stakeholders and will improve the scientific approach to development.
Finally, one of the key challenges facing the land reform programmes in South Africa is ensuring that land recipients can use the land effectively, productively, profitably and sustainably. Extension is designed to contribute to realising these ends.
The following role-players and stakeholders who would benefit from this qualification include:
This qualification specifically supports the national initiatives of the National Department of Agriculture as explained in the following strategic documents:
This qualification more generally supports the following national initiatives:
This qualification directly contributes to the NQF objectives of redress and personal development. As noted earlier, extension reaches the disenfranchised. Its specific purpose is to bring to and help those without to engage with and develop technologies. It is, in itself a learning programme. As alluded to It will have particular effect in agriculture where the vast majority of South Africans have been denied access to the benefits of farming not only due to no access to land, but access to the skills needed to use that land productively and profitably.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that the learner is competent in an appropriate and related technical sub-field at NQF Level 5.
Recognition of Prior Learning:
The structure of this unit standards based qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience.
The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining this qualification.
If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.
The Recognition of Prior Learning may allow:
Access to the Qualification:
The qualification is openly accessible. There are no reasons that any average person should not be able access this qualification. There are no material limitations.
|RECOGNISE PREVIOUS LEARNING?|
|This qualification consists of:
To obtain this qualification a total of 177 credits is required.
|EXIT LEVEL OUTCOMES|
|1. Apply the principles and philosophy of extension in practice.
2. Design an integrated development/extension project that improves the livelihoods of 'clients".
3. Implement an integrated development/extension project that improves the livelihoods of 'clients".
4. Manage and evaluate an integrated development/extension project that improves the livelihoods of 'clients'.
Critical Cross-Field Outcomes (CCFO):
Unit Standard CCFO Identifying:
Unit Standard CCFO Working:
Unit Standard CCFO Organizing:
Unit Standard CCFO Collecting:
Unit Standard CCFO Communicating:
Unit Standard CCFO Science:
Unit Standard CCFO Demonstrating:
Unit standard CCFO Contributing:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Extension approaches are compared and recommended in terms of relevance to the 'client' and the particular issue being addressed.
1.2 Relevant policy documents are evaluated according to the principles and philosophy of extension.
1.3 Extension/Development project plans are evaluated according to the principles and philosophy of extension.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Extension approaches are selected and applied to the target individual/group and the particular issue being addressed.
2.2 Development/extension projects are designed according to the principles and philosophy of extension.
2.3 Development/extension projects are designed in accordance with relevant national and provincial strategies.
2.4 Development/extension project plans clearly reflect livelihood strategies of the intended 'client'.
2.5 Development/extension project plans reflect appropriate application of the principles and methods of communication, group dynamics, and behaviour change and group dynamics.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Work plans guiding project implementation provide relevant role players with rational lines of action aligned with achieving the outcomes of the plan.
3.2 Work plans are implemented showing adjustments based on regular reflection on outcomes.
3.3 The principles of communication are applied to optimise the impact and effectiveness of the extension/development project.
3.4 The principles of group dynamics are applied to optimise the impact and effectiveness of the extension/development project.
3.5 Behaviour change and/or innovation are facilitated to ensure that the outcomes of the extension/development project are realised.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Management strategies and plans governing project plans are consistent with the implementation and work plans for the project and with the principles of good management.
4.2 Development/extension projects are managed to ensure that the aims of the project are realised.
4.3 Management reports demonstrate that the management strategies and plans are followed as designed.
4.4 Evaluation instruments and processes are consistent with the principles of evaluation and can realistically measure impact and effectiveness of the project.
4.5 Evaluation of the projects demonstrates that the livelihoods of clients have improved.
|Internationally extension is usually either offered as agricultural extension or as extension education. The qualifications sit within agricultural faculties of universities, education faculties of universities and in agricultural training institutes. In other cases, extension is offered as an area of learning within an agricultural qualification. This makes the National Certificate in Extension somewhat unique in that it is aimed at a more generic qualification that can be applied to a number of technical specialisations and qualifications. It designed to accommodate the unique transitional issues facing South Africa.
A useful comparison to the proposed certificate is the post-graduate certificate in education which is offered at many institutions internationally. The aim is to offer learners who have completed a Level 6 technical qualification (or its equivalent) with skills and knowledge in education thereby enabling the learner to practice as an educator in the field of specialisation.
Comparison within SADC:
No one-year diplomas or certificates were found in the SADC region (other than within South Africa) that could be compared to this qualification.
The Universities of Namibia and Swaziland each offer a 3-year diploma in agriculture in which agricultural extension features significantly. The areas of learning covered are similar to those in the SAQA qualification but to a very limited degree. Again, however, these are both 3-year diplomas unlike the proposed one-year certificate.
Comparison with other International Institutions:
University of Mauritius:
Although the qualification is grounded in agriculture, this certificate closely resembles the proposed certificate in many ways. The areas of greatest similarity to the proposed certificate are:
Areas not directly covered in the proposed certificate, but covering the similar concepts:
Areas not covered in the proposed certificate:
North Carolina State University, USA:
The qualification is grounded in agriculture and is more directly concerned with education. As such is it dissimilar to the proposed certificate.
One area of similarity to the proposed certificate is:
Areas of marginal similarity are:
Areas of dissimilarity:
University of the West Indies:
This qualification is open to learners who have completed a first degree or who hold a recognised technical or professional qualification in addition to practical experience or other qualifications of special relevance to the course of studies. This is a very similar approach to the proposed certificate in that it is intended for learners (especially learners with field experience) in a technical field to which they can add an extension qualification. Again, although it is embedded in agriculture, this diploma has much in common with the proposed certificate.
The areas of similarity to the proposed certificate are:
This qualification has a Field Research Project which the proposed certificate does not have.
In conclusion, the proposed National Certificate compares very favourably with similar level extension qualifications offered by numerous institutions internationally. It is consistent with the approach of providing extension training to learners with a previous relevant technical qualification such as a diploma in agriculture. It covers the essential areas of extension that are used internationally, but it unique in two ways:
|The National Certificate: Extension NQF Level 6 articulates directly with the following learning programmes, unit standards and qualifications in the "Extension field".
The following qualifications articulate to the National Certificate:
This Qualification articulates horizontally with the following learning programmes:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|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||252914||Apply the theories, principles, techniques and tools of group dynamics to extension practice in a simple group setting||Level 6||Level TBA: Pre-2009 was L6||20|
|Core||252934||Evaluate extension services in a simple setting||Level 6||Level TBA: Pre-2009 was L6||10|
|Core||252897||Facilitate behaviour change and innovation in extension||Level 6||Level TBA: Pre-2009 was L6||20|
|Core||110499||Facilitate negotiations about all aspects of implementing local economic development programmes with a range of relevant stakeholders and role players||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||117586||Manage a communications project||Level 6||Level TBA: Pre-2009 was L6||10|
|Core||253021||Promote and maintain professionalism in extension||Level 6||Level TBA: Pre-2009 was L6||5|
|Core||252974||Select and apply appropriate community development approaches in a simple setting||Level 6||Level TBA: Pre-2009 was L6||15|
|Core||252596||Design, implement, integrate, and manage extension/development projects and programmes||Level 7||Level TBA: Pre-2009 was L7||20|
|Core||253024||Select, integrate and critically evaluate extension theories, approaches tools and policy in a complex setting||Level 7||Level TBA: Pre-2009 was L7||20|
|Fundamental||252896||Select and apply appropriate extension approaches in a simple setting||Level 6||Level TBA: Pre-2009 was L6||20|
|Fundamental||252894||Use non-verbal communication in extension and development||Level 6||Level TBA: Pre-2009 was L6||5|
|Fundamental||252994||Use verbal communication in extension and development||Level 6||Level TBA: Pre-2009 was L6||5|
|Fundamental||252954||Use written communication in extension and development||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||115830||Develop own ability to provide a business advisory service for SMMEs||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||115811||Establish and appraise the SMME,s current situation and potential||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||15225||Identify and interpret related legislation and its impact on the team, department or division and ensure compliance||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||115816||Identify business success issues for SMMEs||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||8410||Plan and co-ordinate conservation removal operations||Level 5||Level TBA: Pre-2009 was L5||18|
|Elective||252895||Apply 'best practice', mentoring, training and accountability in extension||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||253314||Assist with the organisation and management of extension and development||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||253023||Manage an effective communication plan in extension and development in a simple setting||Level 6||Level TBA: Pre-2009 was L6||15|
|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.