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 QUALIFICATION: 

National Certificate: Agricultural Extension 
SAQA QUAL ID QUALIFICATION TITLE
59550  National Certificate: Agricultural Extension 
ORIGINATOR
SGB Agricultural Extension 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
AgriSETA - Agriculture SETA  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
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
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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 
Purpose:

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:
  • Apply the principles of extension in practice to help 'clients' improve their livelihoods.
  • Apply the principles of communication in extension to help 'clients' make informed choices.
  • Apply the principles of group dynamics in every given situation to help 'clients' achieve productive results from collective endeavours.
  • Facilitate behaviour change and innovation in any given situation to foster learning among clients.
  • Further their learning, practice and career within the agricultural extension and/or associated industries and through their own personal growth.
  • Manage effectively his/her own work space.
  • Contribute to the organisation and management of extension so that it has greater impact on the livelihoods of 'clients'.
  • Deliver independently on an extension programme which adds value to individual and/or collective livelihood endeavours.
  • Enhance the capacity of the community to resolve simple conflicts which inhibit development.
  • Expand the range and depth of the benefit gained by 'clients' through the extension interventions.

    In terms of the profession this qualification:
  • Increases and strengthens the pool of competency from which extension management can be selected.
  • Further advances career path for practitioners into management.

    As noted earlier, this qualification is designed to engage clients with sustainable development processes for the promotion of individual and collective prosperity.

    Rationale:

    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:
  • Extension is recognised to be multi- and inter-disciplinary in nature. It overlaps largely with other behavioural sciences, which have the common purpose of understanding human behaviour, and in this regard it shares certain interests with disciplines like socio-psychology, anthropology, sociology, psychology, economics, adult education, etc.

    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 is a professional activity. This characteristic emphasis that:
    > 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:
  • It is often the case that extension managers have no extension background.
  • As conflict is endemic to development, conflict resolution skills are needed and yet are generally scarce among extension practitioners due to lack of formal training in this area.
  • Agricultural and other technicians in the industry are effectively blocked from advancing to higher positions due to lack of relevant qualifications.
  • To ensure sustainable development it is necessary to have theoretical frameworks in addition to the practical skills learned at lower NQF Levels.

    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:
  • Farmers, farm workers.
  • Rural communities.
  • Departments of Agriculture (National and Provincial).
  • Agricultural Research Council.
  • Department of Environmental Affairs and Tourism.
  • Department of Water Affairs and Forestry (DWAF).
  • Social and Economic cluster departments.
  • Community Based Organisations (CBO)s).
  • Non-Governmental Organisations (NGOs).
  • Faith-based organisations.
  • Universities, Agricultural Colleges.
  • Local Governments.
  • Private sector (e.g. producer organisations, cooperatives, technical service providers).

    This qualification specifically supports the national initiatives of the National Department of Agriculture as explained in the following strategic documents:
  • National Education and Training Strategy for Agriculture and Rural Development in South Africa - Department of Agriculture 2005.
  • Norms and Standards for Extension and Advisory Services in Agriculture - Department of Agriculture June 2005.
  • The Strategic Plan for South African Agriculture - Department of Agriculture 2003.

    This qualification more generally supports the following national initiatives:
  • Land reform initiatives and programmes.
  • Black economic empowerment.
  • Integrated Sustainable Rural Development Strategy.

    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:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards a unit standard.
  • Obtaining of this qualification in part or in whole.

    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? 

    QUALIFICATION RULES 
    This qualification consists of:
  • Fundamental component: 35 credits.
  • Core component: 132 credits.
  • Electives component: 10 credits from the elective category.

    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:
  • Identify and solve problems using critical and creative thinking to address extension project contingencies.

    Unit Standard CCFO Working:
  • Work effectively with others when participating on project teams.

    Unit Standard CCFO Organizing:
  • Organize and manage one-self and activities when participating as project team member.

    Unit Standard CCFO Collecting:
  • Collect, organise and evaluate information when delivering reports.

    Unit Standard CCFO Communicating:
  • Communicate effectively and responsibly whilst reporting on project milestones.

    Unit Standard CCFO Science:
  • Use science and technology when reporting on extension practices.

    Unit Standard CCFO Demonstrating:
  • Demonstrate an understanding of the world as a set of related systems when functioning in the extension environment.

    Unit standard CCFO Contributing:
  • Be culturally and aesthetically sensitive across a range of social contexts when interacting with communities. 

  • 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.

    Integrated Assessment:
  • To ensure that assessment practices are open, transparent, fair, valid, and reliable and to ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach in incorporated into the qualification. Assessment practices will also integrate practical and theoretical assessment.
  • Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.
  • Assessment of communication should be integrated as far as possible with other aspects and should use practical administration contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work.
  • The term 'integrated assessment' implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools, methods and assess combinations of practical, applied, foundational and reflective competencies.
  • Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
  • Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated manner. 

  • INTERNATIONAL COMPARABILITY 
    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:
  • Certificate in Agricultural Extension.
  • One-Year Qualification.

    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:
  • Basic principles of extension. Human behaviour and learning. The Communication process. Communication and extension. Approaches, methods and techniques of extension. Adult education. Design and running of Training courses.
  • Information transfer (in agriculture). Communication and information technologies - Print & audiovisual communication. Emerging trends. Multimedia. Internet and Worldwide Web. Design and production of communication material.
  • Working objectives and preparation of extension programmes. Selection of appropriate methods, tools and techniques. Monitoring & evaluation. Staff Management. Extension organisation in Mauritius.
  • Urban and rural areas. Characteristics of rural communities. Gender issues. Traditional farming and Modern agriculture. Rural organisations & cooperatives. Rural Development and policy implications.
  • Institutions (agricultural). Producer groups. Institutional development. Legislation (agricultural). Emerging issues, concepts & technologies.

    Areas not directly covered in the proposed certificate, but covering the similar concepts:
  • Farming systems research. Participatory rural appraisal. Participatory diagnosis of farm problems. Farmer - extension - research linkages. On-farm research. Agricultural information systems. Sustainable agricultural development.

    Areas not covered in the proposed certificate:
  • Basic economic principles. Farm Management. Planning, implementation & control functions. Planning tools. Records. Farm development and project preparation. Capital and credit. Marketing. Implications of Government Support Policies.
  • Collection, organisation and presentation of data. Data handling and analysis. Computer hardware operation. Application Softwares e.g. wordprocessing, spreadsheet and database. Computer applications in agriculture.

    North Carolina State University, USA:
  • Graduate Certificate in Agricultural Education.
  • One-Year Qualification.

    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:
  • Programme Planning in Agricultural and Extension Education.

    Areas of marginal similarity are:
  • Practicum in Agricultural and Extension Education.
  • Youth Program Management.

    Areas of dissimilarity:
  • Agricultural Education, Schools and Society.
  • Occupational Experience in Agriculture.
  • Instructional Design in Agricultural and Extension Education.
  • Curriculum Development in Agricultural and Extension Education.
  • Teaching Agriculture in Secondary Schools.
  • Effective Teaching in Agriculture and Life Sciences.

    University of the West Indies:
  • Diploma in Agricultural Extension.
  • One-year qualification.

    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:
  • Community Analysis.
  • Extension Philosophy and Principles.
  • Communications Theory and Practice.
  • Current Issues in Agricultural & Rural Development.
  • Managing Extension for Agricultural and Rural Development.
  • Rural Social Systems.

    This qualification has a Field Research Project which the proposed certificate does not have.

    Conclusion:

    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:
  • It is designed to address transformational issues peculiar to South Africa particularly in agriculture, land reform and Black economic empowerment.
  • Specifically, it is not (as are most extension qualifications internationally) tied strictly to agriculture, but can be applied to a broader range of specializations thereby increasing access and applicability to South Africa's development needs. 

  • ARTICULATION OPTIONS 
    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:
  • Any NQF Level 5 qualifications in an appropriate and related technical sub-field such as the National Diploma: Extension.

    This Qualification articulates horizontally with the following learning programmes:
  • BSc: Agriculture.
  • B Tech: Agriculture.
  • B Agriculture.

    Vertical Articulation:
  • Honours: Extension NQF Level 7. 

  • MODERATION OPTIONS 
  • A person assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement if this Qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA and/or HEQAC according to the ETQAs and/or HEQAC policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs and/or HEQAC (including professional bodies); and in terms of the moderation guideline.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA and/or HEQAC policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards, exit level outcomes as well as the integrated competence described in the qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Well-developed interpersonal skills, subject matter and assessment experience.
  • To be competent in the planning and conducting assessment of learning outcomes as described in the unit standard: Plan and conduct assessment of learning outcomes NQF Level 5.
  • Well-developed subject matter expertise within extension.
  • A relevant tertiary qualification and/or 3 years experience in the relevant field.
  • To be registered with the relevant Education and Training Quality Assurance Body.
  • Detailed documentary proof of educational qualification, practical training undergone, and experience gained by the applicant must be provided (Portfolio of evidence). 

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      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 
    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 
    Fundamental  252994  Use verbal communication in extension and development  Level 6  Level TBA: Pre-2009 was L6 
    Fundamental  252954  Use written communication in extension and development  Level 6  Level TBA: Pre-2009 was L6 
    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 
    Elective  115816  Identify business success issues for SMMEs  Level 5  Level TBA: Pre-2009 was L5 
    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: 
     
    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.
     
    NONE 



    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.