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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Community Development 
SAQA QUAL ID QUALIFICATION TITLE
80946  National Certificate: Community Development 
ORIGINATOR ORIGINATING PROVIDER
TT - People/Human Centred Development   
QUALITY ASSURING BODY NQF SUB-FRAMEWORK
The individual Quality Assuring Body for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  The individual NQF Sub-framework for each Learning Programme recorded against this qualification is shown in the table at the end of the qualification report. 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 07 - Human and Social Studies  People/Human-Centred Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  147  Level 5  NQF Level 05  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 0695/12  2012-07-01  2015-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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 is designed to empower people who are already working, or who intend to work, in any setting relevant to community development. It provides learners with the competencies which they need to act as change agents and so add value in the practice of community development. Learners acquiring this qualification will develop the knowledge and skills to operate effectively in the community development environment, in support of individuals and organisations (both emerging and existing) in achieving their community development goals and objectives. Learners will be enabled to establish and maintain partnerships through active networking and lobbying. Learners will gain the competencies needed to identify community needs while working with communities and households, to identify and plan community projects for social change, to improve the quality of life of communities in an integrated and sustainable manner and to mobilise resources.

The competencies embedded in the set of unit standards that make up this qualification will open up employment opportunities for qualifying learners, in public sector, in non-profit organisations and in the private sector in the field of community development. The acquired competencies will assist the qualifying learner to contribute to the improvement of the quality of life of people as well as to the eradication of poverty.

This qualification also offers opportunities to those who have worked in the community development sector for years, but who have as yet no formal qualifications. It can be used as a bridging course to those who are already working, but who do not currently meet the minimum requirements to enter higher education and occupationally based qualifications or programmes. The qualification will therefore prepare learners for a career in the community development field, and will also create an opportunity for further learning and vertical progression to the Bachelor of Community Development, NQF Level 8.

Learners accredited with this Qualification will be able to:
  • Demonstrate critical understanding of community development theories, approaches, principles and processes that can be applied within various community development contexts.
  • Conduct community-based research to inform community development interventions.
  • Examine and apply the relevant legal and regulatory framework to facilitate sustainable and integrative community development.
  • Explore and co-ordinate networks and partnerships, with due regard to diversity, in pursuit of meeting community requirements in an ethical manner.
  • Plan, design and manage a community intervention.
  • Select and apply appropriate leadership and/or management styles/models for the purpose of promoting community well-being.

    Learners will be able to integrate generic community development knowledge and skills, in an effective manner, to promote ethical and professional community development practice. The range of electives in the qualification will allow the learner to gain specialist knowledge relating to community development careers in one of the following sectors:
  • Administration and Governance.
  • Adult Learning.
  • Agriculture.
  • Community Arts and Culture.
  • Community Health.
  • Community Media Studies.
  • Early Childhood Development.
  • Environmental Studies.
  • Gender Studies.
  • Health.
  • Human Resources Development.
  • Human Rights.
  • Human Settlements.
  • Local Government.
  • Policy Development.
  • Population Studies/Demography.
  • Rural and Urban Development.
  • Tourism.
  • Victim Empowerment.
  • Volunteering.
  • Youth Development.

    Rationale:

    Community Development is multidisciplinary in nature. It plays an integral part in promoting social inclusion and coherence for communities by empowering them to find sustainable solutions to their challenges.

    People working with and in communities require relevant knowledge and skills to operate effectively; hence the need for the qualification. This qualification is designed to equip the learner with the tools to address the challenges of communities in a holistic and integrative manner. It provides an alternative route to the traditional approach of completing a Bachelors Degree as an initial qualification by offering a certificate as a first qualification which then leads to Bachelor Degree study. This is particularly useful to those who do not obtain admission to Bachelor Degree study with their National Senior Certificate and for those who cannot afford to study full time for four years without being employed. This qualification can be offered in a formal education setting as well as through occupationally directed workplace training for learners already employed in the community development sector. It contributes towards standardisation of the operations of people working in the community development sector. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in:
  • Communication at NQF Level 4.
  • Mathematical Literacy at NQF Level 4.

    Recognition of Prior Learning:

    The Qualification can be achieved in whole or part through the Recognition of Prior Learning. Learners obtaining the whole Qualification through Recognition of Prior Learning and wishing to be declared competent are required to complete an assessment for the purpose of such recognition. This implies that the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses, providing they can demonstrate competence in the Specific Outcomes of the individual Unit Standards as listed in the Fundamental, Core and Elective Components and in the Exit Level Outcomes of the Qualification.

    Learners submitting themselves for Recognition of Prior Learning should be thoroughly briefed prior to the assessment, which may take a number of forms or a combination of forms such as, for example:
  • A practical workplace assessment.
  • Submission of a Portfolio of Evidence (POE) in the prescribed format.
  • A written test/examination.
  • An oral test.

    While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The qualification consists of a Fundamental, a Core and an Elective Component totaling a minimum of 147 credits.

    Fundamental Component:

    All unit standards to the value of 21 are compulsory.

    Core Component:

    All unit standards to the value of 106 are compulsory.

    Elective Component:

    The Elective Component consists of a number of Specialisations. Learners are to choose a specialisation area and complete a selection of unit standards listed for that specialisation totaling a minimum of 20 credits to attain a minimum of 147 credits required to complete the qualification. Where a particular area of specialisation does not total the required minimum of 20 credits, the learner may choose unit standard(s) in other specialisation clusters to meet the requirement. The specialisation areas are the following:

    General: (Learning Programme ID 83386):
  • ID 116482: Demonstrate understanding of the theoretical basis of social justice, NQF Level 6, 6 Credits.
  • ID 114873: Apply basic financial procedures to PFMA principles, NQF Level 5, 3 Credits.
  • ID 263414: Process data using information technology, NQF Level 4, 5 Credits.
  • ID 252532: Provide ongoing counselling and support to individuals infected or affected by HIV/AIDS, NQF Level 4, 3 Credits.
  • ID 252510: Demonstrate knowledge and understanding of HIV and AIDS, other Sexual Transmitted Infections (STIs) and Tuberculosis (TB) for counselling purposes, NQF Level 4, 3 Credits.
  • ID 114491: Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), NQF Level 4, 10 Credits.

    Total Credits: 30.

    Community Health (Learning Programme ID 83387):
  • ID: 117490: Plan and promote nutritional programmes to improve community health, NQF Level 4, 12 Credits.
  • ID: 117498: Demonstrate knowledge of the provision and implementation of primary health care within the community, NQF Level 4, 10 Credits.
  • ID: 117488: Plan and implement home based care, NQF Level 4, 6 Credits.
  • ID: 117496: Provide care and support to an elderly person, NQF Level 4, 10 Credits.

    Total Credits: 38.

    Early Childhood Development (Learning Programme ID 83388):
  • ID 244481: Evaluate an Early Childhood Development (ECD) service, NQF Level 5, 6 Credits.
  • ID 244478: Manage an Early Childhood Development service, NQF Level 5, 5 Credits.
  • ID 244472: Prepare early childhood development programmes with support, NQF Level 4, 6 Credits.
  • ID 13854: Promote healthy development in ECD programmes, NQF Level 5, 12 Credits.

    Total Credits: 29.

    Environmental Relations (Learning Programme ID 83389):
  • ID 115589: Analyse and evaluate the regulatory and policy framework in relation to a society and environment interaction, NQF Level 6, 10 Credits.
  • ID 115593: Apply facilitation processes to deal with an environmental risk in a local community, NQF Level 4, 10 Credits.
  • ID 115590: Design public participation processes, NQF Level 6, 10 Credits.
  • ID 115591: Explain and apply environmental legal principles, rights, duties and responsibilities to a specific work context, NQF Level 4, 6 Credits.
  • ID 115598: Explain and apply environmental safety principles and mechanisms in relation to community issues, NQF Level 4, 12 Credits.
  • ID 115596: Explain and apply principles and practices of social participation in society and environmental interactions, NQF Level 4, 10 Credits.
  • ID 115595: Recognise and develop eco-business opportunities in a local community, Level 4, 8 Credits.
  • ID 115587: Collect and present community needs information, NQF Level 4, 8 Credits.
  • ID 115207: Seek appropriate sponsorship for an organisation, Level 4, 8 Credits.
  • ID 115211: Design and send letters of appeal, Level 4, 4 Credits.
  • ID 115213: Devise effective follow-up strategies for fundraising, Level 4, 5 Credits.

    Total Credits: 74.

    Gender Studies (Learning Programme ID 83390):
  • ID 244254: Manage the mainstreaming of gender in programmes and projects, NQF Level 5, 10 Credits.
  • ID 120036: Analyse the role of institutions in developing and perpetuating gender Inequality, NQF Level 4, 5 Credits.
  • ID 254417: Assess, monitor and evaluate organisational compliance with policies on gender equality and women's empowerment, NQF Level 6, 10 Credits.
  • ID 120029: Promote gender equality and women's empowerment through education, training and development, NQF Level 4, 6 Credits.

    Total Credits: 31.

    Human Settlements (Learning Programme ID 83391):
  • ID: 263044: Consult with interested parties to promote community participation on housing development projects, NQF Level 5, 10 Credits.
  • ID: 263015: Demonstrate an understanding and knowledge of the housing regulatory environment, NQF Level 5, 3 Credits.
  • ID: 263022: Obtain, analyse and provide information relating to housing, NQF Level 5, 5 Credits.
  • ID: 243743: Demonstrate an understanding of and explain housing finance mechanisms and products, NQF Level 6, 8 Credits.

    Total Credits: 26.

    Integrated Development Planning (IDP) (Learning Programme ID 83392):
  • ID 120501: Demonstrate an understanding of the legal implications and principles of the concepts of 'developmental local government' and 'integrated development planning' for governance in a municipal area, NQF Level 5,6 Credits.
  • ID 120504: Determine the impact and policy implications of the concepts of 'integrated sustainable development' and 'sustainable human settlements' for a municipal area, NQF Level 5, 8 Credits.
  • ID 120507: Draw up a strategic development municipal agenda to address the key municipal development challenges in an integrated and sustainable manner, NQF Level 6, 8 Credits.
  • ID 115207: Seek appropriate sponsorship for an organisation, Level 4, 8 Credits.
  • ID 115211: Design and send letters of appeal, Level 4, 4 Credits.
  • ID 115213: Devise effective follow-up strategies for fundraising, Level 4, 5 Credits.

    Total Credits: 22.

    Local Economic Development (LED) (Learning Programme ID 83393):
  • ID 110487: Describe and explain national and provincial strategies and policies relevant to local economic development, NQF Level 5, 6 Credits.
  • ID 110499: Facilitate negotiations about all aspects of implementing local economic development programmes with a range of relevant stakeholders and role players, NQF Level 6, 12 Credits.
  • ID 110517: Identify and explain the range of institutional arrangements for local economic development, NQF Level 5, 8 Credits.
  • ID 110501: Identify and explain the application of a range of concepts and tools for local economic development, NQF Level 4, 8 Credits.
  • ID 115207: Seek appropriate sponsorship for an organisation, Level 4, 8 Credits.
  • ID 115211: Design and send letters of appeal, Level 4, 4 Credits.
  • ID 115213: Devise effective follow-up strategies for fundraising, Level 4, 5 Credits.

    Total Credits: 34.

    Project Management (Learning Programme ID 83394):
  • ID 243824: Develop an integrated project management plan for a simple to moderately complex project, NQF Level 5, 8 Credits.
  • ID 243812: Monitor and control the execution of the project management plan for a simple to moderately complex project, NQF Level 5, 12 Credits.
  • ID 10140: Apply a range of project management tools, NQF Level 4, 8 Credits.

    Total Credits: 28.

    Sports (Learning Programme ID 83395):
  • ID 243299: Adapt available spaces in the community as a sports or fitness facility, NQF Level 4, 5 Credits.
  • ID 243303: Create, improvise and organise sports activities, NQF Level 4, 6 Credits.
  • ID 243300: Lead a community sport activity, NQF Level 4, 12 Credits.
  • ID 243293: Promote sport activity in a community, NQF Level 4, 4 Credits.

    Total Credits: 27.

    Tourism (Learning Programme ID 83396):
  • ID 7935: Analyse the tourism industry and the links between the various sectors, NQF Level 5, 5 Credits.
  • ID 116590: Contribute to sustainable tourism in South Africa, NQF Level 4, 4 Credits.
  • ID 7945: Analyse the tourism industry and make recommendations on products and services, Level 6, 6 Credits
  • ID 335794: Apply knowledge on South Africa to enhance a tourism experience, NQF Level 4, 12 Credits.
  • ID 246758: Demonstrate and apply understanding of the main issues of responsible tourism, NQF Level 4, 5 Credits.

    Total Credits: 32.

    Victim Empowerment (Learning Programme ID 83397):
  • ID 243934: Apply Victim Empowerment knowledge and skills for service delivery, NQF Level 5, 5 Credits.
  • ID 243939: Demonstrate knowledge of crime prevention within a Victim Empowerment context, NQF Level 5, 2 Credits.
  • ID 243935: Manage Victim Empowerment projects and services, NQF Level 6, 5 Credits.
  • ID 120084: Establish and maintain strategic partnerships and referral systems in the victim empowerment sector, NQF Level 4, 3 Credits.
  • ID 119721: Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services, NQF Level 4, 8 Credits.

    Total Credits: 23.

    Volunteerism (Learning Programme ID 83398):

    Learners must select the following unit standards:
  • ID 120077: Implement volunteer projects, NQF Level 4, 5 Credits.
  • ID 252179: Manage volunteers in sport, NQF Level 5, 5 Credits.
  • ID 243615: Manage and support volunteers in a community recreation environment, NQF Level 4, 4 credits.
    Total Credits: 14.

    Additional unit standards from the following general specialisation must be selected to complete the required minimum of 20 credits for the Elective component:
  • ID 116482: Demonstrate understanding of the theoretical basis of social justice, NQF Level 6, 6 Credits.
  • ID 114873: Apply basic financial procedures to PFMA principles, NQF Level 5, 3 Credits.
  • ID 263414: Process data using information technology, NQF Level 4, 5 Credits.
  • ID 252532: Provide ongoing counselling and support to individuals infected or affected by HIV/AIDS, NQF Level 4, 3 Credits.
  • ID 252510: Demonstrate knowledge and understanding of HIV and AIDS, other Sexual Transmitted Infections (STIs) and Tuberculosis (TB) for counselling purposes, NQF Level 4, 3 Credits.
  • ID 114491: Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), NQF Level 4, 10 Credits.

    Youth Development (Learning Programme ID 83399):
  • ID 230445: Develop partnerships with youth development stakeholders, NQF Level 5, 10 Credits.
  • ID 230443: Market and promote youth development NQF programmes, NQF Level 5, 8 Credits.
  • ID 230441: Facilitate access to information that impacts on youth development, NQF Level 5, 7 Credits.
  • ID 264260: Facilitate a peer education intervention, NQF Level 4,10 Credits.
  • ID 254179: Work as part of a team, under supervision, with children and youth at risk NQF Level 4, 5 Credits.
  • ID 254174: Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk, NQF Level 4, 5 Credits.

    Total Credits: 45. 

  • EXIT LEVEL OUTCOMES 
    1. Demonstrate critical understanding of community development theories, approaches, principles and processes that can be applied within various community development contexts.

    2. Conduct community-based research to inform community development interventions.

    3. Examine and apply the relevant legal and regulatory framework to facilitate sustainable and integrative community development.

    4. Explore and co-ordinate networks and partnerships, with due regard to diversity, in pursuit of meeting community requirements in an ethical manner.

    5. Plan, design and manage a community intervention.

    6. Select and apply appropriate leadership and/or management styles/models for the purpose of promoting community well-being.

    Critical Cross-Field Outcomes:
  • Identifying and solving problems associated with communities that are excluded and experiencing marginalisation by applying responsible decision-making and creative thinking to meet diverse needs of communities.
  • Working effectively in a team by understanding group dynamics and by applying different methods and styles of engaging with people, organisations and groups in communities to achieve community development aims, objectives and outcomes.
  • Collecting, analysing, organising and critically evaluating all information in order to inform community development interventions.
  • Organising and managing oneself and one's activities responsibly and effectively by recognising the need to share ideas, skills, knowledge and experience to achieve community development goals and objectives.
  • Communicating effectively using appropriate skills, language and visual tools to disseminate relevant findings/information to the wider community and relevant stakeholder and role-players for comment and/or action in understandable formats.
  • Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation by e.g. Understanding that community interventions by means of community projects have tremendous impact in the global system in context of social and economic relationships.
  • Using science and technology effectively and critically, showing responsibility towards the environment, property and health of others in developing community project and selecting resources that are technologically and environmentally friendly towards the communities and elements. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1. Different types of theories of community development are analysed in terms of their origins and application in specific settings and contexts.
  • Range: Setting refers to rural, peri-urban and urban.
    2. Principles and ethics underlying community development are explained with examples.
  • Range: Principles of community development practice include, but are not limited to, inclusion, respect, empowerment, participation, ownership and adaptiveness.
    3. Various approaches for community development are explained and compared in terms of their differences and similarities in relevant settings.
  • Range: Approaches include but are not limited to sustainable livelihoods and asset-based community development, community capacity building, social capital formation, political participator development, non-violent direct action, ecologically sustainable development, faith-based community development; participatory planning and community empowerment.
    4. The community development process is explained in terms of how it informs good community development practice.
    5. The role of economics and economic systems are examined in terms of their impact on community transformation/ interventions.

    Associated Assessment Criteria for Exit Level Outcome 2:

    1. Research designs and methodologies relevant to community-based research are selected and applied to conduct household/community profiling and community intervention assessment.
  • Range: Research designs and methods may include, but are not limited to, Participatory Action Research; Empowerment Evaluation, Empirical Case Study Designs, Cross-Correlational Research and Survey Design.
    2. The aim and purpose of community profiling is explained in relation to assets, needs identification and community development interventions.
    3. A range of relevant data is collected and analysed to produce a community profile
  • Range: Relevant data includes but is not limited to demographic, geographic and economic data, community assets, groups/networks and agencies actively involved within the community.
    4. The importance of research ethics in relation to data collection is explained in terms of the legal framework.
  • Range: Research ethics includes but is not limited to handling of confidential and sensitive information, voluntary participation, no harm to the participant, anonymity of the participant, deceiving subjects and not lying to people and truthful data analysis and report writing.
    5. Techniques, for collating and interpreting data, are identified and applied to support collective decision-making and priority-setting.
    6. Ways of checking data for validity and reliability are explained with examples.
  • Range: Validity includes but is not limited to theoretical, measurement, representative, reliability and inferential validity.
    7. Research data is analysed and findings presented in a form of recommendations for improvement of community development goals and objectives.
    8. Methods for recording and reviewing recommendations are identified and selected in accordance with organisational requirements.
    9. Research results are presented and disseminated to relevant stakeholders for sustainable community development.

    Associated Assessment Criteria for Exit Level Outcome 3:

    1. Policies are analysed in terms of their appropriateness in promoting community development practice in a South African context.
    2. The legal framework and regulatory requirements applicable to community development are interpreted and applied within a specific community development context in relation to organisations, communities and service providers.
  • Range: Legal framework includes but is not limited to the Constitution, Not-for-Profit Organisations (NPO) Act, Public Finance Management Act, Municipal Financial Management Act, National Environmental Management Act, Occupational Health and Safety Act, Intergovernmental Relations Act, Municipal Structures Act, PAIA, PAJA, and DORA. Regulatory framework includes but is not limited to Code of Ethics/Code of Conduct, International Charters and Conventions and related White Papers.
    3. The Legal and regulatory framework is applied to establish and maintain strategic partnerships with other sectors for sustainable and integrative community development interventions.
    4. The impact of relevant legislation and policies on communities and organisations is explained in terms of sustainable and integrative community development.

    Associated Assessment Criteria for Exit Level Outcome 4:

    1. Procedures and protocols relevant to interactions with key stakeholders and role players in community development practice are explained.
  • Range: Key stakeholders include but are not limited to internal staff, local authorities (formal and informal community structures), communities, partners and donor agencies and the state (local, provincial and national governments).
    2. A variety of skills to establish and maintain relationships are applied to ensure collaborative and collective action in different settings.
  • Range: Skills include but are not limited to self-drive, diversity management, group dynamics, networking approaches, lobbying and advocacy, conflict management, resonant leadership and interpersonal skills.
    3. Different approaches for community engagement are applied to organisations and groups in communities, particularly those who experience marginalisation.
    4. Roles and functions of informal and formal networks, including inter-organisational forums that can be used to provide a wide range of contacts are explained in terms of their benefits for a community.
    5. Communication skills are applied in interaction with a range of stakeholders in community development.

    Associated Assessment Criteria for Exit Level Outcome 5:

    1. Community development programmes are identified and analysed to determine relevance and suitability for a community intervention.
    2. Reasons for conducting a feasibility study for an intervention are justified and explained with examples.
    3. An integrated intervention plan to meet the identified community requirements is developed.
  • Range: Integrated intervention plan refers to the inclusion of all sectors (direct and indirect sectors inclusive of their role-players and stakeholders) involved in that community project.
    4. The importance of input mobilisation is explained and applied within the context of the implementation of an intervention.
  • Range: Inputs include but are not limited to human, financial, time and skills.
    5. Planning and design techniques are applied to an intervention being cognizant of people's diverse perspectives.
    6. Project planning and management principles are applied to manage a community intervention.
    7. Constraints applicable to interventions are identified and explained in terms of their impact on sustainable, integrative community development.
  • Range: Constraints include but are not limited to time, resources, technology, conflict and legislation.
    8. Monitoring and evaluation systems to measure development progress made by a community development intervention are developed for reporting purposes.

    Associated Assessment Criteria for Exit Level Outcome 6:

    1. The principles of leadership and management are explained in relation to their application in a specific community development context to maintain social justice ideals.
  • Range: Principles of leadership and management include but are not limited to governance issues, leadership styles and management models.
    > Social justice ideals include but are not limited to human rights, equality, anti-discrimination, economic egalitiarism, income redistribution and procedurally just systems.
    2. The principles of leadership and management are explained in relation to the community development ideal of promoting community well-being.
    3. The concept of emotional intelligence is explained and applied in relation to leadership and management processes.
  • Range: Management process include but is not limited to policy-making and planning, organising, staffing, directing, coordinating and controlling, financial management and budgeting, group dynamics, decision-making, delegation, problem-solving and conflict management.
    4. Self-management techniques are identified and applied to deal effectively with change, uncertainty and conflict, internal and external to the organization. 

  • INTERNATIONAL COMPARABILITY 
    The aim of the comparability study was to examine qualifications and unit standards offered in other countries to ensure that the South African qualification is comparable to those qualifications and unit standards in terms of competencies developed and the standard of performance demanded of graduating learners. The comparability exercise focused on formal courses and short courses offered by accredited institutions and organisations which include amongst others universities, private learning institutions in both developing and developed nations to determine similarities and differences with the South African community development qualification.

    Countries whose qualification and courses were looked at included amongst others, Canada, Ireland, New Zealand, Australia, United States of America, United Kingdom, Ireland, Scotland and India. The findings show that countries such as Canada, Ireland and the United Kingdom are leaders in qualifications in the field of community development with Canada and Ireland having the best practice in community development.

    The qualifications and training offered on the African continent, especially in the SADC region and with countries that face similar social, economic, technological challenges as South Africa, e.g. Kenya, Tanzania, Botswana, Zimbabwe, Namibia, Nigeria and Zambia were also looked at.

    Canada:

    CHC51402: Diploma in Community Development.

    This qualification applies to community work delivered through a broad range of services which contribute to the development of community capacity through community consultation, public education, health promotion and advocacy. It defines the knowledge and skills for community development workers who work under broad direction from senior managers.

    Workers at this level are required to have an understanding of Indigenous culture and history and to work with local communities in the provision of services. The qualification is packaged comprising 19 units of which 16 are compulsory and 3 elective units.

    Compulsory:

    CHCD3A: Undertake systems advocacy.

    Topics include:
  • Obtain, analyse and document information relevant to the needs of clients as a community of interest within the general community.
  • Work with consumers, service users, services and other stakeholders to develop strategies to address identified needs.
  • Advocate for and facilitate the implementation of strategies developed to address the needs of clients with specific needs).

    CHCCD14B: Implement a community development strategy.

    Topics include:
  • Work with individuals to identify issues.
  • Work with individuals and groups to establish cooperative processes.
  • Support group processes.

    CHCCB15B: Develop and implement a community development strategy.

    Topics include:
  • Establish and build group processes.
  • Facilitate and maintain public processes.
  • Implement structures.

    CHCCDE4B: Develop and implement community programs.

    Topics include:
  • Develop program parameters.
  • Design programmes with the community.
  • Implement programmes.
  • Evaluate programmes.

    Topics include:
  • Assess community resource requirements.
  • Develop and acquire resources.
  • Facilitate community access to resources.

    CHCCD8B: Support community action.

    Topics include:
  • Respond to community needs.
  • Support identified community needs.
  • Evaluate effectiveness of community action.

    CHCCD9B: Support community leadership.

    Topics include:
  • Develop and maintain support mechanisms.
  • Promote community leadership.
  • Develop leadership skills.

    Topics include:
  • Contribute to the development of effective communication strategies.
  • Represent the organisation to a range of groups.
  • Facilitate group discussion.
  • Produce quality written materials.
  • Conduct interviews.


    CHCCS402A: Respond holistically to client issues.

    Topics include:
  • Evaluate the range of issues impacting on the client and on the delivery of appropriate services.
  • Establish interpersonal relationship with the client that will enable all issues to be addressed.
  • Determine the course of action to be followed.
  • Provide brief interventions as required.
  • Respond appropriately to people who are vulnerable and at significant risk including children and young people.
  • Evaluate effectiveness of services provided to meet client needs.


    CHCINF5B: Meet statutory and organisational information requirements.

    Topics include:
  • Identify information requirement.
  • Review options for systems to obtain information.
  • Establish and manage systems to record and store information.
  • Support and supervise the development of information and educational resources.
  • Provide staff training.

    CHCNET3B: Develop new networks.

    Topics include:
  • Develop and maintain appropriate networks.
  • Reflect social and cultural awareness in developing and maintaining networks.

    CHCNET4A: Work with other services.

    Topics include:
  • Develop and maintain appropriate networks.
  • Reflect social and cultural awareness in developing and maintaining networks.

    CHCOHS401A: Implement and monitor OHS policies and procedures for a workplace.

    Topics include:
  • Explain OHS information for co-workers team.
  • Coach co-workers in team.
  • Promote consultation and participation, Implement and monitor enterprise procedures for identifying hazards and risks.
  • Maintain appropriate OHS records.

    CHCPOL3A: Undertake research activities.

    Topics include:
  • Prepare a research plan.
  • Implement appropriate research strategies.
  • Organise and analyse information.
  • Report the finding of the research.

    CHCPOL4A: Develop and implement policy.

    Topics include:
  • Research and consult with others to develop policies.
  • Test draft policies.
  • Develop policy materials.
  • Implement and review policies.

    CHCPOL5A: Manage research activities.

    Topics include:
  • Initiate research efforts Identify and acquire resources.
  • Supervise research being undertaken.
  • Interpret and act on analysis of research.

    Electives:

    Elective units may be selected from the units listed below, from other Community Services Training Package units available at this or higher levels, or from other relevant National Training Package units available at Diploma level.

    CHCCD18A: Facilitate the development of community capacity to manage place.

    Topics include:
  • Research and display the diversity of issues and factors that describe 'Place'.
  • Identify community needs for information, skills and opportunities for involvement in place management.
  • Identify and assess the effectiveness of methods for creating and increasing community awareness of the agency's role and purpose regarding place management.
  • Develop a place plan.

    CHCGROUP3C: Plan and conduct group activities.

    Topics include:
  • Address resourcing issues for group activities.
  • Co-ordinate a group planning process.
  • Manage group processes including responding to conflict.
  • Evaluate group activities.

    CHCCD12D: Apply a community development framework.

    Topics include:
  • Operate within a community development framework.
  • Work with groups to achieve community development outcomes.
  • Address individual issues arising when working within a community development framework.
  • Work effectively with diversity in the community.

    Ireland:

    The Community Development courses are offered at different levels, from Certificate to Masters Degree. Some of the courses are located on the National Framework of Qualifications; others are not. This has implications for students who may wish to progress to a higher level at a later stage. Courses are offered on a full-time and part-time basis.

    NUI Maynooth:

    Certificate in Community Development and Leadership:

    This is a 1 academic year course with possible articulation to BA in Community Studies. The course aims to facilitate the development and empowerment of course participants and to enhance their leadership skills.

    Modules covered include:
  • Introduction to Community Development Studies.
  • Working with Groups.
  • Social Analysis for Community Studies.
  • Project planning for Community.
  • Development.

    Community Development, FETAC L5-Community Development Practices:

    This course is designed for participants working either part-time or full-time as community development workers. The preferred level of entry is a FETAC Level 4, Leaving Certificate or equivalent qualifications and/or relevant life and work experience. In addition participants with an interest in gaining a greater awareness of community development can enrol for this course. The course is offered in conjunction with 'Understanding Community Development', and intended to help participants to integrate the skills of community development enabling them to engage effectively with stakeholders in the community development sector. All participants are required to organise 10 sessions of work experience in a community development setting.

    This is a two year part-time course in Community Development. Participants have the opportunity to attain an FETAC Level 5 award in Community Development. The award covers the core concepts of community development theory and practice. It includes modules which prepare participants to work in community development projects. The syllabus is structured as follows:
  • Working with groups: Participants receive an understanding of group dynamics/group development and group processes.
  • Understanding Community Development: Imparts the key concepts and theoretical frameworks of community development.
  • Community Development Practice: Offered in conjunction with 'Understanding Community Development', this module will help participants to integrate the skills of community development enabling them to engage effectively with stakeholders in the community development sector.
  • Intercultural Studies: This module will facilitate participants to explore intercultural issues such as diversity, racism, prejudice, inclusion, conflict and community participation. It provides participants with an opportunity to acquire the skills necessary for active participation in a diverse and changing society.
  • Sustainable Development: This module is designed to equip participants with the skills to understand the concept of sustainable development as it relates to the environment, society and the economy.
  • Social Studies: This module provides a general introduction to sociology and social issues.
  • Work Experience: A practical placement providing opportunities to investigate workplace learning related to community development.
  • Communications: Provides participants with the key communication skills required for the working environment.

    NUI Galway Community Education Centre:

    The NUI Galway Community Education Centre was re-established in 1996 by the Office of Adult and Continuing Education, NUI Galway, to provide back-up support and a range of resources and training for community development initiatives. The institution is fully committed to developing and promoting initiatives and programmes which seek to counter disadvantage and social exclusion.

    Certificate in Community Development Practice 15 ECTS:

    The Certificate programme is a part-time course designed to enable community activists or participants who are actively involved in community development work and who wish to obtain formal skills in this area and further their understanding of Community and acquire the practical skills and knowledge necessary to promote effective community work.

    The Certificate in Community Development Practice is a part-time programme, designed to enable community activists gain a thorough understanding of community development combined with the practical skills necessary to work effectively in development work. Students completing the Certificate programme study three modules.

    Programme content:
  • Community Development Theory and Practice.
  • Social Analysis and Communication.
  • Leadership and Group Work Skills.
  • Project Planning.
  • Development and Evaluation.

    Although this is a short course the curriculum compares favourably with some of the South African qualification in terms of the unit standards.

    United Kingdom:

    Belfast City:

    Community Development Certificate:

    To achieve the qualification you must successfully complete three Mandatory Units and three Optional Units.

    Mandatory Units:
  • Reflective Community Development Work Practice.
  • Practice and Principles in Community Development Work.
  • Social Justice.

    Optional Units:
  • Community Group Work Skills.
  • Involving People in Community Groups.
  • Identifying needs in Communities.
  • Developing Community Organisations.
  • Effective Partnership Working.
  • Funding and Resources for Community Groups.
  • Community Development Monitoring and Evaluation.
  • Neighbourhood Regeneration.

    Australia:

    Swinburne University of Technology:

    Diploma of Community Development:

    Course Code: GCHC50708; NTIS Code: CHC50708

    Course Description:

    The Diploma of Community Development is designed to provide graduates with the skills, knowledge and understanding necessary to work with communities that experience disadvantage and discrimination. Students will learn how to identify and understand people and groups who are affected by social problems, and help them work to achieve social change. To gain the Diploma of Community Development qualification, candidates must complete and be deemed competent in all nine core units plus six electives from the Community Services Training Package. Electives can be chosen from a range of specialist streams and one AQF level 5 units can be imported from an alternative Training Package.

    Course Structure:

    Students in this course will need to complete 15 units over their two-year course of study. This includes 9 compulsory units and 6 elective units.

    Units of Study:
  • BSBPMG510A: Manage projects.
  • CHCCD508C: Support community action.
  • CHCCD509C: Support community leadership.
  • CHCCD514B: Implement community development strategies.
  • CHCCD515A: Communicate effectively within a community development context.
  • CHCCD516A: Work within organisation and government structures to enable community development outcomes.
  • CHCCD514A: Analyse impacts of sociological factors on clients in community work and services.
  • CHCPOL403B: Undertake research activities.
  • CHCCS502A: Maintain legal and ethical work practices.
  • CHCAD603A: Provide systems advocacy services.
  • CHCCD420A: Work to empower Aboriginal and/or Torres Strait Islander communities.
  • CHCCD420A: Develop and provide community education projects.
  • CHCPOL504B: Develop and implement policy.
  • CHCPOL505B: Manage research activities.
  • CHCCS506A: Promote and respond to workplace diversity.

    The University of Queensland:

    Graduate Certificate in Development Practice (Community Development field of study):

    This field is focused on developing fundamental skills and methodologies that a professional worker requires to work face-to-face with communities. The course aims to the develop an individualised professional practice framework that articulates the unique set of skills and attributes that a practitioner brings to his or her work.

    These direct practice skills and methodologies include key dimensions of practice such as:
  • Micro-dialogue and communication skills.
  • Processes that sustain community livelihood.
  • Narrative community-based training processes.

    Institute of Technology Blanchardstown:

    Certificate in Social and Community Development:

    The course is designed to provide students with a sound foundation of knowledge of current community issues to promote and facilitate positive social change within communities. Using an interdisciplinary approach, students will examine various layers of services and social functioning within the community and will develop an awareness of the community environment as both local and symbolic constructions.

    The graduates of the programme will have developed knowledge, skills and insight into a range of community issues, service provision and social policy which can be applied to a range of community settings.

    Course Content:

    The course is offered over 18 months on a part-time basis over three (3) semesters and is divided into academic streams. Each subject will focus on knowledge, skills promotion and practical implications while also facilitating student's personal development.

    The following is a brief description of each of the five main academic streams:
  • Introduction to Community Studies:
    > This is a core stream of the proposed award. An understanding of the community will have a significant impact on the students as they begin their study of Community Development. Through the modules offered within this stream students are introduced to the theoretical principals that underpin the concept of community and will begin an exploration into the concept and role of community in the context of a changing Irish society. Students will also demonstrate knowledge of major current social, economic and political issues shaping community education, work policies and practices and examines the processes of urbanisation and globalisation. New forms of community are explored and compared to their impact on the social organisation in the community.
  • Communication and the Learning Environment:
    > This stream is designed to enable students to develop key competencies which are required for successful study at third level as well as facilitating an understanding of processes in communication as an individual and within certain group settings. Students learn how to communicate effectively in writing, in presentations, orally and with non-verbal communication.
  • Community Education Theory and Practice:
    > This stream considers community education in various settings. It explores the conceptual models of community education and their implications for practice while drawing on theoretical and applied practice examples. Additionally, it also includes a critical overview of the contemporary political and cultural context underpinning community education. Students are also encouraged to critically reflect on their experiences of formal and informal learning.
  • Introduction to Social Policy:
    > The aim of this stream is to introduce student to social administration, social policy and planning considerations. Some theoretical principals will be emphasised that allow students to understand the development, structure and functioning of social policy at local and national levels. With reference to vulnerable groups in the community, students are made aware of the agents of policy in Ireland, such as social inclusion, that have emerged in the community context.
  • Effective Communication Skills:
    > Communication skills are highly valued in the modern day work environment. This stream will enable the student to understand the practical and real-life activity of communication. Beginning with an introduction to basic communication models, this module explores each of the different skills involved in communicating effectively both as an individual and within certain group settings.
  • Group Dynamics and Development:
    > The main aim of this stream is to equip students with knowledge regarding groups and teams in a workplace and community context. The student will learn how theories regarding group processes affect the environmental context and group development. Students learn how to identify various roles which participants perform in groups and will also learn how to respond to group conflict.
  • Practice Project:
    > Working in small groups in a partnership with community development agencies, students are expected to complete a relevant piece of work that will encourage them to use learning from Group Dynamics and other similar modules. By utilising a knowledge base consistent with that of the community development profession, students will search and map services available in a particular community and develop a comprehensive knowledge of community groups and services. In addition, students will be expected to appraise the role and effectiveness of particular services in relation to community based interventions or in relation to the promotion of health issues within the community.

    United Kingdom:

    Reid Kerr College:

    National Certificate: Working With Communities:

    SCQF Level: 5/6:

    Course Content:

    Core Units:
  • Values and Principles.
  • Community Groups:
    > An Introduction.
    > Sociological Perspectives.
    > Understanding Equality and Diversity.
    > Local Community Investigations.
    > Communications.
    > Workplace Experience.

    Options Include:
  • Adult Learning.
  • Youth Work.
  • Capacity Building.
  • Volunteering:
    > An Introduction.
    > Committee Skills.
    > Skills for Effective Learning.
    > Child Protection.
    > Community Arts.
    > Sports Development.
    > Community Drama.
    > First Aid.
    > Information Technology.
    > Introduction to Counselling.
    > Psychology.

    Scotland:

    Scottish Qualifications Authority:

    SVQ Community Development Work level 4:

    This SVQ is based on standards developed by PAULO NTO. PAULO is the NTO for community-based learning and development and draws its membership from a wide variety of people working in a broad range of occupations within community-based Adult Learning, Community Education, Community Work, Youth Work and Parenting Education and Support.

    Mandatory Units:

    Candidates must complete all seven Units:
  • DA7W 04 (A3): Develop Strategic Relationships with Communities, Organisations and within Partnerships:
    > Initiate collaborative working relationships between people, organisations and groups and within partnerships.
    > Establish ways of involving people and encouraging partnership working.
    > Ensure social inclusion in the development of partnerships.
  • DA7P 04 (B5): Create Opportunities for Learning from Practice and Experience:
    > Promote opportunities for learning from practice and experience.
    > Facilitate opportunities for learning from practice and experience.
  • DA99 04 (B7): Take Action with Individuals, Community Groups and Communities to Deal with Conflict:
    > Work with groups and communities to identify and analyse the causes and effects of conflict.
    > Work with individuals, groups and communities to deal with conflict.
    > Identify your role within conflict situations and take appropriate action.
  • DA7X 04 (C4): Ensure Community Participation in Planning and Taking Collective Action:
    > Ensure participation by communities and partnerships in negotiating aims and objectives for collective action.
    > Develop arrangements for planning of collective action that make the contribution of local people effective.
    > Ensure significant roles for local people in the delivery of planned collective action.
  • DA80 04 (D2): Facilitate the Development of Evaluation Frameworks:
    > Facilitate the establishment of criteria for evaluating action for change within communities.
    > Ensure the development of inclusive ways of evaluating action for change.
    > Enable communities to evaluate action for change.
    > Enable communities to respond to the evaluation outcomes.
  • DA7R 04 (E3): Develop and Evaluate a Funding/Resourcing Strategy:
    > Identify funding/resourcing needs within communities.
    > Make strategic recommendations about funding/resources.
    > Evaluate the effectiveness of the funding/resourcing strategy.
  • DA87 04 (F3): Monitor, Review and Evaluate Own Practice:
    > Develop practice by monitoring and evaluating progress against values and practice principles of community development work.
    > Evaluate and challenge potential contradictions in values and practice.
    > Critically review and use current developments in community work practice.

    Optional Units:

    Candidates must also complete two of the following Units, in addition to the mandatory Units:
  • DA81 04 (E5): Facilitate the Development of People and Learning in Communities:
    > Work with communities to define human resource needs.
    > Work with communities to meet personnel requirements.
    > Work between organisations to identify and develop opportunities for learning in partnership.
  • DA7T 04 (E7): Develop and Maintain Organisational Frameworks for Community-based Initiatives:
    > Establish organisational frameworks to maintain aims, objectives and purpose of community-based initiatives.
    > Establish ways of working to maintain and develop community-based initiatives.
    > Evaluate the effectiveness and vulnerability of community-based initiatives and their practice, and make recommendations for development/change.
  • DA7F 04 (E8): Contribute to Project Planning and Preparation:
    > Clarify the project's scope and definition.
    > Provide plans to achieve the project's goals.
    > Contribute to project preparation.
  • DA7N 04 (E9): Co-ordinate the Running of Projects:
    > Support the project team.
    > Co-ordinate activities, resources and plans.
    > Keep stakeholders informed of project progress.
  • DA7D 04 (E10): Contribute to Project Closure:
    > Complete project activities.
    > Contribute to the evaluation of project planning and implementation.

    Brazil:

    There are no community development qualifications at tertiary level at any Brazilian university. All community development initiatives in Brazil are led by students from countries such as the United States of America, Canada and the United Kingdom as part of their internships or for the practical components of their degrees such as engineering and technology. They assist in improving the local infrastructure, for example, improving drainage, home and school renovations and ecology for eco-tourism, or education programmes for disadvantaged children and adults.

    Africa:

    Most African countries offer short courses for Community Development workers that are run either by Government or by international providers. Countries include Kenya, Tanzania, Nigeria, Zambia, Zimbabwe, Botswana and Mauritius. No qualifications and no courses are offered in these countries except in Zambia and Zimbabwe which offer bachelor degree courses. It was difficult to compare with the South African qualification due to the difference in the level of study. However, in Kenya, there is a certificate course in Community Development offered.

    Kenya:

    Kenya Institute of Social Work and Community Development:

    Kenya Institute of Social Work and Community Development (KISWCD) is a community-focused development and training institution without any governmental, religious or political affiliation. KISWCD was initiated in 1997 as a private company limited by guarantee. It was registered by the Ministry of Education, Science and Technology as a training institution.

    CCD 3500: Certificate in Community Development:

    Course Content:

    The following modules/units will be covered:
  • CCD 3501: Communication Skills and ICT.
  • CCD 3502: Introduction to Community Development.
  • CCD 3503: Management of Community Concerns.
  • CCD 3504: Community Health Education.
  • CCD 3505: Social Research Methods.
  • CCD 3506: Project Development and Management.
  • CCD 3507: Community Leadership.
  • CCD 3508: Community Based Organizations.
  • CCD 3509: Law in Community Development.
  • CCD 3510: Proposal Writing and Fundraising Skills.
  • CCD 3511: Introduction to Management and Administration.
  • CCD 3512: Project.

    Tanzania:

    Community Development Training Institute:

    Community Development Training Institute (CDTI) was established in 1963 with the aim of developing and promoting capacities of the people to manage their development processes; building and strengthening capacities of various actors in the field of Community Development, and improving the delivery systems of extension workers. In response to the increasing demand of Community Development experts in various institutions in the public and private sector, especially non-government institutions, the Community Development Training Institute based at Tengeru near Arusha offers Bachelor of Arts degrees in Community Development in three main areas and no details of the curriculum are available from the source:
  • Community Development Programmes Management.
  • Gender and Development.
  • Participatory Planning and Management.

    South African comparison:

    Although the international courses are offered as Diplomas and Certificates at NQF Levels 5 and 6, the National Certificate: Community Development, NQF Level 5 compares favourably with them in terms of the competencies and knowledge that are developed. Most of the international courses have a work-based placement component as does the National Certificate: Community Development, NQF Level 5. A major difference is the duration of study with many international offerings being two-year qualifications. 

  • ARTICULATION OPTIONS 
    Vertical articulation:

    The qualification articulates vertically with:
  • ID 79706: Bachelor of Community Development, Level 8.

    Horizontal articulation:

    The qualification articulates horizontally with the following qualifications:
  • ID 57427: National Certificate: Youth Development, Level 5.
  • ID 23095: Higher Education and Training Certificate: Development Practice, Level 5.
  • ID 36438: National Certificate: Local Economic Development, Level 5.
  • ID 50205: National Certificate: Municipal Integrated Development Planning, Level 5.
  • ID 66089: National Certificate: Human Settlements Development, Level 5. 

  • MODERATION OPTIONS 
  • Anyone 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 of this Qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA's (including professional bodies); and in terms of moderation guideline detailed in "Qualification Assessor Criteria.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specifies 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.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • To be registered as an assessor with the relevant Education and Training Quality Assurance Body.
  • Be in possession of a relevant Qualification at NQF Level 6 or higher. 

  • NOTES 
    As per the SAQA decision, after consultation with the Quality Councils, to re-register all qualifications and part qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2012. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  264975  Facilitate learning in a community context  Level 4  NQF Level 04 
    Core  377840  Analyse and apply theories and approaches to facilitate community development interventions  Level 5  NQF Level 05  10 
    Core  377841  Analyse and interpret relevant legal and regulatory frameworks in a community development context  Level 5  NQF Level 05 
    Core  120300  Analyse leadership and related theories in a work context  Level 5  Level TBA: Pre-2009 was L5 
    Core  117853  Conduct negotiations to deal with conflict situations  Level 5  Level TBA: Pre-2009 was L5 
    Core  230448  Contribute towards organisation policy development  Level 5  Level TBA: Pre-2009 was L5 
    Core  377842  Critically assess the community development process  Level 5  NQF Level 05  12 
    Core  377873  Develop a community development intervention plan  Level 5  NQF Level 05 
    Core  377843  Explore and coordinate networks in pursuit of meeting community needs  Level 5  NQF Level 05 
    Core  14020  Monitor budgets related to community projects  Level 5  Level TBA: Pre-2009 was L5 
    Core  110059  Plan and conduct research that redresses social development issues  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  377847  Promote and support collaborative and partnership work within and between stakeholders and sectors  Level 5  NQF Level 05 
    Core  254068  Recruit, induct and manage volunteers  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  116495  Apply ethical principles for practice of non-discrimination  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  119665  Demonstrate understanding of the concept of human rights and democracy and its application in society  Level 5  Level TBA: Pre-2009 was L5  12 
    Fundamental  115791  Use language and communication strategies for vocational and occupational learning  Level 5  Level TBA: Pre-2009 was L5 
    Elective  243299  Adapt available spaces in the community as a sports or fitness facility  Level 4  NQF Level 04 
    Elective  120036  Analyse the role of institutions in developing and perpetuating gender inequality  Level 4  NQF Level 04 
    Elective  10140  Apply a range of project management tools  Level 4  NQF Level 04 
    Elective  115593  Apply facilitation processes to deal with an environmental risk in a local community  Level 4  NQF Level 04  10 
    Elective  335794  Apply knowledge on South Africa to enhance a tourism experience  Level 4  NQF Level 04  12 
    Elective  115587  Collect and present community needs information  Level 4  NQF Level 04 
    Elective  116590  Contribute to sustainable tourism in South Africa  Level 4  NQF Level 04 
    Elective  243303  Create, improvise and organize sport activities  Level 4  NQF Level 04 
    Elective  246758  Demonstrate and apply understanding of the main issues of responsible tourism  Level 4  NQF Level 04 
    Elective  252510  Demonstrate knowledge and understanding of HIV and AIDS, other Sexually Transmitted Infections (STIs) and Tuberculosis (TB) for counselling purposes  Level 4  NQF Level 04 
    Elective  254174  Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk  Level 4  NQF Level 04 
    Elective  117498  Demonstrate knowledge of the provision and implementation of primary health care within the community  Level 4  NQF Level 04  10 
    Elective  115211  Design and send letters of appeal  Level 4  NQF Level 04 
    Elective  115213  Devise effective follow-up strategies for fundraising  Level 4  NQF Level 04 
    Elective  114491  Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS)  Level 4  NQF Level 04  10 
    Elective  120084  Establish and maintain strategic partnerships and referral systems in the Victim Empowerment sector  Level 4  NQF Level 04 
    Elective  115591  Explain and apply environmental legal principles, rights, duties and responsibilities to a specific work context  Level 4  NQF Level 04 
    Elective  115598  Explain and apply environmental safety principles and mechanisms in relation to community issues  Level 4  NQF Level 04  12 
    Elective  115596  Explain and apply principles and practices of social participation in society and environment interactions  Level 4  NQF Level 04  10 
    Elective  264260  Facilitate a peer education intervention  Level 4  NQF Level 04  10 
    Elective  110501  Identify and explain the application of a range of concepts and tools for local economic development  Level 4  NQF Level 04 
    Elective  120077  Implement volunteer projects  Level 4  NQF Level 04 
    Elective  243300  Lead a community sport activity  Level 4  NQF Level 04  12 
    Elective  243615  Manage and support volunteers in a community recreation environment  Level 4  NQF Level 04 
    Elective  117488  Plan and implement home based care  Level 4  NQF Level 04 
    Elective  117490  Plan and promote nutritional programmes to improve community health  Level 4  NQF Level 04  12 
    Elective  244472  Prepare Early Childhood Development programmes with support  Level 4  NQF Level 04 
    Elective  263414  Process data using information technology  Level 4  NQF Level 04 
    Elective  120029  Promote Gender Equality and Women's Empowerment through education, training and development  Level 4  NQF Level 04 
    Elective  243293  Promote sport activity in a community  Level 4  NQF Level 04 
    Elective  117496  Provide care and support to an elderly person  Level 4  NQF Level 04  10 
    Elective  252532  Provide on-going counselling and support to individuals infected or affected by HIV and AIDS  Level 4  NQF Level 04 
    Elective  115595  Recognise and develop eco-business opportunities in a local community  Level 4  NQF Level 04 
    Elective  115207  Seek appropriate sponsorships for an organisation  Level 4  NQF Level 04 
    Elective  119721  Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services  Level 4  NQF Level 04 
    Elective  254179  Work as part of a team, under supervision, with children and youth at risk  Level 4  NQF Level 04 
    Elective  7935  Analyse the tourism industry and the links between the various sectors  Level 5  Level TBA: Pre-2009 was L5 
    Elective  114873  Apply basic financial procedures to PFMA principles  Level 5  Level TBA: Pre-2009 was L5 
    Elective  243934  Apply Victim Empowerment knowledge and skills for service delivery  Level 5  Level TBA: Pre-2009 was L5 
    Elective  263044  Consult with interested parties to promote community participation on housing development projects  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  263015  Demonstrate an understanding and knowledge of the housing regulatory environment  Level 5  Level TBA: Pre-2009 was L5 
    Elective  120501  Demonstrate an understanding of the legal implications and principles of the concepts of 'developmental local government' and 'integrated development planning' for governance in a municipal area  Level 5  Level TBA: Pre-2009 was L5 
    Elective  243939  Demonstrate knowledge of crime prevention within a Victim Empowerment context  Level 5  Level TBA: Pre-2009 was L5 
    Elective  110487  Describe and explain national and provincial strategies and policies relevant to local economic development  Level 5  Level TBA: Pre-2009 was L5 
    Elective  120504  Determine the impact and policy implications of the concepts of 'integrated sustainable development' and 'sustainable human settlements' for a municipal area  Level 5  Level TBA: Pre-2009 was L5 
    Elective  243824  Develop an integrated Project Management plan for a simple to moderately complex project  Level 5  Level TBA: Pre-2009 was L5 
    Elective  230445  Develop partnerships with youth development stakeholders  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  244481  Evaluate an Early Childhood Development (ECD) service  Level 5  Level TBA: Pre-2009 was L5 
    Elective  230441  Facilitate access to information that impacts on youth development  Level 5  Level TBA: Pre-2009 was L5 
    Elective  110517  Identify and explain the range of institutional arrangements for local economic development  Level 5  Level TBA: Pre-2009 was L5 
    Elective  244478  Manage an Early Childhood Development service  Level 5  Level TBA: Pre-2009 was L5 
    Elective  244254  Manage the mainstreaming of gender in programmes and projects  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  252179  Manage Volunteers in sport  Level 5  Level TBA: Pre-2009 was L5 
    Elective  230443  Market and promote youth development programmes  Level 5  Level TBA: Pre-2009 was L5 
    Elective  243812  Monitor and control the execution of the project management plan for a simple to moderately complex project  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  263022  Obtain, analyse and provide information relating to housing  Level 5  Level TBA: Pre-2009 was L5 
    Elective  13854  Promote healthy development in ECD programmes  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  115589  Analyse and evaluate the regulatory and policy framework in relation to a society and environment interaction  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  7945  Analyse the tourism industry and make recommendations on products and services  Level 6  Level TBA: Pre-2009 was L6 
    Elective  254417  Assess, monitor and evaluate organisational compliance with policies on gender equality and women's empowerment  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  243743  Demonstrate an understanding of and explain housing finance mechanisms and products  Level 6  Level TBA: Pre-2009 was L6 
    Elective  116482  Demonstrate understanding of the theoretical basis of social justice  Level 6  Level TBA: Pre-2009 was L6 
    Elective  115590  Design public participation processes  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  120507  Draw up a strategic development municipal agenda to address the key municipal development challenges in an integrated and sustainable manner  Level 6  Level TBA: Pre-2009 was L6 
    Elective  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 
    Elective  243935  Manage Victim Empowerment projects and services  Level 6  Level TBA: Pre-2009 was L6 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Provider Pre-2009
    NQF Level
    NQF Level Min Credits Learning Prog End Date Quality
    Assuring
    Body
    NQF Sub-Framework
    84008  Higher Certificate: Community Development  University of Stellenbosch  Not Applicable  NQF Level 05  120     CHE  HEQSF 
    83387  National Certificate: Community Development: Community Health  Generic Provider - Field 07  Level 5  NQF Level 05  147     HW SETA  OQSF 
    83388  National Certificate: Community Development: Early Childhood Development  Generic Provider - Field 07  Level 5  NQF Level 05  147     ETDP SETA  OQSF 
    83389  National Certificate: Community Development: Environmental Relations  Generic Provider - Field 07  Level 5  NQF Level 05  147     LG SETA  OQSF 
    83390  National Certificate: Community Development: Gender Studies  Generic Provider - Field 07  Level 5  NQF Level 05  147     ETDP SETA  OQSF 
    83386  National Certificate: Community Development: General  Generic Provider - Field 07  Level 5  NQF Level 05  147     HW SETA  OQSF 
    83391  National Certificate: Community Development: Human Settlements  Generic Provider - Field 07  Level 5  NQF Level 05  147     CETA  OQSF 
    83392  National Certificate: Community Development: Integrated Development Planning  Generic Provider - Field 07  Level 5  NQF Level 05  147     LG SETA  OQSF 
    83393  National Certificate: Community Development: Local Economic Development  Generic Provider - Field 07  Level 5  NQF Level 05  147     LG SETA  OQSF 
    83394  National Certificate: Community Development: Project Management  Generic Provider - Field 07  Level 5  NQF Level 05  147     SERVICES  OQSF 
    83395  National Certificate: Community Development: Sport  Generic Provider - Field 07  Level 5  NQF Level 05  147     CATHSSETA  OQSF 
    83396  National Certificate: Community Development: Tourism  Generic Provider - Field 07  Level 5  NQF Level 05  147     CATHSSETA  OQSF 
    83397  National Certificate: Community Development: Victim Empowerment  Generic Provider - Field 07  Level 5  NQF Level 05  147     HW SETA  OQSF 
    83398  National Certificate: Community Development: Volunteerism  Generic Provider - Field 07  Level 5  NQF Level 05  147     CATHSSETA  OQSF 
    83399  National Certificate: Community Development: Youth Development  Generic Provider - Field 07  Level 5  NQF Level 05  147     ETDP SETA  OQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    LP ID Learning Programme Title Accredited Provider
    84008  Higher Certificate: Community Development  University of Stellenbosch  
    83388  National Certificate: Community Development: Early Childhood Development  Continuing Education for Africa  
    83389  National Certificate: Community Development: Environmental Relations  1. ABA Sebenzi
    2. AVAX SA 481 CC. T/A Mandisa Development Services
    3. Institute for Local Government and Housing
    4. IQ Skills Academy (PTY) LTD.
    5. Maqhawe College
    6. Marcado Human Resources Strategies  
    83392  National Certificate: Community Development: Integrated Development Planning  1. ABA Sebenzi
    2. Maqhawe College
    3. Marcado Human Resources Strategies  
    83393  National Certificate: Community Development: Local Economic Development  1. ABA Sebenzi
    2. Institute for Local Government and Housing
    3. Maqhawe 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.