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 THAT HAS PASSED THE END DATE: 

Higher Education and Training Certificate: Development Practice 
SAQA QUAL ID QUALIFICATION TITLE
23095  Higher Education and Training Certificate: Development Practice 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Higher Certificate  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  NQF Level 05  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
A learner obtaining this qualification will be able to provide coordinated support to individuals and communities in achieving their specific outcomes. The qualification will further enable a learner to plan to facilitate learning programmes that will lead to community groups and individuals achieving full qualifications in their own right.

Rationale for the Qualification:

Many Development Practitioners including volunteers are already in possession of an FETC but lack a specific Development Practice education qualification. The NQF provides for a National Certificate of 120 credits at Level 5. This unit standards-based Higher Education and Training Certificate in Development Practice (NQF Level 5) is a flexible and accessible means whereby existing or aspirant development practitioners can obtain a basic qualification in the field.

The qualification will enable organisations training and employing development practitioners to structure training programmes in accordance with nationally recognised standards, and to provide this training at a level in line with the goals and resources of the organisation. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A learner wishing to pursue this qualification is assumed to have:
  • At least NQF Level 4 in development practices or any other recognised education qualification at NQF Level 4.

    Recognition of Prior Learning:

    This qualification may be obtained through the recognition of relevant prior learning and experience. For the purposes of recognising prior learning, providers are required to develop sound and fair means for the assessment of individual learners on a case-by-case basis.

    Providers may use their own qualified trainers as RPL assessors or may use external RPL Assessors. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    A learner can:

    1. Demonstrate a critical understanding of theories and principles of transformative development that include identifying, explaining and evaluating factors that impact on macro and micro layers of society and development practice as well as critiquing strategies and policies used.

    2. Plan and conduct research activities that will redress social development issues by preparing a brief, research guidelines and instruments for a development practice project, and evaluating the research through a report for relevant stakeholders.

    3. Plan learning programmes that redress social development issues focusing on how adults and youth learn when preparing the learning outcomes.

    4. Prepare learning support materials for programmes in development practice.

    5. Plan the facilitation of learning in development practice in consultation with all relevant stakeholders.

    6. Plan the facilitation of workshops and advocacy campaigns.

    7. Plan and conduct assessment of learning outcomes. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1 Factors that impact on macro and micro layers of society are identified.
    1.2 Factors that impact on macro and micro layers of society are evaluated in the context of a development practice project.
    1.3 Strategies and policies used in a development practice project are identified, reviewed and reformulated to clarify the different roles and responsibilities of all stakeholders.

    2.1 A brief for research activities based on the intention to address a social issue and indicating appropriate tools and instruments to be used is designed.
    2.2 Research activities are coordinated and the research report is structured to include recommendations made to improve the design.
    2.3 Procedures are adhered to when research findings are analysed and a report is compiled.
    2.4 Reports are structured to accommodate clear and coherent recommendations with strategies and time frames.

    3.1 Awareness of how adults and youth learn in different cultures is demonstrated through discussion and differences are identified.
    3.2 Learning outcomes relevant to the needs and customs of the community are identified and described.
    3.3 The learning programme and curriculum are planned and constructed in terms of time frames in consultation with a local community through a presentation and interviews.

    4.1 Learning outcomes are identified and interpreted to determine the learning support materials to be used.
    4.2 Reasons are provided for the learning support materials collected.
    4.3 Various posters, pamphlets and other written print aids are displayed.

    5.1 Facilitation plans have clear objectives and outcomes, address an issue that is relevant to the local community, indicating steps to involve the relevant stakeholders at the outset.
    5.2 All relevant stakeholders are consulted.
    5.3 An implementation plan for learning facilitation is written up.
    5.4 The implementation of the plan is monitored and a report is compiled.
    5.5 Facilitation plans are evaluated following a prescribed procedure that can illustrate and explain weaknesses and strengths, indicate and record lessons for integration into the design of future plans.

    6.1 Workshops and advocacy plans should have clear objectives and outcomes, address an issue that is relevant to the local community and indicate steps to involve the relevant stakeholders at the outset.
    6.2 All relevant stakeholders are consulted.
    6.3 An implementation plan for a workshop and an advocacy campaign is written.
    6.4 Implementation of the plan is monitored and a report is compiled.
    6.5 Workshop and advocacy plans are evaluated following a prescribed procedure that can illustrate and explain weaknesses and strengths, indicate and record lessons for integration into the design of future plans.

    7.1 Assessment is planned and prepared.
    7.2 Candidates are prepared for assessment.
    7.3 Assessment is conducted.
    7.4 Evidence is recorded and evaluated to make judgements.
    7.5 Feedback is provided to relevant parties.
    7.6 Assessment is reviewed.

    Note: Electives indicated in the Qualifications Frame are located in other organising fields.

    Integrated Assessment

    The attainment of the qualification requires a holistic approach to achieving the outcomes in all the unit standards. Integrated assessment determines the level of integration of the learning and will assess:
  • The capability of practitioners to initiate development interventions and effectively provide guidance and direction to community groups in development practices field.
  • The capacity and capability of practitioners to integrate the roles, competencies and understanding envisaged in each of the core unit standards and the chosen electives.
  • The performance of practitioners to evaluate and reflect on such performance with the intention of identifying areas for improvement.
  • The development of a plan or strategy for future reflection and integration of what has been learnt through reflection.

    Evidence of such competence should be collected by an agreed range of assessment techniques that are appropriate in the context of the purpose and level of the qualification. This will include understanding of assessment techniques and methods by the practitioner. 
    		•

    INTERNATIONAL COMPARABILITY 
    N/A 

    ARTICULATION OPTIONS 
    On completion of this qualification candidates will proceed to the National Diploma in Development Practice or to a Degree in Development Practice. Development. This qualification articulates with the National Higher Certificate in ABET Practice at NQF level 5 as people with the qualification would only need subject matter expertise in whatever subject they would facilitate in order to become ABET practitioners. 

    MODERATION OPTIONS 
    Accredited providers may establish or refine moderation procedures and systems in line with the requirements of the relevant ETQA.

    An external moderator may moderate the results of participants. External moderators should provide reports not only on the fairness and consistency of assessment, but also on the validity of the assessment design in terms of the specified outcomes. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Anyone assessing a learner against this qualification must be registered as an assessor in development practice with the relevant ETQA.

    Assessors must have a level 6 qualification in development practice and prior or concurrent experience as a development practitioner. 

    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  110058  Demonstrate a critical understanding of theories and principles of transformative development practice  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  110063  Plan advocacy campaigns and workshops in development practice  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  7978  Plan and conduct assessment of learning outcomes  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  110059  Plan and conduct research that redresses social development issues  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  110060  Plan learning programmes that redress social development issues  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  110062  Plan the facilitation of learning in development practice  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  110061  Prepare learning support materials for programmes in development practice  Level 5  Level TBA: Pre-2009 was L5  8 
    Fundamental  14800  Establish a community resource project  Level 5  Level TBA: Pre-2009 was L5  20 
    Elective  14444  Demonstrate an understanding of a general business plan and adapt it to a selected business idea  Level 1  NQF Level 01  7 
    Elective  10006  Demonstrate an understanding of entrepreneurship and develop entrepreneurial qualities  Level 1  NQF Level 01  2 
    Elective  10007  Identify, analyse and select business opportunities  Level 1  NQF Level 01  3 
    Elective  8494  Demonstrate an understanding of HIV/AIDS and its implications  Level 2  NQF Level 02  4 
    Elective  14034  Demonstrate knowledge of community sanitation  Level 3  NQF Level 03  7 
    Elective  8591  Analyse and understand social issues  Level 4  NQF Level 04  4 
    Elective  110481  Demonstrate a knowledge and understanding of the aspects of the project cycle  Level 4  NQF Level 04  8 
    Elective  8612  Demonstrate an understanding of societal values and ethics  Level 4  NQF Level 04  4 
    Elective  110475  Demonstrate and apply a knowledge and understanding of the basic economic concepts central to local economic development  Level 4  NQF Level 04  6 
    Elective  110502  Demonstrate and apply knowledge and understanding of the roles, function and responsibilities of the main stakeholders and role players in local economic development  Level 4  NQF Level 04  4 
    Elective  12344  Demonstrate knowledge of gender and equity in sustainability of water and sanitation related projects  Level 4  NQF Level 04  4 
    Elective  110497  Identify and explain the purpose of integrated development planning (IDP)  Level 4  NQF Level 04  4 
    Elective  10131  Identify, organise and co-ordinate project life cycle phases for control purposes  Level 4  NQF Level 04  5 
    Elective  10144  Identify, suggest and implement corrective actions to improve quality  Level 4  NQF Level 04  6 
    Elective  110472  Outline the environment of local government  Level 4  NQF Level 04  6 
    Elective  9244  Plan and conduct meetings  Level 4  NQF Level 04  4 
    Elective  7827  Source information about self-employment opportunities  Level 4  NQF Level 04  3 
    Elective  116495  Apply ethical principles for practice of non-discrimination  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  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 
    Elective  9932  Guide and support learners  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  9935  Manage a learnership/learning programme  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  14020  Monitor budgets related to community projects  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  116482  Demonstrate understanding of the theoretical basis of social justice  Level 6  Level TBA: Pre-2009 was L6  6 
    Elective  110480  Design and implement a system for the on-going monitoring, reporting and evaluation of a local economic development programme  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  110488  Facilitate the establishment of strategic partnerships to contribute to achieving the objectives of the strategic plan for a local economic development programme  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  110474  Initiate and maintain networking opportunities with other municipalities, districts and metros  Level 6  Level TBA: Pre-2009 was L6  6 
    Elective  14515  Present a well-structured argument derived from qualitative and/or quantitative data to map new knowledge and generate a competitive advantage  Level 6  Level TBA: Pre-2009 was L6  12 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. B T Group of Companies Pty Ltd 
    2. Dabulamanzi & Njabulo Ndaba Consulting cc 
    3. Education and Training Unit 
    4. Isibani Skills Academy 
    5. Jeyax Development and Training cc 
    6. Kenako Investments 
    7. Marematlou Training Institute 
    8. MENTORNET (PTY) LTD 
    9. NC COMPLIANCE SOLUTIONS 
    10. Ntevho-Ketso Training and Recruitement Consultancy cc 
    11. NTI College 
    12. PMA Holding (Pty) Ltd 
    13. Professional Development and Training Institute (Pty) Ltd 
    14. Retshetse Training Project 
    15. Sigodi Development Services and Associates (SDS) cc 
    16. Southern African Youth Movement 
    17. Spotru Training Centre 
    18. SPS Consulting (Pty) Ltd 
    19. STA Performance International 
    20. Tembe Service Providers 
    21. Thabelanang t/a Thabelanang Trading Enterprise 
    22. The Fundamentals Training Centre 
    23. THE GMC GROUP PTY LTD 
    24. Thembekile training consulting 
    25. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    26. TMG Quality Services 
    27. Ulwazi Training & Development 
    28. Vicresco (Pty) Ltd 
    29. Wildfire Development Training Agency 


    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.