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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Development Practice 
SAQA QUAL ID QUALIFICATION TITLE
49556  National 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 Certificate  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 2  NQF Level 02  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 
Purpose:

The purpose of the Qualification for individuals is recognition, and access to learning and employment systems. Learners are able to advocate development and enhance active participation of communities, contribute to project conceptualisation, feed information through to communities, and provide input into national policies.

By setting a minimum standard, development practice education and training will improve, and, therefore, the general field of education, training and development is improved. Development refers to a process of advancement or growth through a series of progressive changes, against a plan that reflects what citizens and/or leadership wants. Development practitioners strive to facilitate change in a community so that it achieves its highest potential in terms of, for example, economic and social stability and growth. Qualified development practitioners at this level advocate development and enhance active participation to impact positively on community development and empowerment. Community development and empowerment are required to sustain positive change, and social and economic transformation through mobilisation.

Qualified learners are capable of:
  • Ensuring adherence to communication procedures according to specified requirements.
  • Accessing and sharing resources to ensure efficient development practice.
  • Responding to community development needs in an appropriate way for specific contexts.
  • Organising community development activities that meet given specifications.
  • Reporting regarding community development activities according to specification.
  • Creating awareness of development and social concerns through discussion and advocacy.

    Qualifying learners are also required to elect to be capable of:
  • Support the promotion of health and wellness in communities.
  • Identify own opportunities in development practice.
  • Promote awareness of rights and responsibilities in communities.
  • Promote awareness of sustainable agricultural within communities.
  • Promote awareness of gender equality and women's empowerment.

    Rationale:

    This Qualification is aimed at facilitating learner progression from NQF Level 1, and onto NQF Levels 3 and 4. Typical learners entering this Qualification have already achieved the NQF Level 1 National Certificate: Development Practice, or are entering with a Qualification from a different field/sub-field, generally at a higher level on the NQF (NQF Level 3 and above). Qualifying learners operate as development practitioners, in community-based organisations. They are generally not experts in the field yet, and they can also be employed as health workers and auxiliary worker assistants.

    A demand for holders of this Qualification exists in community projects, Non-Governmental Organisations, and Community-Based Organisations. In addition, other community or employer groups who require development practice competence at this level of complexity include:
  • Human rights practitioners.
  • HIV counsellors.
  • Paralegal.
  • Social work.
  • Health.
  • Social development.
  • Local government (delivering on behalf of government).
  • Community care work.
  • SMMEs.
  • Youth workers.

    Qualified learners can provide efficient development support and assistance to communities, to mobilise the communities towards achieving specified outcomes. Learners can progress to the National Certificate: Development Practice (NQF level 3). Added value to the qualifying learner includes progression and access, as well as recognition, with improvement in confidence accompanying these benefits as well as improved competence. The Qualification will also provide workplace recognition for service.

    The Qualification assists learners with their career choice through the elective component, and allows portability to related areas of competence, opening up related careers. Many learners will also be able to fill the gaps in their current competence by achieving a part of the Qualification. Achievement of this Qualification benefits society and the economy as qualified learners are able to facilitate the creation of opportunities for community members to mobilise, and alleviate poverty. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has already achieved the set of competencies required for the GETC Community Development Practice (NQF Level 1), or has equivalent experience.

    Recognition of prior learning:

    This Qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local Qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this Qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A Qualification will be awarded should a learner demonstrate that the exit level outcomes of the Qualification have been attained. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
  • All the Fundamental Component Unit Standards are compulsory (36 credits).
  • All the Core Component Unit Standards are compulsory (74 credits).
  • For the Elective Component learners are required to attain at least 10 credits out of the available credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Facilitate adherence to communication procedures according to specified requirements.

    2. Access and share resources to ensure efficient development practice.
    Range: Accessing and sharing resources include referral, developing proposals, sharing information with and collecting information from community development stakeholders, keeping informed regarding mobilisation issues, etc.; resources include services, information, etc.

    3. Respond to community development needs in an appropriate way for specific contexts.
    Range: Responding can include influencing policies.

    4. Organise community development activities that meet given specifications.
    Range: Activities can include learning events, advocacy campaigns, negotiating the practitioner role in the community, etc.

    5. Report regarding community development activities according to specification.
    Range: Reporting can be verbal, audio-visual, signed or written.

    6. Create awareness of development and social concerns through discussion and advocacy.
    Range: concerns can include those related to human rights issues.

    7a. Support the promotion of health and wellness in communities.

    7b. Identify own opportunities in development practice.

    7c. Promote awareness of rights and responsibilities in communities.

    7d. Promote awareness of sustainable agricultural within communities.

    7e. Promote awareness of gender equality and women's empowerment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1:
  • Documented procedures are located from sources that are relevant for specific contexts.
  • Communication procedures are accurately described for specific contexts and deviations from specified procedures are accurately identified.
  • Interventions to rectify procedural deviations are justified for specific contexts.

    2:
  • Relevant resources are identified for specific contexts and needs, and for specified community profiles.
  • Selection of mechanisms and advice is given to community members to access resources.
  • The use of given selection criteria to allocate and distribute resources are explained to intended recipients.

    3:
  • Community development needs are identified and located from relevant sources.
  • Intervention identification, prioritising, and planning are explained in terms of specified requirements.
  • Activities aimed at obtaining buy-in to processes are justified in terms of development project support.

    4:
  • Resources are gathered in accordance with given instructions.
  • The importance of given deadlines is explained in terms of their impact on other processes.
  • All relevant requirements of activities are identified with reference to their role in the community project.

    5:
  • The importance of reporting is explained in accordance with specified formats.
    Range: Reporting format can include using megaphones or microphones, writing, checklist completion, feedback, radio and other media and channels, etc.
  • The format of reporting is explained with reference to appropriateness for specific contexts.

    6:
  • Discussion of the Constitution/Bill of Rights adheres to principles and requirements of the Constitution.
  • Community member engagement on discussions.
  • Awareness campaign implementation meets requirements as planned.
  • Advocacy campaigns employ relevant tools, within given range of application.

    7a:
  • Referral to relevant services takes place in relevant instances and level of expertise is not exceeded.
  • Factors that promote health are described in terms of specified requirements.
    Range: Specified requirements can relate to healthy living, sexual behaviour, nutrition, etc.

    7b:
  • Selected ways of leading are appropriate for specific situations.
  • Personal career/employment decisions are based on relevant work opportunities.

    7c:
  • Environments are established that promote inclusion of diverse community groups.
  • Identified structures, and rights and responsibilities of community members meet the requirements under the South African Constitution.

    7d:
  • Sustainable farming practices that conserve the ecological environment are identified for specific communities.
  • Agricultural production systems are identified for specific communities.

    7e:
  • Gender equality and women's empowerment are described within specific community contexts.
  • Support of gender equality and women's empowerment employs relevant methods for specific contexts.
    Range: Relevant methods can include dialogue, small group discussions, collecting, sharing and reporting on information, planning and implementing activities, etc.

    Integrated assessment:

    The assessment criteria in the Unit Standards are performance-based, assessing applied competence of Development practitioners, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the Unit Standards. In addition to the competence assessed to achieve the Unit Standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to Development practitioner occupational and learning contexts to qualify, and assessment approaches used should be appropriate for assessing applied competence of Development practitioners. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this Qualification.

    Learners who qualify must be able to integrate concepts, ideas and behaviours across Unit Standards to achieve the purpose of the Qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the Qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the Qualification.

    Evidence of integration may be presented by learners when being assessed against the Unit Standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this Qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the Unit Standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed. 
    		•

    INTERNATIONAL COMPARABILITY 
    Development practice in Africa is often funded by non-African countries, with South Africa being a leader in development practice in Africa. Internationally, programs for development practice are aimed primarily at higher education level, for development practitioners at a consultant level of practice. Countries identified with programs include Uganda, New Zealand, Canada, the United States of America, the United Kingdom, Australia, Germany, Pakistan, Japan, and Norway.

    Uganda's development practice activities are focused on the integration of development and gender programmes, and based within social sciences. However, training programmes are mostly aimed at higher-level consultants, and not a level equivalent of this South African qualification. These programmes include national planning, strategic planning project development, implementation, monitoring and evaluation, baseline surveys, needs assessment, community mobilisation, advocacy, and training. Uganda supplies training to participants from Uganda, Kenya, Rwanda, Tanzania, Zambia and Zimbabwe.

    In New Zealand, no comparable qualification in development practice exists on the national framework. However, one unit standards can be credited at an equivalent level, within the field of community development, namely, "Describe the process of community development as a participant" (3 credits). Higher-level unit standards exist for apply the principles and processes of community development (10 credits) and apply the principles and processes of community recreation for community development (10 credits).

    In Japan, literacy is a main focus of development practice. Programmes address competencies related to materials development, workshop planning, and non-formal education. German programmes focus on monitoring and evaluation of development projects. In Pakistan, most development practice programmes are aimed at management level, and specifically, project management. Norwegian programmes are also at higher levels. The United States of America focus on antipoverty programmes and training is focused on participation in such programs. In Canada, the current emphasis is on workplace and career development practice. Programs focus on professional development at levels higher than this South African qualification. At an equivalent level, short courses are offered in Community Development, of about 6 credits (in South African terms). These short courses include exploring the dynamics of community change as well as practical approaches for taking action to facilitate community change.

    The United Kingdom, including Scotland defines community learning and development as informal learning and social development work with individuals and groups in their communities, to strengthen communities through enhancing people's confidence, knowledge and skills, organisational ability and resources. Similar to this South African qualification, the focus is on empowerment, participation, inclusion, equal opportunity and anti-discrimination, self-determination, and partnerships. However, programmes are mostly aimed at degree level. The programmes at the level of this South African qualification is of equal duration, and addresses making relationships with communities, contributing to development of community groups/networks, working within communities to select options and make plans for collective action, contributing to collective action within a community, and identifying and reflecting on own practice, knowledge and values. In addition, learners elect to contribute to the review of needs, opportunities, rights and responsibilities within a community, or encourage the best use of resources, or identify and take action to meet own learning and development needs.

    The Australian framework addresses community development practitioner competence at almost all levels, and in relation to various other areas of competence, such as local government, health work. Although there is no qualification at the equivalent level of this South African qualification, the Certificate III in Community Development contains some aspects that are comparable to this qualification. Similar components include communicating appropriately with clients and colleagues, supporting group activities, supporting community resources, supporting community action, advocating for clients, participating in networks, implementing health promotion and community intervention, and meeting information needs of the community. At a level below the level of the South African qualification, a Foundation Programme exists for Aboriginal and Torres Strait Islander people, who aim to enter health-related community development practice programmes. This programme includes study skills, computer skills, writing skills, and an introduction to politics, media and identity. 

    ARTICULATION OPTIONS 
    Vertical articulation is possible with the National Certificate: Development Practice (NQF Level 3), and all NQF Level 3 Qualifications through the Fundamental component. Horizontal articulation on the NQF is possible with all other NQF Level 2 Qualifications through the Fundamental component, and specifically, with the National Certificate: Occupational Health, Safety and Environment (NQF Level 2), and the National Certificate: Ancillary Health Care (NQF Level 2). 

    MODERATION OPTIONS 
    Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this Qualification.

    Particular moderation and accreditation requirements are:
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the Unit Standards that make up this Qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQA's and in terms of the moderation guideline detailed here.
  • Moderation must include both internal and external moderation of assessments for the Qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the Qualification.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • 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 
    Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Qualification. Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the Qualification and any of the Unit Standards that make up this Qualification.

    To register as an assessor, the following are required:
  • Detailed documentary proof of relevant Qualification/s, practical training completed, and experience gained at a NQF level above the level of this Qualification.
  • NQF recognised assessor credit.

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the Unit Standards to ensure assessment is integrated rather than fragmented. The learner must be declared competent in terms of both the Qualification purpose and its exit level outcomes.
  • Where assessment across Unit Standard titles or at Unit Standard title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies.

    In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
  • Measuring the quality of the observed practical performance as well as the theory and underpinning knowledge.
  • Using methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance.
  • Maintaining a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the Qualification.
  • Taking into account that the relationship between practical and theoretical components is not fixed, but varies according to the type and level of Qualification.

    All assessments should be conducted in line with the following well-documented principles:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manage: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.
  • Integrate into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as close as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the learner being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Learners for assessment understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar than the judgement that would be made by other assessors. 
    		•

    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  11813  Apply knowledge of self in order to make a life decision  Level 2  NQF Level 02  3 
    Core  119360  Build community relations  Level 2  NQF Level 02  10 
    Core  119357  Describe community dynamics  Level 2  NQF Level 02  12 
    Core  119358  Encourage community awareness and participation  Level 2  NQF Level 02  12 
    Core  119359  Explain the implications of policies that impact on communities  Level 2  NQF Level 02  12 
    Core  119361  Facilitate community access to resources  Level 2  NQF Level 02  10 
    Core  119356  Organise community group activities  Level 2  NQF Level 02  12 
    Core  14911  Participate in formal meetings  Level 2  NQF Level 02  3 
    Fundamental  8963  Access and use information from texts  Level 2  NQF Level 02  5 
    Fundamental  9009  Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems  Level 2  NQF Level 02  3 
    Fundamental  7480  Demonstrate understanding of rational and irrational numbers and number systems  Level 2  NQF Level 02  3 
    Fundamental  9008  Identify, describe, compare, classify, explore shape and motion in 2-and 3-dimensional shapes in different contexts  Level 2  NQF Level 02  3 
    Fundamental  8962  Maintain and adapt oral communication  Level 2  NQF Level 02  5 
    Fundamental  8967  Use language and communication in occupational learning programmes  Level 2  NQF Level 02  5 
    Fundamental  7469  Use mathematics to investigate and monitor the financial aspects of personal and community life  Level 2  NQF Level 02  2 
    Fundamental  9007  Work with a range of patterns and functions and solve problems  Level 2  NQF Level 02  5 
    Fundamental  8964  Write for a defined context  Level 2  NQF Level 02  5 
    Elective  14659  Demonstrate an understanding of factors that contribute towards healthy living  Level 1  NQF Level 01  4 
    Elective  14656  Demonstrate an understanding of sexuality and sexually transmitted infections including HIV/AIDS  Level 1  NQF Level 01  5 
    Elective  14664  Demonstrate knowledge of diversity within different relationships in the South African society  Level 1  NQF Level 01  3 
    Elective  115483  Explain the relationship between society, environment and development  Level 1  NQF Level 01  6 
    Elective  244261  Maintain records and give reports about babies, toddlers and young children  Level 1  NQF Level 01  3 
    Elective  244263  Prepare an environment for babies, toddlers and young children  Level 1  NQF Level 01  3 
    Elective  120308  Apply knowledge of self in order to make a personal decision  Level 2  NQF Level 02  3 
    Elective  116121  Apply sustainable farming practices to conserve the ecological environment  Level 2  NQF Level 02  5 
    Elective  114950  Apply ways of leading in different situations  Level 2  NQF Level 02  3 
    Elective  116991  Assist in establishing a disability friendly environment  Level 2  NQF Level 02  8 
    Elective  117007  Assist in the establishment of good nutrition  Level 2  NQF Level 02  12 
    Elective  244255  Care for babies, toddlers and young children  Level 2  NQF Level 02  10 
    Elective  12618  Demonstrate a basic understanding of agricultural production systems  Level 2  NQF Level 02  5 
    Elective  12615  Demonstrate a basic understanding of the primary agricultural industry  Level 2  NQF Level 02  2 
    Elective  117894  Demonstrate and apply knowledge and understanding of Gender Equality and Women's Empowerment to raise awareness and promote change  Level 2  NQF Level 02  5 
    Elective  244258  Demonstrate basic understanding of child development  Level 2  NQF Level 02  5 
    Elective  11816  Demonstrate knowledge and understanding of the rights and responsibilities of the individual under the South African Constitution  Level 2  NQF Level 02  2 
    Elective  11817  Demonstrate knowledge and understanding of the structures that reinforce and support human rights in South Africa  Level 2  NQF Level 02  3 
    Elective  115000  Demonstrate understanding of everyday aural texts in X  Level 2  NQF Level 02  4 
    Elective  114998  Demonstrate understanding of selected texts in X  Level 2  NQF Level 02  6 
    Elective  117893  Empower self and others by engaging in dialogue with individuals and small groups in support of Gender Equality and Women's Empowerment  Level 2  NQF Level 02  6 
    Elective  244262  Interact with babies, toddlers and young children  Level 2  NQF Level 02  5 
    Elective  11818  Investigate work opportunities in order to make a personal career/employment decision  Level 2  NQF Level 02  2 
    Elective  120313  Investigate work opportunities in order to make a personal employment or work decision  Level 2  NQF Level 02  2 
    Elective  116995  Participate in health promotion activities  Level 2  NQF Level 02  8 
    Elective  116993  Promote awareness of rights and responsibilities  Level 2  NQF Level 02  2 
    Elective  117879  Promote Gender Equality and Women's Empowerment through collecting, sharing and reporting on information  Level 2  NQF Level 02  6 
    Elective  116064  Recognise and identify the basic functions of the ecological environment  Level 2  NQF Level 02  4 
    Elective  114999  Speak and respond in everyday situations in X  Level 2  NQF Level 02  6 
    Elective  117880  Support Gender Equality and Women's Empowerment by planning and implementing activities within specific contexts  Level 2  NQF Level 02  6 
    Elective  114993  Write texts on relevant topics in X  Level 2  NQF Level 02  4 
    Elective  116534  Carry out basic first aid treatment in the workplace  Level 3  NQF Level 03  2 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.