|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:|
|National Certificate: Development Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49600||National Certificate: Development Practice|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|Was ETDP SETA until Last Date for Achievement||OQSF - Occupational Qualifications Sub-framework|
|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 3||NQF Level 03||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification is replaced by:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|66749||National Certificate: Community Development||Level 3||NQF Level 03||120||Complete|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
This Qualification aims at ensuring that qualified learners can support and cultivate critical thinking and decision-making among community members, gain project administration and, therefore, leadership competence. Qualified learners are able to participate in decision-making, and facilitate bridge building between and cohesion among government departments, and government and communities, and can participate effectively in poverty eradication initiatives. Achieving this Qualification prepares learners for NQF Level 4 learning. The purpose of the Qualification for individuals is recognition, and improved access to learning and employment systems. By setting a minimum standard, the quality of development practice education and training will improve, and, therefore, the general field of education, training and development.
The Qualification provides learners with credits on the National Qualifications Framework that articulates with other Qualifications by means of various Unit Standards that form part of this and other Qualifications. It facilitates access to, and mobility and progression within education, training and development, and career paths in development practice and related fields. By crediting learning achievements, the many development practitioners who have not had access to the education and training system will receive recognition for their existing competences, redressing past unfair discrimination in education, training and employment opportunities. At the core of development practice lies the full personal development of each learner and those they work with, and the social and economic development and transformation of the nation at large, including the eradication of poverty.
Qualified learners are capable of:
Qualifying learners are also required to elect to be capable of:
Qualified learners operate as development practitioners in community-based organisations. They are generally not yet experts in the field; however, they are able to operate within clearly defined contexts and work and learn within a managed environment, and contribute actively to team effectiveness. This Qualification is aimed at facilitating upward learner progression from NQF Level 2 to NQF Level 4. Typical learners entering this Qualification have already achieved the NQF Level 2 National Certificate in Development Practice, or are entering with a Qualification from a different field/sub-field, generally at a higher level on the NQF (NQF Level 4 and above).
A demand for holders of this Qualification exists in community projects, volunteers, volunteer organisations and civil society organisations such as Non-Governmental Organisations, Community-Based Organisations, Faith-Based Organisations, Government departments such as Local Government, Department of Social Services, Department of Health, and Depart of Labour. Employment opportunities for qualified learners exist as:
Qualified learners can progress to the NQF Level 4 National Certificate in Development Practice (NQF level 4). Added value to the qualifying learner include:
Achievement of this Qualification benefits society and the economy as qualified learners are able to:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Learners are assumed to be competent in Communication and language competence at NQF Level 2, and Mathematical literacy at NQF Level 2.
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?|
|EXIT LEVEL OUTCOMES|
|1. Facilitate development activities in community settings.
2. Gather information regarding communities that is relevant for development.
3. Identify existing and potential conflict in community activities that impact on development practice.
4. Enhance sustainability of development interventions.
5. Create a conducive environment for development interventions in non-structured situations.
6. Present information to stakeholders about community activities.
> Range: Information includes minutes, reports, proposals, correspondence, messages, etc.
7. Advocate and organise campaigns and activities appropriate for specific community needs.
8a. Ensure the protection of human rights through support activities.
> Range: Supporting activities can include home based care, creating inclusive ECD learning environments, analysis of gender and women empowerment issues, managing diversity, etc.
8b. Produce electronic documents that meet specified requirements.
|ASSOCIATED ASSESSMENT CRITERIA|
> Range: Relevant sources include leaders, structures, stakeholders, etc.
The assessment criteria in the Unit Standards are performance-based, assessing applied competence, 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 occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. 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.
Assessors should keep the following general principles in mind when designing and conducting assessments:
In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
All assessments should be conducted in line with the following well-documented principles:
|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, Unit Standards can be credited at an equivalent level, within the field of community development, namely, "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 community group work skills, social justice, reflective community development practice, and practice and principles in community development work in the core component. Electives include developing community organisations, involving people in community groups, identifying needs in communities, community consultation, purpose and process, effective partnership working, funding and resources for community groups, community development monitoring and evaluation, neighbourhood regeneration, planning for community groups, community publicity skills, financing a community project, organising and managing a community project and representing a community of interest and identity. All these components are included in the South African Qualifications.
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, and health work. Although there is no Qualification at the equivalent level of this South African Qualification, the Certificate IV in Community Development contains some aspects that are comparable to this Qualification. Similar core components include: support community participation; work effectively with culturally diverse clients and co-workers; apply a community development framework; work within specific communities; meet information needs of the community; and develop community resources. Core components not covered in the South African Qualification include: implement a community development strategy; utilise specialist communication skills to build strong relationships; implement and monitor occupational health and safety policies and procedures for a work place; maintain an effective work environment; and develop and implement community programmes. The elective components that are common between the Australian and South African Qualifications are: conduct a community meeting; work effectively in a cross cultural context; undertake systems advocacy; provide advocacy and representation, provide community education projects, support community action; identify and respond to children and young people at risk of harm; respond holistically to client issues; plan and conduct group activities; maintain effective networks; and undertake research activities. The Australian Qualification also includes the following aspects that are included only in a higher level South African Qualification: maintain and protect culture; co-ordinate the provision of services and programmes; support group activities; and recruit and coordinate volunteers.
|Vertical articulation is possible with all Further Education and Training Certificates at NQF Level 4 through the fundamental component, as well as the Further Education and Training Certificate: Development Practice (NQF Level 4), the National Certificate: Early Childhood Development (NQF Level 4), the National Certificate: Generic Project Management (NQF Level 4), and the National Certificate: Fundamental Ancillary Health Care (NQF Level 2), and the National Certificate: ECD (NQF Level 4). Horizontal articulation on the NQF is possible with all NQF Level 3 Qualifications through the fundamental component and specifically the National Certificate: Management (NQF Level 3).|
|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:
|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:
|This qualification has been replaced by qualification 66749, which is "National Certificate: Community Development", Level 3, 120 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||119517||Advocate and lobby community issues||Level 3||NQF Level 03||12|
|Core||119516||Describe ideologies in community contexts||Level 3||NQF Level 03||10|
|Core||119515||Develop networks for development practice||Level 3||NQF Level 03||6|
|Core||119519||Lead group discussions||Level 3||NQF Level 03||6|
|Core||119518||Mobilise communities around specific issues||Level 3||NQF Level 03||10|
|Core||9533||Use communication skills to handle and resolve conflict in the workplace||Level 3||NQF Level 03||3|
|Core||12544||Facilitate the preparation and presentation of evidence for assessment||Level 4||NQF Level 04||4|
|Core||13947||Motivate a team||Level 4||NQF Level 04||6|
|Core||10134||Participate in the estimation and preparation of cost budgets for an element of work and monitor and control actual cost against budget||Level 4||NQF Level 04||6|
|Core||10133||Schedule project activities to facilitate effective project execution||Level 4||NQF Level 04||8|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||9010||Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations||Level 3||NQF Level 03||2|
|Fundamental||9013||Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 3||NQF Level 03||4|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||9012||Investigate life and work related problems using data and probabilities||Level 3||NQF Level 03||5|
|Fundamental||8973||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||7456||Use mathematics to investigate and monitor the financial aspects of personal, business and national issues||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Elective||117884||Demonstrate an understanding of gender violence||Level 2||NQF Level 02||4|
|Elective||117896||Demonstrate an understanding of how media contributes to gender stereotyping||Level 2||NQF Level 02||5|
|Elective||117889||Demonstrate an understanding of Victim Empowerment||Level 2||NQF Level 02||6|
|Elective||117883||Demonstrate an understanding of violence and victimisation affecting children and youth||Level 2||NQF Level 02||5|
|Elective||117881||Demonstrate an understanding of volunteerism||Level 2||NQF Level 02||3|
|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||117885||Develop and support communities in Victim Empowerment||Level 2||NQF Level 02||5|
|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||117879||Promote Gender Equality and Women's Empowerment through collecting, sharing and reporting on information||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||117179||Apply basic communication skills in interactions with children and youth at risk||Level 3||NQF Level 03||5|
|Elective||12838||Create an inclusive anti-bias learning environment in ECD settings||Level 3||NQF Level 03||12|
|Elective||117172||Demonstrate a basic understanding of the fundamentals of child and youth care work||Level 3||NQF Level 03||10|
|Elective||117181||Demonstrate basic caring skills for children and youth at risk||Level 3||NQF Level 03||6|
|Elective||117895||Demonstrate how society and socially constructed roles impact on gender attitudes and behaviours and contribute to women's oppression||Level 3||NQF Level 03||8|
|Elective||114996||Demonstrate understanding of a range of aural texts in X||Level 3||NQF Level 03||4|
|Elective||114947||Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable||Level 3||NQF Level 03||3|
|Elective||114932||Explain how to manage diversity in the workplace||Level 3||NQF Level 03||2|
|Elective||7567||Produce and use spreadsheets for business||Level 3||NQF Level 03||5|
|Elective||7575||Produce presentation documents for business||Level 3||NQF Level 03||5|
|Elective||7570||Produce word processing documents for business||Level 3||NQF Level 03||5|
|Elective||117177||Promote and uphold the rights of children and youth||Level 3||NQF Level 03||4|
|Elective||117493||Provide information about HIV and AIDS and treatment options in community care and support situations||Level 3||NQF Level 03||6|
|Elective||117004||Provide support relating to home based care||Level 3||NQF Level 03||16|
|Elective||115001||Speak and respond by combining learnt vocabulary and structures in X||Level 3||NQF Level 03||6|
|Elective||12839||Support children and adults living with HIV/AIDS in ECD settings||Level 3||NQF Level 03||8|
|Elective||114997||Understand and interpret selected texts in X||Level 3||NQF Level 03||6|
|Elective||114994||Write a limited variety of texts in X||Level 3||NQF Level 03||4|
|Elective||119274||Select learning support materials and assistive technology for inclusive settings||Level 4||NQF Level 04||12|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
|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.