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

National Diploma: Agricultural Extension 
SAQA QUAL ID QUALIFICATION TITLE
63249  National Diploma: Agricultural Extension 
ORIGINATOR
SGB Agricultural Extension 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
AgriSETA - Agriculture SETA  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 01 - Agriculture and Nature Conservation  Primary Agriculture 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  256  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 9900/00  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2023-06-30   2025-06-30  

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:

Qualifying learners will gain competencies that will promote extension expertise in a sub field in the context of plant/animal production or Land Care by being able to:
  • Apply integrated knowledge, skills and values of the Principles & Philosophy of extension in an intervention.
  • Select and apply inter personal skills which are conducive to an extension setting.
  • Interact with a group towards fulfilling their objectives and goals within their own potential.
  • Apply knowledge of extension management to complement the role of all stakeholders and role players towards sustainable development.
  • Implement and manage an extension project plan, meeting the objectives and criteria within an extension programme.
  • Design a farm plan based on natural resources for the development and implementation of a sound production strategy ensuring sustainable resource utilization.
  • Collect and analyze appropriate data to provide support and to participate in the development of an agri business plan.
  • Implement an integrated sustainable production system to ensure the quality and quantity of the produce.

    Rationale:

    Learners who wish to enter extension as a profession need knowledge and skills to work in the complex and rapidly changing agricultural environment.

    The Department of Agriculture initiated the development of this qualification based on a research study conducted in all the provinces suggesting active skills enhancement. The research culminated in "An Agricultural Education and Training Strategy" which outlines the need for training of extension officers to support small scale farmers to be able to produce for profit including addressing poverty, managing food security and natural resources.

    This qualification is aimed at learners who wish to enter a career in extension and have acquired experience in related sub fields of technical skills, experience and knowledge. Qualifying learners could render services to: Farmers, farm workers, Rural communities, Departments of Agriculture (National and Provincial), Community Based Organisations, NGOs, Faith-based organisations, Universities, Agricultural Colleges, Local Governments, Department of Water Affairs and Forestry, Social and Economic cluster departments, Private sector (e.g. producer orgs. Coops, service provider), Agricultural Research Council, Department of Economic/Environmental Affairs and Tourism.

    Extension is recognised to be multi- and inter-disciplinary in nature. It overlaps largely with other behavioural sciences, which have the common purpose of understanding human behaviour, and in this regard it shares certain interests with disciplines in the human and natural science.

    However, because extension is an applied discipline it focuses not only on the understanding, but also on the change of behaviour.

    Services rendered by a qualifying learner would further the participation of target communities in development programmes and increase the sustainability of specific development projects and programmes for improved and accelerated upliftment of their livelihoods.

    This qualification provides benefits to the economy and society as it addresses the skills shortage as identified in the National Skills Development Act of 1998 and the Critical and Scarce skills identified by the Department of Labour. Furthermore, it supports the national initiatives of the National Department of Agriculture as explained in the following strategic documents:
  • National Education and Training Strategy for Agriculture and Rural Development in South Africa - Department of Agriculture 2005.
  • Norms and Standards for Extension and Advisory Services in Agriculture - Department of Agriculture June 2005.
  • The Strategic Plan for South African Agriculture - Department of Agriculture 2003.

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

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner is competent in Communication and Mathematical Literacy at NQF Level 4 and in other related technical knowledge such as animal production, plant production, or nature conservation.

    Recognition of Prior Learning:

    The structure of this unit standards based qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience.

    The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining this qualification.

    If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

    Access to the Qualification:

    Open Access. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of:
  • Fundamental 24 credits.
  • Core 178 credits.

    Electives:
    The leaner must choose any of the Specializations.

    Plant production:
  • 116429: Apply integrated pest management principles; Level 5; 10 Credits.
  • 116419: Develop and implement a food safety and quality management system in an agricultural supply chain; Level 5; 7 Credits.
  • 116431: Describe biological processes in plant physiology; Level 5; 9 Credits.
  • 116427: Develop a propagation plan for any agricultural production system; Level 5; 9 Credits.
  • 116409: Develop and implement plant manipulation methods; Level 5; 8 Credits.
  • 116371: Manage soil systems; Level 5; 10 Credits.
  • 116414: Develop suitable irrigation systems; Level 5; 10 Credits.
  • 116373: Manage the harvesting process of agricultural crops; Level 5; 10 Credits.

    Total: 73 Credits.

    Or

    Animal production:
  • 116336: Understand juvenile animal rearing practices; Level 5; 8 Credits.
  • 116430: Apply and plan animal nutrition; Level 5; 12 Credits.
  • 116388: Evaluate animal anatomy and physiology systems; Level 5; 10 Credits.
  • 116399: Dissect animals; Level 5; 5 Credits.
  • 116393: Evaluate animal health systems; Level 5; 8 Credits.
  • 116390: Harvest animal products; Level 5; 9 Credits.
  • 116385: Integrate sustainable breeding and selection methods; Level 5; 10 Credits.

    Total: 62 Credits.

    Or

    Land Care Management:
  • 14600: Analyse community and conservation issues; Level 5; 12 Credits.
  • 253972: Control soil erosion; Level 5; 5 Credits.
  • 8386: Implement integrated catchment management; Level 5; 4 Credits.
  • 13647: Investigate options for improved environmental management and sustainable living; Level 5; 16 Credits.
  • 14020: Monitor budgets related to community projects; Level 5; 8 Credits.
  • 13649: Apply fundamental knowledge of environmental ethics to a field of work or study; Level 5; 6 Credits.
  • 117871: Facilitate learning using a variety of given methodologies; Level 5; 10 Credits.
  • 8408: Plan and coordinate problem plant control programme; Level 5; 4 Credits.
  • 116371: Manage soil systems; Level 5; 10 Credits.

    Total: 75 Credits.

    Other Electives - Or electives for any relevant technical sub-field or work setting.

    To obtain this qualification a minimum of 256 credits is required. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply integrated knowledge, skills and values of the Principles & Philosophy of extension in an intervention.
  • Range for intervention includes but not limited to: Programmes, projects, setting, plan.

    2. Select and apply interpersonal skills which are conducive to an extension setting.
  • Range for inter personal skills includes but not limited to: One to one; face to face, group, mass media.

    3. Interact with a group towards fulfilling their objectives and goals within their own potential.

    4. Apply knowledge of extension management to complement the role of all stakeholders and role players towards sustainable development.

    5. Implement and manage an extension project plan, meeting the objectives and criteria within an extension programme.

    6. Design a farm plan based on natural resources for the development and implementation of a sound production strategy ensuring sustainable resource utilization.

    7. Collect and analyze appropriate data to provide support and to participate in the development of a business plan.
  • Range for data: Financial, input, price tendencies, production volumes; export opportunities, market access; climate.

    8. Implement an integrated sustainable production system to ensure the quality and quantity of the produce.
  • Range for system not limited to: Plant production, animal production, land use.

    Critical Cross-field Outcomes (CCFO):

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

    Unit Standard CCFO Working:
  • Work effectively with others when participating on project teams as well as multi-disciplinary teams.

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

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

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

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

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

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

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Community dynamics are observed and interpreted to plan an intervention which mobilizes community participation.
  • Extension approaches are selected and applied according to the interpretation of organizational and institutional structures.
  • The philosophies and principles of extension are described and considered for different settings.
  • Extension ethics are explained and applied in a professional manner.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The theory of basic communication is interpreted and applied in an extension intervention.
  • Coaching and mentoring strategies are developed to promote experimentation and learning within communities.
  • The fundamentals of behavior are applied when interacting with beneficiaries of an extension intervention.
  • The effect of personal characteristics and traits is identified and counteractive approaches are considered for different target groups.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The principles of group dynamics are considered and applied when working with a group in an extension programme.
    > Range principles not limited to: Leadership, atmosphere, communication, group size, cohesion.
  • Relevant processes to change are considered to enhance development in communities.
  • Group facilitation skills are applied to explore the full potential of a group.
  • The role of groups are recognized and explored in the broader context of community development.
  • Group participation is encouraged to ensure optimum functionality and empowerment of a group.
  • Group activities within different groups are coordinated to ensure optimum development.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The political, institutional and legislative environment is considered and adhered to in the designing and planning of extension/development programmes.
  • Context within which the client/beneficiaries operates is explained within a macro setting with reference to the impact of all systems on development.
    > Range for systems includes but not limited to: Funding, agricultural input/output, value chain, resources, extension agents, economy.
  • The role and functions of multi-disciplinary teams are considered to interact and participate meaningfully in development initiatives.
  • Networks are established to improve the support base in extension management.
  • Full pro-active participation in the analysis, planning and management of a sustainable enterprise is obtained taking into consideration a volatile and competitive business environment.
    > Range for enterprise includes but is not limited to agri-business, value-adding enterprise, craft enterprise, service industry.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • All the phases of a project cycle are managed to meet the objectives and criteria as identified with the beneficiaries.
    > Range project cycle; Initiation, Planning, design, execution and evaluation.
  • Managerial principles are applied to ensure the effective and efficient implementation of the project plan.
    > Range managerial principles not limited to: Plan, organize, lead and control.
  • Communication structures within the project are followed to support the flow of information to all stakeholders.
  • All relevant data is collected and recorded in a format suitable for analysis and interpretation.
  • Interventions and opportunities for the transfer of technology are integrated in the project plan.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Natural resources are evaluated according to existing scientific criteria.
    > Range scientific criteria not limited to: Carrying capacity, soil classification; physical and chemical properties; climatic data; topography; water, catchments.
  • A physical farm plan is designed based on the evaluation of the resources.
  • A land-use plan is designed and implemented for sustainable production.
  • A production plan is designed and implemented considering the impact of resources and markets on the sustainability of the production process.
    > Range of resources: Technology, economic, human, natural and physical resources.
  • A strategic management and maintenance plan for equipment, infrastructure and implements is designed and implemented for economic and sustainable production.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Financial statements are analyzed and interpreted with the view to generate sound managerial information.
  • A data collection plan is developed and managed to identify suitable enterprises to make sound managerial decisions.
    > Range for enterprise includes but is not limited to agri-business, value-adding enterprise, craft enterprise, service industry.
  • An input chain is planned and managed to support the economic viability of an enterprise.
  • Various farming systems and trends are optimized and integrated within related enterprises.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Risk management plans are developed to reduce vulnerability and insecurity against the disastrous effects of hazards such as, climatic extremes, fires, theft, problem animals and plants.
  • The anatomical, physiological and bio-chemistry processes are interpreted to improve production processes within an ecological system/situation.
  • Scientific re-production and manipulation practices and sound selection criteria are considered for sustainable and economical yield.
  • Scientific nutrition principles are implemented to support quantity and quality of production.
  • Integrated pest and disease management principles are implemented to ensure a healthy and safe production environment and products.
  • Sound physical maintenance practices and sanitation are applied for qualitative and quantitative production.
  • Effective Harvest/utilization practices are performed to ensure sustainable quality and quantity of the produce.

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

    INTERNATIONAL COMPARABILITY 
    Comparison with similar qualifications internationally is difficult to establish. Traditionally extension is treated in one of three ways internationally:
  • As a top-up qualification to a previously acquired agricultural qualification.
  • As modules within a technical agricultural qualification (e.g. National Diploma: Plant Production).
  • A general qualification without a technical agricultural focus.

    Further, internationally extension is usually either offered as agricultural extension or as extension education. The qualifications sit within agricultural faculties of universities, education faculties of universities and in agricultural training institutes. In other cases, extension is offered as an area of learning within an agricultural qualification. This qualification fits into the third category cited above. It is aimed at a more generic qualification that can be applied to a number of technical specialisations and qualifications. It is also designed to accommodate the unique transitional issues facing South Africa.

    Comparison within SADC:

    No one-year diplomas or certificates were found in the SADC region (other than within South Africa) that could be compared to this qualification.

    The Universities of Namibia and Swaziland each offer a 3-year diploma in agriculture in which agricultural extension features significantly. The areas of learning covered are similar to those in this qualification but to a very limited degree. Again, however, these are both 3-year diplomas unlike the proposed diploma.

    Comparison with other International Institutions:
  • University of Mauritius:
  • Certificate in Agricultural Extension:
  • One-Year Qualification:

    The University or Mauritius offers a Certificate of Agricultural extension. The course is designed to train the students to develop a good understanding of the principles and theory underlying agricultural extension. On successful completion of the programme, they will be able to apply these practical extension works and have the ability to evaluate extension activities and programmes.

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

    It covers areas of learning similar to those in the SAQA qualifications including:
  • Extension principles and methods.
  • Management of extension programmes.
  • Communication and media in extension.
  • Farming systems research.
  • Social aspects of agriculture.
  • Data analysis and computing techniques.
  • Agricultural organisation and services.

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

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

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

    The qualification is grounded in agriculture and is more directly concerned with education. As such it is dissimilar to the proposed certificate.

    One area of similarity to the proposed diploma is:
  • Programme Planning in Agricultural and Extension Education.

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

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

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

    This qualification is open to learners who have completed a first degree or who hold a recognised technical or professional qualification in addition to practical experience or other qualifications of special relevance to the course of studies. This is a very similar approach to the proposed certificate in that it is intended for learners (especially learners with field experience) in a technical field to which they can add an extension qualification. Again, although it is embedded in agriculture, this diploma has much in common with the proposed certificate.

    The areas of similarity to the proposed diploma are:
  • Community Analysis.
  • Extension Philosophy and Principles.
  • Communications Theory and Practice.
  • Current Issues in Agricultural & Rural Development.
  • Managing Extension for Agricultural and Rural Development.
  • Rural Social Systems.

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

    Other institutions included in the search for international comparability included the following:
  • Bahir Dar University, Ethiopia (Management Department: Business Economics Faculty).
  • Bangladesh Open University, Bangladesh.
  • Botswana College of Agriculture, Botswana.
  • Bukalasa Agric College, Uganda.
  • Ewing Christian College, India (Allahabad Agricultural Institute).
  • Guru Ghasidas University, India (Faculty of Adult, Continuing Education and Extension).
  • Indian Institute of Technology, Kharagpur, India (Rural Development Centre).
  • Maharajah Sayajirao University of Baroda, India (Department of Extension and Communication: Faculty of Home Science).
  • Ministry of Agriculture, India (Institute of Agricultural Extension Management).
  • Ohio State University, USA.
  • University of Bath, UK.
  • University of Kerala, India (Centre for Adult, Continuing Education and Extension).
  • University or Mauritius.
  • University of Melbourne, Australia (Institute of Land and Food Resources).
  • University of New South Wales, Australia, (Hawkesbury College of Advanced Education).
  • University of Queensland, Australia.
  • University of Reading, UK (International and Rural Development Department).
  • University of Science and Technology, Ghana.
  • University of the West Indies, Trinidad & Tobago (Department of Agricultural Economics and Extension).

    Conclusion:

    In conclusion, the proposed Diploma compares very favourably with similar level extension qualifications offered by numerous institutions internationally. It covers the essential areas of extension that are used internationally, but in addition to accommodating more traditional agricultural extension (including agribusiness, and plant and animal production), it is constructed to address areas of particular concern to South Africa such as Land Care as well at the transformational issues peculiar to South Africa particularly in agriculture, land reform and Black economic empowerment. 
    		•

    ARTICULATION OPTIONS 
    The Diploma: Extension Level 5 articulates horizontally and vertically with the following learning programmes and qualifications in the "Extension field".

    Horizontal Articulation:
  • ID 49011: National Diploma: Animal Production at NQF Level 5.
  • ID 49010: National Diploma: Plant Production at NQF Level 5.
  • ID 49626: National Certificate: Land Care Facilitation at NQF Level 5.
  • ID 59949: National Certificate: Natural Resource Management: Terrestrial at NQF Level 5.

    Vertical Articulation:
  • ID 59550: National Certificate: Agricultural Extension at NQF Level 6.
  • Bachelor of Agriculture: Extension at NQF Level 6.
  • Bachelor of Science: Agriculture: Livestock Science and Agricultural Extension at NQF Level 6. 
    		•

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

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • To be competent in the planning and conducting assessment of learning outcomes as described in the unit standard: Plan and conduct assessment of learning outcomes NQF Level 5.
  • A relevant tertiary qualification above the level of the qualification and/or 3 years experience in the relevant field.
  • To be registered with the relevant Education and Training Quality Assurance Body. 
    		•

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

    NOTES 
    As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  116428  Analyse and interpret the financial statements and physical records in an agri-business to generate managerial information  Level 5  Level TBA: Pre-2009 was L5  11 
    Core  252469  Apply group dynamic principles in order to guide a group towards independence and sustainability  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  252463  Apply the fundamentals in the practice of extension as a profession  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  252490  Demonstrate an understanding of extension management  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  116425  Design a natural resource management plan  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  116426  Develop a production and strategic plan for the agricultural business  Level 5  Level TBA: Pre-2009 was L5  11 
    Core  252476  Develop and implement an extension programme plan  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  116412  Develop and manage a data collection plan to support an agricultural enterprise  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  252473  Develop and update networks for extension delivery  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  252471  Display cultural awareness in dealing with clients and extensionists  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  252478  Establish sustainable extension structures in a community  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  252475  Evaluate an extension programme in a simple setting  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  252477  Facilitate a group to achieve a stated objective or solve a problem  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  252474  Implement strategies for behaviour change and innovation  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  116382  Manage an input chain  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  116384  Manage and control resources in a sustainable manner  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  116337  Optimise and integrate various farming systems and trends within related enterprises  Level 5  Level TBA: Pre-2009 was L5  11 
    Core  116324  Plan a farm and select a site  Level 5  Level TBA: Pre-2009 was L5  9 
    Core  8663  Plan and conduct a research project  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  252464  Plan and implement interventions and opportunities for transfer of technology  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  252897  Facilitate behaviour change and innovation in extension  Level 6  Level TBA: Pre-2009 was L6  20 
    Fundamental  8662  Analyse and communicate workplace data  Level 5  Level TBA: Pre-2009 was L5  5 
    Fundamental  8648  Demonstrate an understanding of professional values and ethics  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  252894  Use non-verbal communication in extension and development  Level 6  Level TBA: Pre-2009 was L6  5 
    Fundamental  252994  Use verbal communication in extension and development  Level 6  Level TBA: Pre-2009 was L6  5 
    Fundamental  252954  Use written communication in extension and development  Level 6  Level TBA: Pre-2009 was L6  5 
    Elective  14600  Analyse community and conservation issues  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  116430  Apply and plan animal nutrition  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  13649  Apply fundamental knowledge of environmental ethics to a field of work or study  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  116429  Apply integrated pest management principles  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  253972  Control soil erosion  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  116431  Describe biological processes in plant physiology  Level 5  Level TBA: Pre-2009 was L5  9 
    Elective  116427  Develop a propagation plan for any agricultural production system  Level 5  Level TBA: Pre-2009 was L5  9 
    Elective  116419  Develop and implement a food safety and quality management system in an agricultural supply chain  Level 5  Level TBA: Pre-2009 was L5  7 
    Elective  116409  Develop and implement plant manipulation methods  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  116414  Develop suitable irrigation systems  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  116399  Dissect animals  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  116388  Evaluate animal anatomy and physiology systems  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  116393  Evaluate animal health systems  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  117871  Facilitate learning using a variety of given methodologies  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  116390  Harvest animal products: animal products systems  Level 5  Level TBA: Pre-2009 was L5  9 
    Elective  116385  Integrate sustainable breeding and selection methods  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  13647  Investigate options for improved environmental management and sustainable living  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  116371  Manage soil systems  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  116373  Manage the harvesting process of agricultural crops  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  14020  Monitor budgets related to community projects  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  116336  Understand juvinile animal rearing practices  Level 5  Level TBA: Pre-2009 was L5  8 


    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. Afgri Operations (Pty) Ltd 
    2. Afrivet Training Services (Pty) Ltd 
    3. Agri RDA Holdings Pty Ltd 
    4. Akani Training and Development 
    5. Brace Naveg Jv 
    6. Brightspark Academy 
    7. Dennilton Farms Pty Ltd 
    8. Giliana College of Agriculture and Management 
    9. Hupco Communications 
    10. HYGRO TRAINING COLLEGE (Pty) LTD 
    11. Kompliancelady 
    12. LFP AGRI (PTY) LTD 
    13. Mzansi Agricultural College 
    14. Mzansi Farming Pty Ltd 
    15. Nandzu Trade and General Projects 
    16. New Hope Revival Organisation 
    17. Nistro Consulting 
    18. Nothoka Business Enterprise Cc 
    19. Orange Language Institute (Pty) Ltd 
    20. Potchefstroom College of Agriculture 
    21. Shadtonez Projects Pty Ltd 
    22. SOUTHERN AFRICAN YOUTH MOVEMENT 
    23. Toutele Agriculture College South Africa Pty Ltd 
    24. TPLR and Training Services (PTY) LTD 


    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.