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

Further Education and Training Certificate: Community Development 
SAQA QUAL ID QUALIFICATION TITLE
67509  Further Education and Training Certificate: Community Development 
ORIGINATOR
Task Team - Community Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  SFAP - Sub-framework Assignment Pending 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  125  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 9999/99  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
23094  Further Education and Training Certificate: Development Practice  Level 4  NQF Level 04  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This Further Education and Training Certificate Qualification has been designed for people who are interested or involved in planning and implementing a variety of community development initiatives and processes across a variety of social and economic contexts. This Qualification forms part of a learning and career pathway in community development and provides access to further learning within the current regulatory framework.

This Qualification will facilitate the development of people who may be fulfilling the role of community development workers towards empowering communities to manage their own integrated, sustainable development and the alleviation of poverty. The Qualification ultimately aims to provide community development workers with the necessary skills and competencies to create a better life for all.

The learners credited with this Qualification would include people interested or involved in community development practice and/or initiatives in one or more of the following sectors:
  • Traditional, Local, Provincial and Central Government.
  • Social Development.
  • Youth Development.
  • Early Childhood Development (ECD).
  • Health.
  • Education (Formal, informal and non-formal).
  • Public Works.
  • Agriculture.
  • Water Affairs and Forestry.
  • Gender Equality and Women's Empowerment.
  • Victim Empowerment.
  • Conflict Management.
  • Civil Society Organisations (CBOs, NGOs and FBOs, Foundations and Trusts).
  • Corporate Social Responsibility.
  • Co-operatives.

    This Qualification will help learner improve their understanding of their role and responsibilities of community development workers and it will provide them with the knowledge, skills, attitudes to operate in an effective and efficient manner within the community arena.

    The successful learner will be able to:
  • Apply theories/approaches of community development in a specific context.
  • Facilitate a community initiative/process.
  • Build and maintain relationship in a specific community context.
  • Plan and manage an integrated community development project in a specific context.
  • Demonstrate understanding of the holistic and integrated regulatory framework impacting on community development in a specific context.

    Rationale:

    South Africa is a country where a large segment of its population is reliant on the services and support of the government, NGOs and other organisations. The community development sector potentially involves more than a million people working in it. It could be said that any project involving development practitioners would fall within this category.

    This Qualification is an important step forward in South Africa's developmental agenda as it will provide some of the fundamental building blocks of the public service and attempts to create a better life for all South African citizens, especially the poor and marginalised communities.

    The Qualification will begin to bridge the gap between the government and those in greatest need of the services provided by the state. As South Africa's developmental agenda evolves in line with the country's broader social and economic imperatives, so does the Qualification.

    This Qualification will be a valuable tool in the community development work environment and in helping the South Africa people enjoy a better life. In short it will help to:
  • Improve social equity and justice.
  • Enhance service delivery by all organisations.
  • Deepen the country's democracy.
  • Contribute to citizen education and development. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Mathematical Literacy at NQF Level 3.
  • Communication at NQF Level 3.

    The above can be achieved either through a previous Qualification, or through the process of Recognition of Prior Learning (RPL), which assesses workplace-based experiential learning.

    Recognition of Prior Learning:

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

    Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence (POE) in the prescribed format and/or undergo a workplace assessment to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes.

    Access to the Qualification:

    Access is open to all learners bearing in mind the learning assumed to be in place. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Qualification is made up of a combination of learning outcomes from Fundamental, Core and Elective components, totalling a minimum of 125 Credits.

    Fundamental component:

    All Unit Standards in the Fundamental Component (56 Credits) are Compulsory.

    The Fundamental Component consists of the following learning, which is compulsory for all learners:
  • Unit standards at Level 4, totalling 16 Credits in Mathematical Literacy.
  • Unit standards at Level 4, totalling 20 Credits in Communication in a First South African Language.
  • Unit standards at Level 3, totalling 20 Credits in Communication in a Second South African Language.

    It is therefore compulsory for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3.

    Core component:

    All unit standards to the value of 56 Credits are compulsory.

    Elective component:

    Learners are to choose a specialisation area and complete a minimum of 13 Credits from the Unit standards listed under that specific specialisation area to attain a minimum of 125 Credits required for certification purposes. The specialisation areas are as follows:

    Volunteerism (Learning Programme ID: 76983)
  • ID 120077: Implement volunteer projects, NQF Level 4, 5 Credits.
  • ID 252179: Manage volunteers in sport, NQF Level 5, 5 Credits.
  • ID 254068: Recruit, induct and manage volunteers, NQF Level 5, 6 Credits.
  • ID 243615: Manage and support volunteers in a community recreation environment, NQF Level 4, 4 Credits.
    (Total Credits 20).

    Early Childhood Development (Learning Programme ID: 76984)
  • ID 244484: Demonstrate knowledge and understanding of the development of babies, toddlers and young children, NQF Level 4, 8 Credits.
  • ID 244481: Evaluate an Early Childhood Development (ECD) service, NQF Level 5, 6 Credits.
  • ID 244462: Work with families and communities to support Early Childhood Development, NQF Level 3, 5 Credits.
  • ID 244472: Prepare early childhood development programmes with support, NQF Level 4, 6 Credits.
  • ID 244259: Support children and adults living with HIV and AIDS, NQF Level 3, 8 Credits.
  • ID 254176: Promote and uphold the rights of children and youth, NQF Level 3, 4 Credits.
    (Total Credits 37).

    Gender (Learning Programme ID: 76985)
  • ID 120036: Analyse the role of institutions in developing and perpetuating gender inequality, NQF Level 4, 5 Credits.
  • ID 120033: Conduct gender audits to deal with, redress equity and diversity within organisations, NQF Level 4, 6 Credits.
  • ID 120031: Promote and inform women's empowerment and gender practices, NQF Level 4, 5 Credits.
  • ID 120030: Identify and apply principles of social justice to empower women at different levels of society, NQF Level 4, 5 Credits.
  • ID 120029: Promote gender equality and women's empowerment through education, training and development, NQF Level 4, 6 Credits.
  • ID 120085: Discuss the benefits and risks of engaging the media in different social contexts, NQF Level 4, 3 Credits.
  • ID 120082: Provide interventions in gender violence, NQF Level 4, 8 Credits.
    (Total Credits 38).

    HIV/Aids (Learning Programme ID: 76986)
  • ID117507: Develop and implement a client ARV treatment plan, NQF Level 4, 6 Credits.
  • ID252532: Provide ongoing counselling and support to individuals infected or affected by HIV/AIDS, NQF Level 4, 3 Credits.
  • ID252533: Provide pre and post HIV test counselling, NQF Level 4, 5 Credits.
  • ID244574: Apply knowledge of HIV/AIDS to a specific business sector and workplace, NQF Level 3, 4 Credits.
  • ID252510: Demonstrate knowledge and understanding of HIV and AIDS, other Sexually Transmitted Infections (STIs) and Tuberculosis (TB) for counselling purposes, NQF Level 4, 3 Credits.
  • ID114491: Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), NQF Level 4, 10 Credits.
  • ID116759: Initiate a ministry in a church or community for people living with HIV/AIDS, NQF Level 4, 10 Credits.
  • ID 252513: Apply established strategies and procedures to deal with risk behaviour and promote personal well being, NQF Level 4, 3 Credits.
    (Total Credits 44).

    Youth (Learning Programme ID: 76987)
  • ID 254185: Apply basic communication skills in interactions with children and youth at risk, NQF Level 4, 8 Credits.
  • ID 254184: Apply behaviour management and support techniques in routine child and youth care work contexts, NQF Level 4,10 Credits.
  • ID 254187: Demonstrate basic interpersonal skills with children and youth at risk, and their families, NQF Level 4, 12 Credits.
  • ID 254180: Demonstrate knowledge of lifespan development theories for application in child and youth care work, NQF Level 4, 5 Credits.
  • ID 254174: Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk, NQF Level 4, 5 Credits.
  • ID 254175: Describe the use of relationships for developmental and therapeutic ends in child and youth work, NQF Level 4, 8 Credits.
  • ID 230447: Describe Youth Development Paradigms, NQF Level 4, 6 Credits.
  • ID 244591: Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable, NQF Level 3, 3 Credits.
  • ID 263918: Demonstrate knowledge and understanding of issues of diversity in a specific South African context, NQF Level 4, 5 Credits.
  • ID 264260: Facilitate a peer education intervention, NQF Level 4, 10 Credits.
  • ID 117865: Assist and support learners to manage their learning experiences, NQF Level 4, 5 Credits.
  • ID 254183: Apply personal development strategies and skills to enhance effective service delivery in child and youth development, NQF Level 4, 7 Credits.
  • ID 119726: Participate in public education and advocacy campaigns in communities, Level 3, 4 Credits.
  • ID 120382: Plan, organise and support project meetings and workshops, NQF Level 4, 4 Credits.
  • ID 254179: Work as part of a team, under supervision, with children and youth at risk, NQF Level 4, 5 Credits.
  • ID 120379: Work as a project team member, NQF Level 4, 8 Credits.
  • ID 242819: Motivate a team, NQF Level 4, 10 Credits.
    (Total Credits 115).

    Victim Empowerment (Learning Programme ID: 76988)
  • ID 120076: Demonstrate an understanding of prevention in victim empowerment, NQF Level 4, 4 Credits.
  • ID 120084: Establish and maintain strategic partnerships and referral systems in the victim empowerment sector, NQF Level 4, 3 Credits.
  • ID 120078: Explain victim empowerment programmes using the public health approach and principles of social justice, NQF Level 4, 3 Credits.
  • ID 120082: Provide interventions in gender violence, NQF Level 4, 8 Credits.
  • ID 120081: Provide support to child victims of abuse, neglect and exploitation, NQF Level 4, 4 Credits.
  • ID 120079: Provide support to victims of serious violent crimes, NQF Level 4, 4 Credits.
  • ID 119721: Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services, NQF Level 4, 8 Credits.
    (Total Credits 34).

    Local Economic Development (Learning Programme ID: 76989)
  • ID 110472: Outline the environment of local government, NQF Level 4, 6 Credits.
  • ID 110475: Demonstrate and apply a knowledge and understanding of the basic economic concepts central to local economic development, NQF Level 4, 6 Credits.
  • ID 110484: Participate in local economic development related meetings and facilitate the necessary flow of local economic development information, NQF Level 4, 6 Credits.
  • ID 110501: Identify and explain the application of a range of concepts and tools for local economic development, NQF Level 4, 8 Credits.
  • ID 110502: Demonstrate and apply knowledge and understanding of the roles, functions and responsibilities of the main stakeholders and role players in local economic development, NQF Level 4, 4 Credits.
    (Total Credits 30).

    Community Development Management (Learning Programme ID: 76990)
  • ID 242842: Plan and prepare for an effective presentation, NQF Level 4, 2 Credits.
  • ID 242839: Research content for a presentation, NQF Level 4, 2 Credits.
  • ID 242810: Manage expenditure against a budget, NQF Level 4, 6 Credits.
  • ID 242817: Solve problems, make decisions and implement solutions, NQF Level 4, 8 Credits.
  • ID 242819: Monitor and build a team, NQF Level 4, 10 Credits.
  • ID 117499: Demonstrate entrepreneurial competence, NQF Level 4, 12 Credits.
    (Total Credits 40).

    Life Skills (Learning Programme ID: 76991)
  • ID 243949: Source information about self-employment opportunities, NQF Level 4, 3 Credits.
  • ID 243947: Develop self within the job role, NQF Level 4, 4 Credits.
  • ID 115391: Demonstrate an understanding of the principles of the internet and the world-wide-web, NQF Level 4, 3 Credits.
  • ID 117928: Describe the application and effect of Information and Communication Technologies (ICT) on society, NQF Level 4, 5 Credits.
  • ID 123459: Manage self-development in the workplace, NQF Level 4, 6 Credits.
    (Total Credits 21).

    Sports (Learning Programme ID: 76992)
  • ID 243299: Adapt available spaces in the community as a sports or fitness facility, NQF Level 4, 5 Credits.
  • ID 243303: Create, improvise and organise sports activities, NQF Level 4, 6 Credits.
  • ID 243300: Lead a community sport activity, NQF Level 4, 12 Credits.
  • ID 243293: Promote sport activity in a community, NQF Level 4, 4 Credits.
    (Total Credits 27). 
    		•

    EXIT LEVEL OUTCOMES 
    On achieving this Qualification, the learner will be able to:

    1. Apply theories/approaches of community development in a specific context.

    2. Facilitate a community initiative/process.

    3. Build and maintain relationships in a specific community context.

    4. Plan and manage an integrated community development project in a specific context.

    5. Demonstrate understanding of the holistic and integrated regulatory framework impacting on community development in a specific context.

    Critical Cross-field Outcomes:

    This Qualification addresses the following Critical Cross-field Outcomes, in the indicated Exit Level Outcomes.

    a) Identifying and solving problems pertaining to the facilitation and managing of an integrated community development project.
    b) Working effectively with others to build and maintain relationships related to community needs and responses.
    c) Organising and managing oneself and one's activities when supporting community development initiatives/processes.
    d) Collecting, analysing, organising and critically evaluating information which has an impact on community development in specific context.
    e) Communicating effectively when dealing with stakeholders and facilitating and responding to an integrated community development project.
    f) Using science and technology effectively and critically when preparing and distributing reports based on the needs and requirements of a specific community development initiative.
    g) Demonstrating an understanding of the world as a set of related systems where meeting the needs of a particular community has a positive impact on the creation of a better life for all South African citizens.

    All of the above contribute to the full personal development of each learner and the social and economic development of society at large by ensuring they participate as responsible citizens in the life of local, national and global communities in terms of community development issues. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • The concept of community development theories/approaches is explained indicating the advantages to all stakeholders.
  • Theories of community development are explained with examples in terms of their applicability within specific South African contexts.
  • The principles of community development processes are applied within a specific context in a real or simulated environment.
  • The relationship between theory, history and policy are explained in terms of how they relate to each other.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Ways to promote access to resources and services in the context of community development is described in terms of how community needs are supported.
  • Meetings and workshops are implemented, facilitated and evaluated by using systematic processes.
  • Participatory approaches are applied within the community initiative/process.
  • Stakeholder engagement is sought and encouraged in order to enhance sustainability of community development activities.
  • Planning and management of the project is appropriate to meet the specific community develop objectives.
  • Information sharing is described in terms of the advantages to all parties.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Community dynamics are described for a specific community development context.
    > Range: Community dynamics may include but are not limited to conflict management, cultural sensitivity, social protocol, negotiations, gender equity and equality, diversity.
  • The principles and practices of leadership and management are explained and applied within a specific context in community development.
  • Communication with all stakeholders is practised in accordance with specific requirements.
  • Networking practices are explained in terms of how the operate and their benefits for given situations.
  • Conflict situations are dealt with in accordance with accepted international practices.
  • Relationships with all stakeholders are built and maintained in a manner that enhances commitment and buy-in to processes of community development.
  • Advocacy and lobbying concepts are explained in terms of where and how they can be applied to given situations.
  • The impact and use of media/current affairs is explained in terms of supporting and advancing community development.
    > Range: The impact and use of media/current affairs refers to the impact of local, national and international issues on community development.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Project management tools and techniques are used and applied in the context of community development requirements.
  • Leadership and management provided is appropriate to the context.
  • Finances are explained in relation to a specific community development context.
    > Range: Finances may include but are not limited to understanding budgets, fund raising and expenses.
  • Resources are arranged and employed in accordance with the community development plan and objectives.
    > Range: Resources refers to financial and non-financial resources.
  • Research and/or a SWOT analyses are conducted specific to community development requirements and modus operandi.

    Associated Assessment Criteria for Exit Level Outcomes 5:
  • Applicable legislation is identified for a specific target group.
  • The impact of legislation and/or policies is explained for specific community development projects.
  • Legislation is explored in order to enhance the positive impact on community development in South Africa.

    Integrated assessment.

    Integrated assessment at this level will evaluate the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to:
  • Demonstrate competence by means of the practical application of the embedded knowledge in a manner that meets the performance standards required.
  • Illustrate a clear understanding of the concepts, theory and principles that underpin the practical action taken.

    The assessment will require assessment methods that measure and evaluate evidence gathered from on-the-job activities. Since assessment practices must be open, transparent, fair, valid and reliable (ensuring that no learner is disadvantaged in any way whatsoever), an integrated assessment approach is incorporated into the qualification.

    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. Where it is not possible to assess the learner in a workplace, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term integrated assessment implies that theoretical and practical components should be assessed together. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflexive competencies should be assessed. Assessment should further ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated in an integrated way, utilising Assessment Criteria contained within each Unit Standard.

    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, as RPL assessment can be applied subject to the rules and criteria of the relevant ETQA. 
    		•

    INTERNATIONAL COMPARABILITY 
    The purpose of this International Comparability study is to facilitate the development of a meaningful learning path and its associated curriculum incorporating both theoretical and practical vocational skills which will ensure compatibility, comparability and compliance with existing international Qualification specifications and regulations.

    This Qualification was compared with equivalent qualifications and/or courses from a range of countries. The international comparability study showed that many countries do have education, training and development organisations that offer learning interventions in the field of community development. These countries were Scotland, Australia, United Kingdom, Canada, United States of America, Alaska, Bangladesh, Bulgaria, Tanzania and New Zealand.

    Training Qualifications and Courses referred to in this international comparability were:

    Scotland:

    Glasgow Council for the Voluntary Sector (GCVS):

    Course Title: Community Work-Level 2:

    Mandatory:
  • Make relationships within communities.
  • Contribute to the development of community groups/networks.
  • Assisting community groups to prioritise needs, rights and objectives.
  • Work with communities to select options and make plans for collective action.
  • Contribute to collective action within a community.
  • Identify and reflect on own practice, knowledge and values.

    Optional-Choose 1:
  • Contribute to the review of needs, opportunities, rights and responsibilities within a community.
  • Help ensure the best use of resources.
  • Identify and take action to meet own learning and development needs.

    Course Title: Community Work-Level 3:

    Mandatory:
  • Build relationships within and with communities and organisations.
  • Facilitate the development of community groups/networks.
  • Promote and support learning from practice and experience.
  • Support communities to plan and take collective action.
  • Work with communities to identify needs, opportunities, rights and responsibilities.
  • Support communities to monitor and review action for change.
  • Review own practice, knowledge and values.

    Optional-Choose 2:
  • Review and develop funding and resources.
  • Develop people's skills and roles within community groups/networks.
  • Develop and review community-based organisational structures.
  • Facilitate ways of working collaboratively.
  • Support individuals, community groups and communities to deal with conflict.

    The two courses offered by Glasgow Council for the Voluntary Sector (GCVS) on Community Work, are compatible with this Qualification and parts of the Level 3 Qualification. All subject matter is covered in ours but possibly to different level of complexity.

    Course Title: Health and Social Care-Level 3:

    Mandatory:
  • Promote effective communication for and about individuals.
  • Promote, monitor and maintain health, safety and security in the working environment.
  • Reflect on and develop your practice.
  • Promote choice, well-being and the protection of individuals.

    Optional-Choose 4:
  • Contribute to care planning and review.
  • Contribute to planning, monitoring and reviewing the delivery of service for individuals.
  • Support individuals to access and use services and facilities.
  • Support individuals to develop and maintain social networks and relationships.
  • Support the social, emotional and identity needs of individuals.
  • Prepare your family and networks to support individuals requiring care.
  • Contribute to the prevention and management of abusive and aggressive behaviour.
  • Provide frameworks to help individuals to manage challenging behaviour.

    The above course on Health and Social Care, offered by Glasgow Council for the Voluntary Sector (GCVS) is not very compatible with this Level 4 Qualification and its Exit Level Outcomes as it focuses more on the provision of health issues and not community development as a whole.

    Reid Kerr College:

    Course Title: NC-Working with Communities (Levels4/5):
  • Introduction to people and society.
  • Information technology.
  • Skills for effective learning.
  • Communication.
  • Introduction to setting up and working with groups.
  • Work experience.
  • Community work induction.
  • Roles and behaviours.
  • Committee skills.
  • Numeracy.

    Course Title: HNC-Working with Communities (Level 7):
  • Accountability for and management of resources.
  • Social science approaches.
  • Principles and practice.
  • Preparing to work with community groups.
  • Workplace practice.
  • Adult learning.
  • Working with young people.
  • Capacity building.
  • Promoting health.

    The two courses offered by the Reid Kerr College-Working with Communities (Levels4/5) and
    Working with Communities (Level 7), have areas of compatibility and have areas that are different. Their level 4/5 course has modules which are part of our Fundamental component and the Level 7 one has a module on health promotion.

    Australia:

    Chisholm Institute (TAFE Courses) 2 years full time.

    Course Title: Diploma of Community Development.

    Core Subjects:
  • Undertake systems advocacy.
  • Implement a community development strategy.
  • Develop and implement a community development strategy.
  • Develop and implement community programmes.
  • Develop community resources.
  • Support community action.
  • Support community leadership.
  • Develop, implement and promote effective communication techniques.
  • Respond holistically to client issues.
  • Meet statutory and organisational information requirements.
  • Develop new networks.
  • Work with other services.
  • Implement and monitor OHS policies and procedures.
  • Undertake research activities.
  • Develop and implement policies.
  • Manage research activities.

    Elective Subjects:
  • Provide advocacy and representation.
  • Undertake administrative work.
  • Facilitate the development of community capacity to manage place.
  • Establish and maintain community, government and business partnerships.
  • Provide community education projects.
  • Identify and respond to children and young people at risk of harm.
  • Work effectively with culturally diverse clients and co-workers.
  • Assess and deliver services to clients with complex needs.
  • Recruit and co-ordinate volunteers.
  • Provide mentoring support to colleagues.
  • Devise and conduct community consultation.
  • Manage volunteers.
  • Work autonomously.

    The Diploma of Community Development offered by Chisholm Institute, is very compatible with the level 4 FETC Qualification and the contents are included in either the Specific Outcomes or Assessment Criteria. It must be noted that they do offer additional modules, which are included in the Level 3 Qualification and possible Level 5 Qualification.

    Age Concern (Pty) Ltd:

    Course Title: Certificate II in Community Services Work (CHC20202):

    Core Units:
  • Prepare for work in the community services industry.
  • Communicate with people accessing the services of the organisation.
  • Follow the organisations policies, procedures and programs.
  • Work with others.
  • Follow OHS procedures.

    Elective Units:
  • Provide care support that is responsive to the specific nature of dementia.
  • Comply with information requirements of aged care and community care sectors.
  • Respond effectively to difficult or challenging behaviour.
  • Orientation to aged care work.
  • Provide personal care.
  • Provide physical assistance with medication.

    Course Title: Certificate II in Community Services Work (CHC20202):
  • Comply with information requirements of aged care and community care sectors.
  • Work effectively in a home and community care environment.
  • Provide support to the older person.
  • Provide personal care in a home and community care environment.
  • Support the older person to meet their emotional and psychological needs.
  • Provide care support that is responsive to the specific nature of dementia.
  • Facilitate cooperative behaviour.
  • Communicate appropriately with clients and colleagues.
  • Participate in safety procedures for direct care work.
  • Assist with self medication.
  • Orientation to aged care work.
  • Work effectively with culturally diverse clients and co-workers.
  • Orientation to disability work.
  • Provide care and support community.

    The above courses do not compare favourably with this South African Qualification. They offer a more specific subject/method of dealing with health related work and caring for sick people, as opposed to more generic community development competencies.

    United Kingdom:

    University of Westminster-London:

    Course Title: International Community Development (1 year full time):
  • Promoting social and inclusion through issues such as poverty, economic development, housing, health education and urban regeneration.
  • Promoting the perspective that local initiatives need to be placed in a global context.

    This one year course is compatible with certain of the Unit Standards with the South African Level 4 Qualification. It is however pitched at a much higher level of learning (possibly post graduate).

    Faith Based Regeneration Network (FBRN)-London:

    Course Title: Faith Community Development Course:
  • How to organise and manage projects.
  • Tips on working with children and vulnerable adults.
  • Understanding the importance of diversity, faiths and leadership.
  • Visiting five different places of worship.

    The course offered by FBRN is only slightly compatible with this Level 4 Qualification and that is the module on understanding how to manage a project. The rest of the course is very focused on a faith based approach.

    Canada:

    The Community Development Program offered at the Davis Campus in Ontario Course Code: PCWOD provides students with the essential skills necessary to empower others within their local and/or international community to work for social justice by facilitating and influencing meaningful and sustainable change in working for social justice through grassroots involvement and participatory planning.

    Instruction and academic leadership is provided in a positive environment that encourages the exploration of one's self and the community.

    Community Development personnel are involved in various aspects of the community, including:
  • Facilitating and influencing meaningful and sustainable change.
  • Community economic development.
  • Community education.
  • Advocacy and conflict mediation.
  • Health promotion.
  • Partnership and coalition building.
  • Fundraising.
  • Volunteer management.
  • Applied research.

    Students who successfully complete the program will receive a Vancouver Island University diploma. Completion of the program also earns credit towards the Bachelor of Arts in Child and Youth Care degree (available at VIU) and Bachelor of Social Work degree at the University of Victoria.

    Alaska:

    Community Development is integrated into the Social Work degree and is offered through the College of Health and Social Welfare.

    The course comprises of the following:

    SWK A106 Introduction to Social Welfare 3 CR:

    Analyzes social inequality and American social welfare system. Traces historical development of government response to social inequality. Explores historical and
    persisting dilemmas-ethical, political, social, and economic-explicit and implicit in social welfare provisioning. Assists in understanding of social welfare problems and
    their solutions.

    SWK A121 Advocating for Victims of 3 CR:

    Domestic Violence and Sexual Assault:

    Offered only at Matanuska-Susitna College:

    Focuses on developing the skills and knowledge needed to be an effective advocate for victims of domestic violence and sexual assault. Provides historical perspective, identifies physical, sexual and emotional abuse that defines battering. Explains cycle of violence, power and control issues and why women stay in abusive relationships. Identifies five stages of living without violence (denial, self-blame, help seeking, ambivalence and living violence free lives). Discusses ways of helping victims become survivors.

    SWK A122 Introduction to Hospice: Volunteer Training 2 CR:

    Offered only at Matanuska-Susitna College:

    Includes the philosophy of hospice; physical, psycho-social and spiritual needs of the terminally ill and appropriate interventions; care of the family; therapeutic
    communications; death and dying; and bereavement follow-up.

    SWK A206 Introduction to Social Work 3 CR:

    Introduces the profession of social work and its place in the social welfare institution. Emphasis is placed upon consumer-centered, generalist social work and the
    knowledge, skills, abilities, and values necessary for professional practice. Fields of social work practice are studied in terms of the programs and services provided to
    consumer systems and social work's role within these fields.

    SWK A243 Cultural Diversity and Community 3 CR:

    An introduction to the issues of diversity in the United States from a social work perspective. Focuses on sensitivity to populations at risk of discrimination and
    oppression. Knowledge and insights gained through the readings, class discussions, and activities will be applied to students' interactions with clients of community-based partner organizations as part of a required service learning component.

    SWK A330 Social Work Practice I 4 CR:

    Introduces basic interviewing skills and the planned change process for the social work profession. Emphasis will be on understanding and implementing a planned
    change process with individuals, supported by social work values, ethics, skills, and theory. Course includes lecture and interviewing lab.

    SWK A331 Social Work Practice II: 3 CR:

    Generalist social work practice course with emphasis on using the planned change process with organizations and communities. Covers selected theoretical frameworks applicable to professional practice with these macro client systems.

    SWK A342 Human Behavior in the Social Environment 3 CR:

    Identification and analysis of various theoretical frameworks for understanding human behavior with emphasis on interactions between the individual and the
    environment. A social systems model serves as the organizing framework for addressing the behavior and development of individuals, groups, families, organizations, and communities with emphasis on the reciprocal influences between individuals, societal institutions, and diverse economic, political, and psychological
    variables which influence behavior, growth, development, and change.

    SWK A363 Great Books in Social Work 3 CR:

    Focuses on the directed reading of a social work text which has enduring significance for the profession, supplemented by other readings. The focal text and supplemental readings will vary with the instructor.

    SWK A406 Social Welfare: Policies and Issues 3 CR:

    Formulation of social welfare policy as the result of interacting social, political, and economic factors. Emphasis is placed on analyzing various current social welfare
    policies and on methods of influencing policy development and change.

    Bangladesh:

    Many countries, such as the UK, offer a volunteer program for gap year students, as well as fieldwork as part of a degree to partake in Community Development projects in Bangladesh. Such projects include the building of walls, drainage systems, playgrounds and clinics, as well as other duties such as painting. Community development has many facets, and may entail duties ranging from helping build a new medical centre, to setting up a water purification plant. Assisting in educational programmes that focus on health and family planning will directly contribute to potentially reducing overcrowding in the future.

    There are no formal Qualifications for Community Development workers but Community Radio has a very special place in Bangladesh, as a tool to uplift communities. The objective of Network for Radio and Communication(BNNRC) 's intervention is to address crucial social issues at community level, such as poverty and social exclusion, empower marginalized rural groups and catalyze democratic processes and on going development efforts. Community radio speeds up the process of informing the community and therefore acts as a catalyst of change, promotes the right to communicate, assist the free flow of information and opinions, encourage creative expression and contribute to the democratic process and a pluralist society.

    Community radio also provides access to training, production and distribution facilities; encourages local creative talent and fosters local traditions.

    Bulgaria:

    Community Development forms part of the Bachelors degree and is recognized officially as the University specialty: Social Activities/Social Pedagogy. It is mostly offered as part of a Social work degree. The Programs are mainly offered in the Faculties of Education. In some universities Social Work is offered at the Medical Faculty.

    Community Development is integrated into the curriculum of the following universities:

    Trakia University:

    Social Pedagogy in the Faculty of Education. Social Work is in the Medical Faculty.
    In Social Pedagogy Community Development is integrated into the following courses:
  • Interaction in Local Community-it is free-choice module, 4 ECTS,
  • Social Work with Families, 3 ECTS.
  • Social Consulting, 3 ECTS,
  • Social Work with People in Risk, 4 ECTS.

    Sofia University:

    Bachelor Degree program-Social Work-course:
  • Social Work in Community, 4ECTS.
  • Social Work with Unemployed, 4 ECTS.
  • Social Work with Children in Risk, 4 ECTS.
  • Social Work with People with Disability, 4 ECTS.
  • Social Work with Deviant Behavior, 4 ECTS.
  • This is spread over 8 semesters, for 2895 hours.

    Turnovo University:

    Bachelor Degree program-Social Work-has the following courses:
  • Social work with elderly people, 4 ECTS.
  • Social work with minority group, 4 ECTS.
  • Social work with dependants, 4 ECTS.
  • Social work with families, 4 ECTS.
  • Management and organization of NGO`s, 3 ECTS.

    Bachelor Degree program-Social Pedagogy-has the following courses:
  • Social Work in the Institutions for Social care,
  • Social Work with Children in Risk,
  • Social Law and Social Care and others are pedagogically oriented.

    Tanzania:

    Community Development Training Institute (CDTI) Tengeru offers the :

    Advanced Diploma in Community Development course (adcd):

    The three years Advanced Diploma course is designed to impart knowledge, skills and understanding in Community development, all of which are focused on responding to the social and economic needs of the communities. Thus the overall objective of the course is to build and develop capacities for Community Development workers in facilitating communities to mobilize their resources and coordinating community development programmes in response to the priority needs of local communities.

    Course structure, coding and detailed allocation of credits:

    The ADCD course programme is a three years six semesters course consisting of 16 weeks each semester. Candidates should successfully complete a total of 60 credit points, which include field research in the fifth semester of study.

    One academic year consists of two semesters. Each student is expected to spend a total of 30 hrs per week on academic work. The total weekly workload of 30 hrs is assigned 10 credit points per semester. Each course unit (Subject) is assigned a weight depending on the estimate work involve and its relative importance to the course.

    The course can be assigned weight of 1CP, 2cp or 3CP which means that the student is expected to spend 3hrs, 6hrs, 9hrs etc. per week on the course unit:

    1st year courses:
  • CD 311-Introduction to community Development, 78 hours, 2 credits.
  • BUS 311-Principles of Economics, 78 hours, 2 credits.
  • CD 311-Communication Skills, 39 hours, 1 credit.
  • BU 312-Introduction to Accounting, 117 hours, 3 credits.
  • LAW 310-Law, 78 hours, 2 credits.
  • SO 321-Sociology, 117 hours, 3 credits.
  • QM 320-Quantitative methods for community intervention, 78 hours, 2 credits.
  • MGT 321-Public administration, 78 hours, 2 credits.
  • GD 321-Introduction to Gender and Development Theory, 39 hours, 1 credits.
  • DS 320-Development Studies, 78 hours, 2 credits.

    2nd year:
  • SO 232-Social Policy and Social Planning, 117 hours, 3 credits.
  • ES 330-Environment Studies, 39 hours, 1 credit.
  • CD 132-Principles of Community Development,117 hours, 3 credits.
  • IP 130-Integrated Planning, 39 hours, 1 credit.
  • MGT 332-Principles of Management, 78 hours, 2 credits.
  • PPM 141-Project Planning and Management, 78 hours, 2 credits.
  • ST 340-Statistics, 78 hourd, 2 credits.
  • MGT 343-Human Resource Management,78 hours, 2 credits.
  • AE 340-Adult Education, 78 hours, 2 credits.
  • SO 343-Research Methods, 78 hours, 2 credits.
  • DEM 260-Demography, 39 hours, 1 credit.
  • BUS 263-Principles of Marketing, 78 hours, 2 credits.
  • CD 636 Participatory Methods for Data collection and Planning, 78 hours, 2 credits.
  • SO 263 Social Change, 78 hours, 2 credits.

    Third Year:
  • CD 164- Management of Community Development Programmes,117 hours, 3 credits.

    Conclusion:

    Very few countries offer a Qualification with these competencies at the relevant NQF Level. However, many parallels can be drawn when looking at core/compulsory and elective learning areas. Many foreign qualifications are strongly inclined toward medical and/or care-giving such as Social work, and some included learning on self-reflection or awareness of self. The proposed South African Qualification has a much broader range of elective options than offered elsewhere, a range which can be expanded over time.

    The structure of the proposed Qualification is unique to South Africa and is appropriate for the unique needs of social services in this country as well as other neighbouring countries within the Southern Africa region. In short the qualification is at least on par with international comparatives, and may well be best practice as it brings together many of the key elements present in more than one of the foreign qualifications. 
    		•

    ARTICULATION OPTIONS 
    Horizontal articulation is possible with:
  • ID 57428: Further Education and Training Certificate: Youth Development, NQF Level 4.
  • ID 60209: Further Education and Training Certificate: Child and Youth Care Work, NQF Level 4.
  • ID 58396: Further Education and Training Certificate: Community Development: HIV/AIDS Support, NQF Level 4.
  • ID 49131: Further Education and Training Certificate: Community Health Work, NQF Level 4.

    Vertical articulation is possible with:
  • ID 49257: National Certificate: Conflict Management and Transformation, NQF Level 5
  • ID 23095: Higher Education and Training Certificate: Development Practice, NQF Level 5.
  • ID 49710: National Diploma: Development Practice, NQF Level 5.
  • ID 57427: National Certificate: Youth Development, NQF Level 5.
  • ID 64649: Higher Certificate: Early Childhood Development, NQF Level 5.
  • ID 64650: National Diploma: Early Childhood Development, NQF Level 5. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA's (including professional bodies); and in terms of moderation guideline detailed in "Qualification Assessor Criteria.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specifies otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards, Exit Level Outcomes as well as the integrated competence described in the Qualification.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant should:
  • Be registered as an assessor with the relevant ETQA or an ETQA that has a memorandum of understanding with the relevant ETQA.
  • Be in possession of a relevant Qualification at NQF Level 4 or higher. 
    		•

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

    NOTES 
    This qualification replaces qualification 23094, "Further Education and Training Certificate: Development Practice", Level 4, 120 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  119661  Demonstrate knowledge of the foundations of human rights and democracy  Level 4  NQF Level 04  7 
    Core  264980  Demonstrate understanding of political and socio-economic factors that influence community development  Level 4  NQF Level 04  5 
    Core  264976  Demonstrate understanding of the legislation, policies and procedures that underpin community development in a specific context  Level 4  NQF Level 04  4 
    Core  264979  Demonstrate understanding of the process of community development  Level 4  NQF Level 04  10 
    Core  264974  Develop a community profile for a specific community  Level 4  NQF Level 04  6 
    Core  264981  Explain and implement a basic community development project in own work context  Level 4  NQF Level 04  6 
    Core  264978  Explain, discuss and evaluate the stages of human development and how these impact on the needs of a community  Level 4  NQF Level 04  5 
    Core  264977  Explore theories of community development used to engage communities  Level 4  NQF Level 04  5 
    Core  264975  Facilitate learning in a community context  Level 4  NQF Level 04  8 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03  5 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04  5 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04  4 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04  5 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  244574  Apply knowledge of HIV/AIDS to a specific business sector and a workplace  Level 3  NQF Level 03  4 
    Elective  244591  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  119726  Participate in public education and advocacy campaigns in communities  Level 3  NQF Level 03  4 
    Elective  254176  Promote and uphold the rights of children and youth  Level 3  NQF Level 03  4 
    Elective  244259  Support children and adults living with HIV and AIDS  Level 3  NQF Level 03  8 
    Elective  244462  Work with families and communities to support Early Childhood Development  Level 3  NQF Level 03  5 
    Elective  243299  Adapt available spaces in the community as a sports or fitness facility  Level 4  NQF Level 04  5 
    Elective  120036  Analyse the role of institutions in developing and perpetuating gender inequality  Level 4  NQF Level 04  5 
    Elective  254185  Apply basic communication skills in interactions with children and youth at risk  Level 4  NQF Level 04  8 
    Elective  254184  Apply behaviour management and support techniques in routine child and youth care work contexts  Level 4  NQF Level 04  10 
    Elective  252513  Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing  Level 4  NQF Level 04  3 
    Elective  254183  Apply personal development strategies and skills to enhance effective service delivery in child and youth care work  Level 4  NQF Level 04  7 
    Elective  117865  Assist and support learners to manage their learning experiences  Level 4  NQF Level 04  5 
    Elective  120033  Conduct gender audits to deal with redress, equity and diversity within organisations  Level 4  NQF Level 04  6 
    Elective  243303  Create, improvise and organize sport activities  Level 4  NQF Level 04  6 
    Elective  120076  Demonstrate an understanding of prevention programmes in Victim Empowerment  Level 4  NQF Level 04  4 
    Elective  115391  Demonstrate an understanding of the principles of the internet and the world-wide-web  Level 4  NQF Level 04  3 
    Elective  110475  Demonstrate and apply a knowledge and understanding of the basic economic concepts central to local economic development  Level 4  NQF Level 04  6 
    Elective  110502  Demonstrate and apply knowledge and understanding of the roles, function and responsibilities of the main stakeholders and role players in local economic development  Level 4  NQF Level 04  4 
    Elective  254187  Demonstrate basic interpersonal skills with children and youth at risk, and their families  Level 4  NQF Level 04  12 
    Elective  117499  Demonstrate entrepreneurial competence  Level 4  NQF Level 04  12 
    Elective  252510  Demonstrate knowledge and understanding of HIV and AIDS, other Sexually Transmitted Infections (STIs) and Tuberculosis (TB) for counselling purposes  Level 4  NQF Level 04  3 
    Elective  263918  Demonstrate knowledge and understanding of issues of diversity in a specific South African context  Level 4  NQF Level 04  5 
    Elective  244484  Demonstrate knowledge and understanding of the development of babies, toddlers and young children  Level 4  NQF Level 04  8 
    Elective  254180  Demonstrate knowledge of lifespan development theories for application in child and youth care work  Level 4  NQF Level 04  5 
    Elective  254174  Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk  Level 4  NQF Level 04  5 
    Elective  117928  Describe the application and effect of Information and Communication Technologies (ICT) on society  Level 4  NQF Level 04  5 
    Elective  254175  Describe the use of relationships for developmental and therapeutic ends in child and youth care work  Level 4  NQF Level 04  8 
    Elective  230447  Describe youth development paradigms  Level 4  NQF Level 04  6 
    Elective  117507  Develop and implement a client ARV treatment plan  Level 4  NQF Level 04  6 
    Elective  243947  Develop self within the job role  Level 4  NQF Level 04  4 
    Elective  120085  Discuss the benefits and risks of engaging the media in different social contexts  Level 4  NQF Level 04  3 
    Elective  114491  Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS)  Level 4  NQF Level 04  10 
    Elective  120084  Establish and maintain strategic partnerships and referral systems in the Victim Empowerment sector  Level 4  NQF Level 04  3 
    Elective  120078  Explain Victim Empowerment programmes using the public health approach and principles of social justice  Level 4  NQF Level 04  3 
    Elective  264260  Facilitate a peer education intervention  Level 4  NQF Level 04  10 
    Elective  120030  Identify and apply principles of social justice to empower women at different levels of society  Level 4  NQF Level 04  5 
    Elective  110501  Identify and explain the application of a range of concepts and tools for local economic development  Level 4  NQF Level 04  8 
    Elective  120077  Implement volunteer projects  Level 4  NQF Level 04  5 
    Elective  116759  Initiate a ministry in a church or community for people living with HIV/AIDS  Level 4  NQF Level 04  10 
    Elective  243300  Lead a community sport activity  Level 4  NQF Level 04  12 
    Elective  243615  Manage and support volunteers in a community recreation environment  Level 4  NQF Level 04  4 
    Elective  242810  Manage Expenditure against a budget  Level 4  NQF Level 04  6 
    Elective  123459  Manage self-development in the workplace  Level 4  NQF Level 04  6 
    Elective  242819  Motivate and Build a Team  Level 4  NQF Level 04  10 
    Elective  110472  Outline the environment of local government  Level 4  NQF Level 04  6 
    Elective  110484  Participate in local economic development related meetings and facilitate the necessary flow of local economic development information  Level 4  NQF Level 04  6 
    Elective  242842  Plan and prepare for an effective presentation  Level 4  NQF Level 04  2 
    Elective  120382  Plan, organise and support project meetings and workshops  Level 4  NQF Level 04  4 
    Elective  244472  Prepare Early Childhood Development programmes with support  Level 4  NQF Level 04  6 
    Elective  120031  Promote and inform women's empowerment and gender practices  Level 4  NQF Level 04  5 
    Elective  120029  Promote Gender Equality and Women's Empowerment through education, training and development  Level 4  NQF Level 04  6 
    Elective  243293  Promote sport activity in a community  Level 4  NQF Level 04  4 
    Elective  120082  Provide interventions in gender violence  Level 4  NQF Level 04  8 
    Elective  252532  Provide on-going counselling and support to individuals infected or affected by HIV and AIDS  Level 4  NQF Level 04  3 
    Elective  252533  Provide pre and post HIV test counselling  Level 4  NQF Level 04  5 
    Elective  120081  Provide support to child victims of abuse, neglect and exploitation  Level 4  NQF Level 04  4 
    Elective  120079  Provide support to victims of serious violent crime  Level 4  NQF Level 04  4 
    Elective  242839  Research content for a presentation  Level 4  NQF Level 04  2 
    Elective  242817  Solve problems, make decisions and implement solutions  Level 4  NQF Level 04  8 
    Elective  243949  Source information about self-employment opportunities  Level 4  NQF Level 04  3 
    Elective  119721  Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services  Level 4  NQF Level 04  8 
    Elective  120379  Work as a project team member  Level 4  NQF Level 04  8 
    Elective  254179  Work as part of a team, under supervision, with children and youth at risk  Level 4  NQF Level 04  5 
    Elective  365139  Demonstrate an understanding of human trafficking and its legal implications  Level 5  NQF Level 05  5 
    Elective  244481  Evaluate an Early Childhood Development (ECD) service  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  252179  Manage Volunteers in sport  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  254068  Recruit, induct and manage volunteers  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  365140  Implement counter human trafficking strategies in a psycho-social and health environment  Level 6  NQF Level 06  15 
    Elective  117322  Understand and apply knowledge of African Traditional Religion  Level 6  Level TBA: Pre-2009 was L6  12 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    76990  Further Education and Training Certificate: Community Development: Community Development Management  Generic Provider - Field 03  Level 4  NQF Level 04  125  2023-06-30  ETDP SETA  OQSF 
    76984  Further Education and Training Certificate: Community Development: Early Childhood Development  Generic Provider - Field 05  Level 4  NQF Level 04  125  2023-06-30  ETDP SETA  OQSF 
    76985  Further Education and Training Certificate: Community Development: Gender  Generic Provider - Field 07  Level 4  NQF Level 04  125  2023-06-30  ETDP SETA  OQSF 
    76986  Further Education and Training Certificate: Community Development: HIV/Aids  Generic Provider - Field 09  Level 4  NQF Level 04  125  2023-06-30  HW SETA  OQSF 
    76991  Further Education and Training Certificate: Community Development: Life Skills  Generic Provider - Field 07  Level 4  NQF Level 04  125  2023-06-30  ETDP SETA  OQSF 
    76989  Further Education and Training Certificate: Community Development: Local Economic Development  Generic Provider - Field 03  Level 4  NQF Level 04  125     LG SETA  OQSF 
    76992  Further Education and Training Certificate: Community Development: Sports  Generic Provider - Field 02  Level 4  NQF Level 04  125     CATHSSETA  OQSF 
    76988  Further Education and Training Certificate: Community Development: Victim Empowerment  Generic Provider - Field 07  Level 4  NQF Level 04  125  2023-06-30  HW SETA  OQSF 
    76983  Further Education and Training Certificate: Community Development: Volunteerism  Generic Provider - Field 02  Level 4  NQF Level 04  125  2023-06-30  ETDP SETA  OQSF 
    76987  Further Education and Training Certificate: Community Development: Youth  Generic Provider - Field 05  Level 4  NQF Level 04  125  2023-06-30  ETDP SETA  OQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some 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.
     
    LP ID Learning Programme Title Accredited Provider
    76990  Further Education and Training Certificate: Community Development: Community Development Management  1. Basadi Africa Management
    2. Goldfields TVET College
    3. Indocraft Pty Ltd
    4. Itireleng Bokamoso Trading Development Services and Associates
    5. KWAZULU NATAL EXPERIMENTAL COLLEGE
    6. Orbit FET College - Central Office
    7. Professional Development and Training Institute (Pty) Ltd
    8. Vuselela TVET College
    9. WEST COAST COLLEGE FET  
    76984  Further Education and Training Certificate: Community Development: Early Childhood Development  1. Basadi Africa Management
    2. Dabulamanzi & Njabulo Ndaba Consulting cc
    3. Early Learning Resource Unit (ELRU)
    4. Future Discovery Training Academy CC
    5. Gender Education & Development Institute (GEDI
    6. Gotsec Skills Training
    7. Inguqu Communications PTY LTD
    8. KDS Centre for Skills Development and Training Pty Ltd
    9. KHANIMAMBA TRAINING AND RESOURCE CENTRE
    10. LESEDI EDUCARE ASSOCIATION
    11. Marematlou Training Institute
    12. Rhodes University
    13. SPS Consulting (Pty) Ltd
    14. The Finishing College (Pty) Lt
    15. TT AND PROJECTS
    16. UMO LEARNING SUPPORT SYSTEM
    17. Unathi Training  
    76985  Further Education and Training Certificate: Community Development: Gender  1. Gender Education & Development Institute (GEDI
    2. Sebenzisanane Human Capital  
    76991  Further Education and Training Certificate: Community Development: Life Skills  1. Petra institute of Development (PTY) Ltd
    2. Professional Development and Training Institute (Pty) Ltd
    3. TJH Business Solutions (Pty) Ltd  
    76989  Further Education and Training Certificate: Community Development: Local Economic Development  1. A4 Consultancy CC
    2. Asiphokuhle Training and Research Institute
    3. Dijama Training Academy
    4. Elective Training Institute Enterprise CC
    5. Giggs Creations
    6. IQ Skills Academy (PTY) LTD.
    7. Josmap Training Institute
    8. Legalnalulwazi
    9. M.I.C. Training and Development
    10. Mod-Mosh Projects and Consulting (PTY) LTD
    11. Mohlaje Solutions (Pty) Ltd
    12. Ngidi Consulting (Pty) Ltd
    13. Sebenzisanane Human Capital
    14. The Skills Jar
    15. World Pace Development and Training Institute
    16. Zanda Izifiso Ezinhle  
    76983  Further Education and Training Certificate: Community Development: Volunteerism  TJH Business Solutions (Pty) Ltd  
    76987  Further Education and Training Certificate: Community Development: Youth  1. Dee s Training PTY LTD
    2. Education and Training Unit
    3. Gender Education & Development Institute (GEDI
    4. Gotsec Skills Training
    5. MENTORNET (PTY) LTD
    6. Paradise Skills Development
    7. Petra institute of Development (PTY) Ltd
    8. Professional Development and Training Institute (Pty) Ltd
    9. Retshetse Training Project
    10. Robert Sobukwe Nursing Academy Pty Ltd
    11. SERITI INSTITUTE
    12. SPS Consulting (Pty) Ltd
    13. Tembe Service Providers
    14. Thobologo Training and Education Group (Pty) Ltd
    15. Thuto Adult Centre
    16. TJH Business Solutions (Pty) Ltd  


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