SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Understand the foundations of transformative development practice 
SAQA US ID UNIT STANDARD TITLE
110042  Understand the foundations of transformative development practice 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 1  NQF Level 01  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A learner credited with this unit standard will be able to understand concepts and principles used in development practice projects, and will therefore be able to perform duties to assist a development practitioner. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A learner studying towards this unit standard is assumed to have: Functional Literacy and Mathematical Numeracy at ABET Level 3. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Demonstrate an understanding of events that led to social change in South Africa. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Pre-1994 events of the apartheid era leading to the democratic change and elections are explained and described. 
ASSESSMENT CRITERION RANGE 
The information expected is very broad and reflects mainly the events listed below.
  • Provider must point out the social change that occurs in each event.
     
    		•

    ASSESSMENT CRITERION 2 
    2. Social change is explained in terms of the socio-economic and political events that took place. 
    ASSESSMENT CRITERION RANGE 
    This is done in a very basic form of factual changes rather than analysing the changes.
     

    ASSESSMENT CRITERION 3 
    3. Benefits of the social change are discussed and presented in various ways and include voting rights; opportunity to govern; access to housing; access to education and municipal law. 

    ASSESSMENT CRITERION 4 
    4. The social changes that occurred are identified and explained in a very basic manner. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of legislation that influenced social change. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. A selected list of legislation of the apartheid system in terms of the economic and social impact in the lives of individuals and in the community is explained. 
    ASSESSMENT CRITERION RANGE 
    The information expected is very broad and must reflect only a definitional description of the apartheid laws. This includes:
  • Apartheid laws such as the Group Areas Act;
  • Racial education laws, job reservation and sport and recreation laws.
     
    		•

    ASSESSMENT CRITERION 2 
    2. Post-1994 legislation is explained and described in terms of the key political changes and social changes that took place. 
    ASSESSMENT CRITERION RANGE 
    This is done in a very basic manner and includes the following post-1994 laws such as the repeal of the Group Areas Act; different White Papers on education especially ABET and ECD; Bill of Rights; Basic Employment Act; municipal laws and sports integration laws
     

    ASSESSMENT CRITERION 3 
    3. Benefits of the post-1994 legislation for social change and its impact on the lives of the previously disadvantaged peoples of South Africa are explained. 

    ASSESSMENT CRITERION 4 
    4. Social changes that do not occur within a specified time frame are identified and explained in a very basic manner. 
    ASSESSMENT CRITERION RANGE 
    This task is restricted to the RDP process and subsequent versions of it.
     

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the concepts and principles used in development practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Concepts used in development practice are discussed and explained. This includes a glossary; basic information about training programmes such as Training for Transformation; Participatory Action Research Programmes; local South African development programmes and various capacity building programmes. 

    ASSESSMENT CRITERION 2 
    2. Principles used in development practice are identified and described in a very basic manner. 

    ASSESSMENT CRITERION 3 
    3. A set of concepts and principles are related to the field of practice of the learner and are further demonstrated through practical application. 
    ASSESSMENT CRITERION RANGE 
    This refers to the concepts and principles around a single community event.
     

    SPECIFIC OUTCOME 4 
    Demonstrate an understanding of the context of development practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The context of development practice is described in terms of issues that are of concern to the local community. 

    ASSESSMENT CRITERION 2 
    2. Factors that impact on the context are identified and explained in a practical manner. 
    ASSESSMENT CRITERION NOTES 
    The term factors include basic occurrences such as social issues like poverty, women and children at risk; health issues like TB, and Aids; access to education; protection of the environment and local authority performance. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Each unit standard provides more specific guidance regarding moderation of the specific `outcomes `. Accredited providers may establish their own moderation systems and procedures in line with the requirements of the relevant ETQA.

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

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The knowledge contained in this unit standard is explicitly described in the outcomes. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community:
  • Within the unit standard there is ample opportunity to engage with others through discussion in groups therefore supporting this critical cross-field outcome. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one`s activities responsibly and effectively:
  • In responding to some of the theoretical tasks through explanations the learner will organise things more responsibly and effectively. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting and presenting information:
  • In responding to some of the theoretical tasks through discussion, presenting information is sharpened and the specific outcomes addresses this critical cross-field outcome. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion:
  • During the discussion groups communicating effectively with others is vital. Some of the specific outcomes support the critical cross-field outcomes. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making an individual aware of the underlying intention of any programme by:

    a) Participating as responsible citizens in the life of local, national and global communities
    b) Being culturally and aesthetically sensitive across a range of social contexts

    The personal development of the learner and understanding the social change in the country contribute to being responsible and sensitive to others. The unit standard supports this critical cross-field outcome. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Anyone assessing learners against this unit standard must be a development practitioner with at least a level 4 Qualification in development practice and must be registered as an assessor in development practice with the ETDP SETA. 

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

    UNIT STANDARD NOTES 
    This standard forms the basis for a basic understanding that lays the foundation for transformative development practice.

    The provider under AC.1.1 is not restricted to the list mentioned below:
  • 1962 - Sharpeville anti-pass law demonstrations.
  • 1976 - Soweto schools uprising
  • 1977 - Killing of Bantu Biko
  • 1979 - Banning of Black Organisations
  • 1980 - National school boycotts
  • 1983 - Formation of the UDF and Unity Front
  • 1990 - Dakar meeting on South Africa
  • 1990 - Release of Mandela and other political prisoners
  • 1992 - Codesa negotiations
  • 1994 - Democratic elections

    The knowledge chosen for the specialised field should be related to the work practice.

    The selected list of legislation is explained in terms of its socio-economic and political impact.

    The word `Disadvantaged` in AC 2.3 is used interchangeably with `oppressed`. Some development practitioners view the word `disadvantaged` as too manipulative; while others view the word `oppressed` as too radical.

    The word `context` is used in this unit standard to refer to the environment in which a development practitioner works. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23093   General Education and Training Certificate: Development Practice  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  49085   National Certificate: Fundamental Ancillary Health Care  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2009-02-18  Was HW SETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. Dabulamanzi & Njabulo Ndaba Consulting cc 
    2. Future-Teacher (Pty) Ltd 
    3. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    4. M3i Skills Development 
    5. MENTORNET (PTY) LTD 
    6. MVIMBI BUSINESS ENTERPRISE 
    7. Ndoma Mathodi Trading Enterprise 
    8. SPS Consulting (Pty) Ltd 
    9. THE GMC GROUP PTY LTD 
    10. WEST COAST COLLEGE FET 


    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.