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

Understand and apply theories and principles of transformative development practice 
SAQA US ID UNIT STANDARD TITLE
110052  Understand and apply theories and principles 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 4  NQF Level 04  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2009-07-07  2009-09-09  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-09-09   2013-09-09  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
264977  Explore theories of community development used to engage communities  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
A learner credited with this unit standard will be able to understand and apply the theories and principles of transformative development practice at a more practical level and will be able to understand and implement strategies based on these foundational principles. The learner will further have the capability to conduct and set up a development practice project.

The learner will also be able to work independently as a field development practitioner within the context of a broad development programme. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A learner studying towards this unit standard is assumed to have completed the following unit standard:
  • Understand the foundations of development practice at NQF Level 1 and;
  • Oral and written communication preferably at NQF Level 3 or 4 and familiarity with at least three specialised fields of knowledge. 

  • UNIT STANDARD RANGE 
  • Training programmes such as Training for Transformation [TFT] and Participatory Action Research Programmes; local South African development programmes and various capacity building programmes are still popular programmes among many NGOs and religious organisations, and are explored against different models of development training programmes.
  • Current key concepts and practices used by the Social Development Department and the Reconstruction and Development Project of South Africa will be included in the range of transformative development material.
  • Principles and concepts used by the United Nations policy on development practice, participatory development practice, rural participatory processes, etc. will be used.
  • Concepts and principles will be at a more advanced level than those at NQF Level 1. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Understand the general concepts and theories of transformative development practice. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. General concepts and theories of transformative development practice are explained and described. 

    ASSESSMENT CRITERION 2 
    2. General concepts and theories of transformative development practice are discussed in the context of three [3] specialised fields of learning. 

    SPECIFIC OUTCOME 2 
    Understand the general principles of transformative development practice. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. General principles of transformative development practice are explained and described in response to relevant questions. In the South African context, this will include the Reconstruction and Development Programme of government and other social development principles. 

    ASSESSMENT CRITERION 2 
    2. Principles are discussed and explained in the context of three [3] specialised fields of learning. 

    SPECIFIC OUTCOME 3 
    Identify and select development practice strategies to set up a development practice project. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Questions relating to transformative development theory are responded to in determining the appropriate steps and strategies needed for setting up a development practice project. 

    ASSESSMENT CRITERION 2 
    2. Development practice strategies are identified and described based on the concepts, theories and principles of transformative development practice. 

    ASSESSMENT CRITERION 3 
    3. A suitable strategic frame is selected and a focused number of strategic steps are designed to activate a development practice project. The different approaches in development practice must be indicated. 

    ASSESSMENT CRITERION 4 
    4. The value of applied strategies is explained and alternative strategies are presented. 

    SPECIFIC OUTCOME 4 
    Use the theory and principles to set up a development practice project. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Various case studies are analysed and the key steps taken in each study are pointed out in relation to the principles of transformative development practice. (This will support the learner in setting up the development practice project.) 

    ASSESSMENT CRITERION 2 
    2. A development practice project ensuring community participation is planned based, on strategies that are clearly defined and agreed upon. 

    ASSESSMENT CRITERION 3 
    3. A development practice project is undertaken with the approval of a local community in accordance with strategies and plans clearly defined and agreed upon. 

    ASSESSMENT CRITERION 4 
    4. Relevance to a need in the local community is addressed within the development practice project. 

    SPECIFIC OUTCOME 5 
    Reflect and evaluate a development practice project. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Demonstrate an understanding of the theory of transformative development in the project. 

    ASSESSMENT CRITERION 2 
    2. Strategic frames for setting up a development practice project are reflected upon based on theories and principles of transformative development practice. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accredited providers may establish or refine moderation procedures and systems in line with the requirements of the relevant ETQA.

    An external moderator may moderate the results of 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 embedded in this unit standard includes:
  • Community dynamics
  • Concepts, principles and strategies for strategic planning in transformative development 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made:
  • In identifying and selecting strategies to set up development practice projects learners identify and solve problems. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community:
  • In discussing the principles of transformative development the learner will have to work with co-learners. 

  • UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing and critically evaluating information:
  • In identifying and selecting strategies to set up development practice projects learners collect, analyse and evaluate information. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion:
  • When identifying, selecting, and evaluating, effective communication is vital therefore Specific Outcomes "Identify and select development practice strategies to set up a development practice project", "Use the theory and principles to set up a development practice project" and "Reflect and evaluate a development practice project" supports this critical cross-field outcome. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation:
  • The whole unit standard focuses on understanding society from a theoretical perspective indicating the integration of society. 

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

    The whole unit standard addresses the issue of global communities and sensitivity to diverse cultural differences and therefore this critical cross-field outcome is supported. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    Anyone assessing learners against this unit standard could be employed as a development practitioner in the same provider institution with at least a level 5 Qualification and work with a registered assessor in development practice with the relevant ETQA.

    Registered Assessors must have a level 5 qualification in development practice and prior or concurrent experience as a development practitioner. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 264977, which is " Explore theories of community development used to engage communities", Level 4, 5 credits.

    Specialised fields of knowledge refer to the fields in which the learners are going to practice. Examples can include human rights issues, gender issues, poverty alleviation, environmental education, health issues, social development and Small Medium and Micro Enterprises training. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23094   Further Education and Training Certificate: Development Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-09-09  ETDP SETA 
    Elective  58337   Further Education and Training Certificate: Trade Union Practice  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  49257   National Certificate: Conflict Management and Transformation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 


    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. KMS COLLEGE 
    2. Reflections Development Institute 



    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.