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

Explore theories of community development used to engage communities 
SAQA US ID UNIT STANDARD TITLE
264977  Explore theories of community development used to engage communities 
ORIGINATOR
Task Team - Community 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  5 
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
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 unit standard replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
110052  Understand and apply theories and principles of transformative development practice  Level 4  NQF Level 04  12   

PURPOSE OF THE UNIT STANDARD 
A person credited with this Unit Standard will be able to understand and explain relevant theories that underpin the concept of community development both locally and globally and how history has played a key role in helping to shape these concepts and theories. The knowledge acquired will assist learners in being able to explain, select and apply a suitable community development approach underpinned by such theories explored.

The qualifying learner is capable of:
  • Explaining the history of community development in the South African context.
  • Explaining the importance of community development theories.
  • Analysing approaches to local or South African community development practice.
  • Explaining the effect of global trends on community development practised in South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that a learner is competent in:
  • Communication at NQF Level 3 or equivalent.
  • Mathematical Literacy at NQF Level 3 or equivalent. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the history of community development in the South African context. 
    OUTCOME RANGE 
    History refers to pre and post apartheid (early 1900's to date). 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of community development is explained in terms of creating a better life for all South Africans. 

    ASSESSMENT CRITERION 2 
    The social changes in community development post 1994 are identified and explained within a specific context. 

    ASSESSMENT CRITERION 3 
    The relationship between individual development and community development is explored in terms of how it relates and impacts on the development context. 

    ASSESSMENT CRITERION 4 
    The historical factors that influenced community development are described in terms of their cause and impact on communities. 

    ASSESSMENT CRITERION 5 
    The role of community development is explained in relation to poverty reduction and/alleviation and sustainable development. 

    SPECIFIC OUTCOME 2 
    Explain the importance of community development theories. 
    OUTCOME RANGE 
    Theories include but are not limited to People centred development, Transformative development, Modernisation theory, Dependency theory. A minimum of three theories must be explained. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The significance and concept of community development theories are explained with examples both locally and globally. 

    ASSESSMENT CRITERION 2 
    Selected theories of community development are explained in terms of their scope of application within a given context. 

    ASSESSMENT CRITERION 3 
    The value of identifying and selecting a community development theory is explained in relation to the benefit and relevance for a specific context. 

    SPECIFIC OUTCOME 3 
    Analysing approaches used within the South African community development practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selected community development approaches are analysed in order to determine applicability for own specific context. 
    ASSESSMENT CRITERION RANGE 
    Poverty relief activities, State provision of infrastructure and services, State development policies; RDP, GEAR, ASGISA, BEE, Corporate social responsibility and Transformative development approaches.
     

    ASSESSMENT CRITERION 2 
    Approaches to various community development initiatives are described in terms of the way in which the theories inform or influence development. 

    ASSESSMENT CRITERION 3 
    Approaches are contrasted in terms of those that provide relief and those that aim to promote sustainable improvement in human and environmental well-being. 

    SPECIFIC OUTCOME 4 
    Explain the effect of global trends on community development practised in South Africa. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Global trends are explained in the context of community development. 

    ASSESSMENT CRITERION 2 
    The effects of global trends on community development are contextualised to the local environment. 

    ASSESSMENT CRITERION 3 
    The consequences of ignoring global trends is explained in terms of the negative effects on both the country and community. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA or an ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA or an ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA or an ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Sources of history on community development.
  • Sources of obtaining global trends impacting on community development. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems relating to the use and implementation of various approaches to community development. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others to gather and interpret global trends and their impact on community development. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities in terms of obtaining and studying the history, theories, approaches and global trends which influence community development. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information impacting on the engaging of the community in order to develop them. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology to source, gather and store global trends which may have an influence on community development. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world a set of related systems in terms of understanding how such theories underpin and informed by the community development approach used to engage communities. 

    UNIT STANDARD CCFO CONTRIBUTING 
    In order to contribute to the full personal development of each learner and the social and economic development of society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of being culturally and aesthetically sensitive across a range of social contexts when engaging with communities. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 110052, "Understand and apply theories and principles of transformative development practice", Level 4, 12 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. A4 Consultancy CC 
    2. Basadi Africa Management 
    3. Dabulamanzi & Njabulo Ndaba Consulting cc 
    4. Dee s Training PTY LTD 
    5. Early Learning Resource Unit (ELRU) 
    6. Education and Training Unit 
    7. Future Discovery Training Academy CC 
    8. Gender Education & Development Institute (GEDI 
    9. Goldfields TVET College 
    10. Gotsec Skills Training 
    11. IQ Skills Academy (PTY) LTD. 
    12. Itireleng Bokamoso Trading Development Services and Associates 
    13. Josmap Training Institute 
    14. KDS Centre for Skills Development and Training Pty Ltd 
    15. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    16. Khululeka Community Education Centre 
    17. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    18. LESEDI EDUCARE ASSOCIATION 
    19. Marematlou Training Institute 
    20. MENTORNET (PTY) LTD 
    21. Mortarboard Training Solutions 
    22. Ngidi Consulting (Pty) Ltd 
    23. Orbit FET College - Central Office 
    24. Paradise Skills Development 
    25. Petra institute of Development (PTY) Ltd 
    26. Professional Development and Training Institute (Pty) Ltd 
    27. Retshetse Training Project 
    28. Rhodes University 
    29. Sebenzisanane Human Capital 
    30. SERITI INSTITUTE 
    31. Spotru Training Centre 
    32. SPS Consulting (Pty) Ltd 
    33. Tembe Service Providers 
    34. The Finishing College (Pty) Lt 
    35. Thobologo Training and Education Group (Pty) Ltd 
    36. Thuto Adult Centre 
    37. UMO LEARNING SUPPORT SYSTEM 
    38. Unathi Training 
    39. Vuselela TVET College 
    40. 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.