[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards] |
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 QUALIFICATION THAT HAS PASSED THE END DATE: |
National Certificate: Agricultural Extension |
SAQA QUAL ID | QUALIFICATION TITLE | |||
59409 | National Certificate: Agricultural Extension | |||
ORIGINATOR | ||||
SGB Agricultural Extension | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
AgriSETA - Agriculture SETA | OQSF - Occupational Qualifications Sub-framework | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
National Certificate | Field 01 - Agriculture and Nature Conservation | Primary Agriculture | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 156 | Level 5 | Level TBA: Pre-2009 was L5 | Regular-Unit Stds Based |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
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 qualification does not replace any other qualification and is not replaced by any other qualification. |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
Qualifying learners will gain competencies that will promote expertise in this sub field by being able to: Rationale: Learners who wish to enter extension as a profession need knowledge and skills to work in the complex and rapidly changing agricultural environment. The Department of Agriculture initiated the development of a qualification framework based on a research study conducted in all the provinces suggesting active skills enhancement. The research culminated in "An Agricultural Education and Training Strategy" which outlines the need for training of extension officers to support small scale farmers to be able to produce for profit including addressing poverty, managing food security and natural resources. This qualification is aimed at learners who wish to enter a career in extension and have acquired experience in related sub fields of technical skills, experience and knowledge. Qualifying learners could render services to: This qualification is a blend of knowledge, skills, behaviour and attitude that a person can apply in the work environment. All learners of extension at this level must accordingly be competent in the following areas: Extension is a dynamic profession that constantly change in response to changing policy and clientele needs or requirements. Learners who already have a National Diploma in Conservation, Plant Production, and Animal Production or any other related technical subfield and wishes to gain knowledge on Extension will benefit from this qualification. This qualification also allows for vertical advancement from NQF Level 4 qualification/practice. Qualifying learners can progress vertically to the National Diploma: Extension Level 5 and the National Certificate: Extension Level 6. Services rendered by a qualifying learner would further the participation of target communities in development programmes and increase the sustainability of specific development projects and programmes for improved and accelerated upliftment of their livelihoods. This qualification provides benefits to the economy and society as it addresses the skills shortage as identified in the National Skills Development Act of 1998 and the Critical and Scarce skills identified by the Department of Labour. Furthermore, it supports the national initiatives of the National Department of Agriculture as explained in the following strategic documents: This qualification more generally supports the following national initiatives: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It is assumed that the learner is competent in Communication and Mathematical Literacy at NQF Level 4 and in other related technical knowledge such as animal production, plant production, or nature conservation.
Recognition of Prior Learning: The structure of this unit standards based qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining this qualification. If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above. The Recognition of Prior Learning may allow: Access to the qualification: Open access. |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
This qualification consists of:
To obtain this qualification a minimum of 156 credits is required. |
EXIT LEVEL OUTCOMES |
1. Apply integrated knowledge, skills and values of the principles and philosophy of extension in an intervention.
> Range for intervention includes but not limited to: Programmes, projects, setting, plan. 2. Select and apply inter personal skills which are conducive to an extension setting. > Range for inter personal skills includes but not limited to: One to one, face to face, group, mass media. 3. Interact with a group towards fulfilling their objectives and goals within their own potential. 4. Apply knowledge of extension management to complement the role of all stakeholders and role players towards sustainable development. 5. Implement and manage an extension project plan, meeting the objectives and criteria within an extension programme. |
ASSOCIATED ASSESSMENT CRITERIA |
Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Community dynamics are observed and interpreted to plan an intervention which mobilizes community participation. 1.2 Extension approaches is selected and applied according to the interpretation of organizational and institutional structures. 1.3 The philosophies and principles of extension are described and considered for different settings. 1.4 Extension ethics are explained and applied in a professional manner. Associated Assessment Criteria for Exit Level Outcome 2: 2.1 The theory of basic communication is interpreted and applied in an extension intervention. 2.2 Coaching and mentoring strategies are developed to promote experimentation and learning within communities. 2.3 The fundamentals of behavior are applied when interacting with beneficiaries of an extension intervention. 2.4 The effect of personal characteristics and traits is identified and counteractive approaches are considered for different target groups. Associated Assessment Criteria for Exit Level Outcome 3: 3.1 The principles of group dynamics are considered when utilizing a group in an extension programme. > Range for principles includes but not limited to: Leadership, atmosphere, communication, group size, cohesion. 3.2 Relevant processes to change are considered to enhance development in communities. 3.3 Group facilitation skills are applied to explore the full potential of a group. 3.4 The role of groups are recognized and explored in the broader context of community development. 3.5 Group participation is encouraged to ensure optimum functionality and empowerment of a group. 3.6 Group activities within different groups are coordinated to ensure optimum development. Associated Assessment Criteria for Exit Level Outcome 4: 4.1 The political, institutional and legislative environment is considered and adhered to in the designing and planning of extension/development programmes. 4.2 Context within which the client/beneficiaries operates is explained within a macro setting with reference to the impact of all systems on development. > Range for systems includes but not limited to: Funding, agricultural input/output, value chain, resources, extension agents, economy. 4.3 The role and functions of Multi-disciplinary teams are considered to interact and participate meaningfully in development initiatives. 4.4 Networks are established to improve the support base in extension management. 4.5 Full pro-active participation in the analysis, planning and management of a sustainable agri-business is obtained taking into consideration a volatile and competitive business environment. Associated Assessment Criteria for Exit Level Outcome 5: 5.1 All the phases of a project cycle is managed to meet the objectives and criteria as identified with the beneficiaries. > Range for project cycle includes but not limited to: Initiation, planning, design, execution and evaluation. 5.2 Managerial principles are applied to ensure the effective and efficient implementation of the project plan. > Range for managerial principles includes but not limited to: Plan, organize, lead and control. 5.3 Communication structures within the project are followed to support the flow of information to all stakeholders. 5.4 All relevant data is collected and recorded for purposes of analysis and interpretation. 5.5 Interventions and opportunities for the transfer of technology are integrated in the project plan. Integrated assessment: |
INTERNATIONAL COMPARABILITY |
Comparison with similar qualifications internationally difficult to establish. Traditionally extension is treated in one of three ways internationally:
Further, internationally extension is usually either offered as agricultural extension or as extension education. The qualifications sit within agricultural faculties of universities, education faculties of universities and in agricultural training institutes. In other cases, extension is offered as an area of learning within an agricultural qualification. This qualification fits into the third category cited above in it is aimed at a more generic qualification that can be applied to a number of technical specialisations and qualifications. It designed to accommodate the unique transitional issues facing South Africa. Comparison within SADC: No one-year diplomas or certificates were found in the SADC region (other than within South Africa) that could be compared to this qualification. The Universities of Namibia and Swaziland each offer a 3-year diploma in agriculture in which agricultural extension features significantly. The areas of learning covered are similar to those in the SAQA qualification but to a very limited degree. Again, however, these are both 3-year diplomas unlike the proposed one-year certificate. Comparison with other International Institutions: University of Mauritius: The University or Mauritius offers a Certificate of Agricultural extension. The course is designed to train the students to develop a good understanding of the principles and theory underlying agricultural extension. On successful completion of the programme, they will be able to apply these practical extension works and have the ability to evaluate extension activities and programmes. Although the qualification is grounded in agriculture, this certificate closely resembles the proposed certificate in many ways. The areas of greatest similarity to the proposed certificate are: It covers areas of learning similar to those in the SAQA qualifications including: Areas not directly covered in the proposed certificate, but covering the similar concepts: Areas not covered in the proposed certificate: North Carolina State University, USA: The qualification is grounded in agriculture and is more directly concerned with education. As such is it dissimilar to the proposed certificate. One area of similarity to the proposed certificate is: Areas of marginal similarity are: Areas of dissimilarity: University of The West Indies: This qualification is open to learners who have completed a first degree or who hold a recognised technical or professional qualification in addition to practical experience or other qualifications of special relevance to the course of studies. This is a very similar approach to the proposed certificate in that it is intended for learners (especially learners with field experience) in a technical field to which they can add an extension qualification. Again, although it is embedded in agriculture, this diploma has much in common with the proposed certificate. The areas of similarity to the proposed certificate are: This qualification has a Field Research Project which the proposed certificate does not have. Other institutions included in the search for international comparability included the following: Conclusion: In conclusion, the proposed National Certificate compares very favourably with similar level extension qualifications offered by numerous institutions internationally. It is consistent with the approach of providing extension training to learners with a previous relevant technical qualification such as a diploma in agriculture. It covers the essential areas of extension that are used internationally, but it unique in two ways: |
ARTICULATION OPTIONS |
The National Certificate: Extension Level 5 articulates directly with the following learning programmes, unit standards and qualifications in the "Extension field".
|
MODERATION OPTIONS |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
For an applicant to register as an assessor, the applicant needs:
|
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
NOTES |
N/A |
UNIT STANDARDS: |
ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
Core | 114215 | Mentor a colleague to enhance the individual`s knowledge, skills, values and attitudes in a selected career path | Level 4 | NQF Level 04 | 3 |
Core | 116291 | Participate in the development and management of an agri business plan | Level 4 | NQF Level 04 | 3 |
Core | 120382 | Plan, organise and support project meetings and workshops | Level 4 | NQF Level 04 | 4 |
Core | 252469 | Apply group dynamic principles in order to guide a group towards independence and sustainability | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 252463 | Apply the fundamentals in the practice of extension as a profession | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 252490 | Demonstrate an understanding of extension management | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Core | 252476 | Develop and implement an extension programme plan | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 116412 | Develop and manage a data collection plan to support an agricultural enterprise | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Core | 252473 | Develop and update networks for extension delivery | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 252471 | Display cultural awareness in dealing with clients and extensionists | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Core | 252479 | Empower clients and communities to make sound scientific decisions | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 252478 | Establish sustainable extension structures in a community | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 252475 | Evaluate an extension programme in a simple setting | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Core | 252477 | Facilitate a group to achieve a stated objective or solve a problem | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 252474 | Implement strategies for behaviour change and innovation | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Core | 8665 | Lead a team | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Core | 252470 | Manage volunteers in an extension project or event | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Core | 252464 | Plan and implement interventions and opportunities for transfer of technology | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Fundamental | 8662 | Analyse and communicate workplace data | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Fundamental | 9242 | Analyse external factors influencing people who have special needs | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Fundamental | 8647 | Apply workplace communication skills | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Fundamental | 8648 | Demonstrate an understanding of professional values and ethics | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Fundamental | 8664 | Examine social features as pertaining to the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 7818 | Conduct on-the-job coaching | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Elective | 116324 | Plan a farm and select a site | Level 5 | Level TBA: Pre-2009 was L5 | 9 |
Elective | 8663 | Plan and conduct a research project | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
NONE |
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
1. | ACS Academy Pty Ltd |
2. | Afrivet Training Services (Pty) Ltd |
3. | Brightspark Academy |
4. | Ga Lechuti Transformational Talks (Pty) Ltd |
5. | Gracepoint Agri Academy |
6. | Hupco Communications |
7. | Hygiene Pot Investment and Projects Pty Ltd |
8. | Lemang Agricultural Services Pty Ltd |
9. | Masikila Training Solution (Pty) LTd |
10. | Masithuthuke Holdings PTY LTD |
11. | Mlasimbi Catering Primary Cooperative Limited |
12. | Morero Agricultural Academy |
13. | Moshia Holdings Pty Ltd |
14. | MRT CONSULTANCY AND TRAINING (PTY) LTD |
15. | Ndondo Trading cc |
16. | OMHLAKOANA AGRICULTURAL TRAINING |
17. | Orange Language Institute (Pty) Ltd |
18. | Overberg Training and Development Initiative |
19. | Phil Chemics Enterprise (Pty) Ltd |
20. | Potchefstroom College of Agriculture |
21. | Spirinex NPC |
22. | Toutele Agriculture College South Africa Pty Ltd |
23. | Trog Business and Development Pty Ltd |
24. | Tsolo Agriculture and Rural Development Institute |
25. | Twoline Training Skills For Africa Pty Ltd |
26. | Ukundiza Development Institute NPC |
27. | Univen Continuing Education Pty Ltd |
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |