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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Certificate: Community Development|
|SAQA QUAL ID||QUALIFICATION TITLE|
|80946||National Certificate: Community Development|
|TT - People/Human Centred 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.||HEQSF - Higher Education Qualifications Sub-framework|
|National Certificate||Field 07 - Human and Social Studies||People/Human-Centred Development|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||147||Level 5||NQF Level 05||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
This qualification is designed to empower people who are already working, or who intend to work, in any setting relevant to community development. It provides learners with the competencies which they need to act as change agents and so add value in the practice of community development. Learners acquiring this qualification will develop the knowledge and skills to operate effectively in the community development environment, in support of individuals and organisations (both emerging and existing) in achieving their community development goals and objectives. Learners will be enabled to establish and maintain partnerships through active networking and lobbying. Learners will gain the competencies needed to identify community needs while working with communities and households, to identify and plan community projects for social change, to improve the quality of life of communities in an integrated and sustainable manner and to mobilise resources.
The competencies embedded in the set of unit standards that make up this qualification will open up employment opportunities for qualifying learners, in public sector, in non-profit organisations and in the private sector in the field of community development. The acquired competencies will assist the qualifying learner to contribute to the improvement of the quality of life of people as well as to the eradication of poverty.
This qualification also offers opportunities to those who have worked in the community development sector for years, but who have as yet no formal qualifications. It can be used as a bridging course to those who are already working, but who do not currently meet the minimum requirements to enter higher education and occupationally based qualifications or programmes. The qualification will therefore prepare learners for a career in the community development field, and will also create an opportunity for further learning and vertical progression to the Bachelor of Community Development, NQF Level 8.
Learners accredited with this Qualification will be able to:
Learners will be able to integrate generic community development knowledge and skills, in an effective manner, to promote ethical and professional community development practice. The range of electives in the qualification will allow the learner to gain specialist knowledge relating to community development careers in one of the following sectors:
Community Development is multidisciplinary in nature. It plays an integral part in promoting social inclusion and coherence for communities by empowering them to find sustainable solutions to their challenges.
People working with and in communities require relevant knowledge and skills to operate effectively; hence the need for the qualification. This qualification is designed to equip the learner with the tools to address the challenges of communities in a holistic and integrative manner. It provides an alternative route to the traditional approach of completing a Bachelors Degree as an initial qualification by offering a certificate as a first qualification which then leads to Bachelor Degree study. This is particularly useful to those who do not obtain admission to Bachelor Degree study with their National Senior Certificate and for those who cannot afford to study full time for four years without being employed. This qualification can be offered in a formal education setting as well as through occupationally directed workplace training for learners already employed in the community development sector. It contributes towards standardisation of the operations of people working in the community development sector.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Learners are assumed to be competent in:
Recognition of Prior Learning:
The Qualification can be achieved in whole or part through the Recognition of Prior Learning. Learners obtaining the whole Qualification through Recognition of Prior Learning and wishing to be declared competent are required to complete an assessment 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 Specific Outcomes of the individual Unit Standards as listed in the Fundamental, Core and Elective Components and in the Exit Level Outcomes of the Qualification.
Learners submitting themselves for Recognition of Prior Learning should be thoroughly briefed prior to the assessment, which may take a number of forms or a combination of forms such as, for example:
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.
|RECOGNISE PREVIOUS LEARNING?|
|The qualification consists of a Fundamental, a Core and an Elective Component totaling a minimum of 147 credits.
All unit standards to the value of 21 are compulsory.
All unit standards to the value of 106 are compulsory.
The Elective Component consists of a number of Specialisations. Learners are to choose a specialisation area and complete a selection of unit standards listed for that specialisation totaling a minimum of 20 credits to attain a minimum of 147 credits required to complete the qualification. Where a particular area of specialisation does not total the required minimum of 20 credits, the learner may choose unit standard(s) in other specialisation clusters to meet the requirement. The specialisation areas are the following:
General: (Learning Programme ID 83386):
Total Credits: 38.
Community Health (Learning Programme ID 83387):
Total Credits: 38.
Early Childhood Development (Learning Programme ID 83388):
Total Credits: 29.
Environmental Relations (Learning Programme ID 83389):
Total Credits: 74.
Gender Studies (Learning Programme ID 83390):
Total Credits: 31.
Human Settlements (Learning Programme ID 83391):
Total Credits: 26.
Integrated Development Planning (IDP) (Learning Programme ID 83392):
Total Credits: 22.
Local Economic Development (LED) (Learning Programme ID 83393):
Total Credits: 34.
Project Management (Learning Programme ID 83394):
Total Credits: 28.
Sports (Learning Programme ID 83395):
Total Credits: 27.
Tourism (Learning Programme ID 83396):
Total Credits: 32.
Victim Empowerment (Learning Programme ID 83397):
Total Credits: 23.
Volunteerism (Learning Programme ID 83398):
Learners must select the following unit standards:
Total Credits: 14.
Additional unit standards from the following general specialisation must be selected to complete the required minimum of 20 credits for the Elective component:
Youth Development (Learning Programme ID 83399):
Total Credits: 45.
|EXIT LEVEL OUTCOMES|
|1. Demonstrate critical understanding of community development theories, approaches, principles and processes that can be applied within various community development contexts.
2. Conduct community-based research to inform community development interventions.
3. Examine and apply the relevant legal and regulatory framework to facilitate sustainable and integrative community development.
4. Explore and co-ordinate networks and partnerships, with due regard to diversity, in pursuit of meeting community requirements in an ethical manner.
5. Plan, design and manage a community intervention.
6. Select and apply appropriate leadership and/or management styles/models for the purpose of promoting community well-being.
Critical Cross-Field Outcomes:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1. Different types of theories of community development are analysed in terms of their origins and application in specific settings and contexts.
2. Principles and ethics underlying community development are explained with examples.
3. Various approaches for community development are explained and compared in terms of their differences and similarities in relevant settings.
4. The community development process is explained in terms of how it informs good community development practice.
5. The role of economics and economic systems are examined in terms of their impact on community transformation/ interventions.
Associated Assessment Criteria for Exit Level Outcome 2:
1. Research designs and methodologies relevant to community-based research are selected and applied to conduct household/community profiling and community intervention assessment.
2. The aim and purpose of community profiling is explained in relation to assets, needs identification and community development interventions.
3. A range of relevant data is collected and analysed to produce a community profile
4. The importance of research ethics in relation to data collection is explained in terms of the legal framework.
5. Techniques, for collating and interpreting data, are identified and applied to support collective decision-making and priority-setting.
6. Ways of checking data for validity and reliability are explained with examples.
7. Research data is analysed and findings presented in a form of recommendations for improvement of community development goals and objectives.
8. Methods for recording and reviewing recommendations are identified and selected in accordance with organisational requirements.
9. Research results are presented and disseminated to relevant stakeholders for sustainable community development.
Associated Assessment Criteria for Exit Level Outcome 3:
1. Policies are analysed in terms of their appropriateness in promoting community development practice in a South African context.
2. The legal framework and regulatory requirements applicable to community development are interpreted and applied within a specific community development context in relation to organisations, communities and service providers.
3. The Legal and regulatory framework is applied to establish and maintain strategic partnerships with other sectors for sustainable and integrative community development interventions.
4. The impact of relevant legislation and policies on communities and organisations is explained in terms of sustainable and integrative community development.
Associated Assessment Criteria for Exit Level Outcome 4:
1. Procedures and protocols relevant to interactions with key stakeholders and role players in community development practice are explained.
2. A variety of skills to establish and maintain relationships are applied to ensure collaborative and collective action in different settings.
3. Different approaches for community engagement are applied to organisations and groups in communities, particularly those who experience marginalisation.
4. Roles and functions of informal and formal networks, including inter-organisational forums that can be used to provide a wide range of contacts are explained in terms of their benefits for a community.
5. Communication skills are applied in interaction with a range of stakeholders in community development.
Associated Assessment Criteria for Exit Level Outcome 5:
1. Community development programmes are identified and analysed to determine relevance and suitability for a community intervention.
2. Reasons for conducting a feasibility study for an intervention are justified and explained with examples.
3. An integrated intervention plan to meet the identified community requirements is developed.
4. The importance of input mobilisation is explained and applied within the context of the implementation of an intervention.
5. Planning and design techniques are applied to an intervention being cognizant of people's diverse perspectives.
6. Project planning and management principles are applied to manage a community intervention.
7. Constraints applicable to interventions are identified and explained in terms of their impact on sustainable, integrative community development.
8. Monitoring and evaluation systems to measure development progress made by a community development intervention are developed for reporting purposes.
Associated Assessment Criteria for Exit Level Outcome 6:
1. The principles of leadership and management are explained in relation to their application in a specific community development context to maintain social justice ideals.
> Social justice ideals include but are not limited to human rights, equality, anti-discrimination, economic egalitiarism, income redistribution and procedurally just systems.
2. The principles of leadership and management are explained in relation to the community development ideal of promoting community well-being.
3. The concept of emotional intelligence is explained and applied in relation to leadership and management processes.
4. Self-management techniques are identified and applied to deal effectively with change, uncertainty and conflict, internal and external to the organization.
|The aim of the comparability study was to examine qualifications and unit standards offered in other countries to ensure that the South African qualification is comparable to those qualifications and unit standards in terms of competencies developed and the standard of performance demanded of graduating learners. The comparability exercise focused on formal courses and short courses offered by accredited institutions and organisations which include amongst others universities, private learning institutions in both developing and developed nations to determine similarities and differences with the South African community development qualification.
Countries whose qualification and courses were looked at included amongst others, Canada, Ireland, New Zealand, Australia, United States of America, United Kingdom, Ireland, Scotland and India. The findings show that countries such as Canada, Ireland and the United Kingdom are leaders in qualifications in the field of community development with Canada and Ireland having the best practice in community development.
The qualifications and training offered on the African continent, especially in the SADC region and with countries that face similar social, economic, technological challenges as South Africa, e.g. Kenya, Tanzania, Botswana, Zimbabwe, Namibia, Nigeria and Zambia were also looked at.
CHC51402: Diploma in Community Development.
This qualification applies to community work delivered through a broad range of services which contribute to the development of community capacity through community consultation, public education, health promotion and advocacy. It defines the knowledge and skills for community development workers who work under broad direction from senior managers.
Workers at this level are required to have an understanding of Indigenous culture and history and to work with local communities in the provision of services. The qualification is packaged comprising 19 units of which 16 are compulsory and 3 elective units.
CHCD3A: Undertake systems advocacy.
CHCCD14B: Implement a community development strategy.
CHCCB15B: Develop and implement a community development strategy.
CHCCDE4B: Develop and implement community programs.
CHCCD8B: Support community action.
CHCCD9B: Support community leadership.
CHCCS402A: Respond holistically to client issues.
CHCINF5B: Meet statutory and organisational information requirements.
CHCNET3B: Develop new networks.
CHCNET4A: Work with other services.
CHCOHS401A: Implement and monitor OHS policies and procedures for a workplace.
CHCPOL3A: Undertake research activities.
CHCPOL4A: Develop and implement policy.
CHCPOL5A: Manage research activities.
Elective units may be selected from the units listed below, from other Community Services Training Package units available at this or higher levels, or from other relevant National Training Package units available at Diploma level.
CHCCD18A: Facilitate the development of community capacity to manage place.
CHCGROUP3C: Plan and conduct group activities.
CHCCD12D: Apply a community development framework.
The Community Development courses are offered at different levels, from Certificate to Masters Degree. Some of the courses are located on the National Framework of Qualifications; others are not. This has implications for students who may wish to progress to a higher level at a later stage. Courses are offered on a full-time and part-time basis.
Certificate in Community Development and Leadership:
This is a 1 academic year course with possible articulation to BA in Community Studies. The course aims to facilitate the development and empowerment of course participants and to enhance their leadership skills.
Modules covered include:
Community Development, FETAC L5-Community Development Practices:
This course is designed for participants working either part-time or full-time as community development workers. The preferred level of entry is a FETAC Level 4, Leaving Certificate or equivalent qualifications and/or relevant life and work experience. In addition participants with an interest in gaining a greater awareness of community development can enrol for this course. The course is offered in conjunction with 'Understanding Community Development', and intended to help participants to integrate the skills of community development enabling them to engage effectively with stakeholders in the community development sector. All participants are required to organise 10 sessions of work experience in a community development setting.
This is a two year part-time course in Community Development. Participants have the opportunity to attain an FETAC Level 5 award in Community Development. The award covers the core concepts of community development theory and practice. It includes modules which prepare participants to work in community development projects. The syllabus is structured as follows:
NUI Galway Community Education Centre:
The NUI Galway Community Education Centre was re-established in 1996 by the Office of Adult and Continuing Education, NUI Galway, to provide back-up support and a range of resources and training for community development initiatives. The institution is fully committed to developing and promoting initiatives and programmes which seek to counter disadvantage and social exclusion.
Certificate in Community Development Practice 15 ECTS:
The Certificate programme is a part-time course designed to enable community activists or participants who are actively involved in community development work and who wish to obtain formal skills in this area and further their understanding of Community and acquire the practical skills and knowledge necessary to promote effective community work.
The Certificate in Community Development Practice is a part-time programme, designed to enable community activists gain a thorough understanding of community development combined with the practical skills necessary to work effectively in development work. Students completing the Certificate programme study three modules.
Although this is a short course the curriculum compares favourably with some of the South African qualification in terms of the unit standards.
Community Development Certificate:
To achieve the qualification you must successfully complete three Mandatory Units and three Optional Units.
Swinburne University of Technology:
Diploma of Community Development:
Course Code: GCHC50708; NTIS Code: CHC50708
The Diploma of Community Development is designed to provide graduates with the skills, knowledge and understanding necessary to work with communities that experience disadvantage and discrimination. Students will learn how to identify and understand people and groups who are affected by social problems, and help them work to achieve social change. To gain the Diploma of Community Development qualification, candidates must complete and be deemed competent in all nine core units plus six electives from the Community Services Training Package. Electives can be chosen from a range of specialist streams and one AQF level 5 units can be imported from an alternative Training Package.
Students in this course will need to complete 15 units over their two-year course of study. This includes 9 compulsory units and 6 elective units.
Units of Study:
The University of Queensland:
Graduate Certificate in Development Practice (Community Development field of study):
This field is focused on developing fundamental skills and methodologies that a professional worker requires to work face-to-face with communities. The course aims to the develop an individualised professional practice framework that articulates the unique set of skills and attributes that a practitioner brings to his or her work.
These direct practice skills and methodologies include key dimensions of practice such as:
Institute of Technology Blanchardstown:
Certificate in Social and Community Development:
The course is designed to provide students with a sound foundation of knowledge of current community issues to promote and facilitate positive social change within communities. Using an interdisciplinary approach, students will examine various layers of services and social functioning within the community and will develop an awareness of the community environment as both local and symbolic constructions.
The graduates of the programme will have developed knowledge, skills and insight into a range of community issues, service provision and social policy which can be applied to a range of community settings.
The course is offered over 18 months on a part-time basis over three (3) semesters and is divided into academic streams. Each subject will focus on knowledge, skills promotion and practical implications while also facilitating student's personal development.
The following is a brief description of each of the five main academic streams:
> This is a core stream of the proposed award. An understanding of the community will have a significant impact on the students as they begin their study of Community Development. Through the modules offered within this stream students are introduced to the theoretical principals that underpin the concept of community and will begin an exploration into the concept and role of community in the context of a changing Irish society. Students will also demonstrate knowledge of major current social, economic and political issues shaping community education, work policies and practices and examines the processes of urbanisation and globalisation. New forms of community are explored and compared to their impact on the social organisation in the community.
> This stream is designed to enable students to develop key competencies which are required for successful study at third level as well as facilitating an understanding of processes in communication as an individual and within certain group settings. Students learn how to communicate effectively in writing, in presentations, orally and with non-verbal communication.
> This stream considers community education in various settings. It explores the conceptual models of community education and their implications for practice while drawing on theoretical and applied practice examples. Additionally, it also includes a critical overview of the contemporary political and cultural context underpinning community education. Students are also encouraged to critically reflect on their experiences of formal and informal learning.
> The aim of this stream is to introduce student to social administration, social policy and planning considerations. Some theoretical principals will be emphasised that allow students to understand the development, structure and functioning of social policy at local and national levels. With reference to vulnerable groups in the community, students are made aware of the agents of policy in Ireland, such as social inclusion, that have emerged in the community context.
> Communication skills are highly valued in the modern day work environment. This stream will enable the student to understand the practical and real-life activity of communication. Beginning with an introduction to basic communication models, this module explores each of the different skills involved in communicating effectively both as an individual and within certain group settings.
> The main aim of this stream is to equip students with knowledge regarding groups and teams in a workplace and community context. The student will learn how theories regarding group processes affect the environmental context and group development. Students learn how to identify various roles which participants perform in groups and will also learn how to respond to group conflict.
> Working in small groups in a partnership with community development agencies, students are expected to complete a relevant piece of work that will encourage them to use learning from Group Dynamics and other similar modules. By utilising a knowledge base consistent with that of the community development profession, students will search and map services available in a particular community and develop a comprehensive knowledge of community groups and services. In addition, students will be expected to appraise the role and effectiveness of particular services in relation to community based interventions or in relation to the promotion of health issues within the community.
Reid Kerr College:
National Certificate: Working With Communities:
SCQF Level: 5/6:
> An Introduction.
> Sociological Perspectives.
> Understanding Equality and Diversity.
> Local Community Investigations.
> Workplace Experience.
> An Introduction.
> Committee Skills.
> Skills for Effective Learning.
> Child Protection.
> Community Arts.
> Sports Development.
> Community Drama.
> First Aid.
> Information Technology.
> Introduction to Counselling.
Scottish Qualifications Authority:
SVQ Community Development Work level 4:
This SVQ is based on standards developed by PAULO NTO. PAULO is the NTO for community-based learning and development and draws its membership from a wide variety of people working in a broad range of occupations within community-based Adult Learning, Community Education, Community Work, Youth Work and Parenting Education and Support.
Candidates must complete all seven Units:
> Initiate collaborative working relationships between people, organisations and groups and within partnerships.
> Establish ways of involving people and encouraging partnership working.
> Ensure social inclusion in the development of partnerships.
> Promote opportunities for learning from practice and experience.
> Facilitate opportunities for learning from practice and experience.
> Work with groups and communities to identify and analyse the causes and effects of conflict.
> Work with individuals, groups and communities to deal with conflict.
> Identify your role within conflict situations and take appropriate action.
> Ensure participation by communities and partnerships in negotiating aims and objectives for collective action.
> Develop arrangements for planning of collective action that make the contribution of local people effective.
> Ensure significant roles for local people in the delivery of planned collective action.
> Facilitate the establishment of criteria for evaluating action for change within communities.
> Ensure the development of inclusive ways of evaluating action for change.
> Enable communities to evaluate action for change.
> Enable communities to respond to the evaluation outcomes.
> Identify funding/resourcing needs within communities.
> Make strategic recommendations about funding/resources.
> Evaluate the effectiveness of the funding/resourcing strategy.
> Develop practice by monitoring and evaluating progress against values and practice principles of community development work.
> Evaluate and challenge potential contradictions in values and practice.
> Critically review and use current developments in community work practice.
Candidates must also complete two of the following Units, in addition to the mandatory Units:
> Work with communities to define human resource needs.
> Work with communities to meet personnel requirements.
> Work between organisations to identify and develop opportunities for learning in partnership.
> Establish organisational frameworks to maintain aims, objectives and purpose of community-based initiatives.
> Establish ways of working to maintain and develop community-based initiatives.
> Evaluate the effectiveness and vulnerability of community-based initiatives and their practice, and make recommendations for development/change.
> Clarify the project's scope and definition.
> Provide plans to achieve the project's goals.
> Contribute to project preparation.
> Support the project team.
> Co-ordinate activities, resources and plans.
> Keep stakeholders informed of project progress.
> Complete project activities.
> Contribute to the evaluation of project planning and implementation.
There are no community development qualifications at tertiary level at any Brazilian university. All community development initiatives in Brazil are led by students from countries such as the United States of America, Canada and the United Kingdom as part of their internships or for the practical components of their degrees such as engineering and technology. They assist in improving the local infrastructure, for example, improving drainage, home and school renovations and ecology for eco-tourism, or education programmes for disadvantaged children and adults.
Most African countries offer short courses for Community Development workers that are run either by Government or by international providers. Countries include Kenya, Tanzania, Nigeria, Zambia, Zimbabwe, Botswana and Mauritius. No qualifications and no courses are offered in these countries except in Zambia and Zimbabwe which offer bachelor degree courses. It was difficult to compare with the South African qualification due to the difference in the level of study. However, in Kenya, there is a certificate course in Community Development offered.
Kenya Institute of Social Work and Community Development:
Kenya Institute of Social Work and Community Development (KISWCD) is a community-focused development and training institution without any governmental, religious or political affiliation. KISWCD was initiated in 1997 as a private company limited by guarantee. It was registered by the Ministry of Education, Science and Technology as a training institution.
CCD 3500: Certificate in Community Development:
The following modules/units will be covered:
Community Development Training Institute:
Community Development Training Institute (CDTI) was established in 1963 with the aim of developing and promoting capacities of the people to manage their development processes; building and strengthening capacities of various actors in the field of Community Development, and improving the delivery systems of extension workers. In response to the increasing demand of Community Development experts in various institutions in the public and private sector, especially non-government institutions, the Community Development Training Institute based at Tengeru near Arusha offers Bachelor of Arts degrees in Community Development in three main areas and no details of the curriculum are available from the source:
South African comparison:
Although the international courses are offered as Diplomas and Certificates at NQF Levels 5 and 6, the National Certificate: Community Development, NQF Level 5 compares favourably with them in terms of the competencies and knowledge that are developed. Most of the international courses have a work-based placement component as does the National Certificate: Community Development, NQF Level 5. A major difference is the duration of study with many international offerings being two-year qualifications.
The qualification articulates vertically with:
The qualification articulates horizontally with the following qualifications:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||264975||Facilitate learning in a community context||Level 4||NQF Level 04||8|
|Core||377840||Analyse and apply theories and approaches to facilitate community development interventions||Level 5||NQF Level 05||10|
|Core||377841||Analyse and interpret relevant legal and regulatory frameworks in a community development context||Level 5||NQF Level 05||8|
|Core||120300||Analyse leadership and related theories in a work context||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||117853||Conduct negotiations to deal with conflict situations||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||230448||Contribute towards organisation policy development||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||377842||Critically assess the community development process||Level 5||NQF Level 05||12|
|Core||377873||Develop a community development intervention plan||Level 5||NQF Level 05||6|
|Core||377843||Explore and coordinate networks in pursuit of meeting community needs||Level 5||NQF Level 05||6|
|Core||14020||Monitor budgets related to community projects||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||110059||Plan and conduct research that redresses social development issues||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||377847||Promote and support collaborative and partnership work within and between stakeholders and sectors||Level 5||NQF Level 05||8|
|Core||254068||Recruit, induct and manage volunteers||Level 5||Level TBA: Pre-2009 was L5||6|
|Fundamental||116495||Apply ethical principles for practice of non-discrimination||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||119665||Demonstrate understanding of the concept of human rights and democracy and its application in society||Level 5||Level TBA: Pre-2009 was L5||12|
|Fundamental||115791||Use language and communication strategies for vocational and occupational learning||Level 5||Level TBA: Pre-2009 was L5||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||10140||Apply a range of project management tools||Level 4||NQF Level 04||8|
|Elective||115593||Apply facilitation processes to deal with an environmental risk in a local community||Level 4||NQF Level 04||10|
|Elective||335794||Apply knowledge on South Africa to enhance a tourism experience||Level 4||NQF Level 04||12|
|Elective||115587||Collect and present community needs information||Level 4||NQF Level 04||8|
|Elective||116590||Contribute to sustainable tourism in South Africa||Level 4||NQF Level 04||4|
|Elective||243303||Create, improvise and organize sport activities||Level 4||NQF Level 04||6|
|Elective||246758||Demonstrate and apply understanding of the main issues of responsible tourism||Level 4||NQF Level 04||5|
|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||254174||Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk||Level 4||NQF Level 04||5|
|Elective||117498||Demonstrate knowledge of the provision and implementation of primary health care within the community||Level 4||NQF Level 04||10|
|Elective||115211||Design and send letters of appeal||Level 4||NQF Level 04||4|
|Elective||115213||Devise effective follow-up strategies for fundraising||Level 4||NQF Level 04||5|
|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||115591||Explain and apply environmental legal principles, rights, duties and responsibilities to a specific work context||Level 4||NQF Level 04||6|
|Elective||115598||Explain and apply environmental safety principles and mechanisms in relation to community issues||Level 4||NQF Level 04||12|
|Elective||115596||Explain and apply principles and practices of social participation in society and environment interactions||Level 4||NQF Level 04||10|
|Elective||264260||Facilitate a peer education intervention||Level 4||NQF Level 04||10|
|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||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||117488||Plan and implement home based care||Level 4||NQF Level 04||6|
|Elective||117490||Plan and promote nutritional programmes to improve community health||Level 4||NQF Level 04||12|
|Elective||244472||Prepare Early Childhood Development programmes with support||Level 4||NQF Level 04||6|
|Elective||263414||Process data using information technology||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||117496||Provide care and support to an elderly person||Level 4||NQF Level 04||10|
|Elective||252532||Provide on-going counselling and support to individuals infected or affected by HIV and AIDS||Level 4||NQF Level 04||3|
|Elective||115595||Recognise and develop eco-business opportunities in a local community||Level 4||NQF Level 04||8|
|Elective||115207||Seek appropriate sponsorships for an organisation||Level 4||NQF Level 04||8|
|Elective||119721||Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services||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||7935||Analyse the tourism industry and the links between the various sectors||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||114873||Apply basic financial procedures to PFMA principles||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||243934||Apply Victim Empowerment knowledge and skills for service delivery||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||263044||Consult with interested parties to promote community participation on housing development projects||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||263015||Demonstrate an understanding and knowledge of the housing regulatory environment||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||120501||Demonstrate an understanding of the legal implications and principles of the concepts of 'developmental local government' and 'integrated development planning' for governance in a municipal area||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||243939||Demonstrate knowledge of crime prevention within a Victim Empowerment context||Level 5||Level TBA: Pre-2009 was L5||2|
|Elective||110487||Describe and explain national and provincial strategies and policies relevant to local economic development||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||120504||Determine the impact and policy implications of the concepts of 'integrated sustainable development' and 'sustainable human settlements' for a municipal area||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||243824||Develop an integrated Project Management plan for a simple to moderately complex project||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||230445||Develop partnerships with youth development stakeholders||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||244481||Evaluate an Early Childhood Development (ECD) service||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||230441||Facilitate access to information that impacts on youth development||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||110517||Identify and explain the range of institutional arrangements for local economic development||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||244478||Manage an Early Childhood Development service||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||244254||Manage the mainstreaming of gender in programmes and projects||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||252179||Manage Volunteers in sport||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||230443||Market and promote youth development programmes||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||243812||Monitor and control the execution of the project management plan for a simple to moderately complex project||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||263022||Obtain, analyse and provide information relating to housing||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||13854||Promote healthy development in ECD programmes||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||115589||Analyse and evaluate the regulatory and policy framework in relation to a society and environment interaction||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||7945||Analyse the tourism industry and make recommendations on products and services||Level 6||Level TBA: Pre-2009 was L6||6|
|Elective||254417||Assess, monitor and evaluate organisational compliance with policies on gender equality and women's empowerment||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||243743||Demonstrate an understanding of and explain housing finance mechanisms and products||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||116482||Demonstrate understanding of the theoretical basis of social justice||Level 6||Level TBA: Pre-2009 was L6||6|
|Elective||115590||Design public participation processes||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||120507||Draw up a strategic development municipal agenda to address the key municipal development challenges in an integrated and sustainable manner||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||110499||Facilitate negotiations about all aspects of implementing local economic development programmes with a range of relevant stakeholders and role players||Level 6||Level TBA: Pre-2009 was L6||12|
|Elective||243935||Manage Victim Empowerment projects and services||Level 6||Level TBA: Pre-2009 was L6||5|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|84008||Higher Certificate: Community Development||Stellenbosch University||Not Applicable||NQF Level 05||120||CHE||HEQSF|
|83387||National Certificate: Community Development: Community Health||Generic Provider - Field 07||Level 5||NQF Level 05||147||HW SETA||OQSF|
|83388||National Certificate: Community Development: Early Childhood Development||Generic Provider - Field 07||Level 5||NQF Level 05||147||ETDP SETA||OQSF|
|83389||National Certificate: Community Development: Environmental Relations||Generic Provider - Field 07||Level 5||NQF Level 05||147||2015-06-30||LG SETA||OQSF|
|83390||National Certificate: Community Development: Gender Studies||Generic Provider - Field 07||Level 5||NQF Level 05||147||ETDP SETA||OQSF|
|83386||National Certificate: Community Development: General||Generic Provider - Field 07||Level 5||NQF Level 05||147||HW SETA||OQSF|
|83391||National Certificate: Community Development: Human Settlements||Generic Provider - Field 07||Level 5||NQF Level 05||147||CETA||OQSF|
|83392||National Certificate: Community Development: Integrated Development Planning||Generic Provider - Field 07||Level 5||NQF Level 05||147||LG SETA||OQSF|
|83393||National Certificate: Community Development: Local Economic Development||Generic Provider - Field 07||Level 5||NQF Level 05||147||LG SETA||OQSF|
|83394||National Certificate: Community Development: Project Management||Generic Provider - Field 07||Level 5||NQF Level 05||147||SERVICES||OQSF|
|83395||National Certificate: Community Development: Sport||Generic Provider - Field 07||Level 5||NQF Level 05||147||CATHSSETA||OQSF|
|83396||National Certificate: Community Development: Tourism||Generic Provider - Field 07||Level 5||NQF Level 05||147||CATHSSETA||OQSF|
|83397||National Certificate: Community Development: Victim Empowerment||Generic Provider - Field 07||Level 5||NQF Level 05||147||HW SETA||OQSF|
|83398||National Certificate: Community Development: Volunteerism||Generic Provider - Field 07||Level 5||NQF Level 05||147||CATHSSETA||OQSF|
|83399||National Certificate: Community Development: Youth Development||Generic Provider - Field 07||Level 5||NQF Level 05||147||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|
|84008||Higher Certificate: Community Development||Stellenbosch University|
|83388||National Certificate: Community Development: Early Childhood Development||Motheo Training Institute Trust|
|83389||National Certificate: Community Development: Environmental Relations||
1. A4 Consultancy CC
2. ABA Sebenzi
3. AVAX SA 481 CC. T/A Mandisa Development Services
4. IQ Skills Academy (PTY) LTD.
5. Kgolo Institute
6. Lagnita Skills Solutions
7. Maqhawe College
8. Marcado Human Resources Strategies
9. Vhutshilo Health And Training Organisation
|83392||National Certificate: Community Development: Integrated Development Planning||
1. ABA Sebenzi
2. All Access Holdings
3. Elvis Koena Consulting (Pty) Ltd
4. Kgolo Institute
5. Lagnita Skills Solutions
6. Maqhawe College
7. Marcado Human Resources Strategies
8. Mod-Mosh Projects and Consulting (PTY) LTD
|83393||National Certificate: Community Development: Local Economic Development||
1. ABA Sebenzi
2. Kgolo Institute
3. Lagnita Skills Solutions
4. Mangalani Business Enterprises
5. Maqhawe College
6. Mortarboard Training Solutions
7. Power Rush Trading 170 CC.
|83394||National Certificate: Community Development: Project Management||CAMBLISH TRAINING INSTITUTE 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.|