SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Community Development

SAQA QUAL ID	QUALIFICATION TITLE
110930	Bachelor of Community Development
ORIGINATOR
University of the Western Cape
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree(Min 480)	Field 07 - Human and Social Studies		People/Human-Centred Development
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-08-08	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

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:
This is a professional qualification intended for Community Development Practitioners who are required to facilitate collective processes in a community to effect psycho, social and economic development. Community Development Practitioners require theoretical knowledge and practical skills to facilitate activities that enable households and communities to manage their own development to achieve sustainable livelihoods. Community Development Practitioners need to be accountable, responsible and ethical. The Bachelor of Community Development qualification will produce Community Development Practitioners who are able to facilitate the collective action needed to build and empower communities including, but not limited to, the poor.

Learners who graduate with this qualification will be able to:

Facilitate community initiatives.

Integrate theory and practice to analyse needs and to plan and facilitate interventions in communities where they work in order to collectively build community capital to bring about social change and justice.

Promote change and community ownership that is self-sustaining.

Coordinate interactions with communities.

Conduct research in communities to facilitate and inform a participatory approach to development.

Promote the integrated well-being of a community according to the fundamental principles and ethics of community development.

The qualification requires the integration of theory and practice that will equip learners with the knowledge, skills and values needed to enhance the integration of all community development stakeholders for effective community development across all sectors involved in community development.

Rationale:
Community Development processes are intended to empower local communities and strengthen the capacity of people as active citizens through their communities, organisations and networks. They also seek to capacitate institutions and agencies to work in dialogue with citizens to shape and determine change in their communities. The Community Development processes involve members of a community in their own development and aim to enhance the capacity of the community to respond to its collective needs and resources. The Bachelor of Community Development emphasises an integrated and holistic approach to community development. It focuses specifically on Community Development. It is assumed that learners can work independently and that they operate at a high cognitive level and can solve complex, real world problems and issues using evidence based solutions and theory driven arguments.

The Bachelor of Community Development will meet the requirements for employment as a Community Development Practitioner in the Public Service, Non-Governmental Organisations (NGOs), Faith-Based Organisations (FBO), International Development Entities, Corporate and Civic Entities. The qualification will ensure that Community Development Practitioners have a level of authority, responsibility and status within a regulated framework to facilitate processes that enable stakeholders and communities to participate in integrated planning processes and collective actions.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Access to the qualification is provided in terms of the university's RPL policy and its admission criteria stipulated by Senate. In addition, learners have to undergo a Portfolio Development Course (PDC) to support the learner's admission. The PDC will focus on written submission explaining the reasons for the candidates' interest in in the discipline as an adjunct to their existing professional competencies and indicating the nature of a possible research project.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate, granting access to Bachelor's studies.
Or

Senior Certificate with endorsement.
Or

National Certificate: Community Development, NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6, 7 and 8 totalling 505 Credits.

Compulsory Modules, Level 5, 125 Credits:

Community Development in Context 111, 5 Credits.

Introduction to Sustainable Community Development 112, 10 Credits.

Introduction to Ethical Theory and Practice 111, 15 Credits.

Academic Literacy for Commerce 131/132, 15 Credits.

Local Governance 121, 10 Credits.

Organisational Development 123, 10 Credits.

South African Politics and Government 132, 15 Credits.

Public Administration 131, 15 Credits.

Geography 111, 15 Credits.

Geography 121, 15 Credits.

Compulsory Modules, Level 6, 100 Credits:

Community Development 211, 10 Credits.

Dimensions of Community Development 212, 10 Credits.

Community Development 221, 10 Credits.

Introduction to Community Development Practice, 20 Credits.

Ethics 2111, 10 Credits.

Sociology 221, 10 Credits.

Sociology 231, 10 Credits.

Public Administration 231, 20 Credits.

Elective Modules, Level 6 (Choose from: either Sport & Recreation or Nutrition to the value of 30 Credits):

Sport Management 211, 10 Credits.

Sport and Society 1221, 10 Credits.

Recreation Theory 237, 10 Credits.

Nutrition 114, 10 Credits, 10 Credits.

Nutrition 223, 20 Credits, 10 Credits.

Nutrition 221, 5 Credits, 10 Credits.

Compulsory Modules, Level 7,110 Credits:

Community Development 311, 10 Credits.

Community Development 312, 10 Credits.

Community Development 321, 10 Credits.

Community Development Practice 322, 30 Credits.

Ethics 311, 10 Credits.

Sociology 311, 10 Credits.

Sociology 321, 10 Credits.

Public Administration and Governance 311, 20 Credits.

Elective Modules, Level 7 (Choose from: either Sport and Recreation or Nutrition to the value of 20 Credits):

Sport and Recreation 315, 10 Credits.

Sport for Community Development 317, 10 Credits.

Community Nutrition 312, 10 Credits.

Community Nutrition 322, 10 Credits.

Compulsory Modules, Level 8, 100 Credits:

Community Development 411, 10 Credits.

Community Development 402, 20 Credits.

For Community Development 421, 10 Credits.

Community Development Practice 401, 40 Credits.

Research Methodology for Community Development 403, 20 Credits.

Elective Modules, Level 8 (Choose from either Sport and Recreation or Nutrition to the value of 20 Credits):

Recreation and Leisure Studies 411, 10 Credits.

Recreation and Leisure Studies 412, 10 Credits.

Nutrition 402, 20 Credits.

EXIT LEVEL OUTCOMES

1. Communicate community-development related information verbally and in writing to a range of audiences with due regard for the purpose of the communication and the ethical value system of the specific context.
2. Analyse, synthesise, evaluate and review complex community development related information in order to conceptualise a problem and produce an evidence based argument or solution to an authentic community development situation.
3. Critically analyse philosophies and theories of community development relevant to a specific context.
4. Apply knowledge of the regulatory environment to mobilise a community to operate within the regulatory framework in a local, provincial, national, regional or global context.
5. Apply the ethics, principles, values and processes of community development to a specific context. Range: Principles of community development practice include, but are not limited to, inclusion, respect, building shared leadership and capacity, and participation.
6. Apply knowledge of the interdependent relationships between individuals, families, groups/organisations, the community, State and society to facilitate processes to build interdependent relationships in an authentic community development context and within own scope of practice.
7. Demonstrate an understanding of the concepts of responsibility and accountability within own scope of practice in a community development context.
8. Integrate theory and practice in an authentic community development context in order to build collective capacity.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate verbal and non-verbal communication appropriately for the audience and purpose of the communication.
> Range: Verbal communications include, but are not limited to, giving feedback, reporting to groups, facilitation, presentations and interviews.

Demonstrate written communication professionally, accurately, coherently and correctly in terms of style, tone and sensitive use of language.
> Range: Written communication includes, but is not limited to, report writing, giving written feedback, proposal writing, documenting evidence, collaborative writing and minutes of meetings.

Demonstrate active listening skills in individual and group situations and information is recorded accurately, concisely and coherently.

Interpret, assess for relevance and apply knowledge of current events, issues and affairs reported in the media at local level where appropriate.
> Range: Media include, but are not limited to, print, electronic, audio-visual and social networking platforms.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply knowledge of research designs and methodologies to research in a community development context.
> Range: Research design and methodology may include, but are not limited to: Participatory and Action Research; Conceptual Research; Developmental Research; Design; Social Impact Assessment; Evaluative Research.

Conduct community-based research to profile a community and inform a programme or collective action.

Compile a research report based on actual research.

Associated Assessment Criteria for Exit Level Outcome 3:

Show interactions with a community which reflect the application of theory in practice.

Apply theories and philosophies to a variety of community development contexts.

Explain and use concepts of community development appropriately in context.
> Range: Concepts include, but are not limited to, social justice, poverty, community well-being, development, social development, community, community development, citizenship, democracy, social well-being, sustainable development and sustainability, inequality, role-players, stakeholders, households, gender and globalisation.

Discuss historical and contemporary contexts of community development with reference to how the contexts give meaning to community development concepts.

Associated Assessment Criteria for Exit Level Outcome 4:

Analyse and interpret legislation, policies and international conventions for application and/or compliance in a specific context.

Explain the processes through which legislation and policies are formulated with reference to how individuals and communities can be involved in and/or influence the processes.

Analyse social policies relevant to community development in terms of the inter-relationship between the policies.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate methods, skills and techniques for working with communities in a variety of authentic community development situations or contexts.
> Range: Methods, skills and techniques for working with communities include, but are not limited to, needs assessment, asset mapping, capacity building, resource mobilisation, project planning and management, group problem solving and decision making, team building, motivation, mobilisation, advocacy and lobbying, critical and creative thinking, conflict resolution, negotiation, consensus, dealing with diversity, peace building, and gender analysis.

Investigate theories and techniques of leadership and management for relevance in a variety of community development situations.
> Range: Leadership and management theories include, but are not limited to, collective, collaborative, participative, adaptive and transformative leadership and management.

Apply participatory approaches to a community development process.
> Range: Participatory approaches include, but are not limited to, the sustainable livelihood approach and asset-based community development.

Apply a community development process to empower a local community to strengthen the capacity of people as active citizens and to shape and determine change in the community.

Explain theories of organisational development for a community development context.

Knowledge of financial management and business economics is applied to the community development cycle.

Associated Assessment Criteria for Exit Level Outcome 6:

Analyse social dynamics within the various systems in a community in order to facilitate change or build community capacity.

Apply an understanding of social systems, human development and behaviour in order to build interdependent relationships in a community context.
> Range: Interdependent relationships include, but are not limited to, solidarity, social cohesion and unity in diversity.

Investigate institutions and organisations that provide resources for the facilitation of community development for a specific context.

Associated Assessment Criteria for Exit Level Outcome 7:

Explain the roles and responsibilities of community development practitioners with reference to scope of practice, avenues for referral and the consequences if the code of practice and professional code of ethics is contravened.

Explore skills and techniques for personal development and awareness with a view to developing personal capacity to reflect and understand self and others and to fully realise own potential.
> Range: Skills and techniques include, but are not limited to, self-awareness, self-management, and self-reflective capacity, interpersonal and intrapersonal skills.

Analyse and discuss a code of conduct for community development practitioners in terms of how the code should effect own practice.

Discuss the role of supervision in community development practice with reference to self, own roles and responsibilities and the need for support and mentoring.

Associated Assessment Criteria for Exit Level Outcome 8:

Apply community development theory in an ethical manner and supported by authentic evidence in a practical community development situation.

Demonstrate selected skills to address social challenges in a practical situation.
> Range: Social challenges may include, but are not limited to, poverty, inequality, oppression, discrimination, exclusion, and social and economic vulnerability.

Apply an understanding of community and social dynamics in an authentic community development context.
> Range: Social dynamics include, but are not limited to power, power structures, issues of diversity, economics, demographics and social activities.

Coordinate and tackle activities for an integrated, holistic community development programme using a recognised information management system.

Integrated Assessment:
The Bachelor of Community Development (commDev) aligns with the assessment policy of the institution in this way:

The study guides designed by lecturers will inform learners with the types of assessment and the dates of assessment that will be followed in each module (e.g. assignment, test, etc.). Learners will be assessed continuously and the assessment will include classwork, tests, individual and group assignments, presentations, classroom-based research, projects, case studies, portfolios, CommDev practice. This assessment aims at evaluating the learners' understanding of their work and their ability to apply it in different settings.

Concerning classwork, learners will have to do certain tasks in class as individuals or in groups. Oral presentations will be done in class, individually and with groups. This will allow learners to work co-operatively, to share experiences and to learn from each other, and also to gain confidence as they participate in class. All these forms of formative assessment aim at strengthening learners' communication skills, their sense of independence and their ability to work as a team. They prepare them for the world of work where they have to work as members of a team to achieve certain goals.

At least one test and one assignment will be given to learners in each semester per module. These activities will aim at assessing the learners' level of understanding and the extent to which they can apply, analyse, critique and evaluate knowledge as prospective CDPs. Written assignments will expose learners to academic writing. In the fourth year, learners will be required to conduct research in the based on one of the CommDev subjects in order to apply theoretical and practical knowledge.

Formative and Summative Assessment:
In this qualification, learner assessment will be formative and summative. Formative assessment will be continuous, with regular feedback from tutors and lecturers. It will include classwork, tests, assignments (individual and group), presentations, projects and practical application. Feedback will be provided to learners to enable them to see their performance and make improvements where necessary. The lecturers will also be able to identify struggling learners and make means of supporting them.

Summative assessment will occur at the end of each module, at the end of a semester. It will be in the form of examinations which are usually written in May/June and in October/November of each year. This form of assessment will cover the work done in a semester and determine learners' progression from one level to the other.

Assessment of experiential learning (if applicable):
Currently, there are clear guidelines given to all the people involved in experiential learning, i.e. learners, CDPs and lecturers.

Firstly, a workshop will be conducted with learners and lecturers before they go to the placement sites where they will do their practicum. Learners will be informed of what they will be expected and required to do during their practicum.

In the second year learners will do observations. In their third and fourth year of study will be expected to apply the skills and knowledge obtained from their theoretical modules in the workplace.

The fieldwork placement is guided by the internationally aligned South African Definition of Community Development, accepted in July 2014 and the BCommDev (2014) minimum standards to which all Higher Education Institutions (HEIs) in South Africa, offering Community Development education, have to comply. Outcomes-based education emphasises the application of theory to practice, and learners will be required to demonstrate that they have the competencies required to exit as beginner level community development practitioners. Ways of demonstrating this would be having their supervisors (fieldwork or agency) observing their practical skills, handing in DVD/vodcast recordings of their practice (these are considered the most valid forms of assessment), writing reports on what happened in their practice and submitting reflective journals. Agency supervisors will be requested to complete a learner performance assessment form which could be considered as evidence of competence.

Learners will spend two to three days per week (depending on the year of study level), Tuesdays or Wednesdays to Thursdays, at their placements. Fridays are reserved for fieldwork seminars and supervision. Fieldwork seminars will include laboratory sessions, simulation exercises and workshops in preparation for practice. Supervision sessions will largely focus on practice learning, critical reflections on practice within specific contexts, making sense of practice and assisting with application of theory.

Learners will be required to complete a minimum of 800hrs in their three-year study period internship. The mid-placement assessments will take place at the end of third term of each year of study. Learners will terminate in mid-November with the final assessments taking place in the middle of November. Learners will be expected to do 2 oral assessments (presentations) during the cause of the year. The mid-term and final year presentation dates will be in the year calendar. Agency supervisors will attend and participate in the assessment of the learners.

Learners and agency supervisors will complete a learning contract, a service level agreement and a memorandum of understanding which must be completed and signed by the fieldwork supervisor in the first week of practicum in third term. Learners will not be allowed to do mid-and final presentations if all reports and lab tasks are submitted by the set due dates and have 80% attendance for the lab and fieldwork placement respectively.

In order to prepare learners for their fieldwork, they are offered a range of theory courses, alongside their fieldwork module, throughout each year. 50% of formative assessment tasks/continuous assessment mark (CA mark) and 50% of the summative assessment mark (portfolio and final presentation) will constitute the final mark.

INTERNATIONAL COMPARABILITY

Most universities combine qualifications in social work with specialisations or modules in community work, but do not offer professional qualifications for Community Development Practitioners. Community work emphasises the development of relationships between stakeholders while social work sees community work as a process. Community Development goes beyond a mere process and involves members of a community in their own development with a view to enhancing the capacity of the community to respond to its collective needs and resources.

Attempts were made to identify African institutions that offer degrees in Community Development. Tanzania and Kenya have been included in this comparison. Ireland offers the best comparison to the South African Qualification and there are synergies with some Australian and Scottish qualifications.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Social Work, Level 8.

Bachelor of Arts Honours in Community Development, Level 8.

Vertical Articulation:

Master of Philosophy in Land and Agrarian Studies, Level 9.

Master of Arts in Community Development, Level 9.

Master of Arts in Development Studies, Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

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.	University of the Western Cape