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 THAT HAS PASSED THE END DATE: 

Certificate: Local Government Administration and Management 
SAQA QUAL ID QUALIFICATION TITLE
14571  Certificate: Local Government Administration and Management 
ORIGINATOR
University of South Africa 
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 Certificate  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2022-12-31  

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 
The purpose of the qualification is to offer integrated knowledge, skills and attitudes which would equip the local government practitioner to function in an area of government administration. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Assumptions of learning already in place before the programme leading to the qualification is commenced

Learners who register for this qualification:
_ have an FETC or RPL equivalent
_ learn from predominantly written material and can communicate what they have learnt comprehensibly in the medium of instruction
_ can, with support, take responsibility for their own progress
Special exceptions will be made for students with disabilities.

This qualification recognises

3.1 Formal prior learning

Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised.

3.2 Non-formal and informal prior experiential learning
The university is currently investigating an RPL policy which is still to be approved by Senate. Students may be given RPL for individual modules if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that module. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
Students who are able to display competencies which are congruent with the outcomes of the qualification may be accredited for up to 50% of the qualification. While legislation currently requires students to complete 50% of their qualification at the institution which issues the qualification, it will be possible for students to obtain RPL for half of the programme on the basis of assessed evidence 

EXIT LEVEL OUTCOMES 
A). Specific outcomes:

1 Learners can demonstrate an understanding of local government legislation.

2 Learners can demonstrate an understanding of integrated development planning within the relevant social context.

3 Learners can demonstrate an understanding of the administrative character of local government.

4 Learners can act as researchers and lifelong learners.

5 Learners can apply academic knowledge to a field project in an area of interest in the local government field


B). Critical cross-field outcomes:

1. The learner can identify, analyse, formulate, solve convergent and divergent educational creatively and responsibly.

2 The learner can work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks in the educational field.

3 The learner can manage and organise her/his activities and life responsibly and effectively, including he/her studies and career.

4 The learner can collect, analyse, organise and critically evaluate information.

5 The learner can communicate effectively using visual, mathematical and/or language skills in the modes of oral and /or written presentation in often expensive pieces of sustained discourse.

6 The learner can use science and technology effectively and critically, showing responsibly towards the environment and health well-being of others, in community, national and global contexts.

7 The learner can demonstrate understanding of the world as set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community. 

ASSOCIATED ASSESSMENT CRITERIA 
Learners can:

A).
1.
  • apply relevant policy legislation to the role and functions of local government with relation to service delivery.
  • describe the roles of officials, directorates and councillors in various contexts.
  • understand the relationship of local government within the three tier system of government.
  • demonstrate an understanding of regulations pertaining to roles and conduct in councils (includes codes of conduct and standing orders).

    2.
  • identify and describe the micro (local) and macro (provincial and national) contexts in which local government functions.
  • describe service and other needs of urban, rural, formal and informal communities.
  • define social context in terms of development and other indicators.
  • identify stakeholders and structures with which local government can liase.
  • use profiling techniques to gather knowledge in a development context.
  • reflect on the role of local government in relation to the social, economic, cultural realities.
  • identify problems and areas for development in areas such as gender, environment, youth, crime and health.

    3.
  • describe tendering procedures and compile requirements for tenders.
  • analyse and interpret budgets.
  • design mechanisms for cost recovery.
  • demonstrate an understanding of town planning processes.

    4.
  • plan and execute research using a range of research skills to explore area of interest in local government.
  • design and conduct field research.
  • collect, analyse, organise, evaluate and integrate information and ideas from a variety of sources in various fields.
  • achieve ongoing personal, academic, occupational and professional growth.

    5.
  • conduct in-depth investigation into area of interest informed by academic knowledge.
  • integrate academic knowledge with knowledge from the field.
  • make recommendations for local government practises within integrated development strategy.


    B).
    1.
  • identify, analyse and solve concrete problems in community.
  • identify and solve concrete and abstract problems in community by drawing upon the theoretical knowledge and experiential base.
  • use their knowledge and experience to offer suggestions for solving developmental and service/community problems.
  • offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc.) to support their stated views.
  • analyse the local contexts in terms of problems, needs, and opportunities.

    2.
  • show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in group situations involving community members and local authorities.
  • demonstrate respect for the opinion of others through written and/oral reporting.
  • demonstrate tolerance of diversity through written and/or oral reporting.
  • provide evidence of successful interaction with others.
  • use effective communication skills.
  • lead people effectively within limits of own competence.


    3.
  • demonstrate the requisite study skills and learning strategies.
  • organise their study plans.
  • use creative and various learning strategies which suit their personal situations and contexts.
  • cope with the self-discipline necessary for distance learning.
  • think independently, and offer evidence to support their decisions.
  • assess their own strengths/weaknesses and develop coping strategies


    4.
  • demonstrate basic research skills.
  • use library and other resources effectively to suit individual needs and those of particular areas of research.
  • integrate information from a variety of sources.
  • act responsibly as a researcher (eg, appropriate referencing, avoiding plagiarism).
  • demonstrate awareness of relevant conventions and guidelines to their academic and personal roles.
  • conduct action research in the classroom using appropriate methodologies.


    5.
  • follow the language conventions of written (and/or oral) use in the respective disciplines.
  • use appropriate models of organisation and presentations as required for specific class groups.
  • use statistics appropriately and responsibly in support of their ideas.
  • recognise own communication limitations and problems and seek help appropriately.
  • identify and illustrate subject-specific jargon where necessary to facilitate learning and development academic proficiency


    6.
  • use scientific methods of investigation, testing and evaluation (this includes qualitative methods).
  • select educational technology to suit the needs of the individual or group.
  • use natural resources in a sustainable way.
  • show respect for and a responsible attitude towards science and technology.
  • demonstrate a consideration of the ethics involved in science and technology issues.
  • show respect and openness towards the psychological, health and physical environment of others.


    7.
  • draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them to include real-life aspects in their teaching strategies.
  • look beyond and across traditional disciplinary boundaries for possible solutions.
  • follow an integrated approach to learning and studying.
  • choose and follow appropriate educational pathways.
  • assist learners to bridge the gap between the classroom situation and real-life.


    Integrated assessment:

    All assessment will be directed at integrated knowledge, skills, attitudes and applied competence. Learners will be assessed by way of the following:

    Formative assessment:
  • Continuous-formal formative assessment carried out through the assessment of assignments and projects/portfolios submitted by learners. These will contribute 50% of the final mark per module
  • Continuous-non-formal formative assessment via the self-assessment activities and feedback incorporated in the study guides and feedback given during study group activities

    Summative assessment:
  • Summative written examination. All modules excluding those which involve field research or teaching practice will be summatively assessed by way of a written examination. The mark obtained for these modules will contribute towards 50% of the final mark. Examinations will assess the outcomes practised and assessed in the formative stage. They will also assess applied competencies
  • Field research projects will assess the learner's ability to carry out research into issues pertaining to local government and to manage and integrate knowledge from across a number of modules
  • External quality assurance will be undertaken by academics from other universities and internal assessment by internal academic staff and tutors 
    		•

    ARTICULATION OPTIONS 
    _ other certificate programmes at UNISA and elsewhere will be recognised as constituting part of this qualification.
    _ students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised.
    _ the qualification provides access to a B-degree when a student has an FET which would not normally grant him/her access to degree studies. 

    MODERATION OPTIONS 
    1. Within UNISA, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators and by the head of the department. In the case of examinations, a system of internal second examiners is used to moderate papers. In addition external examiners act as moderators of examination papers and marked scripts.

    2. Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, UNISA's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. The following guidelines are in place for the management of quality:

    Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is a postgraduate degree and appropriate experience. For the assessment of practical teaching, professional senior teachers are used as assessors.

    Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
    Training: All new members of staff undergo an orientation session and then receive ongoing development training. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. They receive ongoing training in assessment approaches. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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 South Africa 


    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.