|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|
|National Certificate: Local Economic Development|
|SAQA QUAL ID||QUALIFICATION TITLE|
|36437||National Certificate: Local Economic Development|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|LG SETA - Local Government and related Services Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 03 - Business, Commerce and Management Studies||Finance, Economics and Accounting|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||144||Level 6||Level TBA: Pre-2009 was L6||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 has been designed to provide the qualifying learner with the competencies needed to undertake a range of local economic development processes with the strategic intent to mobilise local skills and resources around the tackling of development challenges within a municipality. Identifying, harnessing and using resources to stimulate the economy cannot be sustainable unless it is the result of thorough planning, implementation and monitoring processes.
The purpose of this qualification is to prepare the qualifying learner to practise in the local economic development sector in a range of municipalities of different sizes and challenges and to mange the work of others in an LED unit.
Qualifying learners will be able to design and apply systems for the monitoring, reporting and evaluation of LED programmes. The emphasis of the qualification is enabling the learner to design and implement systems and plans to facilitate the work of other officials in an LED unit.
Rationale for the qualification:
Local Economic Development is a process to secure greater local control over business enterprise, labour, capital and other resources. Local Economic Development strategy is based on the concept that economic activity can be used to improve the quality of life for all members of the community.
A Local Economic Development strategy should include economic aspects (growth in jobs, income, business activity, etc.), development (need for structural change, quality of development, etc.) and the needs of the local community (poverty reduction, satisfying basic human needs, integrated social and environmental objectives). Governance is another aspect of economic development that should be included in economic development strategies. Governance is seen as the capacity of institutions to manage and administer policy, processes and programmes that represent the broad interests of all individuals and groups involved while at the same time complying with ethical and legislative requirements.
This means that Local Economic Development cannot succeed if it is merely a once-off exercise of attracting a single development project for an area/community. Local Economic Development means having a clear Local Economic Development strategy that includes the reality of the marketplace, helps create a positive environment for economic activity, reflects the values of its citizens and complies with ethical and regulatory requirements.
Local Economic Development for each community is unique. It means understanding what the community is good at and what it has to offer, where the community`s weaknesses are, what outside threats and opportunities exist, and most importantly, what the community wants and needs. Success in Local Economic Development depends on creating markets that operate efficiently, but appropriately, within the local context.
Local government is involved in local business activities as suppliers of infrastructure, as tax collectors and regulators of land, buildings and permissions. It should also be involved in Local Economic Development as the lead initiator of projects. Adjusting, targeting, streamlining and, in some cases, reducing policies, regulations and taxes can have a significant impact on the success of Local Economic Development.
Local Economic Development (LED) is not a new concept in South Africa, however, since the first democratic local government elections attention is focused on the role of local authorities as facilitators and implementers of LED. A major challenge presently facing local authorities is the broadening of services to their communities and to provide a favourable environment for business development.
The role and functions of local government have changed considerably and local government has been given the task to drive the LED process. Local government officials are, however, not well equipped to deal with this function in terms of knowledge and understanding of what LED, means nor do they have the skills required to implement LED policy and procedures. A wide range of LED manuals and LED training programmes have been developed, which unfortunately do not adequately equip local government officials with the knowledge, insights and skills required to provide this service to local communities.
This need for knowledgeable and skilled officials at local government level to lead LED was the starting point for the development of a comprehensive Local Economic Development Qualifications Framework at NQF levels 4, 5 and 6. These Qualifications should result in the training of LED practitioners in the knowledge and skills required to be successful, LED facilitators and to provide a learning pathway in LED.
The three Qualifications will ensure a comprehensive understanding of LED and its application in the South African context. Local government officials will be able to better fulfil their new role as managers of Local Economic Development.
The National Certificate in Local Economic Development NQF Level 6 is the third and last qualification in a learning pathway that provides learning in the area of local economic development for NQF Level 4 to NQF Level 6. It provides knowledge of and practical skills in local economic development as well as progress along a career path for learners including those who have worked in the sector for any number of years but have no formal qualifications in local economic development.
This Qualification is also flexible enough to accommodate both learners in formal education and learners already employed in the local economic development area and who will be learning on a part-time basis. The qualification has been designed to allow for maximum mobility in the contexts of metros, districts or local municipalities, the building blocks for career progression and to give effect to the notion of life-long learning.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|This is the third Qualification in a learning pathway in Local economic Development and it is assumed that the learner will first have attained the National Certificate in Local Economic Development NQF Level 5. Should that not be the case the learner should hold a Qualification at NQF Level 5 in Financial Management and/or Economics and preferably have experience of the local government sector.
Recognition of prior learning (RPL):
The National Certificate in Local Economic Development: NQF Level 6 allows for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification.
The Qualification may be obtained in whole or in part through RPL.
Application for Recognition of Prior Learning (RPL) should be made to the relevant ETQA or to an ETQA that has a Memorandum of Understanding with the relevant ETQA.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification learners are required to obtain a minimum of 144 credits as detailed below:
|EXIT LEVEL OUTCOMES|
|Qualifying learners are able to:
Critical Cross-field Outcomes:
1. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
2. Work effectively with others as a member of a team, group, organization and community.
3. Organise and manage oneself and one`s activities responsibly and effectively.
4. Collect, analyse, organize and critically evaluate information.
5. Communicate effectively using visual, mathematical and/ or language skills in the modes of oral and/ or written presentation.
6. Use science and technology effectively and critically, showing responsibility towards the environments and health of others.
7. Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation.
8. Be culturally and aesthetically sensitive across a range of social contexts.
|ASSOCIATED ASSESSMENT CRITERIA|
Assessment practices must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged. Learners who wish to be assessed against this qualification should direct enquiries to the appropriate ETQA.
The focus of assessment must be on the assessment of the learning outcomes rather than learning outputs. The specific outcomes in the Unit Standards guide the learning and training process towards the exit level outcomes on a continuous basis. The purpose is to determine whether these outcomes have been attained. Situations should present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts.
Learning, teaching and assessment are inextricably linked. Where appropriate, assessment of knowledge, skills, attitudes and values indicated in the various Unit Standards should be integrated. Assessment in communication and mathematical literacy should use authentic local economic development contexts wherever practical.
Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learners` skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such it should guide the learner and the facilitator of learning. It is continuous and is used to plan appropriate learning experiences to meet the learner`s needs. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, s/he has achieved the outcomes.
Assessment should also have a summative component. Summative assessment may be used on completion of a number of Unit Standards, but should not be the only form of assessment.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.
Integration implies that theoretical and practical components should where possible be assessed together.
Integrative techniques should be used to assess applied competence. Learners should be required to demonstrate that they can perform the outcomes with understanding and insight.
Assessment should ensure that all specific outcomes, embedded knowledge and Critical Cross Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the specific outcomes. The Critical Cross-Field Outcomes are implicit in the Unit Standards and programmes should be designed to extend and further reflect the integration.
|Research was done into the Qualifications Frameworks of Scotland, Canada and New Zealand. No comparable qualifications were found. The most significant information and data (although not in the form of Qualifications) were found on the World Bank`s Urban Development website and additional input to the Unit Standards was gained by looking at the websites of a number of international cities.
Recent participation by the LGWSETA in the UN HABITAT Virtual Round Table - LED Series has provided considerable information and insight into the practice of local economic development around the world and this has been used to confirm/support the inclusion of various Unit Standards in the Qualification. Some of the subject matter experts/resource persons who were specifically consulted to broaden the impact and reach of the Qualification were able to draw on their personal experiences with the practice of economic development at a local level in such countries as Norway and England.
|This Qualification articulates with the following Qualifications:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant should:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|Exit points for learners who do not complete the Qualification:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||12891||Apply concepts and principles of business ethics in the professional environment||Level 6||Level TBA: Pre-2009 was L6||5|
|Core||110516||Compile and implement a resource plan to support the local economic development policy and strategic plan for a local economic development programme||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||110477||Design and apply appropriate value management systems and techniques for an local economic development unit||Level 6||Level TBA: Pre-2009 was L6||10|
|Core||110480||Design and implement a system for the on-going monitoring, reporting and evaluation of a local economic development programme||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||110492||Develop and implement a local economic development policy for the local economic development unit||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||110496||Develop and implement a strategic plan for a local economic development programme with specific reference to identified economic variables and priorities||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||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|
|Core||110488||Facilitate the establishment of strategic partnerships to contribute to achieving the objectives of the strategic plan for a local economic development programme||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||110495||Facilitate the inclusion of local economic development objectives in the integrated development planning (IDP) process of the municipality||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||110491||Gather and manage information on a range of national strategies and international trends, on an on-going basis to make strategic local economic development decisions||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||110474||Initiate and maintain networking opportunities with other municipalities, districts and metros||Level 6||Level TBA: Pre-2009 was L6||6|
|Core||110486||Manage the operations of a local economic development unit||Level 6||Level TBA: Pre-2009 was L6||8|
|Fundamental||14504||Demonstrate knowledge and understanding of e-business as a competitive tool||Level 6||Level TBA: Pre-2009 was L6||7|
|Fundamental||14512||Interpret the impact of macro economic decisions or indicators on a business environment||Level 6||Level TBA: Pre-2009 was L6||5|
|Fundamental||14515||Present a well-structured argument derived from qualitative and/or quantitative data to map new knowledge and generate a competitive advantage||Level 6||Level TBA: Pre-2009 was L6||12|
|Elective||337063||Demonstrate knowledge and insight into the principles of monitoring and evaluation in assessing organisation and/or programme performance in a specific context||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||337059||Apply monitoring and evaluation approaches and tools to assess an organisation's or programme's performance in a specific context||Level 6||Level TBA: Pre-2009 was L6||15|
|Elective||12138||Conduct an organisational needs analysis||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||110483||Develop and manage an organisational records system||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||12139||Facilitate the resolution of employee grievances||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||12984||Interpret provisions of a contract and assess liability of clients and other parties to an agency agreement||Level 6||Level TBA: Pre-2009 was L6||10|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||Change Strategies Consulting Services CC|
|2.||CTC College(PTY) LTD.|
|3.||Development Bank of Southern Africa (DBSA)|
|4.||Jeppe College of Commerce and Computer Studies|
|5.||K Shabangu FET College|
|8.||Lewerb Holdings (PTY) Ltd|
|9.||Masemase Consultancy CC.|
|10.||Mortarboard Training Solutions|
|11.||Thubelihle Graduate Institute|
|13.||University of Venda|
|15.||Ya Hina Management Consulting and projects|