|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 Diploma: Development Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49710||National Diploma: Development Practice|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Diploma||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||245||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|
The Qualification aims to ensure that qualified learners can facilitate critical thinking and decision making among community members, and can manage projects and resources. The Qualification ensures that qualified learners can evaluate development practice processes, and facilitate and manage development practice activities in communities. These activities can include development projects, learning activities, initiatives such as mobilisation and advocacy, etc. Learners are required to be able to conduct research, and this set of competences is transferable to other areas of learning.
Achieving this Qualification prepares learners for NQF Level 6 learning. The purpose of the Qualification for individuals is recognition and improved access to learning and employment systems. By setting a minimum standard, the quality of development practice education and training will improve and, therefore, the general field of education, training and development is improved.
The Qualification provides learners with credits on the National Qualifications Framework that articulate with other Qualifications by means of various Unit Standards that form part of this and other Qualifications. It facilitates access to, and mobility and progression within education, training and career paths in development practice and related fields. By crediting learning achievements, the many development practitioners who have not had access to the education and training system will receive recognition for their existing competences, redressing past unfair discrimination in education, training and employment opportunities. At the core of development practice lies the full personal development of each learner and those they work with, and the social and economic development and transformation of the nation at large, including the eradication of poverty.
Qualified learners are capable of:
Range: Analysis of community development approaches/theories, ideologies, and community dynamics, needs and existing assets are included.
Range: Resources include human resources.
Qualified learners are also required to achieve one of the following outcomes:
Range: Policies relevant for one area of specialisation are included, for example: Gender studies, ECD, ABET, Women and children at risk, social justice, anti-globalisation, poverty eradication, economic literacy, youth, child care, HIV and AIDS, land care, health promotion, entrepreneurship, etc.
Range: Programmes include one area of specialisation, for example: Gender studies, ECD, ABET, Women and children at risk, social justice, anti-globalisation, poverty eradication, economic literacy, youth, child care, HIV and AIDS, land care, health promotion, entrepreneurship, etc.
This Qualification is targeting learners who are development practitioners who have already attained an NQF Level 4 Further Education and Training Certificate: Development Practice and aims to increase their range of competence to include a variety of contexts. The Qualification requires specialisation in a field of development practice, whereby the learner's career path is defined. Qualified learners are employed as development practitioners working at an individual, group, community and organisational level in various sectors and areas of development practice, for example, mining, health and health promotion, social development, agriculture, education and training, land reform, environmental management, land care, crime and security, entrepreneurship, peace, leadership, shop stewarding, etc. Employers include public and private institutions such as government departments, Non-Governmental Organisations (NGOs), Local Government, religious organisations, etc. Targeted learners also include community educators.
This Qualification aims to ensure that the qualifying learners can progress and do not reach a 'ceiling' in terms of their learning. Individuals who qualify benefit from formal, national recognition, and gain access to other Higher Education learning programmes and a career pathway in development practice. Qualified learners attain the research-based ability to describe various ways of thinking - a competence that is transferable to various contexts.
The Qualification is set to facilitate the professionalisation of the field of development practice, and to impact positively on standards of practice. It should ensure the value of development practice, through quality work, and enhanced impact of development processes. Application of the competences attained in this Qualification facilitates access of communities to better levels of service. Qualified learners' competence to describe the consequences of development practice activities should improve the sustainability of impact. At a societal level, improved quality of life should result for community members; self reliance leads to productivity; transformation is effected through education and development; and change is focused on improvement. Economic impacts include that skills development and capacity building lead to sustainable economic change and improvement, and the application of the skills to get out of financial debt.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|The design of and credits allocated for this Qualification are based on the assumption that the learner has already achieved the set of competences required for the Further Education and Training Certificate: Development Practice (NQF Level 4), or has gained equivalent experience. This would include Communication and Mathematical Literacy at NQF Level 4, as well as being able to participate in the estimation and preparation of cost budgets for an element of work, and to monitor and control actual cost against budget (NQF Level 4 - NLRD ID Nr 10134).
Recognition of prior learning
This Qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local Qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this Qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A Qualification will be awarded should a learner demonstrate that the exit level outcomes of the Qualification have been attained.
Access to the Qualification:
Access to the Qualification is open, no restrictions are placed on learners, which may prevent them from gaining access to this Qualification.
|RECOGNISE PREVIOUS LEARNING?|
|All the Fundamental Component Unit Standards are compulsory (20 credits).
All the Core Component Unit Standards are compulsory (205 credits).
For the Elective Component learners are required to attain at least 20 credits out of 177 credits.
|EXIT LEVEL OUTCOMES|
|Fundamental and Core Outcomes
1. Analyse information about communities using relevant participatory research methodologies.
Range: Analysis of community development approaches/ theories, ideologies, and community dynamics, needs and existing assets are included.
2. Manage community projects or initiatives that meet the requirements of transformation development principles.
Range: Projects should be of medium scale.
3. Mobilise and deploy resources for specific community development projects.
Range: Resources include human resources.
4. Identify opportunities for collaboration through strategic alliances.
5. Design learning activities that meet specified development practice requirements.
6. Recommend quality improvements for sustainable community development.
Elective Outcomes (achievement of one outcome required to qualify)
7a. Analyse and disseminate policies in terms of implications for specific community projects.
Range: Policies relevant for one area of specialisation are included, for example: Gender studies, Early Childhood Development, Adult Basic Education and Training, Women and children at risk, social justice, anti-globalisation, poverty eradication, economic literacy, youth, child care, HIV and AIDS, land care, health promotion, entrepreneurship, etc.
7b. Monitor financial information according to specified requirements.
7c. Implement development practice programmes to address specified needs.
Range: Programmes include one area of specialisation, for example: Gender studies, Early Childhood Development, Adult Basic Education and Training, Women and children at risk, social justice, anti-globalisation, poverty eradication, economic literacy, youth, child care, HIV and AIDS, land care, health promotion, entrepreneurship, etc.
|ASSOCIATED ASSESSMENT CRITERIA|
Range: Methodology includes instruments and research tools, as well as knowledge, attitude and skills used to conduct participatory research.
Range: Resources for projects, events, representation, etc.
Range: Description includes the features of gate-keeping in stakeholders and role players, and that the roles of stakeholders and role players are either in line or not in line with strategic objectives for specific issues or projects.
Range: Requirements include key learning outcomes, time frames, resource requirements, learning support materials, specific learner group characteristics and special needs requirements, and impact and evaluation criteria. > > Quality management recommendations are incorporated to achieve optimum alignment between organisational and learning objectives.
Range: Recommendations include resource access, application and appropriateness, development activity impact within specified contexts, stakeholder input/participation/consultation, and achievement of development activity objectives through verbal communication.
Range: Description of implications can be through verbal engagement in project planning and implementation, and written reporting.
Range: Relevance includes accessibility, relevance of language, symbols, popular versions, etc.
Range: Financial controls include those relating to operational budgets, and cash flow budgets.
Range: Coordination includes monitoring.
The assessment criteria in the Unit Standards are performance-based, assessing applied competence, rather than knowledge or skills only. The critical cross-field outcomes are also achieved in the Unit Standards. In addition to the competence assessed to achieve the Unit Standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this Qualification.
Learners who qualify must be able to integrate concepts, ideas and behaviours across Unit Standards to achieve the purpose of the Qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the Qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the Qualification.
Evidence of integration may be presented by learners when being assessed against the Unit Standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this Qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the Unit Standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed.
|Development practice in Africa is often funded by non-African countries, with South Africa being a leader in development practice in Africa. Internationally, programs for development practice are aimed primarily at the higher education level. Countries identified with programs include Uganda, New Zealand, Canada, the United States of America, the United Kingdom, Australia, Germany, Pakistan, Japan, and Norway.
Uganda's development practice activities are focused on the integration of development and gender programmes, and based within social sciences. Training programmes are mostly aimed at higher level consultants, and not at the level of this South African Qualification. These programmes include national planning, strategic planning project development, implementation, monitoring and evaluation, baseline surveys, needs assessment, community mobilisation, advocacy, and training. Uganda supplies training to participants from Uganda, Kenya, Rwanda, Tanzania, Zambia and Zimbabwe.
In New Zealand, no comparable Qualification in development practice exists on the national framework. Higher level programmes (equivalent of South African NQF Level 6) on offer include ethics of development practice, 'expert and 'expertise', multilaterals and development, bilateral aid and development, NGOs and development, capacity building, the private sector and microfinance, development in marginal places: conflict, development and marginal peoples, analysing needs, and impact (methods), as well as an independent research component.
In Japan, literacy is a main focus of development practice. Programmes address competencies related to materials development, workshop planning, and non-formal education. German programmes focus on monitoring and evaluation of development projects. In Pakistan, most development practice programmes are aimed at management level, and specifically, project management. Norwegian programmes are also at higher levels than this South African Qualification. The programmes in the United States of America focus on antipoverty programmes and training is focused on participation in such programs.
In Canada, the current emphasis is on workplace and career development practice. Programmes focus on professional development at levels higher than this South African Qualification, and include reviewing the major issues surrounding international development, understanding the connections between Canadian and international development issues and contexts, understanding connections between development theory, policy and practice, with special emphasis on participatory frameworks for development, introductory preparation for development practice through project planning and proposal writing.
The United Kingdom, including Scotland, defines community learning and development as informal learning and social development work with individuals and groups in their communities, to strengthen communities through enhancing people's confidence, knowledge and skills, organisational ability and resources. Similar to this South African Qualification, the focus is on empowerment, participation, inclusion, equal opportunity and anti-discrimination, self-determination, and partnerships. However, programmes are mostly aimed at degree level. Equivalent programmes address general communication skills, written communication skills (clarity, organisation, and style), oral communication (presentation), data gathering, analysis and evaluation skills, project proposal and report writing, stress management, and training management.
The Australian framework addresses community development practitioner competence at almost lower levels, and in relation to various other areas of competence, such as local government, and health work. There is no Qualification at the equivalent level of this South African Qualification.
|Horizontal articulation is possible with the National Certificate: Development Practice (NQF Level 5), the National Certificate: Human Resource Management and Practices (NQF Level 5), the National Certificate: Generic Management (NQF Level 5), National Diploma in Early Childhood Development (NQF Level 5) and the National Certificate: Arts and Culture Management (NQF Level 5). Vertical articulation is possible with the National Certificate: Development Practice (NQF Level 4), National Certificate: Project Management (NQF Level 4) and the BA degree (NQF Level 6).|
|Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this Qualification.
Particular moderation and accreditation requirements are:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Qualification. Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the Qualification and any of the Unit Standards that make up this Qualification.
To register as an assessor, the following are required:
Assessors should keep the following general principles in mind when designing and conducting assessments:
In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
All assessments should be conducted in line with the following well-documented principles:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. N/A|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||119767||Build relationships for development practice||Level 5||Level TBA: Pre-2009 was L5||12|
|Core||15237||Build teams to meet set goals and objectives||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||115753||Conduct outcomes-based assessment||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||15232||Coordinate planned skills development interventions in an organisation||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||15231||Create and use a range of resources to effectively manage teams, sections, departments or divisions||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||119765||Define community-based development project scope||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||110058||Demonstrate a critical understanding of theories and principles of transformative development practice||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||119766||Deploy community development workers||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||119763||Design learning events||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||15217||Develop an organisational training and development plan||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||15238||Devise and apply strategies to establish and maintain relationships||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||15224||Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||10289||Facilitate a programme of learning||Level 5||Level TBA: Pre-2009 was L5||24|
|Core||119768||Manage development project resources||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||15230||Monitor team members and measure effectiveness of performance||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||110063||Plan advocacy campaigns and workshops in development practice||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||119764||Plan development project operations||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||110060||Plan learning programmes that redress social development issues||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||110062||Plan the facilitation of learning in development practice||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||15235||Prepare and conduct staff selection interviews||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||110061||Prepare learning support materials for programmes in development practice||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||15221||Provide information and advice regarding skills development and related issues||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||12140||Recruit and select candidates to fill defined positions||Level 5||Level TBA: Pre-2009 was L5||9|
|Core||15220||Set, monitor and measure the achievement of goals and objectives for a team, department or division within an organisation||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||12138||Conduct an organisational needs analysis||Level 6||Level TBA: Pre-2009 was L6||10|
|Fundamental||116491||Describe ethical procedures and practices for social justice||Level 5||Level TBA: Pre-2009 was L5||6|
|Fundamental||116494||Explain ethical principles for equality of opportunity||Level 5||Level TBA: Pre-2009 was L5||6|
|Fundamental||10295||Promote lifelong learning and development||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||117241||Develop a business plan for a small business||Level 4||NQF Level 04||5|
|Elective||115499||Gather, record and interpret business related information||Level 4||NQF Level 04||4|
|Elective||115500||Inform client of planned process and follow-up on requests||Level 4||NQF Level 04||4|
|Elective||117156||Interpret basic financial statements||Level 4||NQF Level 04||4|
|Elective||115498||Resolve client requests and queries||Level 4||NQF Level 04||4|
|Elective||114995||Analyse, appreciate and evaluate selected and unseen visual/written texts in X||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||15236||Apply financial analysis||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||115855||Create, maintain and update record keeping systems||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||114992||Demonstrate understanding of aural texts on both concrete and abstract topics in X||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||13855||Develop and manage the ECD learning programme||Level 5||Level TBA: Pre-2009 was L5||24|
|Elective||13856||Facilitate an inclusive educational environment in ECD settings||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||115823||Gather and manage information for decision-making||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||12842||Manage diversity in ECD settings||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||13853||Mediate active learning in ECD programmes||Level 5||Level TBA: Pre-2009 was L5||36|
|Elective||14020||Monitor budgets related to community projects||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||13854||Promote healthy development in ECD programmes||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||10147||Supervise a project team of a technical project to deliver project objectives||Level 5||Level TBA: Pre-2009 was L5||14|
|Elective||114986||Sustain oral communication and interact competently in all contexts suited to the situation of the learner of X||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||117515||Tender for projects||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||114991||Write a wide variety of texts in X||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||116338||Apply basic business accounting practices||Level 6||Level TBA: Pre-2009 was L6||9|
|Elective||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|
|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.
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