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.

National Certificate: Ward Committee Governance 
57823  National Certificate: Ward Committee Governance 
SGB Public Administration and Management 
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  Public Administration 
Undefined  120  Level 2  NQF Level 02  Regular-Unit Stds Based 
Passed the End Date -
Status was "Reregistered" 
SAQA 06120/18  2018-07-01  2023-06-30 
2026-06-30   2029-06-30  

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. 


The purpose of the qualification is to enable qualifying learners to apply the relevant competences required for proactive participation as a Ward Committee member so that they achieve municipal objectives.

The learning outcomes contained in this qualification are based on the competencies required to contribute to the effectiveness of municipal processes from a Ward Committee perspective. These competences relate to:
  • Conducting or participating in formal and informal meetings to achieve Ward Committee objectives.
  • Involvement in and giving advice on municipal projects.
  • Assisting in implementing municipal objectives and overall objectives of Local Government by displaying an understanding of core municipal functions as they relate to a Ward Committee context.
  • Facilitating relations between Local Government and citizens to effectively support the implementation of its objectives.
  • Facilitating service delivery in a Ward Committee context.

    The learners entering this qualification may come from various backgrounds and will be persons who have been nominated by their community onto a Ward Committee to represent the needs of the community, while archiving municipal objectives. It will create an opportunity for the learner to be exposed to various municipal processes and pursue a learning pathway in counselling for Local Government. The qualifying learner will be able to participate actively in overall democracy through proactive community involvement in local government processes.


    The qualification is aimed at learners working in a Ward Committee context within Local Government. The newly created sub-municipal Ward Committees play a critical role in achieving the objectives of Local Government including giving practical meaning and substance to the basic political commitment that 'the People Shall Govern'. Being a representative structure of the community and its citizens, the Ward Committees need to inform the municipality about the aspirations, potentials and problems of the people and form a bridge by facilitating proper communication between the Council and the citizens. On this basis, a need was identified to equip learners in the Ward Committee with the competencies they require to function as a Ward Committee representatives. The typical learner will be member of a Ward Committee participating in municipal processes at a local level. In addition persons seeking future employment in the Local Government sector may choose to complete the qualification.

    This qualification is the first in the learning pathway for people involved in Local Government. The pathway includes two legs: one for political representatives at various levels which ends with an FETC in Local Government, and one for administrators and financial managers which ends with a National Certificate at NQF Level 7. 

    It is assumed that the learner is competent in:
  • Communication at NQF Level 1.
  • Mathematical Literacy at NQF Level 1.

    Recognition of Prior Learning:

    The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment.

    This Recognition of Prior Learning may allow for:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards a Unit Standard in this Qualification.
  • Obtaining this Qualification in whole or in part.

    All recognition of Prior Learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    Access to the qualification:

    Access to this Qualification is open, bearing in mind the Learning Assumed to be in Place. 


    Level, credits and learning components assigned to the qualification:

    The Certificate is made up of a planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competencies and a basis for further training.

    The qualification is made up of Unit Standards that are classified as Fundamental, Core and Elective. A minimum of 120 credits is required to complete the qualification.

    In this qualification the credits are allocated as follows:
  • Fundamental: 36 credits.
  • Core: 62 credits.
  • Electives: 22 credits.
  • Total: 120 credits.

    Motivation for number of credits assigned to Fundamental, Core and Elective:
  • Fundamental component:

    The Fundamental component consists of unit standards to the value of 36 credits. There are 20 credits in Communication and 16 credits in Mathematical Literacy.
    All these standards are compulsory.
  • Core component:

    Sixty-two credits have been allocated to the Core component of this Qualification. The unit standards classified as Core describe the integral functions and activities required to be a Ward Committee member. They provide an opportunity to develop knowledge of municipal processes and structures as they impact on Ward Committee governance, basic legislation and policy applying to Ward Committee systems and functioning, communications and interpersonal skills required for the effective functioning of Ward Committees and basic project management skills to participate effectively in municipal projects.

    All these standards are compulsory.
  • Elective component

    There are unit standards totalling forty-six credits in this component. These unit standards continue from the core component in focusing on learning areas pertinent to Ward Committee governance and will enable learners to gain specialist knowledge and skills relevant to their job or of personal interest to the learner. From the Elective component the learner must choose unit standards of a minimum 22 credits to complete the qualification. 

    1. Conduct formal meetings to achieve Ward Committee objectives.

    2. Demonstrate an understanding and apply the role of Ward Committee member in the context of core municipal processes.

    3. Display an understanding of core municipal functions and Ward Committee in these functions.

    4. Facilitate service delivery in ward committee context. 

  • Preparations are undertaken for Ward Committee meeting.
  • Meetings are conducted according to relevant meeting protocols.
  • Any conflict areas that may arise in meeting are handled in a professional manner and in accordance with overall meeting protocols.
  • Meeting follow up procedures are undertaken in order to ensure that action plans are implemented effectively.
  • Meetings are chaired where required.

  • An understanding of core municipal functions is demonstrated in order to effectively fulfill Ward committee functions.
  • The roles and responsibilities of ward committees are described and applied according to ward committee policies and legal framework.
  • The responsibilities of ward committee members are defined in the context of municipal projects that the ward committee seeks to support.
  • The policy and legal framework guiding the ward committee systems and its function is described and explained in the context of existing ward committee objectives.

  • A knowledge of Integrated Development Planning is demonstrated and opportunities for Ward Committee and community participation is described in relation to own Ward Committee context.
  • A knowledge and application of Community-based Planning is demonstrated in relation to the opportunities for Ward Committee participation.
  • The municipal budgeting process is understood in terms of the functions of the Ward Committees.
  • A knowledge of the municipal Service Delivery Process and Performance Management is demonstrated in relation to the Ward Committee participation.
  • Basic project management techniques are applied to Ward Committee participation in municipal projects.

  • Service excellence is defined and applied in Local Government context.
  • Service delivery plans are defined as they relate to Ward Committee participation in achieving municipal objectives.
  • Interpersonal, communication and conflict management skills are applied to service delivery objectives.
  • Sensitivity to community issues and diversity management is applied in ensuring effective service delivery in Ward Committee context.
  • Batho Pele principles are applied to service delivery.

    Integrated assessment:

    Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification.

    Learning, teaching and assessment are inextricably lined. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.

    Assessment of the communication, language, literacy and strategic analysis and planning competencies should be conducted in conjunction with other aspects and should use authentic municipal development contexts wherever possible.

    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. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

    Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. 

  • Introduction:

    In researching international comparability, great difficulty was encountered in finding other countries that had organisations similar to the Ward Committee's contemplated by the Local Government: Municipal Systems Act, 2000.

    Ward Committees are a unique creation of statute in South African and do not exist elsewhere. At the same time local organisation participation in Local Government level, is common around the world. These local organisations have different names: Neighbourhood Committees, Neighbourhood Forums, Ratepayers Associations, Community Forums, Village Development Committees, Ward Development Committees, Area Development Committees etc.

    Many of these bodies are based on voluntary participation and are not constituted or regulated by legislative act. Their functions are largely consultative and lobbying. The members of these organisations are informed by self-interest and by Local Government structures that provide information on their functions to the general population.
  • The United Kingdom:

    The city of Birmingham is divided into several wards with elected councillors.

    The city has established Ward Committee's made up of the 3 elected local councillors in the Ward and meetings are open to all local residents. The idea, like their South African counter parts is that Ward Committees act as a bridge, linking local people with the main City Council departments. They bring issues of local concern to the attention of service departments, invite officers to present reports and to give an account of the action that has been, or will be taken, in response to issues raised locally.

    Unlike the South African model, members of the public are not elected onto the Ward Committee's and merely attend meetings to gather information or bring matters of concern to the attention of the Ward councillors.

    No formal training is provided to members of the public who attend such meetings.

    Birmingham is typical of Ward Committees found in the United Kingdom.
  • Africa:

    > Tanzania:

    Tanzania is a country which has Ward and other local structures, but there is no formal training is provided for the members of these organizations.

    > Malawi:

    Malawi instituted a Local Governance and Development Management Programme in 1997 to contribute towards the eradication of poverty in Malawi by improving governance through improved broader citizen participation in decision-making and the enhanced performance of Central and Local Government in district development.

    The United Nations Development Program participated in capacity building for effective decentralized participatory development at district and community levels aimed at enhancing government and civil society capability to design, plan, implement, monitor and evaluate anti-poverty programmes. The specific capacity building strategies included undertaking civic education for local governance, human rights and sustainable livelihoods issues. Unfortunately, details of the training programmes are not available.
  • United Nations:

    The whole issue of Local Government decentralisation in development is a major focus of the UN and has been since the 1990's. The main problem is that there is a singular lack of success stories around the world due mainly to a lack of any real decentralisation, and therefore a lack of incentive for true participation. No examples of any training materials in support of these initiatives could be found.
  • ODA Research - International Comparisons:

    In October 2002 Organisation Development Africa (ODA) contracted Afesis-corplan to undertake Research Project 7 - Municipal Governance - Working of Ward Committee Executive System. The research topic entailed an evaluation of the implementation of the Ward Committee system in the period since December 2000. The research was to be geared towards lessons and good practises that would assist in managing the interface between municipalities, civil society and Ward Committees.

    In line with this research, an intensive international comparability was undertaken and an extract of the findings outlined below. It should be noted that since this research, and in doing further international comparability since this time, the conclusions in both in 2002 and in 2006, i.e. that very few such qualifications and Ward Committee processes exist around the world and that South Africa is essentially pioneering a process in development for Ward Committee structures.
  • Background to ODA research:

    There are indications that models for citizens participation in Local Government and/or state driven development programs do exist internationally both in developing and developed countries. It is also apparent that not all of these models are directly relevant to the basic principles and rationale for Ward Committees in South Africa. In the developing world the imperative is often for decentralized administration and the creation of co-responsibility with civil society for development in the context of very scarce resources. In developed countries like Britain and New Zealand Ward Committees exist as quite complex civil structures charged with high order customer-care responsibilities, often in a context of homogenous populations with very adequate infrastructure and services. However no formal training is provided.
  • Conclusion:

    The South African Ward Committee systems training initiative is 'unique', because no existing benchmarks could be traced. It is not possible to compare it to similar processes in the world since this training seems to not exist. 

    This Qualification articulates vertically with the following Qualification:
  • 57804: National Certificate: Public Administration, NQF Level 3. 

  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the primary ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the ETQA, according to the ETQA's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as the integrated competence described in the Qualification.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

    Criteria for the registration of assessors:
  • Registration as an assessor with the relevant ETQA.
  • Possession of a qualification in Administration at NQF Level 3 or higher. 

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


    Core  242891  Apply communication, interpersonal and conflict management principles in Ward Committee functions, processes  Level 2  NQF Level 02  10 
    Core  242896  Demonstrate an understanding and apply the broad principles of Ward Committee functioning to participate in municipal processes  Level 2  NQF Level 02  10 
    Core  242892  Display an understanding of the Constitution, structure of Ward Committees and the roles and responsibilities of committee members  Level 2  NQF Level 02 
    Core  242893  Display an understanding of the policy and legal framework guiding the Ward Committee system and its functioning  Level 2  NQF Level 02 
    Core  242895  Support the facilitation of development project service delivery in a Ward Committee context  Level 2  NQF Level 02 
    Core  113955  Apply the Batho Pele principles to own work role and context  Level 3  NQF Level 03 
    Core  123462  Demonstrate knowledge and understanding of the project and the project support services environment  Level 3  NQF Level 03 
    Core  242890  Display an understanding of core municipal processes and Ward Committee participation in these processes  Level 3  NQF Level 03  10 
    Core  13934  Plan and prepare meeting communications  Level 3  NQF Level 03 
    Fundamental  119463  Access and use information from texts  Level 2  NQF Level 02 
    Fundamental  9009  Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems  Level 2  NQF Level 02 
    Fundamental  7480  Demonstrate understanding of rational and irrational numbers and number systems  Level 2  NQF Level 02 
    Fundamental  119454  Maintain and adapt oral/signed communication  Level 2  NQF Level 02 
    Fundamental  12444  Measure, estimate and calculate physical quantities and explore, describe and represent geometrical relationships in 2-dimensions in different life or workplace contexts  Level 2  NQF Level 02 
    Fundamental  119460  Use language and communication in occupational learning programmes  Level 2  NQF Level 02 
    Fundamental  7469  Use mathematics to investigate and monitor the financial aspects of personal and community life  Level 2  NQF Level 02 
    Fundamental  9007  Work with a range of patterns and functions and solve problems  Level 2  NQF Level 02 
    Fundamental  119456  Write/present for a defined context  Level 2  NQF Level 02 
    Elective  119517  Advocate and lobby community issues  Level 3  NQF Level 03  12 
    Elective  242894  Demonstrate knowledge of gender, equity and diversity issues in development projects  Level 3  NQF Level 03 
    Elective  123436  Facilitate community participation in democratic processes and structures  Level 3  NQF Level 03 
    Elective  123464  Gather information and provide assistance for project planning and scheduling functions  Level 3  NQF Level 03  10 
    Elective  123465  Measure and plan own performance and behaviour in line with roles and responsibilities in a project team  Level 3  NQF Level 03 
    Elective  120383  Provide assistance in implementing and assuring project work meets quality requirements  Level 3  NQF Level 03 


    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. A.S.A.P Training and Consulting 
    2. A4 Consultancy CC 
    3. Amabamba Recruitment 
    4. Amandla Consulting Services 
    5. AMG Training and Hygiene Consultants 
    6. ARMS - Audit & Risk Management Solutions 
    7. Asiphokuhle Training and Research Institute 
    8. AVAX SA 481 CC. T/A Mandisa Development Services 
    9. Avenida (Pty) Ltd 
    10. Bazalwane Business Partners 
    11. Blueprint Transformation 
    12. Boikgantsho Consulting & Events 
    13. Bonakude Consulting (Pty) LTD 
    14. Brilliant Affairs 
    15. Bull's Business and Skills Training Institute 
    16. Buyisiwe Management Services (Pty) Ltd 
    17. Central Bridge Trading 109 
    18. Chuze Investment 
    19. Coceka Consulting 
    20. CTC College(PTY) LTD. 
    21. Danearl (PTY) LTD 
    22. Dee's Training (PTY) LTD 
    23. Dijama Training Academy 
    24. DM Training Consultants 
    25. Dru-A Professional Training Consultancy 
    26. Edequette Training Institute 
    27. Edutraining Business College 
    28. Elective Training Institute Enterprise CC 
    29. Entroworx 
    30. ERF 340 HOLDINGS 
    31. Excellent Minds Institute (Pty) Ltd 
    32. Express Model 405 
    33. Faranang Marketing 
    34. Fumani Ma-Afrika Group 
    35. Gauteng Association Of Local Authorities 
    36. Giamanje TVET College 
    37. Giggs Creations 
    38. Growth Management Consulting 
    39. Hamonate Consulting 
    40. HDPSA 
    42. IALE School of Advanced Learning Education 
    43. ICM t/a Institute for Career Management 
    44. Ikhaya Training and Consulting 
    46. IQ Skills Academy (PTY) LTD. 
    47. Itumeleng Wellness Solutions 
    48. Izicwe Consulting 
    49. Jabukile Consultancy 
    50. Jerisi Development Propeller NPC 
    51. JLD Institute 
    52. Johsie Enertprise 
    53. Josmap Training Institute 
    54. Kellery Projects 
    55. Khantsha Projects NPC 
    56. Khehli Institute 
    58. KTMO Business Solutions 
    59. Kwa Nxamalala Computer College 
    60. KWEM Management Solutions 
    61. Legacy Leap Skills Developmemt Institute (Pty) Ltd 
    62. Legalnalulwazi 
    63. Lewerb Holdings (PTY) Ltd 
    64. Limsa Training Institute 
    65. Linkages Consulting and Financial Services 
    67. M.I.C. Training and Development 
    68. Makgoka Development Facilitation (PTY) Ltd. 
    69. Makhuba Development Projects CC 
    70. Mamuhle Academy 
    71. MANCOSA Pty (Ltd) 
    72. Masnas 
    73. Mazasa Management Consulting CC. 
    74. MC TEE Holdings 
    75. Mcebo Technologies 
    76. Mdaka Omnyama Trading and Projects 
    77. Mega Phase Trading 
    78. Menba Trading and Projects 
    79. Mfanayashinga PTY LTD 
    80. Mintirho Development Services 
    81. Misol Projects cc 
    82. MJ Mafunisa Consulting (PTY) LTD 
    84. Mod-Mosh Projects and Consulting (PTY) LTD 
    85. Mohlaje Solutions (Pty) Ltd 
    86. Mokgwadiba Electrical Services PTY LTD 
    87. Morar Incorporated - KZN 
    88. Mortarboard Training Solutions 
    89. Mpumalanga Institute for Government Studies 
    90. MTK Corporate Solutions 
    91. Ndotha General Trading 
    92. Nemalale Eagles Consultancy CC 
    93. Neopeo Trading & Projects 
    94. Networx for Career Development 
    95. Ngaphakathi Investments 
    96. Ngidi Consulting (Pty) Ltd 
    97. NGM Skills Transfer 
    98. Nkinane Trading Enterprise 
    100. Nokusho M Consulting and Trading 
    101. Nonunu Projects 
    102. Nyankwavi Investment CC. 
    103. Omogolo Itumeleng Trading 
    104. Outeniqua Leadership Institute 
    105. Pachedu Skills Solutions 
    106. Paramount Training Academy 
    107. Pebetse Training and Consulting 
    108. PFIM Trading (Pty) Ltd 
    109. Phambili KZN Construction and Development 
    110. Pioneer Business Consulting 
    111. PMA Holdings (PTY ) LTD. 
    112. Progressive School of Business and Engineering (Pty) 
    113. PTDEV (Pty) Ltd 
    114. Qabuka-Vuka Development Trading 
    115. Reabetswe Skills and Trainin Academy 
    116. Regent Business School (Pty) Ltd t/a Regent Business School 
    117. Riostep (Pty) Ltd 
    119. Ruthekho Training Academy 
    120. Sebenzisanane Human Capital 
    122. Silalele Consulting CC. 
    123. Siza Nesu Training and Consultants 
    124. Songimvelo Consultant and Training 
    125. Soni Investment 
    126. Stankay Trading Enterprise 
    127. T Mabuya & Associates CC 
    128. Talent Emporium Academy (PTY) Ltd 
    129. Tasc Business Consulting and Training 
    130. Thando Consulting Services 
    131. Thinking Mind Trading 
    132. Thubelihle Graduate Institute 
    133. Tloumogale Business Development & Consulting 
    134. Tovani Traiding 299 
    135. Tradesman Consulting and Training Solutions 
    136. Tshamutengo General Dealers CC. 
    137. Tshepang Consulting & Project 
    138. Tshwane Training Institute (PTY) LTD. 
    140. Uan Projects 
    141. Umqondo Consultancy 
    143. University of Venda 
    144. Ursivox Interactive Systems 
    145. Vantage Training 
    146. Victorompie Enterprises CC. 
    147. Vukauzakhe Traiding Enterprise 
    148. Vumilia Africa Group 
    149. Washa 2 Training & Projects 
    150. World Pace Development and Training Institute 
    151. Zambezi Accounting (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.