|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: Community Development|
|SAQA QUAL ID||QUALIFICATION TITLE|
|66749||National Certificate: Community Development|
|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 Certificate||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 3||NQF Level 03||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 replaces:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|49600||National Certificate: Development Practice||Level 3||NQF Level 03||120|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The Qualification has been developed to meet the needs of the different types of community-based practitioners in the field who require a competency profile, recognition and validation of prior learning and experience. Learners who embark on this Qualification are generally persons who have made, or wish to consider making, community development their career.
This Qualification forms part of a learning and career pathway from NQF Level 1 to 6. The competencies outlined in this Qualification will also enable the delivery of a wide variety of community initiatives.
The Qualification consolidates and further develops Fundamental skills in Communication and Mathematical Literacy. At the Core of the Qualification are the NQF Level 3 skills and knowledge key to the role of the Community Development Worker at this Level. Particular NQF Level 2 skills and knowledge have been included to allow for a link and pathway from the NQF Level 1 Qualification in this field. The learner can select clusters of learning areas from a range of specialisations included in the Elective component of the Qualification.
By employing the successful learner and improving service delivery by NGOs, local government and other relevant organisations, this will enhance social and economic transformation in the country. Successful learners could possibly be employed in a numbers of positions currently available in Government including local government, social development, health as well as other organisations. These include but are not limited to:
Community development workers/practitioners, local economic development officers, agricultural extension officials, development co-ordinators/practitioners in an NGO, auxiliary social worker, etc.
In terms of Exit Level Outcomes the successful learner will be capable of:
South Africa is a country where a significant proportion of the population is reliant on a wide range of services and support. These include health, housing, education, sanitation, safety and many other areas. These services and support are currently provided by a variety of formal and informal institutions and structures. The sector potentially involves more than a million people working in this community development arena. It could be said that any project involving development practitioners would fall into this category.
A number of people are already involved in community development work in local communities. Many of these are unqualified, while others have qualifications in different areas, such as health, social service, local government, etc. Other workers in the field have many years of hands-on experience without any formal recognition or validation of their skills and knowledge.
Community-based organisations and government structures are the major players in the area of community development. Local government, via municipalities, provides most community development workers. However, community development initiatives are promoted by most government departments. In addition, non-governmental organisations, including but not limited to civic structures and faith-based groups amongst others, as well as individual volunteers work in this area.
As well as providing services and support, community development workers are also vital for interfacing between government and communities, and for advocating initiatives.
This Qualification will provide the following benefits:
This National Certificate: Community Development, NQF Level 3 meets the various needs across the field and supports the objectives of the NQF Levels. In particular, the focus is on improving the quality of delivery in the field and enabling access, redress, portability and articulation to enhance career options and learning opportunities.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that the learner attempting this Qualification is competent in:
Recognition of Prior Learning:
This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses, providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the ELOs.
An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace, experiential and other learning.
Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the ELOs.
Access to the qualification:
There is open access to any learner bearing in mind learning assumed to be in place.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification is made up of three components: a Fundamental, a Core and an Elective component.
To be awarded the Qualification learners are required to obtain a minimum of 120 credits as detailed below:
The Fundamental Component consists of Unit Standards in:
All Unit Standards in the Fundamental Component are compulsory.
Early Childhood Development:
|EXIT LEVEL OUTCOMES|
|1. Explain the conceptual framework within which community development is understood.
2. Promote responsible citizenship and investigate community needs to ensure participation towards a community development process.
3. Develop an understanding of the relationships within a community.
4. Support community development initiatives.
Critical Cross-Field Outcomes:
This Qualification addresses the following Critical Cross-Field Outcomes:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit-Level Outcomes 1:
Associated Assessment Criteria for Exit-Level Outcomes 2:
Associated Assessment Criteria for Exit-Level Outcomes 3:
> Range: "Methods" includes but is not limited to meetings, one-on-one, workshops, interviews, phone calls, home visits.
Associated Assessment Criteria for Exit-Level Outcomes 4:
> Range: Methods include survey, profile, and interview, amongst others.
> Range: Assessment methods include formal, informal, baseline.
Integrated assessment at this Level will evaluate the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to:
The assessment will require assessment methods that measure and evaluate evidence gathered from on-the-job activities. Since assessment practices must be open, transparent, fair, valid and reliable (ensuring that no learner is disadvantaged in any way whatsoever), an integrated assessment approach is incorporated into the qualification.
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 or will work. Where it is not possible to assess the learner in a workplace, 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. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflexive competencies should be assessed. Assessment should further ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated in an integrated way, utilising Assessment Criteria contained within each Unit Standard.
Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience, as RPL assessment can be applied subject to the rules and criteria of the relevant ETQA.
|This Qualification has been compared to similar qualifications in other countries. This international comparability exercise has revealed that many countries have organisations that conduct some kind of community development. The extent to which training in this context takes place depends on a variety of factors: history of the country, community development tradition, size of rural population and so on. Various countries were reviewed, some with a strong community development culture and others quite the opposite. Countries often regarded as Western have strong community development movements, however the same environment in Africa is becoming stronger and more organised, particularly in terms of training and development.
Countries were selected because of their history and tradition of providing both community development services and training & education in providing those services. They include: England, Scotland, Northern Ireland, New Zealand and Australia.
The City & Guilds NOS 3057 qualification in Community Development (Level 3) includes the following similar features: relationships and networking; identification of needs; supporting of initiatives; dealing with conflict. It has the following features not included in the proposed qualification: review of self; funding; skills development.
Other NVQ standards for Community Development work include similar competencies such as relationships; holistic approach; facilitation; frameworks. Others which are not included in the proposed qualification are those such as: develop NGOs; reflect on self. At Level 3 core unit standards include: relationships; facilitation; support; promotion of learning; identification of needs; working with the community; self-reflection. Electives include: funding; skills development; NGOs; facilitation; conflict/violence.
CHC30802 is the Certificate in Community Services Work, which has outcomes relating to administration; communication; frameworks; facilitation; an holistic approach; relationships and networks. Specific areas of learning which match the proposed qualification include: working with children and youth; supporting group activities; violence; cultural diversity; volunteerism. Areas which are not offered in the South African Qualification include: environmental work; information systems; alcohol and drug abuse; medical services; residential care; disabilities; working with the aged; mental health issues; working with specific indigenous groups.
The QCA in that country has accredited the CCEA Level 2 Certificate in Working in the community, which requires 100 hours of contact time. The 5 core areas are: understanding community development; communications and teamwork; working in the community; attitudes, values and diversity; communications and planning. Elective areas include youth; care-giving; drugs; children; sport and recreation.
The NZQA has a 57 credit Level 3 National Certificate in Community Support Services (core competencies). The core areas include: consumer rights; wellbeing; safety; cultural differences; specific indigenous groups; advocacy; risk & violence; ethics; project support; group work. Elective choices include: medication; promoting participation; specific indigenous groups; facilitation; grief and trauma counseling.
The SQA National Certificate in Community Involvement is at NQF Level 3. It includes the following mandatory areas of learning: relationships and communication; task and project management; self awareness; investigation; diversity.
Very few countries offer a Qualification with these competencies at the relevant NQF Level. However, many parallels can be drawn when looking at core/compulsory and elective learning areas. Obviously specific indigenous groups will be unique to some areas/countries. Many foreign qualifications were strongly inclined toward medical and/or care-giving, and some included learning on self-reflection or awareness of self. The South African Qualification has a much broader range of elective options than offered elsewhere, a range which can be expanded over time.
No major adjustments to the South African Qualification are indicated as a result of the international comparability.
The structure of the Qualification is unique to South Africa and is appropriate for the diverse needs of social services in this country as well as other neighbouring countries within the Southern African region. In short the Qualification is at least on par with international comparatives, and may well be best practice as it brings together many of the key elements present in more than one of the foreign qualifications.
|This Qualification will be able to articulate with various other qualifications, some of which are listed below:
Possibilities for vertical articulation include (for example):
Possibilities for horizontal articulation within the guiding environment include (for example):
The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid, reliable and non-discriminatory.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor or moderator of this qualification the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This qualification replaces qualification 49600, " National Certificate: Development Practice", Level 3, 120 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||264436||Plan and prepare for a community development meeting||Level 2||NQF Level 02||4|
|Core||264434||Demonstrate understanding of an integrated and holistic framework for community development||Level 3||NQF Level 03||5|
|Core||264438||Demonstrate understanding of the principles that underpin community development in a selected context||Level 3||NQF Level 03||3|
|Core||264441||Develop community participation through active citizenship||Level 3||NQF Level 03||5|
|Core||264440||Explain the stages of human development and how these impact on the needs of a community||Level 3||NQF Level 03||3|
|Core||264437||Explore social relationships in a community||Level 3||NQF Level 03||6|
|Core||264439||Gather data to support Community Development initiatives||Level 3||NQF Level 03||6|
|Core||244584||Investigate ways of contributing towards community development||Level 3||NQF Level 03||5|
|Core||119519||Lead group discussions||Level 3||NQF Level 03||6|
|Core||264435||Understand and implement a range of basic financial operations||Level 3||NQF Level 03||5|
|Core||116389||Write a technical report||Level 4||NQF Level 04||4|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||9010||Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations||Level 3||NQF Level 03||2|
|Fundamental||9013||Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 3||NQF Level 03||4|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||9012||Investigate life and work related problems using data and probabilities||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||7456||Use mathematics to investigate and monitor the financial aspects of personal, business and national issues||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Elective||120308||Apply knowledge of self in order to make a personal decision||Level 2||NQF Level 02||3|
|Elective||244255||Care for babies, toddlers and young children||Level 2||NQF Level 02||10|
|Elective||117884||Demonstrate an understanding of gender violence||Level 2||NQF Level 02||4|
|Elective||117883||Demonstrate an understanding of violence and victimisation affecting children and youth||Level 2||NQF Level 02||5|
|Elective||117881||Demonstrate an understanding of volunteerism||Level 2||NQF Level 02||3|
|Elective||117894||Demonstrate and apply knowledge and understanding of Gender Equality and Women's Empowerment to raise awareness and promote change||Level 2||NQF Level 02||5|
|Elective||244258||Demonstrate basic understanding of child development||Level 2||NQF Level 02||5|
|Elective||244604||Demonstrate understanding of abuse and possible coping mechanisms||Level 2||NQF Level 02||2|
|Elective||117885||Develop and support communities in Victim Empowerment||Level 2||NQF Level 02||5|
|Elective||117893||Empower self and others by engaging in dialogue with individuals and small groups in support of Gender Equality and Women's Empowerment||Level 2||NQF Level 02||6|
|Elective||119361||Facilitate community access to resources||Level 2||NQF Level 02||10|
|Elective||244606||Identify ways of managing relationships in own life||Level 2||NQF Level 02||2|
|Elective||264256||Implement a pre-designed peer education programme in a specific setting under supervision||Level 2||NQF Level 02||6|
|Elective||244262||Interact with babies, toddlers and young children||Level 2||NQF Level 02||5|
|Elective||117880||Support Gender Equality and Women's Empowerment by planning and implementing activities within specific contexts||Level 2||NQF Level 02||6|
|Elective||254404||Advise on access to gender related services and structures||Level 3||NQF Level 03||4|
|Elective||116966||Apply knowledge of self and own situation to manage risks resulting from change in the workplace||Level 3||NQF Level 03||3|
|Elective||244611||Apply problem-solving techniques to make a decision or solve a problem in a real life context||Level 3||NQF Level 03||2|
|Elective||119731||Assist victims in their interaction with the Criminal Justice System||Level 3||NQF Level 03||4|
|Elective||119730||Co-ordinate volunteer activities||Level 3||NQF Level 03||4|
|Elective||254181||Demonstrate a basic understanding of the fundamentals of child and youth care work||Level 3||NQF Level 03||10|
|Elective||254178||Demonstrate basic caring skills for children and youth at risk||Level 3||NQF Level 03||6|
|Elective||117895||Demonstrate how society and socially constructed roles impact on gender attitudes and behaviours and contribute to women's oppression||Level 3||NQF Level 03||8|
|Elective||244568||Demonstrate knowledge and understanding of effective study methods and techniques||Level 3||NQF Level 03||3|
|Elective||13915||Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace||Level 3||NQF Level 03||4|
|Elective||242894||Demonstrate knowledge of gender, equity and diversity issues in development projects||Level 3||NQF Level 03||6|
|Elective||254222||Demonstrate stress management techniques as a self-help tool||Level 3||NQF Level 03||4|
|Elective||244578||Describe how to manage reactions arising from a traumatic event||Level 3||NQF Level 03||2|
|Elective||244591||Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable||Level 3||NQF Level 03||3|
|Elective||119724||Give assistance to victims of crime, violence and human rights abuses||Level 3||NQF Level 03||4|
|Elective||242814||Identify and explain the core and support functions of an organisation||Level 3||NQF Level 03||6|
|Elective||244589||Identify causes of stress and techniques to manage it in the workplace||Level 3||NQF Level 03||2|
|Elective||119722||Identify intervention services and provide support to children and youth victims of abuse and neglect||Level 3||NQF Level 03||4|
|Elective||116714||Lead a team, plan, allocate and assess their work||Level 3||NQF Level 03||4|
|Elective||119915||Manage personal expenditure||Level 3||NQF Level 03||3|
|Elective||123465||Measure and plan own performance and behaviour in line with roles and responsibilities in a project team||Level 3||NQF Level 03||5|
|Elective||119726||Participate in public education and advocacy campaigns in communities||Level 3||NQF Level 03||4|
|Elective||244468||Prepare resources and set up the environment to support the development of babies, toddlers and young children||Level 3||NQF Level 03||5|
|Elective||254176||Promote and uphold the rights of children and youth||Level 3||NQF Level 03||4|
|Elective||119733||Promote community participation in and awareness of Restorative Justice||Level 3||NQF Level 03||3|
|Elective||117493||Provide information about HIV and AIDS and treatment options in community care and support situations||Level 3||NQF Level 03||6|
|Elective||119732||Provide support to victims of domestic violence||Level 3||NQF Level 03||4|
|Elective||244259||Support children and adults living with HIV and AIDS||Level 3||NQF Level 03||8|
|Elective||244462||Work with families and communities to support Early Childhood Development||Level 3||NQF Level 03||5|
|Elective||254185||Apply basic communication skills in interactions with children and youth at risk||Level 4||NQF Level 04||8|
|Elective||255915||Conduct volunteer services in a specific environment||Level 4||NQF Level 04||5|
|Elective||120495||Demonstrate an understanding of children and youth at risk, and accused of crimes||Level 4||NQF Level 04||7|
|Elective||254182||Demonstrate knowledge of activities within programming, and implement activities in child and youth care work||Level 4||NQF Level 04||10|
|Elective||255916||Describe volunteer operations||Level 4||NQF Level 04||3|
|Elective||120085||Discuss the benefits and risks of engaging the media in different social contexts||Level 4||NQF Level 04||3|
|Elective||264260||Facilitate a peer education intervention||Level 4||NQF Level 04||10|
|Elective||116594||Function in a team||Level 4||NQF Level 04||4|
|Elective||254177||Observe, record and report in a child and youth care work context||Level 4||NQF Level 04||5|
|Elective||242811||Prioritise time and work for self and team||Level 4||NQF Level 04||5|
|Elective||120029||Promote Gender Equality and Women's Empowerment through education, training and development||Level 4||NQF Level 04||6|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.||Basadi Africa Management|
|2.||Botho Ubuntu Contract Cleaning (Pty) Ltd|
|3.||New Hope Revival Organisation|
|4.||Southern African Youth Movement|