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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Community Development 
SAQA QUAL ID QUALIFICATION TITLE
93905  Higher Certificate in Community Development 
ORIGINATOR
Central University of Technology, Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 07 - Human and Social Studies  People/Human-Centred Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the qualification is to provide learners with multi-disciplinary competencies which they need to act as change agents and to add value in the practice of community development. Learners acquiring this qualification will develop the necessary multi-disciplinary knowledge and skills to operate effectively in the community development environment. Learners will gain the competencies needed to identify community needs while working with local government, or other governmental departments, communities and households, to identify and plan community projects, or to inform the communities concerning local governments development initiatives such as the (Integrated Development Planning) IDP and (Local Economic Development) LED initiatives and to address the communities development needs to improve the quality of life of communities in an integrated and sustainable manner.

Rationale:
There is a need for practitioners who will ensure that all community projects are conducted to successful completion with the purpose of improving the lives of people. The qualification is designed to empower community development workers who are already working, or who intend to work, in any setting relevant to community development. It is envisaged that learners will, inter alia be able to support municipalities with their IDP and LED initiatives, or any other government department or individuals and non- governmental organisations (both emerging and existing) with the communities' development needs. At the end of the qualification, learners will be able to establish and maintain partnerships through active networking and lobbying.

This qualification also offers opportunities to access higher education to those who have worked in the community development sector for years, but who have as yet no formal qualifications. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning:
Learners submitting themselves for Recognition of Prior Learning will be thoroughly briefed prior to the assessment, which may take a number of forms or a combination of forms such as, for example:
  • A practical workplace assessment.
  • Submission of a Portfolio of Evidence (POE) in the prescribed format.
  • A written test/examination.
  • An oral test.

    Entry Requirements:
    To register for the Higher Certificate in Community Development Work, candidates must be in possession of:
  • A National Senior Certificate (NCS) granting access to Higher Certificate studies.
    Or
  • A National Certificate (Vocational) (NC (V)) at NQF Level 4 granting access to Higher Certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists exclusively of compulsory modules at NQF Level 5, totalling 120 Credits.

    Modules:
  • Academic Proficiency, 9 Credits.
  • Numeracy and Mathematical Literacy, 6 Credits.
  • Personal and Process Competencies, 3 Credits.
  • Computer Literacy, 6 Credits.
  • Participative Development Practice, 24 Credits.
  • Sustainable Development Theory, 24 Credits.
  • Legislation and Municipal Processes, 12 Credits.
  • Project Management, 12 Credits.
  • Ethics, Rights and Democracy, 12 Credits.
  • Work Integrated Learning, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply knowledge of Sustainable Development theory approaches, principles and processes.
    2. Apply knowledge of Participative Development Practice theory, approaches, principles and processes.
    3. Apply knowledge of Project Management theory, approaches, principles and processes in order to plan, design and manage a community intervention.
    4. Apply knowledge of Ethics, Rights and Democracy theory, legislation, strategies, principles and processes so that learners will be able to integrate generic community development knowledge and skills, in an effective manner, to promote ethical and professional community development.
    5. Apply knowledge of Legislation and Municipal Processes concerning community participation, Integrated Development Planning IDP and Local Economic Development LED to facilitate sustainable and integrative community development initiatives.
    6. Promote responsible citizenship and investigate community needs to ensure public participation towards a community development process.
    7. Inform communities about community development interventions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Different approaches of community development are described.
  • Community development in the new dispensation in SA is discussed.
  • Community development is discussed and the role attributes and functions of community development workers as a development change agent are explained.
  • International perspectives on community development - Actions through the African Union are described.
  • Relationship between Community Development Workers (CDWs) and other community based workers is explained.
  • Differences between a community development worker and a Community Health Worker (CHW) are explained.
  • At least three different development paradigms are explained.
  • Development planning is defined and the necessity of (development) planning is described.
  • Stages of planning are discussed and a plan is developed for an HIV/Aids awareness programme for a high school by applying the ten stages of planning, leading to a final report post implementation.
  • Public participation is defined and at least seven typologies of participation as well as four modes that overlap with the seven typologies of participation are described.
  • Threats of HIV/Aids epidemic are explained.
  • The partnership among the local authority, NGO's with government in fighting the scourge of HIV/Aids is described.
  • Community based-research is conducted to inform community development interventions.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • How the public sector promotes and support development within each sphere of government is explained. (National, provincial and local government).
  • NGOs as promoters of micro-development are described.
  • Characteristics of a successful NGO are explained.
  • The relationship between NGO's and government is explained.
  • Public participation and the building blocks of development are described.
  • Public participation strategies at grass roots - strategic options to consider are described.
  • Different perspectives of poverty in SA are described (Income, basic needs, social exclusion, sustainable livelihoods and the human development perspective).
  • Knowledge on how to measure poverty is demonstrated.
  • The role of the following international development agencies (UN, WB, IMF and SADEC) and their impact on development in South Africa is briefly described.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The role of stakeholders and their contributions in Project Management is explained.
  • The Work Breakdown Structure (WBS) is briefly discussed.
  • Project Business Plan is briefly discussed.
  • Monitoring, Controlling and Evaluation Phase in the Project Life Cycle are discussed.
  • Typical organisational challenges and considerations associated with Project Management Process utilisation are briefly discussed.
  • Project Quality Management is discussed.
  • The process of how you would go about managing Project Risks is discussed.
  • The reasons for conducting a feasibility study for an intervention are explained and all the necessary documentation drafted (project business plan, budget, action plan, cant chart etc) for a proposed community development project.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The concepts public ethics, principles, democracy, people, political equality, morals, norms and values are explained.
  • Ethical leadership and the principles of an ethical leader are discussed.
  • The following concepts, common law, administrative law, democracy are defined and described (pillars of a democracy).
  • Ubuntu and Batho Pele principles are defined and how they will apply them in developmental interventions and in public participation is explained.
  • Legislative authority, executive authority, judicial authority, Civil service, Local administrations, government enterprises and parastatals are distinguished.
  • Universal declaration of human rights is outlined.
  • The role of public institutions in support of constitutional democracy is identified and explained.
  • Knowledge of the Bill of Rights as provided in the Constitution, 1996 to understand the human rights framework within community development initiatives take place.
  • The application of principles of public service delivery as provided in the Constitution of the Republic of South Africa, Act 108 1996 Section 195 and the eight Batho Pele principles in developmental interventions is describe and explained.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Describe the developmental role of municipalities.
  • Explain the following concepts sustainable development, strategic management and integrated development planning in the context of the developmental role of municipalities.
  • The following participation mechanisms in a table format (NGOs, CBOs, ward committees, traditional leaders, council meetings, imbizos and kgotlas) as well as other mechanisms for consultation, participation and providing information to communities are described.
  • Knowledge about the legislative framework for developmental local government is demonstrated.
  • Integrated development planning and Local Agenda 21 is explained.
  • Knowledge about the legislative framework for IDP is demonstrated.
  • The role of public participation in the IDP process is explained.
  • Knowledge on how to encourage participation in integrated development planning Knowledge of the principles of developmental local government as provided in the Constitution 1996, WPTPSD, 1997, WPLG 1998, Local Government Municipal structures Act, 1998, Local Government Municipal Systems Act 2000, and the Promotion of Access to Information Act 2000 is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Community development process in terms of how it informs good community development practice is explained.
  • Knowledge about procedures and protocols relevant to interactions with key stakeholders and role players in community development practice is applied.
  • Knowledge about the variety of skills to establish and maintain relationships that can be applied to ensure collaborative and collective action in different settings is demonstrated. (Skills such as self-drive, diversity management, group dynamics, networking approaches, lobbying and advocacy, conflict management, and interpersonal skills).

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Knowledge of the driving factors of development within a specific community is used.
  • Knowledge on how to encourage, motivate and stimulate participation by the community is applied.

    Integrated Assessment:
    The qualification provides for sufficient practical applications of knowledge, skills and attitudes across modules to ensure that the learner's competencies can be assess through the following assessment forms:

    Formative assessments:
  • Written or oral tests.
  • Work integrated learning (WIL) - Completion of workbook.
  • Assignments.
  • Mentors.
  • Peer evaluation.
  • Case studies.
  • Portfolio of Evidence.

    Summative assessments:
  • Written or oral examinations.
  • Projects.
  • Portfolio of Evidence. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Swinburne University of Technology in Australia offers a Certificate IV in Community Services Work. This qualification provides learners with the knowledge and skills to work in the community services sector in residential and community settings.

    The West Coast Institute in Australia also offers a Certificate IV in Community Services Work. The qualification prepares learners to work in a range of roles providing support and interventions to clients and communities. These qualifications also provide and option of articulation to a diploma level in community work.

    The Waterford Institute of Technology in Ireland offer a two year Higher Certificate in Arts in Community Education. The aim of this qualification is to facilitate learners to develop their skills, knowledge and attitudes in order to work as reflective practitioners in community education and community development settings.

    Conclusion:
    The selected qualifications above were considered and our qualification was compared. The modules and the outcomes of the Higher Certificate in Community Development Work compares favourably. The qualification's aim is to develop a learner with skills to work in the private, public, voluntary and community sectors as an agent for change. Our qualification has the same focus, which is to equip learners with the understanding and practical knowledge of working in the field of community development. 

    ARTICULATION OPTIONS 
    Learners who obtain the qualification should be able to articulate:

    Horizontally with the following qualifications at NQF Level 5:
  • Higher Certificate in Community Development from other institutions.
  • National Certificate in Community Development in General (HW-SETA).
  • National Certificate in Community Development in Integrated Development Planning (LG SETA).

    Vertically to the NQF Level 6 qualification, Public Management at CUT.

    There are more qualifications accredited by SETAs in Community Development with different specialisations that this qualification can articulate with. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    These qualifications will be aligned to the requirements of the Occupational Qualifications Sub-Framework (OQSF), which will, inter alia include a renaming of the qualification title. The QCTO has initiated the alignment process. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Central University of Technology, Free State 


    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.