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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Agriculture in Agricultural Extension and Rural Resource Management 
SAQA QUAL ID QUALIFICATION TITLE
97055  Bachelor of Agriculture in Agricultural Extension and Rural Resource Management 
ORIGINATOR
University of KwaZulu-Natal 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 01 - Agriculture and Nature Conservation  Primary Agriculture 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  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
2027-06-30   2029-06-30  

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:
This qualification will enable extension officers to improve professionalism and enhance the quality and effectiveness of the services. This qualification reflects the need and demand within the extension management environment for professionals who will be able to perform operational, managerial and leadership functions involving complex skills and attributes, with a clear understanding of procedures and legislation contextualised within the agricultural extension environment.

This qualification includes broader and specialised competencies in terms of communication, behaviour change, facilitation, leadership and group dynamics, adult learning, technology transfer, project planning and management, extension evaluation and community development. It also includes client orientation and customer focus, service delivery innovation, problem-solving, honesty and integrity and people management and empowerment.

A learner acquiring this qualification will be able to:
  • Apply the principles and philosophy of extension in practice.
  • Implement a communication strategy by applying the principles of communication, leadership skills and group dynamics in extension for the benefit of the target group.
  • Facilitate behaviour change and adoption of innovation for impact on Local Economic Development through the production of food, the improvement of household food security and access to mainstream agriculture.
  • Design and implement an integrated development/extension project that improves and sustains agricultural production and the livelihoods of clients.
  • Implement an integrated, sustainable Agri-business management plan by applying business principles through utilising agricultural, financial, marketing and production conversion information.
  • Implement an integrated, sustainable farming systems plan by applying natural resource management principles.
  • Apply animal husbandry practices to ensure the quality of livestock production on a farm.
  • Apply production practices to plant systems to ensure the quality of the yield on a farm.

    Rationale:
    One of the major problems impeding the effectiveness of agricultural extension services in Africa is the low level of training of a large proportion of extension staff. Most extension staff requires the knowledge and skills to work in the complex and rapidly changing agricultural environment.

    The Department of Agriculture initiated this initiative based on a research study conducted in all the provinces suggesting active skills enhancement. The research culminated in "An Agricultural Education and Training Strategy which outlines the need for training of extension officers to support small scale farmers to be able to produce for profit including addressing poverty, managing food security and natural resources".

    This qualification is aimed at learners seeking to improve their current extension training and supports the national initiative of the Department of Agriculture as explained in the strategic document: "Norms and Standards" and the objective that at least 60% of currently employed Extension Officers should have at least a three-year qualification. Currently, Agricultural and other technicians in the industry cannot further their studies and advance to a higher position due to lack of relevant qualifications for career development. Therefore, this qualification will support the Extension Officers in gaining and formalising their extension competence as well as a technical animal or plant production competence. The above research statistics came from provincial employees who participated in the standards generating process.

    Learners for this qualification also include school leavers who want to pursue a career in extension or learners who want to change their career path to extension coming from adult education and other development sectors.

    This qualification provides benefits to the economy and society as it addresses the skills shortage as identified in the National Skills Development Act of 1998 and the Critical and Scarce skills identified by the Department of Labour. Furthermore, it supports the national initiatives of the National Department of Agriculture, as explained in the following strategic documents:
  • National Education and Training Strategy for Agriculture and Rural Development in South Africa Department of Agriculture 2005.
    Norms and Standards for Extension and Advisory Services in Agriculture Department of Agriculture June 2005.
  • The Strategic Plan for South African Agriculture Department of Agriculture 2003.

    It would further the participation of (target) communities in development qualifications and increase the sustainability of specific development projects and qualifications for improved and accelerated upliftment of their livelihoods.

    The qualification serves as a basis for Postgraduate qualifications in Extension or the specialisation in Agriculture taken as a major.

    The assumptions and the characteristics regarding the concept of extension and the underlying qualifications and standards regarding extension in South Africa are the following:
  • The extension is recognised to be multi- and inter-disciplinary. Extension is an applied discipline; it focuses on the application of theory in practice for the change of behaviour and improved innovation of technology. To be effective in this regard the extension discipline borrows from or relies on usable theories and models from human and natural science disciplines to promote technology innovation, transfer and its adoption in the agricultural sector and thus can be termed an inter- or multi-discipline.
  • The extension is a professional activity. This characteristic emphasis that Extension originates from organisations with the explicit function to deliver an extension service and for which its personnel. Norms and Standards have been developed for this profession outlining expected extension competence and parameters for the practice.

    The qualification provides the learners with opportunities for professional development and career advancement within the broad agricultural extension profession. Such career advancement will improve their self-confidence in interacting with their peers, the communities they serve and other stakeholders, thus broadly enhancing their image and performance. It will positively contribute to the overall status of the profession, which is currently lacking.

    According to the "Norms and Standards" document learners can be employed by the four-tier levels of the Department of Agriculture; national and provincial, District Services, Local Municipality and others such as Development Centres, producer organisations, NGOs, Private Sector, Higher Education and research institutes. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
  • Part of the qualification can be obtained through RPL, which includes assessment of the learning outcomes achieved through formal, non-formal, informal and work experience. A maximum of 50% can be received through RPL credits.

    Entry Requirements:
  • National Senior Certificate (NSC), granting access to Bachelor studies NQF 7,
    Or
  • Senior Certificate, NQF Level 4, with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The total number of credits for the qualification is 360 Credits.
  • Fundamental: Exit level outcome 2 make up the core component of this qualification and consist of 45 Credits. The extension, agri-business and natural resource management exit level outcomes are regarded as Core.
  • Core: Exit level outcomes 1, 3 - 6 make up the core component of this qualification and consist of 195 Credits. The extension, agri-business and natural resource management exit level outcomes are regarded as Core.
  • Elective: Exit level outcomes 7 or 8 make up the elective component of 120 Credits related to either animal production or plant production. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the principles and philosophy of extension in practice to implement policies and strategies related to extension and advisory services in agriculture.
    2. Implement a communication strategy by applying the principles of communication, leadership skills and group dynamics in extension for the benefit of the target group.
    3. Facilitate behaviour change and adoption of innovation for impact on local economic development through the production of food, the improvement of household food security and access to mainstream agriculture.
    4. Design and implement an integrated development/extension project that improves and sustains agricultural production and the livelihoods of clients.
    5. Implement an integrated, sustainable agri-business management plan by applying business principles through utilising agricultural, financial, marketing and production-conversion information.
    6. Implement an integrated, sustainable farming systems plan by applying natural resource management principles.
    7. Apply animal production practices to ensure the quality of livestock on a farm.
    8. Apply production practices to plant systems to ensure the quality of the yield on a farm.

    Critical Cross-field Outcomes:
  • Identify and solve problems using critical and creative thinking to address Agricultural extension project contingencies.
  • Work effectively with others when participating on project teams.
  • Organise and manage one-self and activities when participating as a project team member.
  • Collect, organise and evaluate information when delivering reports.
  • Communicate effectively and responsibly while reporting on project milestones.
  • Use science and technology when on agricultural practices.
  • Demonstrate an understanding of the world as a set of related systems when functioning in the agricultural extension environment.
  • Be culturally and aesthetically sensitive across a range of social contexts when interacting with communities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    1.1 Extension approaches are compared and recommended in terms of relevance to the 'client', the particular issue being addressed and alignment towards policies and strategies relevant to agriculture.
    1.2 Relevant policy documents are interpreted according to the principles and philosophy of extension.
    1.3 Extension project plans are interpreted and evaluated according to the principles and philosophy of extension.

    Associated Assessment Criteria for Exit Level Outcome 2:
    2.1 A communication plan in extension is developed, managed and evaluated for the purpose and outcomes of the service to be delivered.
    2.2 The selection and application of written, verbal and non-verbal communication techniques and tools in extension are evaluated for applicability to diverse situations.
    2.3 The principles of communication are applied to optimise the impact and effectiveness of the extension project.
    2.4 Group techniques and tools are selected and applied to attain previously set objectives.
    2.5 Conflict resolution techniques and tools are identified, selected and applied to attain previously set objectives in diverse situations.
    2.6 Group discussions are facilitated in decision-making by applying the theories, principles, techniques and tools of group dynamics to optimise the impact and effectiveness of the extension project.
    2.7 The leadership principles and skills are applied in facilitation of a group to promote participation and progress in decision-making.

    Associated Assessment Criteria for Exit Level Outcome 3:
    3.1 Theories and processes are selected and applied amongst diverse clientele to optimise the impact of extension in community development interventions.
  • Range: Theories and processes refer to behaviour change, diffusion and adoption of innovations, participatory technology innovation/development, and decision-making.
    3.2 Multi and inter-disciplinary teams are established and facilitated to optimise extension service delivery through the interfacing of research, extension, and farmer/producers and input suppliers for increased participation.
    3.3 An intervention plan which supports improvement of production of food, household food security and access to mainstream agriculture is designed, implemented, managed and assessed for impact on local economic development.
  • Range: Intervention refers to behaviour change, diffusion and adoption of innovations, participatory technology innovation/development, and decision-making.
    3.4 Indigenous knowledge and practices are identified and integrated with agricultural science innovation strategies.
    3.5 Beneficiaries are enabled to access information in lobbying and mobilising required resources to improve production and livelihood.

    Associated Assessment Criteria for Exit Level Outcome 4:
    4.1 Selected and applied extension approaches are relevant to the target individual/group and the particular issue being addressed.
    4.2 Extension projects are designed according to the principles and philosophy of extension and in accordance with relevant national and provincial strategies, including identified goals, descriptions and main elements of the project.
    4.3 Resources needed to complete the plan are acquired and mobilised according to the requirements of processes and systems in extension.
    4.4 Extension projects are implemented in accordance with the plan and the context of the particular workplace.
    4.5 Extension projects are managed to ensure that the aims of the project are realised.
    4.6 Extension projects are evaluated in terms of the intended outcomes of the project plan are clearly articulated and are integrated with parallel extension plans.
    4.7 Behaviour change and innovation are facilitated to realise the outcomes of the extension project are realised.
    4.8 Project information is recorded, reported and stored according to required formats and protocol and are current, complete, and concise.

    Associated Assessment Criteria for Exit Level Outcome 5:
    5.1 Sustainable agricultural systems are integrated into planning and management processes of entrepreneurial and enterprise activities.
    5.2 An agri-business management plan is developed for an enterprise which includes input for production, processing and value-adding processes.
    5.3 A plan is developed and implemented for food safety and quality practices in an agricultural supply chain.
    5.4 The marketing and distribution component is integrated as a part of the total agri-business.
    5.5 A data collection plan is developed and implemented for farming enterprises.
    5.6 Financial information is analysed and interpreted on an ongoing basis to support growth in the agri-business.

    Associated Assessment Criteria for Exit Level Outcome 6:
    6.1 Sustainable systems thinking is integrated into planning and management processes of an agricultural enterprise.
    6.2 Farming systems are optimised and integrated to ensure sustainable resource allocation and utilisation.
    6.3 Describe the process of optimisation of agricultural and environmental resources for quality and quantity in a sustainable farming system.
    6.4 A natural resource management plan of the farm is implemented in relation to area-wide planning of local government structures and policies.

    Associated Assessment Criteria for Exit Level Outcome 7:
    7.1 Animals are evaluated and managed according to specific criteria related to anatomical, physiological, physical and biochemical systems.
    7.2 Health care, prevention and treatment procedures are developed and implemented to maintain and enhance the condition of livestock.
    7.3 A strategic animal nutrition plan is developed to support the production of livestock and animal products.
    7.4 Advanced breeding and selection practices are applied and integrated into a breeding management programme.
    7.5 Guidance is provided during the harvesting of animal products. The responses of plants to the environment and how it impacts on growth and production is determined by applying the basic biochemistry processes involved in the anatomy and physiology of a plant.

    Associated Assessment Criteria for Exit Level Outcome 8:
    8.1 The responses of plants to the environment and how it impacts on growth and production is determined by applying the basic biochemistry processes involved in the anatomy and physiology of a plant.
    8.2 A soil fertility, irrigation and plant nutrition plan is developed for growth and maximise plant health.
    8.3 Plants are propagated in a variety of production systems by applying different processes and methods to optimise yield.
    8.4 Integrated pest management principles are applied by identifying, monitoring and controlling pests and plant diseases to conserve the environment.
    8.5 Weeds are controlled through the application of a variety of methods for environmental conservation.
    8.6 A plant manipulation management plan is applied and managed to maximise growth and yield.
    8.7 Different harvesting plans are implemented and co-ordinated to minimise damage and enhance and ensure the quality of the end product.

    Integrated Assessment:
  • To ensure that assessment practices are open, transparent, fair, valid, and reliable and to ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification.
  • Integrated assessment at the level of the qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and applications across exit level outcomes to achieve competence that is relevant and coherent concerning the purpose of the qualification. This is reflected in the assessment criteria defined for each exit level outcome.
  • Integrated assessment must judge the quality of the observable performance, but also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance.
  • A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.
  • Assessment should ensure that all theoretical, practical knowledge and critical cross-field outcomes are evaluated in an integrated manner.
  • Practical, applied, foundational and reflective competencies should be assessed in an integrated manner by applying formative and summative assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Comparison with SADC:

    The Universities of Namibia and Swaziland offer a 3-year Diploma in Agriculture in which agricultural extension features significantly. The areas of learning covered are similar to those in the SAQA qualification but to a very limited Degree.

    Comparison with other International Institutions:
    Alemaya University, Ethiopia offers a Level 6 qualification (Bachelor of Science Agricultural Extension) which is comparable to the SAQA qualification. Similar to the SAQA qualification, it is aimed at Training front-line mid-career extension workers at B.Sc. level in the field of agricultural extension; Improving the effectiveness of grass root level workers involved in the agricultural development programs of the nation, and upgrading the academic and professional qualifications of front-line extension workers by equipping them with up-to-date theoretical and practical knowledge in the field that can make them meet the challenges of the ever-increasing and sophisticated multi-dimensional issues in agricultural development.

    The University of the South Pacific offers a B Agric at Level 6. The Degree is similar to the SAQA qualification in that it addresses Agricultural Extension Program Design, and it aims to help learners:
  • Acquire knowledge of selected models of extension organisation and management and the process for developing agricultural extension programs.
  • Develop their ability to design agricultural extension programs.
  • Acquire knowledge and skills in some office management procedures.
  • Understand and practice T and V models of extension organisation and management.
  • Plan non-formal education programme for farmers.
  • Conduct needs assessment technique, situation analysis and priority setting.
  • Write programme objectives, designing instructional programme plans, action plans and evaluation techniques.
  • Plan and develop an extension programme.

    The University of Melbourne, Australia, offers a Level 6 B Agric aimed at training agricultural extension practitioners. The Study areas include agribusiness, agricultural economics and marketing, animal behaviour and welfare, animal nutrition, animal management, biochemistry, biotechnology, crop science, ecology, equine management, food production horticulture (fruits, nuts and vegetables), food science and technology, genetics and breeding, irrigation and water management, microbiology, molecular biology, plant pathology, soils, viticulture. There is no visible inclusion of agricultural extension in the curriculum.

    Conclusion:
    In conclusion, the proposed Honours compares very favourably with similar level extension qualifications offered by numerous institutions internationally. It is consistent with the approach of providing extension training to learners with a previous relevant technical qualification such as a diploma in agriculture. It covers the essential areas of extension that are used internationally, but is unique in two ways:
  • It is designed to address transformational issues peculiar to South Africa, particularly in agriculture, land reform and Black economic empowerment.
  • Specifically, it is not (as are most extension qualifications internationally) tied strictly to agriculture, but can be applied to a broader range of specialisations thereby increasing access and applicability to South Africa's development needs. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Science Agriculture in Livestock Science and Agricultural Extension, NQF Level 7.
    Or
  • Bachelor of Agricultural Production and Management, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Science Honours in Agriculture and Agricultural Extension, NQF Level 8.
    Or
  • Bachelor of Agriculture Honours in Crop Horticulture Production and Agricultural Extension, NQF Level 8.
    Or
  • Bachelor of Agriculture Honours Pasture in Livestock Production and Agricultural Extension, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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.
     
    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. University of KwaZulu-Natal 


    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.