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 Arts Honours in Community Development 
SAQA QUAL ID QUALIFICATION TITLE
97901  Bachelor of Arts Honours in Community Development 
ORIGINATOR
Cornerstone Institute (RF) NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  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 08  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 qualification provides learners with foundational knowledge of community development theory and practice while allowing them to pursue specific areas of interest within community development studies. This is achieved by assisting learners to comprehend, analyse and apply community development theory, policy and governance, programme management theory, and social research methodology. Learners are able to select one elective in Local Economic Development, Youth Development, or Community Development in the Rural-Urban Continuum or Sustainable Community Development and also conduct focused research.

This qualification is designed to provide an opportunity for learners to expand their knowledge of theory and practice in the discipline of community development and conduct community-focused research under the supervision of qualified academic researchers. A learner graduating with this qualification will be able to:
  • Analyse and critique significant philosophical approaches towards and theories of community development in a variety of contexts.
  • Apply sound social science research methodology to community development related situations, conducting in-depth research, analysis and interpretation in a community-based context.
  • Examine how the issues of governance, social policy and the legislative framework govern and shape community development structures and practice.
  • Identify, assess and apply integrated programme management principles for sustainable people-centred development.
  • Examine in-depth two focus areas of interest in community development.

    Rationale:
    South Africa faces a raft of socio-economic problems: poverty and inequality, unemployment, crime and substance abuse and a pervasive underdevelopment and stagnation of rural and other marginal communities, characterised by a lack of basic infrastructure (e.g. housing and sanitation) and viable and sustainable local economies. Secondly, at present there exists an acute shortage of properly qualified and skilled community development professionals in South Africa to address these developmental challenges in a professional and sustainable fashion.

    This qualification will form part of a study and career path for social science learners which will produce new graduates for entry to the sector and to up-skill existing practitioners/managers. This will help to meet the increasing demand for professionals who possess generic and multi-disciplined skills which combine a solid theoretical foundation with specific applied developmental and research competencies. Throughout the qualification, themes such as gender studies, livelihood security, sustainability and applied ethics will be emphasised. Work integrated learning also forms part of the qualification.

    As an institution committed to teaching from a Biblically-shaped worldview, Cornerstone has a natural appeal to students who want to study in a faith-based environment, and who wish to further their education to serve as Community Development Practitioners. This qualification fills a gap in the existing higher education system in South Africa and provides an opportunity for those learners pursuing community development careers who want to learn in a faith-based environment.

    Envisaged learners are those who have a related undergraduate qualification and want to specialise further in community development and those who are Community Development Practitioners with a wealth of experience, but lack a formal qualification.

    Typical stakeholders are government departments and agencies, for-profit companies and Non Governmental Organisations (NGOs), which require highly skilled community development practitioners in order to engage with their constituencies more effectively. This qualification addresses the needs of both students and stakeholders by equipping learners with the knowledge of theory and practice as well as the skills to conduct research in and with communities. The qualification also provides articulation options for students who want to further their studies at Master's Level. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning:
    Recognition of Prior Learning (RPL) is used at Cornerstone for two purposes:

    Access:
    To admit of applicants who do not have the necessary 60% grade for third year in Social Sciences (or equivalent), who can produce sufficient evidence that they have obtained work or life experience that qualifies them to be admitted as Postgraduate students. No more than 10% of the student cohort in any year may be admitted through RPL.

    Credits:
    To give students Credit for transferable prior learning obtained in an accredited academic programme equivalent to NQF Level 8.

    Entry Requirements:
    The minimum requirement for this qualification is:
  • Bachelors' Degree at NQF Level 7.
    Or
  • A Diploma at NQF Level 6 plus and Advanced Diploma at NQF Level 7 in a relevant field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and two elective specialisation components at NQF Level 8, totalling 120 Credits.

    Compulsory Components:
  • Social Theory for Community Development, 20 Credits.
  • Research Methods for Community Development, 30 Credits.
  • Policy and Legislative Regulatory Framework for Community Development, 20 Credits.
  • Organisational Management in Community Development Practice, 20 Credits.

    Elective Specialisation Components (two out of four required):
  • Youth Development, 15 Credits.
  • Community Development in the Rural-Urban Continuum, 15 Credits.
  • Sustainable Community Development, 15 Credits.
  • Local Economic Development, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse and critique significant philosophical approaches towards and theories of community development in a variety of contexts.
    2. Apply sound social science research methodology to community development related situations, conducting in-depth research, analysis and interpretation in a community-based context.
    3. Examine how the issues of governance, social policy and the legislative framework govern and shape community development structures and practice.
    4. Identify, assess and apply integrated programme management principles for sustainable people-centred development.
    5. Examine in-depth two focus areas of interest in community development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Community development philosophical approaches and theories from a variety of perspectives are explained, demonstrating an in-depth, critical engagement with relevant ideas and concepts.
  • Community development theories are located within their particular socio-economic, political, cultural and geographic contexts, and their application to other contexts is critically evaluated.
  • Community development theories are articulated both verbally and in writing in a professional, accurate and coherent manner, according to post-graduate conventions using appropriate conceptual frameworks.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The epistemological, theoretical and methodological foundations of community development are explained and applied within a community-based context.
  • A variety of research approaches and methodologies are evaluated and appropriate research procedures, techniques and instruments are applied, in a community-based context.
  • Data and textual Information gathered via research conducted in a community-based context is analysed and synthesised.
  • The principles of social research ethics are introduced, understood and applied within the context of a community research project.
  • A research paper that is scientifically sound/accurate, logically and coherently argued and presented according to appropriate academic standards, is produced, based on actual research conducted in a community setting.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Issues of governance, social policy and the legislative framework as it pertains to community development are analysed in terms of their development, purpose and efficacy for achieving their intended purpose.
  • Issues of governance, policy and the legislative framework are interpreted within the context of social systems and social dynamics within specific communities.
  • The processes by which legislation and policies geared towards efficient community development practice are developed are explained with reference to how communities and individuals can participate in the processes and influence the resulting legislation and policies.
  • Legislation and policies (or the lack thereof) that benefit or hamper community development are analysed with reference to their interrelatedness to other legislation and policies.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The range of management skills needed on the project, programme and organisational levels for achieving results in community development ventures are introduced, assessed and applied.
  • Leadership skills that will help community leaders mobilise and manage their beneficiaries and other resources to achieve desired outcomes and impact in their communities are demonstrated.
  • Personal, interpersonal and organisational effectiveness are discussed through the frames of ethical and theoretical guidelines.
  • Various project management processes (e.g., impact value chain, log-frame planning, budgeting and financial systems and control techniques, as well as monitoring and evaluation) are evaluated and demonstrated with reference to project, programme and organisational management.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Specific developmental issues are explored, analysed and evaluated, with reference to community development theories and social systems.
  • Current policy frameworks related to specific developmental issues are evaluated.
  • Best practice scenarios related to specific development issues are identified and specific community development initiatives are analysed in terms of their efficacy, sustainability, sensitivity to gender issues and ethical integrity.
  • Strategies related to specific development programmes are critically assessed and new directions of action are proposed in support of programme sustainability and viability.

    Integrated Assessment:
    Learning and assessment will be integrated throughout this qualification. Continuous formative assessment is required to ensure that learners get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgment of the learning in relation to the Exit-Level Outcomes of the qualification. Such judgment should include 'integrated assessments' which assess the students' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.

    Assignments designed to meet the requirements of integrated assessment are such as to achieve:
  • Formative assessments designed to provide learners with feedback on their progress.
  • An integration of the achievement of exit-level outcomes in a way that demonstrates that the purpose of the qualification as a whole has been achieved, either in total or in the component parts of the programme of study.
  • Evaluation of student performance to demonstrate applied competence.
  • Criterion-referenced assessment, which is clearly explained to and understood by the students and that can be applied in the recognition of prior learning.

    It is essential that a wide range of knowledge, skills, competencies and attitudes be integrated using innovative methods - and in the assessment of outcomes due recognition should be given to criteria and methods of assessment that assess these appropriately and adequately.

    General assessment:
    Student assessment procedures differ based on the type of instruction provided. Modules that emphasise theory will utilise formative and summative assessment methods that include group discussions, reports, case study responses, research papers, quizzes, class tests and oral or written examinations. Practically orientated modules utilise immediate feedback from faculty supervisors, peer review in groups and written and oral assessments.

    Research assessment:
    The research component of this qualification requires learners to engage in community-based research through a Work-Integrated Learning (WIL) process. Learners will be assessed on their ability to apply appropriate research methodologies to the specific community context in which they are engaged, and their ability to analyse and present the findings of their research in an accurate, coherently argued and appropriately documented manner. Integrated assessment takes the form of faculty supervision in a mentoring/consultative manner that develops learners capacity and guides them toward the summative assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared to qualifications offered in the United Kingdom (UK) and United States of America (USA).

    The offering of a separate Honours Degree as a qualification on its own is not common practice in other countries. Foreign Bachelors' Degrees are usually constructed to contain research methodology and a research project which enables students to proceed directly to Masters' Degree study. In other cases the title Honours is attached to a Bachelors' Degree to show that the student has obtained and Honours pass in the programme. This practice makes it difficult to find well-constructed foreign Honours Degrees with which this qualification can be compared. This comparison looks at two Honours Degrees that are available to students already in possession of a Bachelors' Degree.

    The School of Languages and Area Studies of the University of Portsmouth, UK offers a Bachelor of Arts Honours in Development Studies.

    A large part of the final year is devoted to specialist study which includes the preparation of a dissertation.

    Programme:
  • Dissertation.
  • Development and Foreign Aid.
  • Development Special Subject, options including:
    > Colonialism and the End of Empire in Black Africa: France and West Africa.
    > Global Political Economy.
    > City and Nation: The Latin American Urban Experience.
    > Europe In The World.
    > Gender and Development.
    > Transitional Justice and Human Rights In Latin America.
    > Colonialism and End of Empire In North Africa: France and Algeria.
    > Contemporary Issues and Controversies In Latin America.
    > China and East Asian Economies.
    > Protecting the Environment in Europe.

    The University of California (UCLA) International Institute offers an International Development Studies Honours Programme which offers learners the opportunity to design and conduct their own independent research under the guidance of a faculty advisor.

    The qualification consists of a directed-study series of courses culminating in an Honours Thesis.

    Conclusion:
    Given the problem mentioned above with comparing South African honours degree with those offered internationally it can be said that the Bachelor of Arts Honours in Development Studies compares favourably with qualifications from the UK and US in terms of purpose and content, and the research that is undertaken during the course. 
    		•

    ARTICULATION OPTIONS 
    The Cornerstone Institute does not offer qualifications at NQF Level 9 and above so this qualification does not articulate vertically with any qualification offered at Cornerstone Institute. There is also no horizontal articulation with any qualification offered by Cornerstone. However, the qualification offers systemic horizontal and vertical articulation with qualifications offered by other Higher Education institutions provided the student meets the admission requirements. The possible systemic articulation is the following:

    Horizontal Articulation:
  • Bachelor of Community Development Studies Honours Degrees at NQF Level 8.
    Or
  • Postgraduate Diplomas in Community Development at NQF Level 8.

    Vertical Articulation:
  • Master of Arts in Development Studies at NQF Level 9.
  • Master of Social Science in Community and Development Studies at NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. Cornerstone Institute (RF) NPC 


    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.