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 UNIT STANDARD: 

Relate education and training to development 
SAQA US ID UNIT STANDARD TITLE
10304  Relate education and training to development 
ORIGINATOR
SGB ABET Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  16 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Persons credited with this unit standard are able to relate ABET practice to community development because they will have gained insights into poverty, underdevelopment and development. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
US no. 5.08 'Promote lifelong learning' is required prior learning. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Use development indicators to analyse the development needs of a community 
OUTCOME RANGE 
Community can mean a country, or province or a local community, depending on the circumstances. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Relevant development indicators such as birth/mortality rates can be identified.
(e.g. employment/unemployment rates, economic growth, health indicators, education levels, poverty levels, population profiles and projections) 

ASSESSMENT CRITERION 2 
2. Information on relevant indicators in a community can be found.
(e.g. by using government publications such as the census or by doing some simple primary research such as collecting information on illness/disease rates from the local clinic) 

ASSESSMENT CRITERION 3 
3. Situations of specific groups (e.g. youth, women) and their roles in development can be analysed. 

ASSESSMENT CRITERION 4 
4. Main development needs of a community can be described and supported with evidence. 

SPECIFIC OUTCOME 2 
Describe the relationship between education, training and development 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Ways in which education and training can be related to the alleviation of development problems can be demonstrated.
(e.g. show how basic knowledge of nutrition and hygiene can reduce infant mortality) 

ASSESSMENT CRITERION 2 
2. Contribution of education and training to poverty reduction or changes in income distribution can be demonstrated.
(e.g. show how SMME training can lead to job creation and economic growth, or how occupational training can create opportunities for self-employment or job mobility) 

ASSESSMENT CRITERION 3 
3. Role of education and training in promoting democracy and building a human rights culture is described. 

ASSESSMENT CRITERION 4 
4. Role of education and training in sustainable development is described. 

SPECIFIC OUTCOME 3 
Link ABET policy and practice to community development 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. ABET policy can be analysed in terms of the relevant developmental context.
(e.g. ABET as a human right, the place of ABET in SA's RDP) 

ASSESSMENT CRITERION 2 
2. Importance of access to information for community development can be explained. 

ASSESSMENT CRITERION 3 
3. Opportunities for teaching literacy/numeracy across sectors in a cross-curricular way can be described.
(e.g. integrating health and environmental education with literacy and numeracy) 

ASSESSMENT CRITERION 4 
4. ABET projects/programmes which can address development needs as identified in SO2 AC4, are identified. 

ASSESSMENT CRITERION 5 
5. Adult education strategies in other (developing) countries are compared to those in own country. 

SPECIFIC OUTCOME 4 
Apply different macro-theoretical approaches to development and underdevelopment 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Different approaches to development can be described.
(e.g. modernisation theory, dependency theory, people-centred development) 

ASSESSMENT CRITERION 2 
2. Link between development/underdevelopment and poverty can be described. 

ASSESSMENT CRITERION 3 
3. Insights from the theoretical approaches can be used to analyse levels of development or underdevelopment in own country. 



Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made. 

UNIT STANDARD CCFO WORKING 
Working effectively with others as a member of a team, group, organisation, or community. 

UNIT STANDARD CCFO ORGANISING 
Organising and managing oneself and one's actions responsibly and effectively 

UNIT STANDARD CCFO COLLECTING 
Collecting, analysing, organising and critically evaluating information. 

UNIT STANDARD CCFO COMMUNICATING 
Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or written presentation. 

UNIT STANDARD CCFO SCIENCE 
Use science and technology effectively and critically, showing responsibility towards the environment and health of others 

UNIT STANDARD CCFO DEMONSTRATING 
Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation. 

UNIT STANDARD CCFO CONTRIBUTING 
Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities. 

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

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Core  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
Status was "Reregistered" 
2018-12-31  ETDP SETA 
Fundamental  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  CHE 


PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
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.
 
NONE 



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.