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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Community Development 
SAQA QUAL ID QUALIFICATION TITLE
66749  National Certificate: Community Development 
ORIGINATOR
SGB 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 
QUALIFICATION TYPE FIELD SUBFIELD
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
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
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 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  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

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:
  • Explaining the conceptual framework within which community development is understood.
  • Promoting responsible citizenship and investigate community needs to ensure participation towards a community development process.
  • Developing an understanding of the relationships within a community.
  • Supporting community development initiatives.

    Rationale:

    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:
  • To the learner: Increased employability and employment mobility, as well as receiving recognition for competencies attained in the community development field.
  • To society: Increased employment and job satisfaction NQF Levels, as well as having better equipped personnel available to offer community development services.
  • To the sector: Better equipped personnel able to fulfil community development roles efficiently, effectively and in a manner likely to result in returning customers.
  • To the economy: A growing and confident community development sub-sector, able to increase employment, business opportunities, and investment return.

    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:
  • Mathematical Literacy unit standards at NQF Level 2.
  • Communication unit standards in a South African language at NQF Level 2.

    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? 
    Y 

    QUALIFICATION RULES 
    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:

    Fundamental Component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 3 to the value of 16 credits.
  • Communication at NQF Level 3 in a South African language to the value of 20 credits.

    All Unit Standards in the Fundamental Component are compulsory.

    Core Component:
  • The Core Component consists of Unit Standards to the value of 52 credits, all of which are compulsory.

    Elective Component:
  • The Elective Unit Standards are grouped into areas of Specialisation. Learners are to choose a specialisation and complete Unit Standards totalling a minimum of 32 credits from that Specialisation. In cases where the Unit Standards in a Specialisation total less than 32 credits, learners are to choose additional Unit Standards from any other Specialisation to give a minimum of 32 credits for the Elective component.
  • The Elective Specialisations are as follows:

    Volunteerism:
  • 117881: Demonstrate an understanding of volunteerism, NQF Level 2, 3 credits.
  • 255916: Describe volunteer operations, NQF Level 4, 3 credits.
  • 255915: Conduct volunteer services in a specific environment, NQF Level 4, 5 credits.
  • 119730: Co-ordinate volunteer activities, NQF Level 3, 4 credits.
  • Total: 15 credits.

    Life Skills:
  • 119915: Manage personal expenditure, NQF Level 3, 3 credits.
  • 116966: Apply knowledge of self and own situation to manage risks resulting from change in the workplace, NQF Level 3, 3 credits.
  • 117493: Provide information about HIV and AIDS and treatment options in community care and support situations, NQF Level 3, 6 credits.
  • 114947: Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable, NQF Level 3, 3 credits.
  • 254222: Demonstrate stress management techniques as a self-help tool, NQF Level 3, 4 credits.
  • 120308: Apply knowledge of self in order to make a personal decision, NQF Level 2, 3 credits.
  • 244611: Apply problem-solving techniques to make a decision or solve a problem in a real life context, NQF Level 3, 2 credits.
  • 244568: Demonstrate knowledge and understanding of effective study methods and techniques, NQF Level 3, 3 credits.
  • 244604: Demonstrate understanding of abuse and possible coping mechanisms, NQF Level 2, 2 credits.
  • 244578: Describe how to manage reactions arising from a traumatic event, NQF Level 3, 2 credits.
  • 244606: Identify ways of managing relationships in own life, NQF Level 2, 2 credits.
  • Total: 33 credits.

    Early Childhood Development:
  • 244255: Care for babies, toddlers and young children, NQF Level 2, 10 credits.
  • 244262: Interact with babies, toddlers and young children, NQF Level 2, 5 credits.
  • 244468: Prepare resources and set up the environment to support the development of babies, toddlers and young children, NQF Level 3, 5 credits.
  • 244259: Support children and adults living with HIV and AIDS, NQF Level 3, 8 credits.
  • 244462: Work with families and communities to support Early Childhood Development, NQF Level 3, 5 credits.
  • 254176: Promote and uphold the rights of children and youth, NQF Level 3, 4 credits.
  • 244258: Demonstrate basic understanding of child development, NQF Level 2, 5 credits.
  • Total: 37 credits.

    Gender:
  • 117894: Demonstrate and apply knowledge and understanding of Gender Equality and Women's Empowerment to raise awareness and promote change, NQF Level 2, 5 credits.
  • 117893: Empower self and others by engaging in dialogue with individuals and small groups in support of Gender Equality and Women's Empowerment, NQF Level 2, 6 credits.
  • 117880: Support Gender Equality and Women's Empowerment by planning and implementing activities within specific contexts, NQF Level 2, 6 credits.
  • 254404: Advise on access to gender related services and structures, Level 3, 4 credits.
  • 117895: Demonstrate how society and socially constructed roles impact on gender attitudes and behaviours and contribute to women's oppression, NQF Level 3, 8 credits.
  • 242894: Demonstrate knowledge of gender, equity and diversity issues in development projects, NQF Level 3, 6 credits.
  • Total: 35 credits.

    Victim Empowerment:
  • 117883: Demonstrate an understanding of violence and victimisation affecting children and youth, NQF Level 2, 5 credits.
  • 117884: Demonstrate an understanding of gender violence, NQF Level 2, 4 credits.
  • 117885: Develop and support communities in Victim Empowerment, NQF Level 2, 5 credits.
  • 119722: Identify intervention services and provide support to children and youth victims of abuse and neglect, NQF Level 3, 4 credits.
  • 119731: Assist victims in their interaction with the Criminal Justice System, NQF Level 3, 4 credits.
  • 119724: Give assistance to victims of crime, violence and human rights abuses, NQF Level 3, 4 credits.
  • 119733: Promote community participation in and awareness of Restorative Justice, NQF Level 3, 3 credits.
  • 119732: Provide support to victims of domestic violence, NQF Level 3, 4 credits.
  • Total: 33 credits.

    Youth:
  • 243181: Demonstrate a basic understanding of the fundamentals of child and youth care work, NQF Level 3, 10 credits.
  • 254176: Promote and uphold the rights of children and youth, NQF Level 3, 4 credits.
  • 254177: Observe, record and report in a child and youth care work context, NQF Level 4, 5 credits.
  • 120495: Demonstrate an understanding of children and youth at risk, and accused of crimes, NQF Level 4, 7 credits.
  • 254178: Demonstrate basic caring skills for children and youth at risk, NQF Level 3, 6 credits.
  • Total: 32 credits.

    Organisational Development:
  • 119361: Facilitate community access to resources, NQF Level 2, 10 credits.
  • 123465: Measure and plan own performance and behaviour in line with roles and responsibilities in a project team, NQF Level 3, 5 credits.
  • 119726: Participate in public education and advocacy campaigns in communities, NQF Level 3, 4 credits.
  • 120085: Discuss the benefits and risks of engaging the media in different social contexts, NQF Level 4, 3 credits.
  • 242814: Identify and explain the core and support functions of an organisation, NQF Level 3, 6 credits.
  • 244589: Identify causes of stress and techniques to manage it in the workplace, NQF level 3, 2 credits.
  • 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, NQF Level 3, 4 credits.
  • Total: 34 credits.

    Teamwork:
  • 116594: Function in a team, NQF Level 4, 4 credits.
  • 242811: Prioritise time and work for self and team, NQF Level 4, 5 credits.
  • 116714: Lead a team, plan, allocate and assess their work, NQF Level 3, 4 credits.
  • Total: 18 credits.

    Peer Education:
  • 264256: Implement a pre-designed peer education programme in a specific setting under supervision, NQF Level 2, 5 credits.
  • 264260: Facilitate a peer education intervention, NQF Level 4, 10 credits. 
    		•

    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:
  • Identifying and solving problems in which responses indicate that responsible decisions using critical thinking have been made when: assessing and responding to community needs.
  • Working effectively with others as a member of a team, group, organisation or community when: discussing and resolving issues related to community needs and responses.
  • Organising and managing oneself and one's activities responsibly and effectively when: supporting community development issues.
  • Collecting, analysing, organising and critically evaluating information when: investigating needs and potential solutions in a community.
  • Communicating effectively using visual, mathematical and/or language skills in oral/written modes when: conducting research into community needs.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others when: preparing reports based on community needs and responses.
  • Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when: approaching different government departments and non-governmental organisations to assist in solving community needs.
  • Contribute to the full personal development of the learner when: taking the initiative and lead in processes to deal with community needs and responses. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit-Level Outcomes 1:
  • Community development is explained within a particular SA context.
  • The principles and values related to community development are explained using examples.
  • The holistic and integrated framework that informs community development is explained with examples.
  • The knowledge of community development is used to understand the needs of a selected community within a given context.
  • Own role as a community development practitioner is reflected upon in a way which enables improvements in delivery.

    Associated Assessment Criteria for Exit-Level Outcomes 2:
  • The factors that drive the development of a community are understood for the purpose of better understanding how to encourage, motivate and stimulate participation by the community.
  • The impact of the stages of human development on community needs is understood and assessed in order to evaluate and prioritise community development projects in a specific context.
  • The Constitution is used to understand a human rights framework within which community development initiatives take place.

    Associated Assessment Criteria for Exit-Level Outcomes 3:
  • The relationships between community structures are described in terms of their relationship with one another.
  • The concepts of power and power relations are described with examples.
  • The differences between political and civil society structures are explained with examples.
  • The differences between public and private ownership are explained with examples.
  • Various methods are used to facilitate community participation.
    > 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:
  • Information about a specific community is obtained through using a variety of methods/or a specific method.
    > Range: Methods include survey, profile, and interview, amongst others.
  • Community needs are prioritised in consultation with key stakeholders using appropriate assessment methods.
    > Range: Assessment methods include formal, informal, baseline.
  • Community consultation is facilitated to decide on a plan of action for a specific initiative intended to meet community needs
  • Initiatives are implemented and evaluated in order to meet community needs and to measure the success or failure of each initiative.
  • Processes to develop leadership are implemented to enhance sustainability of development initiatives.

    Integrated Assessment:

    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:
  • Demonstrate competence by means of the practical application of the embedded knowledge in a manner that meets the performance standards required.
  • Illustrate a clear understanding of the concepts, theory and principles that underpin the practical action taken.

    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. 
    		•

    INTERNATIONAL COMPARABILITY 
    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.

    England:

    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.

    Australia:

    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.

    Northern Ireland:

    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.

    New Zealand:

    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.

    Scotland:

    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.

    Conclusion:

    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. 

    ARTICULATION OPTIONS 
    This Qualification will be able to articulate with various other qualifications, some of which are listed below:

    Possibilities for vertical articulation include (for example):
  • ID: 57428: National Certificate: Youth Development, NQF Level 4.
  • ID: 60209: Further Education and Training Certificate: Child and Youth Care Work, NQF Level 4.
  • ID: 58396: Further Education and Training Certificate: Community Development: HIV/AIDS Support, NQF Level 4.
  • ID: 49131: Further Education and Training Certificate: Community Health Work, NQF Level 4.
  • ID 49836: Further Education and Training Certificate: Gender Practice, NQF Level 4.
  • ID 23976: National Certificate: Local Employment and Skills Development Practice, NQF Level 4.
  • ID 49872: Further Education and Training Certificate: Victim Empowerment Coordination, NQF Level 4.

    Possibilities for horizontal articulation within the guiding environment include (for example):
  • ID: 49600: National Certificate: Development Practice, NQF Level 3.
  • ID: 22322: National Certificate: Health Sciences and Social Services: Development Services, NQF Level 3.
  • ID: 49128: National Certificate: Community Health Work, NQF Level 3.
  • ID 58644: National Certificate: Local Government Support Service, NQF Level 3.
  • ID 49688: National Certificate: Victim Empowerment, NQF Level 3. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner, or moderating the assessment of a learner, against this qualification must be registered as an assessor or moderator with the relevant Education & Training Quality Assurance body (ETQA), or with an ETQA that has a Memorandum of Understanding (MOU) with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has an MOU with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the policies and guidelines for assessment and moderation of that ETQA, in terms of agreements reached around assessment and moderation between various ETQAs (including professional bodies), and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at all exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as the integrated competence described in the Exit Level Outcomes of the qualification.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA, or with an ETQA that has an MOU with the relevant ETQA.

    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:
  • To be declared competent in all the outcomes of the National Assessor Unit Standards.
  • To be in possession of a relevant qualification.
  • Minimum of two years practical and relevant occupational experience. 
    		•

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

    NOTES 
    This qualification replaces qualification 49600, " National Certificate: Development Practice", Level 3, 120 credits. 

    UNIT STANDARDS: 
      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.
     
    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. Basadi Africa Management 
    2. Boitjhorisong Institutions Services Networks 
    3. DC Academy (PTY)LTD 
    4. FIRST REAL PEOPLE INVESTMENTS GROUP PTY LTD 
    5. K2011145379 South Africa Pty Ltd 
    6. QED Quality Executive Development 
    7. Southern African Youth Movement 


    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.