|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|
|Further Education and Training Certificate: Community Development|
|SAQA QUAL ID||QUALIFICATION TITLE|
|67509||Further Education and Training Certificate: Community Development|
|Task Team - Community Development|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.||SFAP - Sub-framework Assignment Pending|
|Further Ed and Training Cert||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||125||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|23094||Further Education and Training Certificate: Development Practice||Level 4||NQF Level 04||120||Complete|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
This Further Education and Training Certificate Qualification has been designed for people who are interested or involved in planning and implementing a variety of community development initiatives and processes across a variety of social and economic contexts. This Qualification forms part of a learning and career pathway in community development and provides access to further learning within the current regulatory framework.
This Qualification will facilitate the development of people who may be fulfilling the role of community development workers towards empowering communities to manage their own integrated, sustainable development and the alleviation of poverty. The Qualification ultimately aims to provide community development workers with the necessary skills and competencies to create a better life for all.
The learners credited with this Qualification would include people interested or involved in community development practice and/or initiatives in one or more of the following sectors:
This Qualification will help learner improve their understanding of their role and responsibilities of community development workers and it will provide them with the knowledge, skills, attitudes to operate in an effective and efficient manner within the community arena.
The successful learner will be able to:
South Africa is a country where a large segment of its population is reliant on the services and support of the government, NGOs and other organisations. The community development sector potentially involves more than a million people working in it. It could be said that any project involving development practitioners would fall within this category.
This Qualification is an important step forward in South Africa's developmental agenda as it will provide some of the fundamental building blocks of the public service and attempts to create a better life for all South African citizens, especially the poor and marginalised communities.
The Qualification will begin to bridge the gap between the government and those in greatest need of the services provided by the state. As South Africa's developmental agenda evolves in line with the country's broader social and economic imperatives, so does the Qualification.
This Qualification will be a valuable tool in the community development work environment and in helping the South Africa people enjoy a better life. In short it will help to:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
The above can be achieved either through a previous Qualification, or through the process of Recognition of Prior Learning (RPL), which assesses workplace-based experiential learning.
Recognition of Prior Learning:
The Qualification can be achieved in whole or part through the Recognition of Prior Learning (RPL). Learners obtaining the whole Qualification through RPL and wishing to be declared competent are required to complete a practical assessment component for the purpose of such recognition. This implies that 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 components stipulated in the Qualification and by the Exit Level Outcomes.
Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence (POE) in the prescribed format and/or undergo a workplace assessment 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 Exit Level Outcomes.
Access to the Qualification:
Access is open to all learners bearing in mind the learning assumed to be in place.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification is made up of a combination of learning outcomes from Fundamental, Core and Elective components, totalling a minimum of 125 Credits.
All Unit Standards in the Fundamental Component (56 Credits) are Compulsory.
The Fundamental Component consists of the following learning, which is compulsory for all learners:
It is therefore compulsory for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3.
All unit standards to the value of 56 Credits are compulsory.
Learners are to choose a specialisation area and complete a minimum of 13 Credits from the Unit standards listed under that specific specialisation area to attain a minimum of 125 Credits required for certification purposes. The specialisation areas are as follows:
Volunteerism (Learning Programme ID: 76983)
(Total Credits 20).
Early Childhood Development (Learning Programme ID: 76984)
(Total Credits 37).
Gender (Learning Programme ID: 76985)
(Total Credits 38).
HIV/Aids (Learning Programme ID: 76986)
(Total Credits 44).
Youth (Learning Programme ID: 76987)
(Total Credits 115).
Victim Empowerment (Learning Programme ID: 76988)
(Total Credits 34).
Local Economic Development (Learning Programme ID: 76989)
(Total Credits 30).
Community Development Management (Learning Programme ID: 76990)
(Total Credits 40).
Life Skills (Learning Programme ID: 76991)
(Total Credits 21).
Sports (Learning Programme ID: 76992)
(Total Credits 27).
|EXIT LEVEL OUTCOMES|
|On achieving this Qualification, the learner will be able to:
1. Apply theories/approaches of community development in a specific context.
2. Facilitate a community initiative/process.
3. Build and maintain relationships in a specific community context.
4. Plan and manage an integrated community development project in a specific context.
5. Demonstrate understanding of the holistic and integrated regulatory framework impacting on community development in a specific context.
Critical Cross-field Outcomes:
This Qualification addresses the following Critical Cross-field Outcomes, in the indicated Exit Level Outcomes.
a) Identifying and solving problems pertaining to the facilitation and managing of an integrated community development project.
b) Working effectively with others to build and maintain relationships related to community needs and responses.
c) Organising and managing oneself and one's activities when supporting community development initiatives/processes.
d) Collecting, analysing, organising and critically evaluating information which has an impact on community development in specific context.
e) Communicating effectively when dealing with stakeholders and facilitating and responding to an integrated community development project.
f) Using science and technology effectively and critically when preparing and distributing reports based on the needs and requirements of a specific community development initiative.
g) Demonstrating an understanding of the world as a set of related systems where meeting the needs of a particular community has a positive impact on the creation of a better life for all South African citizens.
All of the above contribute to the full personal development of each learner and the social and economic development of society at large by ensuring they participate as responsible citizens in the life of local, national and global communities in terms of community development issues.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcomes 1:
Associated Assessment Criteria for Exit Level Outcomes 2:
Associated Assessment Criteria for Exit Level Outcomes 3:
> Range: Community dynamics may include but are not limited to conflict management, cultural sensitivity, social protocol, negotiations, gender equity and equality, diversity.
> Range: The impact and use of media/current affairs refers to the impact of local, national and international issues on community development.
Associated Assessment Criteria for Exit Level Outcomes 4:
> Range: Finances may include but are not limited to understanding budgets, fund raising and expenses.
> Range: Resources refers to financial and non-financial resources.
Associated Assessment Criteria for Exit Level Outcomes 5:
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:
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.
|The purpose of this International Comparability study is to facilitate the development of a meaningful learning path and its associated curriculum incorporating both theoretical and practical vocational skills which will ensure compatibility, comparability and compliance with existing international Qualification specifications and regulations.
This Qualification was compared with equivalent qualifications and/or courses from a range of countries. The international comparability study showed that many countries do have education, training and development organisations that offer learning interventions in the field of community development. These countries were Scotland, Australia, United Kingdom, Canada, United States of America, Alaska, Bangladesh, Bulgaria, Tanzania and New Zealand.
Training Qualifications and Courses referred to in this international comparability were:
Glasgow Council for the Voluntary Sector (GCVS):
Course Title: Community Work-Level 2:
Course Title: Community Work-Level 3:
The two courses offered by Glasgow Council for the Voluntary Sector (GCVS) on Community Work, are compatible with this Qualification and parts of the Level 3 Qualification. All subject matter is covered in ours but possibly to different level of complexity.
Course Title: Health and Social Care-Level 3:
The above course on Health and Social Care, offered by Glasgow Council for the Voluntary Sector (GCVS) is not very compatible with this Level 4 Qualification and its Exit Level Outcomes as it focuses more on the provision of health issues and not community development as a whole.
Reid Kerr College:
Course Title: NC-Working with Communities (Levels4/5):
Course Title: HNC-Working with Communities (Level 7):
The two courses offered by the Reid Kerr College-Working with Communities (Levels4/5) and
Working with Communities (Level 7), have areas of compatibility and have areas that are different. Their level 4/5 course has modules which are part of our Fundamental component and the Level 7 one has a module on health promotion.
Chisholm Institute (TAFE Courses) 2 years full time.
Course Title: Diploma of Community Development.
The Diploma of Community Development offered by Chisholm Institute, is very compatible with the level 4 FETC Qualification and the contents are included in either the Specific Outcomes or Assessment Criteria. It must be noted that they do offer additional modules, which are included in the Level 3 Qualification and possible Level 5 Qualification.
Age Concern (Pty) Ltd:
Course Title: Certificate II in Community Services Work (CHC20202):
Course Title: Certificate II in Community Services Work (CHC20202):
The above courses do not compare favourably with this South African Qualification. They offer a more specific subject/method of dealing with health related work and caring for sick people, as opposed to more generic community development competencies.
University of Westminster-London:
Course Title: International Community Development (1 year full time):
This one year course is compatible with certain of the Unit Standards with the South African Level 4 Qualification. It is however pitched at a much higher level of learning (possibly post graduate).
Faith Based Regeneration Network (FBRN)-London:
Course Title: Faith Community Development Course:
The course offered by FBRN is only slightly compatible with this Level 4 Qualification and that is the module on understanding how to manage a project. The rest of the course is very focused on a faith based approach.
The Community Development Program offered at the Davis Campus in Ontario Course Code: PCWOD provides students with the essential skills necessary to empower others within their local and/or international community to work for social justice by facilitating and influencing meaningful and sustainable change in working for social justice through grassroots involvement and participatory planning.
Instruction and academic leadership is provided in a positive environment that encourages the exploration of one's self and the community.
Community Development personnel are involved in various aspects of the community, including:
Students who successfully complete the program will receive a Vancouver Island University diploma. Completion of the program also earns credit towards the Bachelor of Arts in Child and Youth Care degree (available at VIU) and Bachelor of Social Work degree at the University of Victoria.
Community Development is integrated into the Social Work degree and is offered through the College of Health and Social Welfare.
The course comprises of the following:
SWK A106 Introduction to Social Welfare 3 CR:
Analyzes social inequality and American social welfare system. Traces historical development of government response to social inequality. Explores historical and
persisting dilemmas-ethical, political, social, and economic-explicit and implicit in social welfare provisioning. Assists in understanding of social welfare problems and
SWK A121 Advocating for Victims of 3 CR:
Domestic Violence and Sexual Assault:
Offered only at Matanuska-Susitna College:
Focuses on developing the skills and knowledge needed to be an effective advocate for victims of domestic violence and sexual assault. Provides historical perspective, identifies physical, sexual and emotional abuse that defines battering. Explains cycle of violence, power and control issues and why women stay in abusive relationships. Identifies five stages of living without violence (denial, self-blame, help seeking, ambivalence and living violence free lives). Discusses ways of helping victims become survivors.
SWK A122 Introduction to Hospice: Volunteer Training 2 CR:
Offered only at Matanuska-Susitna College:
Includes the philosophy of hospice; physical, psycho-social and spiritual needs of the terminally ill and appropriate interventions; care of the family; therapeutic
communications; death and dying; and bereavement follow-up.
SWK A206 Introduction to Social Work 3 CR:
Introduces the profession of social work and its place in the social welfare institution. Emphasis is placed upon consumer-centered, generalist social work and the
knowledge, skills, abilities, and values necessary for professional practice. Fields of social work practice are studied in terms of the programs and services provided to
consumer systems and social work's role within these fields.
SWK A243 Cultural Diversity and Community 3 CR:
An introduction to the issues of diversity in the United States from a social work perspective. Focuses on sensitivity to populations at risk of discrimination and
oppression. Knowledge and insights gained through the readings, class discussions, and activities will be applied to students' interactions with clients of community-based partner organizations as part of a required service learning component.
SWK A330 Social Work Practice I 4 CR:
Introduces basic interviewing skills and the planned change process for the social work profession. Emphasis will be on understanding and implementing a planned
change process with individuals, supported by social work values, ethics, skills, and theory. Course includes lecture and interviewing lab.
SWK A331 Social Work Practice II: 3 CR:
Generalist social work practice course with emphasis on using the planned change process with organizations and communities. Covers selected theoretical frameworks applicable to professional practice with these macro client systems.
SWK A342 Human Behavior in the Social Environment 3 CR:
Identification and analysis of various theoretical frameworks for understanding human behavior with emphasis on interactions between the individual and the
environment. A social systems model serves as the organizing framework for addressing the behavior and development of individuals, groups, families, organizations, and communities with emphasis on the reciprocal influences between individuals, societal institutions, and diverse economic, political, and psychological
variables which influence behavior, growth, development, and change.
SWK A363 Great Books in Social Work 3 CR:
Focuses on the directed reading of a social work text which has enduring significance for the profession, supplemented by other readings. The focal text and supplemental readings will vary with the instructor.
SWK A406 Social Welfare: Policies and Issues 3 CR:
Formulation of social welfare policy as the result of interacting social, political, and economic factors. Emphasis is placed on analyzing various current social welfare
policies and on methods of influencing policy development and change.
Many countries, such as the UK, offer a volunteer program for gap year students, as well as fieldwork as part of a degree to partake in Community Development projects in Bangladesh. Such projects include the building of walls, drainage systems, playgrounds and clinics, as well as other duties such as painting. Community development has many facets, and may entail duties ranging from helping build a new medical centre, to setting up a water purification plant. Assisting in educational programmes that focus on health and family planning will directly contribute to potentially reducing overcrowding in the future.
There are no formal Qualifications for Community Development workers but Community Radio has a very special place in Bangladesh, as a tool to uplift communities. The objective of Network for Radio and Communication(BNNRC) 's intervention is to address crucial social issues at community level, such as poverty and social exclusion, empower marginalized rural groups and catalyze democratic processes and on going development efforts. Community radio speeds up the process of informing the community and therefore acts as a catalyst of change, promotes the right to communicate, assist the free flow of information and opinions, encourage creative expression and contribute to the democratic process and a pluralist society.
Community radio also provides access to training, production and distribution facilities; encourages local creative talent and fosters local traditions.
Community Development forms part of the Bachelors degree and is recognized officially as the University specialty: Social Activities/Social Pedagogy. It is mostly offered as part of a Social work degree. The Programs are mainly offered in the Faculties of Education. In some universities Social Work is offered at the Medical Faculty.
Community Development is integrated into the curriculum of the following universities:
Social Pedagogy in the Faculty of Education. Social Work is in the Medical Faculty.
In Social Pedagogy Community Development is integrated into the following courses:
Bachelor Degree program-Social Work-course:
Bachelor Degree program-Social Work-has the following courses:
Bachelor Degree program-Social Pedagogy-has the following courses:
Community Development Training Institute (CDTI) Tengeru offers the :
Advanced Diploma in Community Development course (adcd):
The three years Advanced Diploma course is designed to impart knowledge, skills and understanding in Community development, all of which are focused on responding to the social and economic needs of the communities. Thus the overall objective of the course is to build and develop capacities for Community Development workers in facilitating communities to mobilize their resources and coordinating community development programmes in response to the priority needs of local communities.
Course structure, coding and detailed allocation of credits:
The ADCD course programme is a three years six semesters course consisting of 16 weeks each semester. Candidates should successfully complete a total of 60 credit points, which include field research in the fifth semester of study.
One academic year consists of two semesters. Each student is expected to spend a total of 30 hrs per week on academic work. The total weekly workload of 30 hrs is assigned 10 credit points per semester. Each course unit (Subject) is assigned a weight depending on the estimate work involve and its relative importance to the course.
The course can be assigned weight of 1CP, 2cp or 3CP which means that the student is expected to spend 3hrs, 6hrs, 9hrs etc. per week on the course unit:
1st year courses:
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. Many foreign qualifications are strongly inclined toward medical and/or care-giving such as Social work, and some included learning on self-reflection or awareness of self. The proposed South African Qualification has a much broader range of elective options than offered elsewhere, a range which can be expanded over time.
The structure of the proposed Qualification is unique to South Africa and is appropriate for the unique needs of social services in this country as well as other neighbouring countries within the Southern Africa 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.
|Horizontal articulation is possible with:
Vertical articulation is possible with:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant should:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This qualification replaces qualification 23094, "Further Education and Training Certificate: Development Practice", Level 4, 120 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||119661||Demonstrate knowledge of the foundations of human rights and democracy||Level 4||NQF Level 04||7|
|Core||264980||Demonstrate understanding of political and socio-economic factors that influence community development||Level 4||NQF Level 04||5|
|Core||264976||Demonstrate understanding of the legislation, policies and procedures that underpin community development in a specific context||Level 4||NQF Level 04||4|
|Core||264979||Demonstrate understanding of the process of community development||Level 4||NQF Level 04||10|
|Core||264974||Develop a community profile for a specific community||Level 4||NQF Level 04||6|
|Core||264981||Explain and implement a basic community development project in own work context||Level 4||NQF Level 04||6|
|Core||264978||Explain, discuss and evaluate the stages of human development and how these impact on the needs of a community||Level 4||NQF Level 04||5|
|Core||264977||Explore theories of community development used to engage communities||Level 4||NQF Level 04||5|
|Core||264975||Facilitate learning in a community context||Level 4||NQF Level 04||8|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||244574||Apply knowledge of HIV/AIDS to a specific business sector and a workplace||Level 3||NQF Level 03||4|
|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||119726||Participate in public education and advocacy campaigns in communities||Level 3||NQF Level 03||4|
|Elective||254176||Promote and uphold the rights of children and youth||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||243299||Adapt available spaces in the community as a sports or fitness facility||Level 4||NQF Level 04||5|
|Elective||120036||Analyse the role of institutions in developing and perpetuating gender inequality||Level 4||NQF Level 04||5|
|Elective||254185||Apply basic communication skills in interactions with children and youth at risk||Level 4||NQF Level 04||8|
|Elective||254184||Apply behaviour management and support techniques in routine child and youth care work contexts||Level 4||NQF Level 04||10|
|Elective||252513||Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing||Level 4||NQF Level 04||3|
|Elective||254183||Apply personal development strategies and skills to enhance effective service delivery in child and youth care work||Level 4||NQF Level 04||7|
|Elective||117865||Assist and support learners to manage their learning experiences||Level 4||NQF Level 04||5|
|Elective||120033||Conduct gender audits to deal with redress, equity and diversity within organisations||Level 4||NQF Level 04||6|
|Elective||243303||Create, improvise and organize sport activities||Level 4||NQF Level 04||6|
|Elective||120076||Demonstrate an understanding of prevention programmes in Victim Empowerment||Level 4||NQF Level 04||4|
|Elective||115391||Demonstrate an understanding of the principles of the internet and the world-wide-web||Level 4||NQF Level 04||3|
|Elective||110475||Demonstrate and apply a knowledge and understanding of the basic economic concepts central to local economic development||Level 4||NQF Level 04||6|
|Elective||110502||Demonstrate and apply knowledge and understanding of the roles, function and responsibilities of the main stakeholders and role players in local economic development||Level 4||NQF Level 04||4|
|Elective||254187||Demonstrate basic interpersonal skills with children and youth at risk, and their families||Level 4||NQF Level 04||12|
|Elective||117499||Demonstrate entrepreneurial competence||Level 4||NQF Level 04||12|
|Elective||252510||Demonstrate knowledge and understanding of HIV and AIDS, other Sexually Transmitted Infections (STIs) and Tuberculosis (TB) for counselling purposes||Level 4||NQF Level 04||3|
|Elective||263918||Demonstrate knowledge and understanding of issues of diversity in a specific South African context||Level 4||NQF Level 04||5|
|Elective||244484||Demonstrate knowledge and understanding of the development of babies, toddlers and young children||Level 4||NQF Level 04||8|
|Elective||254180||Demonstrate knowledge of lifespan development theories for application in child and youth care work||Level 4||NQF Level 04||5|
|Elective||254174||Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk||Level 4||NQF Level 04||5|
|Elective||117928||Describe the application and effect of Information and Communication Technologies (ICT) on society||Level 4||NQF Level 04||5|
|Elective||254175||Describe the use of relationships for developmental and therapeutic ends in child and youth care work||Level 4||NQF Level 04||8|
|Elective||230447||Describe youth development paradigms||Level 4||NQF Level 04||6|
|Elective||117507||Develop and implement a client ARV treatment plan||Level 4||NQF Level 04||6|
|Elective||243947||Develop self within the job role||Level 4||NQF Level 04||4|
|Elective||120085||Discuss the benefits and risks of engaging the media in different social contexts||Level 4||NQF Level 04||3|
|Elective||114491||Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS)||Level 4||NQF Level 04||10|
|Elective||120084||Establish and maintain strategic partnerships and referral systems in the Victim Empowerment sector||Level 4||NQF Level 04||3|
|Elective||120078||Explain Victim Empowerment programmes using the public health approach and principles of social justice||Level 4||NQF Level 04||3|
|Elective||264260||Facilitate a peer education intervention||Level 4||NQF Level 04||10|
|Elective||120030||Identify and apply principles of social justice to empower women at different levels of society||Level 4||NQF Level 04||5|
|Elective||110501||Identify and explain the application of a range of concepts and tools for local economic development||Level 4||NQF Level 04||8|
|Elective||120077||Implement volunteer projects||Level 4||NQF Level 04||5|
|Elective||116759||Initiate a ministry in a church or community for people living with HIV/AIDS||Level 4||NQF Level 04||10|
|Elective||243300||Lead a community sport activity||Level 4||NQF Level 04||12|
|Elective||243615||Manage and support volunteers in a community recreation environment||Level 4||NQF Level 04||4|
|Elective||242810||Manage Expenditure against a budget||Level 4||NQF Level 04||6|
|Elective||123459||Manage self-development in the workplace||Level 4||NQF Level 04||6|
|Elective||242819||Motivate and Build a Team||Level 4||NQF Level 04||10|
|Elective||110472||Outline the environment of local government||Level 4||NQF Level 04||6|
|Elective||110484||Participate in local economic development related meetings and facilitate the necessary flow of local economic development information||Level 4||NQF Level 04||6|
|Elective||242842||Plan and prepare for an effective presentation||Level 4||NQF Level 04||2|
|Elective||120382||Plan, organise and support project meetings and workshops||Level 4||NQF Level 04||4|
|Elective||244472||Prepare Early Childhood Development programmes with support||Level 4||NQF Level 04||6|
|Elective||120031||Promote and inform women's empowerment and gender practices||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|
|Elective||243293||Promote sport activity in a community||Level 4||NQF Level 04||4|
|Elective||120082||Provide interventions in gender violence||Level 4||NQF Level 04||8|
|Elective||252532||Provide on-going counselling and support to individuals infected or affected by HIV and AIDS||Level 4||NQF Level 04||3|
|Elective||252533||Provide pre and post HIV test counselling||Level 4||NQF Level 04||5|
|Elective||120081||Provide support to child victims of abuse, neglect and exploitation||Level 4||NQF Level 04||4|
|Elective||120079||Provide support to victims of serious violent crime||Level 4||NQF Level 04||4|
|Elective||242839||Research content for a presentation||Level 4||NQF Level 04||2|
|Elective||242817||Solve problems, make decisions and implement solutions||Level 4||NQF Level 04||8|
|Elective||243949||Source information about self-employment opportunities||Level 4||NQF Level 04||3|
|Elective||119721||Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services||Level 4||NQF Level 04||8|
|Elective||120379||Work as a project team member||Level 4||NQF Level 04||8|
|Elective||254179||Work as part of a team, under supervision, with children and youth at risk||Level 4||NQF Level 04||5|
|Elective||365139||Demonstrate an understanding of human trafficking and its legal implications||Level 5||NQF Level 05||5|
|Elective||244481||Evaluate an Early Childhood Development (ECD) service||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||252179||Manage Volunteers in sport||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||254068||Recruit, induct and manage volunteers||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||365140||Implement counter human trafficking strategies in a psycho-social and health environment||Level 6||NQF Level 06||15|
|Elective||117322||Understand and apply knowledge of African Traditional Religion||Level 6||Level TBA: Pre-2009 was L6||12|
|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.
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|76990||Further Education and Training Certificate: Community Development: Community Development Management||Generic Provider - Field 03||Level 4||NQF Level 04||125||ETDP SETA||OQSF|
|76984||Further Education and Training Certificate: Community Development: Early Childhood Development||Generic Provider - Field 05||Level 4||NQF Level 04||125||ETDP SETA||OQSF|
|76985||Further Education and Training Certificate: Community Development: Gender||Generic Provider - Field 07||Level 4||NQF Level 04||125||ETDP SETA||OQSF|
|76986||Further Education and Training Certificate: Community Development: HIV/Aids||Generic Provider - Field 09||Level 4||NQF Level 04||125||HW SETA||OQSF|
|76991||Further Education and Training Certificate: Community Development: Life Skills||Generic Provider - Field 07||Level 4||NQF Level 04||125||ETDP SETA||OQSF|
|76989||Further Education and Training Certificate: Community Development: Local Economic Development||Generic Provider - Field 03||Level 4||NQF Level 04||125||LG SETA||OQSF|
|76992||Further Education and Training Certificate: Community Development: Sports||Generic Provider - Field 02||Level 4||NQF Level 04||125||CATHSSETA||OQSF|
|76988||Further Education and Training Certificate: Community Development: Victim Empowerment||Generic Provider - Field 07||Level 4||NQF Level 04||125||HW SETA||OQSF|
|76983||Further Education and Training Certificate: Community Development: Volunteerism||Generic Provider - Field 02||Level 4||NQF Level 04||125||ETDP SETA||OQSF|
|76987||Further Education and Training Certificate: Community Development: Youth||Generic Provider - Field 05||Level 4||NQF Level 04||125||ETDP SETA||OQSF|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:|
|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.
|LP ID||Learning Programme Title||Accredited Provider|
|76989||Further Education and Training Certificate: Community Development: Local Economic Development||
1. A4 Consultancy CC
2. Elective Training Institute Enterprise CC
3. IQ Skills Academy (PTY) LTD.
4. M.I.C. Training and Development
5. Maqhawe College
6. Masemase Consultancy CC.
7. Mod-Mosh Projects and Consulting (PTY) LTD
8. Nhlahle Development Agency
9. Vicmat Consultants
10. Zanda Izifiso Ezinhle