|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|
|National Certificate: Local Economic Development|
|SAQA QUAL ID||QUALIFICATION TITLE|
|36436||National Certificate: Local Economic Development|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|LG SETA - Local Government and related Services Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 03 - Business, Commerce and Management Studies||Finance, Economics and Accounting|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||163||Level 4||Level TBA: Pre-2009 was L4||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 does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
|This Qualification has been designed as an entry-level Qualification in the field of Local Economic Development. It is the first step in a Qualifications framework that ends with a Qualification at level 6.
Qualifying learners will have the required knowledge of and insight into the nature of LED and the role that Local Government plays in it. It lays the foundation for developing applied competence in Local Economic Development practice. The Qualification will help the learner with identifying the key values and frames of reference necessary for good governance of their own Local Economic Development by local communities.
This Qualification will mean that in future LED officers will have the necessary knowledge, skills and tools to operate professionally. It will also open a career path for LED officers who will have improved career opportunities as a result of their increased knowledge of LED and their ability to implement the policies and carry out the procedures required of people in their field of work.
The National Certificate in Local Economic Development: NQF Level 4 provides the learner with the building blocks for the learning required for the National Diploma in Local Economic Development: Level 5.
Rationale For The Qualification:
Local Economic Development is a process to secure greater local control over business enterprise, labour, capital and other resources. Local Economic Development strategy is based on the concept that economic activity can be used to improve the quality of life for all members of the community.
A Local Economic Development strategy should include economic aspects (growth in jobs, income, business activity, etc.), development (need for structural change, quality of development, etc.) and the needs of the local community (poverty reduction, satisfying basic human needs, integrated social and environmental objectives). Governance is another aspect of economic development that should be included in economic development strategies. Governance is seen as the capacity of institutions to manage and administer policy, processes and programmes that represent the broad interests of all individuals and groups involved while at the same time complying with ethical and legislative requirements.
This means that Local Economic Development cannot succeed if it is merely a once-off exercise of attracting a single development project for an area/community. Local Economic Development means having a clear Local Economic Development strategy that includes the reality of the marketplace, helps create a positive environment for economic activity, reflects the values of its citizens and complies with ethical and regulatory requirements.
Local Economic Development for each community is unique. It means understanding what the community is good at and what it has to offer, where the community`s weaknesses are, what outside threats and opportunities exist, and most importantly, what the community wants and needs. Success in Local Economic Development depends on creating markets that operate efficiently, but appropriately, within the local context.
Local government is involved in local business activities as suppliers of infrastructure, as tax collectors and regulators of land, buildings and permissions. A major challenge presently facing local authorities is the broadening of services to their communities and to provide a conducive environment for business development.
Local Economic Development (LED) is not a new concept in South Africa. Since the first democratic local government elections attention is focused on the role of local authorities as facilitators and implementers of LED. The role and functions of local government have changed considerably and local government has been given the task to drive the LED process. Local government officials are, however, not well equipped to deal with this function in terms of knowledge and understanding of what LED, means nor do they have the skills required to implement LED policy and procedures. A wide range of LED manuals and LED training programmes have been developed, which unfortunately do not adequately equip local government officials with the knowledge, insights and skills required to provide this service to local communities.
This need for knowledgeable and skilled officials at local government level to lead LED was the starting point for the development of a comprehensive Local Economic Development Qualifications Framework at NQF levels 4, 5 and 6. These Qualifications should result in the training of LED practitioners in the knowledge and skills required to be successful LED facilitators and to provide a learning pathway in LED.
The three Qualifications will ensure a comprehensive understanding of LED and its application in the South African context. Local government officials will be able to better fulfil their new role as managers of Local Economic Development.
The National Certificate in Local Economic Development NQF Level 4 provides an initial Qualification in the area of Local Economic Development. It provides knowledge of, and practical skills in, Local Economic Development as well as progress along a career path for learners who:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that the learner accessing this Qualification is competent in:
Recognition Of Prior Learning
The National Certificate in Local Economic Development : NQF Level 4 allows open access, notwithstanding the learning assumed to be in place. Provision has been made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. Application for Recognition of Prior Learning (RPL) should be made to the relevant accredited ETQA. This qualification maybe obtained in whole or in part through a process of RLP.
|RECOGNISE PREVIOUS LEARNING?|
|EXIT LEVEL OUTCOMES|
|Qualifying learners are able to:
Critical Cross-Field Outcomes:
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made. Unit Standards this Outcomes is evident in:
Work effectively with others as a member of a team, group, organization and community. Unit Standards this Outcomes is evident in:
Organise and manage oneself and one`s activities responsibly and effectively. Unit Standards this Outcomes is evident in:
Collect, analyse, organize and critically evaluate information. Unit Standards this Outcomes is evident in:
Communicate effectively using visual, mathematical and/ or language skills in the modes of oral and/ or written presentation. Unit Standards this Outcomes is evident in:
Use science and technology effectively and critically, showing responsibility towards the environments and health of others. Unit Standards this Outcomes is evident in:
Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation. Unit Standards this Outcomes is evident in:
Be culturally and aesthetically sensitive across a range of social contexts. Unit Standards this Outcomes is evident in:
|ASSOCIATED ASSESSMENT CRITERIA|
Assessment practices must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged. Learners who wish to be assessed against this Qualification should direct enquiries to the appropriate ETQA.
The focus of assessment must be on the assessment of the learning outcomes rather than learning outputs. The specific outcomes in the Unit Standards guide the learning and training process towards the exit level outcomes on a continuous basis. The purpose is to determine whether these outcomes have been attained. Situations should present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts.
Learning, teaching and assessment are inextricably linked. Where appropriate, assessment of knowledge, skills, attitudes and values indicated in the various Unit Standards should be integrated. Assessment in communication and mathematical literacy should use authentic LED contexts wherever practical.
Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learners` skill and knowledge to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such it should guide the learner and the facilitator of learning. It is continuous and is used to plan appropriate learning experiences to meet the learner`s needs. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, s/he has achieved the outcomes.
Assessment should also have a summative component. Summative assessment may be used on completion of a number of Unit Standards, but should not be the only form of assessment.
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. Assessment should take place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.
Integration implies that theoretical and practical components should where possible be assessed together.
Integrative techniques should be used to assess applied competence. Learners should be required to demonstrate that they can perform the outcomes with understanding and insight.
Assessment should ensure that all specific outcomes, embedded knowledge and Critical Cross Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Specific Outcomes. The Critical Cross-Field Outcomes are implicit in the Unit Standards and programmes should be designed to extend and further reflect the integration.
|Relevant existing (or even proposed) Unit Standards registered on the NLRD were sourced for inclusion in this Qualification, before any Unit Standards were written in order to avoid unnecessary overlap or duplication.
To establish a benchmark for this Qualification in Local Economic Development , research was done into the Qualifications Frameworks of Scotland, Canada and New Zealand. No comparable Qualifications were found. The most significant information and data were found on the World Bank`s Urban Development website and additional input to the Unit Standards was gained by looking at the websites of a number of international cities.
Recent participation by the LGWSETA in the UN HABITAT Virtual Round Table - Local Economic Development Series has provided considerable information and insight into the practice of Local Economic Development around the world and this has been used to confirm/support the inclusion of various Unit Standards in the Qualification. Some of the subject matter experts/resource persons who were specifically consulted to broaden the impact of the Qualifications were able to draw on their personal experiences with the practice of economic development at a local level in such countries as Norway and England.
|This Qualification articulates horizontally with the following Qualification:
Vertical articulation is possible with the following Qualifications:
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.
|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.|
|Exit points for learners who do not complete the Qualification:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||13941||Apply the budget function in a business unit||Level 4||NQF Level 04||5|
|Core||8555||Contribute to information distribution regarding HIV/AIDS in the workplace||Level 4||NQF Level 04||4|
|Core||110478||Demonstrate a knowledge and understanding of a range of research methodologies to undertake local economic development research||Level 4||NQF Level 04||4|
|Core||110481||Demonstrate a knowledge and understanding of the aspects of the project cycle||Level 4||NQF Level 04||8|
|Core||110493||Demonstrate a knowledge and understanding of the basic principles of budgeting and financial management applicable to a local economic development project||Level 4||NQF Level 04||4|
|Core||110490||Demonstrate a knowledge and understanding of the basic principles of public administration and management||Level 4||NQF Level 04||4|
|Core||110475||Demonstrate and apply a knowledge and understanding of the basic economic concepts central to local economic development||Level 4||NQF Level 04||6|
|Core||110506||Demonstrate and apply knowledge and understanding of the basic components and fundamental skills of effective communication||Level 4||NQF Level 04||4|
|Core||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|
|Core||110503||Describe and explain socio-economic development theories in the South African context||Level 4||NQF Level 04||4|
|Core||110501||Identify and explain the application of a range of concepts and tools for local economic development||Level 4||NQF Level 04||8|
|Core||110497||Identify and explain the purpose of integrated development planning (IDP)||Level 4||NQF Level 04||4|
|Core||110504||Identify and explain the roles and functions as well as the inter-linkages between different departments in a municipality||Level 4||NQF Level 04||10|
|Core||10388||Interpret basic financial statements||Level 4||NQF Level 04||3|
|Core||13948||Negotiate an agreement or deal in an authentic work situation||Level 4||NQF Level 04||5|
|Core||110479||Outline the environment of local economic development in South Africa||Level 4||NQF Level 04||4|
|Core||110472||Outline the environment of local government||Level 4||NQF Level 04||6|
|Core||110484||Participate in local economic development related meetings and facilitate the necessary flow of local economic development information||Level 4||NQF Level 04||6|
|Core||8648||Demonstrate an understanding of professional values and ethics||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||8971||Analyse and respond to a variety of literary texts||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||12154||Apply comprehension skills to engage oral texts in a business environment||Level 4||NQF Level 04||5|
|Fundamental||12155||Apply comprehension skills to engage written texts in a business environment||Level 4||NQF Level 04||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||12417||Measure, estimate & calculate physical quantities & explore, critique & prove geometrical relationships in 2 and 3 dimensional space in the life and workplace of adult with increasing responsibilities||Level 4||NQF Level 04||4|
|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||12153||Use the writing process to compose texts required in the business environment||Level 4||NQF Level 04||5|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||10170||Demonstrate understanding of employment relations in an organisation||Level 3||NQF Level 03||3|
|Elective||110473||Demonstrate a knowledge and understanding of a range of records kept in a local economic development environment and what constitutes evidence in own work context||Level 4||NQF Level 04||8|
|Elective||110009||Manage administration records||Level 4||NQF Level 04||4|
|Elective||10983||Participate in the implementation and utilisation of equity related processes||Level 4||NQF Level 04||5|
|Elective||337063||Demonstrate knowledge and insight into the principles of monitoring and evaluation in assessing organisation and/or programme performance in a specific context||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||8664||Examine social features as pertaining to the workplace||Level 5||Level TBA: Pre-2009 was L5||4|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||AFRIC POLICING INSTITUTE|
|3.||All Access Holdings|
|6.||Attractive Softcare Application Projects cc t/a ASAP Events and Consulting|
|7.||AVAX SA 481 CC. T/A Mandisa Development Services|
|8.||Avenida (Pty) Ltd|
|10.||Bavelile Consultants and Training|
|12.||Bull's Business and Skills Training Institute|
|13.||Cradle Stars Trading Enterprise|
|14.||Development Bank of Southern Africa (DBSA)|
|16.||Ditirelo Skills Development Services|
|18.||Dru-A Professional Training Consultancy|
|20.||Global Care Trading 100 CC|
|21.||Green Horizon Consulting (Pty) Ltd|
|22.||Gudlhuza Development Solutions cc|
|23.||Hadima Training Academy|
|24.||Hlombe and Associates|
|25.||IGKM Management Services (Pty) Ltd|
|26.||Iliso Investment holdings (Pty) Ltd|
|27.||IQ Skills Academy (PTY) LTD.|
|28.||Iziko Capacity Building CC.|
|30.||Jeppe College of Commerce and Computer Studies|
|31.||Josmap Training Institute|
|33.||Kernel Management and Consulting (PTY) LTD.|
|36.||Lewerb Holdings (PTY) Ltd|
|39.||Magumzane Traiding cc|
|40.||Mahayi HRD Services cc|
|41.||Makaota Training Consultants|
|43.||Management College of Southern Africa (MANCOSA)|
|45.||MML Consulting CC.|
|46.||Mortarboard Training Solutions|
|47.||Mosadikago Trading Cc|
|48.||MUHANGWENE DEVELOPMENT ENTERPRISE|
|49.||Myeza Trading Enterprise|
|50.||Nemalale Eagles Consultancy CC|
|51.||Networx for Career Development|
|52.||Nhlahle Development Agency|
|53.||NJ & L Trading Enterprise CC.|
|54.||NS Global Academy|
|55.||Ntsu Trading 559 CC.|
|56.||Pebetse Training and Consulting|
|58.||Pioneer Business Consulting|
|59.||PMA Holdings (PTY ) LTD.|
|60.||Power Rush Trading 170 CC.|
|61.||Princetop Corporative Training (Pty) Ltd|
|62.||PTDEV (Pty) Ltd|
|63.||Pulakgadi Training Consulting CC|
|64.||Reflections Development Institute|
|65.||Resonance Institue of Learning|
|66.||Senelo Trading CC|
|67.||Silalele Consulting CC.|
|68.||Social Capital Group|
|69.||South African ABET Development Agency SAADA|
|70.||South African Governance and Business College|
|71.||South West Gauteng College - Molapo Campus|
|72.||T Mabuya & Associates CC|
|74.||Talent Centre Training|
|75.||Talent Emporium Academy (PTY) Ltd|
|76.||Tasc Business Consulting and Training|
|77.||Thebu Financial & Management Services|
|78.||Thinking Mind Trading|
|79.||Thubelihle Graduate Institute|
|80.||Tloumogale Business Development & Consulting|
|81.||Transafric Consulting Pty Ltd|
|82.||Tshwane Training Institute (PTY) LTD.|
|83.||Umfolozi FET College|
|85.||UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD|
|86.||University of Venda|
|88.||Vuselela FET College - Central Office|
|89.||Vuselela FET College - Klerksdorp Campus|
|90.||Ya Hina Management Consulting and projects|
|91.||Zerben Management Solutions|