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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED QUALIFICATION: |
Further Education and Training Certificate: Leadership Development |
SAQA QUAL ID | QUALIFICATION TITLE | |||
50081 | Further Education and Training Certificate: Leadership Development | |||
ORIGINATOR | ||||
SGB Administration | ||||
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 | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
Further Ed and Training Cert | Field 03 - Business, Commerce and Management Studies | Generic Management | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 160 | Level 4 | NQF Level 04 | Regular-Unit Stds Based |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
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 does not replace any other qualification and is not replaced by any other qualification. |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
The purpose of the qualification is to enable qualifying learners to apply leadership competencies to ensure service excellence. Learners will develop competencies to utilise leadership skills to enhance service delivery in a specific sector or context. Individual learners will benefit through enhancing their personal competencies, knowledge and skills so as to be able to complete tasks required in their employment contracts and by legislation, relating to: Rationale: The qualification is aimed at councillors, leaders and municipal managers in local government. The typical learner will be an employee in local government, wishing to gain the competence to fulfill the requirements of his/her current job obligations or a municipal employee or councillor wishing to gain a qualification so as to advance his/her career opportunities. In addition persons seeking future employment in the local government sector may choose to complete this qualification. Office bearers and employees at local government level are responsible for managing the provision of services to the community. The Constitution of the South Africa (Act 108 of 1996) section 27 (1) states that all South Africans have the right to access health care services; sufficient food and water and social security. Section 27(2) requires the state to take reasonable measures within its available resources to provide these basic human rights. The state is also responsible for providing education for the community and managing all of the country's resources. The Constitution therefore allows the community to demand that services are met and that government office bearers and managers have the skills to take reasonable measures in providing services. The Exit Level Outcomes contained in this qualification are based on competencies required for people dealing with integrated development planning in a municipal context. The outcomes have been designed to fall into 8 broad areas of competence which will enable learners to: The qualification aims to provide opportunities for applied competencies in these areas and provides a basis for further qualifications in municipal and public sector management at higher levels on the NQF. Learners will build on their existing competencies. The competencies in this qualification will assist learners in their role in organisational leadership and will also provide competencies which are transferable to the any sector. The Exit Level Outcomes highlight many of the integrated and intergovernmental skills required within any sector. Such skills and knowledge are geared towards enabling councillors, leaders and municipal managers to operate effectively and successfully in a demanding environment. Therefore, the Exit Level Outcomes and related Assessment Criteria highlight competences related to achieving leadership development for any sector. The FETC: Leadership Development Level 4 should produce knowledgeable, multi-skilled workers who are able to contribute to enhanced service delivery in any sector or context. It should provide the means for current workers to receive recognition of prior learning, to upgrade their skills and achieve a nationally recognised qualification. It will ensure that the quality of education and training in the any sector is enhanced and of a world-class standard. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It is assumed that learners are competent in:
Recognition of Prior Learning: The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment as mentioned in the previous paragraph. This Recognition of Prior Learning may allow for: All recognition of Prior Learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA. Access to the qualification: There is open access to this qualification bearing in mind the learning assumed to be in place. |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 160 credits as detailed below. Fundamental Component: The Fundamental Component consists of Unit Standards in: It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3. All Unit Standards in the Fundamental Component are compulsory. Core Component: Elective Component: |
EXIT LEVEL OUTCOMES |
On achieving this qualification, the learner will:
1. Demonstrate an understanding of leadership skills in a specific sector or context. 2. Apply innovative and creative strategies and visionary thinking skills in developing and implementing strategic planning. 3. Apply leadership skills to enhance service delivery. 4. Apply knowledge of ethical standards in a leadership role. 5. Demonstrate an understanding of the role that emotional intelligence plays in leadership. |
ASSOCIATED ASSESSMENT CRITERIA |
On achieving this qualification, the learner will:
1: 2: 3: 4: 5: Integrated assessment: Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification. Learning, teaching and assessment are inextricably lined. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated. Assessment of the communication, language, literacy and strategic analysis and planning competencies should be conducted in conjunction with other aspects and should use authentic municipal development contexts wherever possible. 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. Where it is not possible to assess the learner in the workplace or on-the-job, 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. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies. Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. |
INTERNATIONAL COMPARABILITY |
The importance of leadership and leadership development in any context is well articulated worldwide and Internet resources, materials and assistance on this topic were both freely available and easy to find.
In most countries canvassed through the web, websites, centers and training were also easy to find and often freely available for the development of leadership qualities in any context. In this regard resources were accessed in Australia, Scotland, The United Kingdom and in a large number of stated in the USA. In regard to all the materials accessed, the concepts relating to leadership, its importance and development were fairly consistent and ubiquitous. One can conclude that the disciplines relating to leadership, its development and importance in any context are not unique and have reached a level of maturity in their development. A search for unit standards based qualifications was however more difficult. The Botswana Training authority (www.bota.org.bw) is not a searchable site and has a dearth of information relating to leadership training. The Qualifications and Curriculum Authority of the United Kingdom (www.qca.org.uk), and a search of the open qualifications database (www.openquals.org.uk) could not find any relevant qualifications pertaining to public leadership itself. It seems that the United Kingdom has only recently adopted a national strategy to develop leadership at a local government level. (www.idea-knowledge.gov.uk), and has established a "Leadership Academy." The University of Birmingham in the UK, for example, provides a number of advanced courses such as the Advanced Leadership Program. It also provided contextualised leadership programs such as for 'local governance' for 'development and the built environment' and 'health.' This program and similar program in the common wealth, and Africa are all at degree and post degree (MBA) level which would equate to NQF6 or higher. Similarly an investigation of the Australian Qualifications Framework (www.aqf.edu.au), the Scottish Qualifications Authority (www.sqa.org.uk) and The National Qualifications authority of Ireland (www.nqai.ie) all failed to reveal any specific qualification of a similar nature to this qualification. On the other hand general public service and local government qualifications were available. No comparable qualification could be found internationally dealing with leadership development at a level comparable to NQF Level 4. It seems therefore, that as a separate, specialist qualification, South Africa is unique in the development of this kind of qualification. This uniqueness can be ascribed to the particular need in South Africa of having to develop human resources for leadership functions at NQF Level 4. |
ARTICULATION OPTIONS |
This Qualification articulates vertically and horizontally with the following Qualifications:
|
MODERATION OPTIONS |
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 needs:
|
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
NOTES |
N/A |
UNIT STANDARDS: |
ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
Core | 14534 | Apply knowledge of community issues in relation to development projects | Level 3 | NQF Level 03 | 4 |
Core | 113955 | Apply the Batho Pele principles to own work role and context | Level 3 | NQF Level 03 | 4 |
Core | 120394 | Apply communication principles, strategies and processes in a leadership role | Level 4 | NQF Level 04 | 6 |
Core | 120391 | Apply leadership skills to relationship management | Level 4 | NQF Level 04 | 8 |
Core | 120392 | Apply the concept and principles of knowledge management to leadership | Level 4 | NQF Level 04 | 8 |
Core | 113960 | Demonstrate and apply knowledge of the ethical standards in the Public Sector | Level 4 | NQF Level 04 | 4 |
Core | 120390 | Develop and apply a service culture to a leadership role | Level 4 | NQF Level 04 | 8 |
Core | 120393 | Explain and apply legislation and policies applicable to leadership in a specific sector or context | Level 4 | NQF Level 04 | 10 |
Core | 120389 | Explain and apply the concept, principles and theories of motivation in a leadership context | Level 4 | NQF Level 04 | 6 |
Core | 114585 | Plan strategically to improve business performance | Level 4 | NQF Level 04 | 4 |
Core | 120300 | Analyse leadership and related theories in a work context | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 120305 | Analyse the role that emotional intelligence plays in leadership | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 120311 | Apply visionary leadership to develop strategy | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Fundamental | 8968 | Accommodate audience and context needs in oral communication | Level 3 | NQF Level 03 | 5 |
Fundamental | 8972 | Interpret 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 | 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 | 8974 | Engage in sustained oral communication and evaluate spoken texts | Level 4 | NQF Level 04 | 5 |
Fundamental | 8975 | Read 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 | 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 | 113959 | Identify basic employment rights and responsibilities and deal appropriately with own grievances and disputes | Level 3 | NQF Level 03 | 4 |
Elective | 10140 | Apply a range of project management tools | Level 4 | NQF Level 04 | 8 |
Elective | 14667 | Describe and apply the management functions of an organization | Level 4 | NQF Level 04 | 10 |
Elective | 119350 | Apply accounting principles and procedures in the preparation of reports and decision making | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 116917 | Apply advanced principles of complexity theory to organisational transformation | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Elective | 115395 | Apply and explain the generic business process and value chain model | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Elective | 120303 | Apply principles of risk management | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Elective | 115401 | Apply the basic principles of issue management | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Elective | 116345 | Apply the principles of budgeting within a municipality | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 115407 | Apply the principles of change management in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Elective | 11903 | Co-ordinate the development and implementation of organisational social responsibility strategies | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Elective | 15216 | Create opportunities for innovation and lead projects to meet innovative ideas | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
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 | 116949 | Establish how a value system underpins organisational transformation | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Elective | 116924 | Implement a programme of diversity management in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
Elective | 116922 | Implement a value system to effect organisational transformation | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Elective | 114226 | Interpret and manage conflicts within the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Elective | 119336 | Manage the development and performance of human capital in the public sector | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Elective | 10146 | Supervise a project team of a developmental project to deliver project objectives | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
NONE |
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
1. | A4 Consultancy CC |
2. | ABA Sebenzi |
3. | ACME Institute of Training |
4. | African Divas |
5. | Afriwealth Consulting |
6. | AfroXpert Performance Developement cc |
7. | Akanani Consulting (PTY) LTD |
8. | All Access Holdings |
9. | Alpharide |
10. | Amabamba Recruitment |
11. | Amadube Investments CC |
12. | Asiphokuhle Training and Research Institute |
13. | Attractive Softcare Application Projects cc t/a ASAP Events and Consulting |
14. | Black Expression Consulting |
15. | Break The Chains Development Services |
16. | Bright Day Consultancy |
17. | Bright Ideas Projects 2905 cc |
18. | Canterbury General Services |
19. | CB Willemse Training |
20. | Change Strategies Consulting Services CC |
21. | Classic Human Capital Solutions |
22. | Concepts of Sustainable Management (CSM) |
23. | Cradle Stars Trading Enterprise |
24. | CTC College(PTY) LTD. |
25. | Dee's Training (PTY) LTD |
26. | Ditirelo Skills Development Services |
27. | DM Training Consultants |
28. | Eskilz College (Pty) Ltd |
29. | Ethembeni Multi Service Enterprise (Pty) Ltd |
30. | Excellent Minds Institute (Pty) Ltd |
31. | Faranang Marketing |
32. | Fire Protection Association of Southern Africa |
33. | Frugatrax Consultants |
34. | GATYANA TRAINING ACADEMY |
35. | Global Care Trading 100 CC |
36. | GOBELA CONSULTING |
37. | Goitsikitso Enterprise Trading |
38. | Growth Management Consulting |
39. | HDPSA |
40. | Hlombe and Associates |
41. | IALE School of Advanced Learning Education |
42. | Iliso Investment holdings (Pty) Ltd |
43. | Inafrica General Trading Pty LTD |
44. | IQ Skills Academy (PTY) LTD. |
45. | Izwelethu Black Diamond |
46. | Jabulane Training & Development |
47. | JNUTO Trading and Projects |
48. | Josmap Training Institute |
49. | July GM Holdings |
50. | K Shabangu FET College |
51. | KAGISHO BUSINESS CONCEPTS (Pty) LTD |
52. | Kamanga Skills Projects |
53. | Kegatilwe Construction & Projects |
54. | Kernel Management and Consulting (PTY) LTD. |
55. | Kgolo Institute |
56. | KHOSITHI TRAINING |
57. | KOKANO PROJECTS PTY LTD |
58. | KTMO Business Solutions |
59. | Lagnita Skills Solutions |
60. | Lewerb Holdings (PTY) Ltd |
61. | LMMM Training and Development |
62. | Londimvelo Consultants |
63. | Magumzane Traiding cc |
64. | Maile Consulting |
65. | Makaota Training Consultants |
66. | Makoti Skills Development Solutions |
67. | Mamuhle Academy |
68. | Management College of Southern Africa (MANCOSA) |
69. | Mangalani Business Enterprises |
70. | Maqhawe College |
71. | MARS Business Consulting |
72. | MATEPE INVESTMENTS (PTY) LTD |
73. | Mcebo Technologies |
74. | Mega Phase Trading |
75. | Mission Point Consulting |
76. | Mmalethabo Consulting |
77. | MML Consulting CC. |
78. | Mortarboard Training Solutions |
79. | Mosadikago Trading Cc |
80. | MTK Corporate Solutions |
81. | MUHANGWENE DEVELOPMENT ENTERPRISE |
82. | Nemalale Eagles Consultancy CC |
83. | Neopeo Trading & Projects |
84. | Networx for Career Development |
85. | NGM Skills Transfer |
86. | Nhlahle Development Agency |
87. | NJ & L Trading Enterprise CC. |
88. | Nkqubela Community Developers |
89. | Nokusho M Consulting and Trading |
90. | Nomagwanishe Investments cc |
91. | NS Global Academy |
92. | Onyx Training Support |
93. | Pioneer Business Consulting |
94. | Pisnah |
95. | PMA Holdings (PTY ) LTD. |
96. | Power Rush Trading 170 CC. |
97. | Princetop Corporative Training (Pty) Ltd |
98. | Pro Jentibus Sports Development NPC |
99. | Pudi's Educational Services And Youth Development |
100. | Quick Leap Investment |
101. | RCG Markets |
102. | Reflections Development Institute |
103. | Regent Business School (Pty) Ltd t/a Regent Business School |
104. | Resonance Institue of Learning |
105. | SA Campus |
106. | Silalele Consulting CC. |
107. | Sinokuhle Konke Trading Enterprise |
108. | Siphephelosolwazi Skills Development Initiative CC. |
109. | South African ABET Development Agency SAADA |
110. | South African Governance and Business College |
111. | South West Gauteng College - Molapo Campus |
112. | STARPLEX 408 CC |
113. | Tachfin Holdings |
114. | Talent Centre Training |
115. | Talent Emporium Academy (PTY) Ltd |
116. | Tasc Business Consulting and Training |
117. | Team Dynamix |
118. | The Crimson CO CC. |
119. | The Kings Eden Business Enterprise |
120. | Thebu Financial & Management Services |
121. | Thinking Mind Trading |
122. | Thubelihle Graduate Institute |
123. | Tloumogale Business Development & Consulting |
124. | Tshepang Consulting & Project |
125. | Tshwane Training Institute (PTY) LTD. |
126. | Umfolozi FET College |
127. | Vibra Skills CC. |
128. | Vicmat Consultants |
129. | VISIONARY SKILLS ACADEMY |
130. | Ya Hina Management Consulting and projects |
131. | Zag Consultants |
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. |