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

Critically review socio-economic development issues and processes 
SAQA US ID UNIT STANDARD TITLE
13631  Critically review socio-economic development issues and processes 
ORIGINATOR
SGB Environmental Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  14 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2005-11-01  2008-11-01  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-11-01   2012-11-01  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

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

PURPOSE OF THE UNIT STANDARD 
This unit standard provides the background knowledge and analytical skills necessary to understand and deal with environmental challenges in a local, national and international arena. This unit standard provides educators and environmental practitioners with vital insights into the relationship between environment and development. It also introduces a critical perspective on current dominant economic models, the ideology of progress, and encourages educators to look closely at the history and core assumptions of the 'growth paradigm' which is seen to be socially and environmentally unsustainable. The unit standard enables educators and other environmental practitioners to investigate the impacts (positive and negative) of development interventions at a local level.

In addition to the skills described in the critical cross-field outcomes this unit standard seeks to develop and encourage appreciation of multiple perspectives and outlooks. It also has an emancipatory aim in that learners are encouraged to be critical of current global trends with respect to issues of power, wealth and exploitation of people and environments in the name of progress. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The candidate will be required to demonstrate an FETC or RPL equivalent.

In order to critically review socio-economic development issues and proceses, it is likely that the candidate will have achieved the National Diploma in EETDP (NQF level 5) or demonstrate the RPL equivalent.

This unit standard draws directly on competencies described in the EETDP unit standards for the National Diploma in environmental education, training and development, particularly:
  • Investigate options for improved environmental management and sustainable living

    The candidate should ideally work towards this unit standard concurrently with the following Level 6 EETDP unit standards:
  • Analyse different perspectives on learning and learning processes
  • Interpret education policy, and apply policy and management principles to own practice
  • Design and review environmental education curricula and programmes
  • Evaluate a variety of environmental education learning support materials
  • Manage and evaluate an environmental education project or programme
  • Improve environmental education through policy development and networking
  • Demonstrate knowledge of the history, key features and current debates in environmental education
  • Apply critical and systematic knowledge of environmental ethics to a field of work or study
  • Review aspects of environmental legislation in a South African context
  • Plan and conduct assessment of learning outcomes 

  • UNIT STANDARD RANGE 
    At this level a high level of synthesis is expected. Candidates will be required to think independently, and challenge existing worldviews and assumptions. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the history of global economic interventions and identify key role players 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate describes the history and principles of contemporary, dominant models of development. 
    ASSESSMENT CRITERION RANGE 
    Assumptions of progress and economic growth, top-down verses bottom-up, trickle-down theories, money lending and development aid, structural adjustment programmes.
     

    ASSESSMENT CRITERION 2 
    2. The candidate describes the history of development interventions (in global context). 
    ASSESSMENT CRITERION RANGE 
    The Marshal Plan, the successive "development decades"; colonialism; neo-colonialism of the development paradigm.
     

    ASSESSMENT CRITERION 3 
    3. The candidate identifies role players and stakeholders in international development.. 
    ASSESSMENT CRITERION RANGE 
    Communities, international aid agencies, Transnational Corporations, the International Monetary Fund, World Bank, North-South power imbalances.
     

    SPECIFIC OUTCOME 2 
    Assess the effectiveness and describe the impacts of various development interventions 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate presents four case studies illustrating different impacts of various development interventions. 
    ASSESSMENT CRITERION RANGE 
    Development interventions such as: 'top down'; grass roots, emergent/emancipatory; large scale, small scale. Impacts to include both negative and positive impacts of development interventions in case studies.
     

    ASSESSMENT CRITERION 2 
    2. The candidate analyses the impacts of the development interventions in four case studies. 
    ASSESSMENT CRITERION RANGE 
    Holistic analysis of impacts: economic, biophysical, political, social, long term, short term, positive, negative.
     

    SPECIFIC OUTCOME 3 
    Critically evaluate a local development intervention 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate identifies a development intervention in a local context. 

    ASSESSMENT CRITERION 2 
    2. The candidate identifies key stakeholders associated with the development intervention. 

    ASSESSMENT CRITERION 3 
    3. The candidate establishes the reasons for the development intervention. 

    ASSESSMENT CRITERION 4 
    4. The candidate reviews relevant environmental impact assessment documents, or other documentation on the development intervention. 

    ASSESSMENT CRITERION 5 
    5. The candidate interviews some of the stakeholders to establish issues and processes associated with the development initiative. 
    ASSESSMENT CRITERION RANGE 
    Interviews should be semi-structured, and interview schedules should be short, with no more than 5 pre-planned questions. At least three different 'stakeholders' should be interviewed.
     

    ASSESSMENT CRITERION 6 
    6. The candidate reports on the outcomes of the research, and the document analysis in order to report on the key issues and processes associated with the development initiative. 
    ASSESSMENT CRITERION RANGE 
    Issues and processes to include both positive and negative; scheduling; potential environmental impacts; potential social and economic benefits or problems; economic and other incentives.
     

    ASSESSMENT CRITERION 7 
    7. The candidate presents a critically evaluative report on issues and processes associated with the development initiative. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Knowledge of evaluation reporting & the role of evaluation. 
    ASSESSMENT CRITERION RANGE 
    The report should clearly identify key issues (social, political, environmental, cultural etc) associated with the development initiative; and key processes (eg negotiations, employment contracts; movement of people etc.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation and moderation options:

    Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge is included in the specific outcomes and assessment standards where necessary. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and/or language skills in various modes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on and explore a variety of strategies to learn more effectively.

    Be culturally and aesthetically sensitive across a range of social contexts.

    Explore education and career opportunities. 

    UNIT STANDARD NOTES 
    In addition to the above Critical Cross-field Outcomes this Unit Standard seeks to develop and encourage appreciation of multiple perspectives and outlooks. It also has an emancipatory aim in that learners are encouraged to be critical of current global trends with respect to issues of power, wealth and exploitation of people and environments in the name of progress. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  CHE 
    Elective  49598   National Diploma: Paralegal Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.