Bachelor of Arts Honours in Community Development

Purpose

The qualification provides learners with foundational knowledge of community development theory and practice while allowing them to pursue specific areas of interest within community development studies. This is achieved by assisting learners to comprehend, analyse and apply community development theory, policy and governance, programme management theory, and social research methodology. Learners are able to select one elective in Local Economic Development, Youth Development, or Community Development in the Rural-Urban Continuum or Sustainable Community Development and also conduct focused research.

This qualification is designed to provide an opportunity for learners to expand their knowledge of theory and practice in the discipline of community development and conduct community-focused research under the supervision of qualified academic researchers. A learner graduating with this qualification will be able to:

• Analyse and critique significant philosophical approaches towards and theories of community development in a variety of contexts.
• Apply sound social science research methodology to community development related situations, conducting in-depth research, analysis and interpretation in a community-based context.
• Examine how the issues of governance, social policy and the legislative framework govern and shape community development structures and practice.
• Identify, assess and apply integrated programme management principles for sustainable people-centred development.
• Examine in-depth two focus areas of interest in community development.

Rationale

South Africa faces a raft of socio-economic problems: poverty and inequality, unemployment, crime and substance abuse and a pervasive underdevelopment and stagnation of rural and other marginal communities, characterised by a lack of basic infrastructure (e.g. housing and sanitation) and viable and sustainable local economies. Secondly, at present there exists an acute shortage of properly qualified and skilled community development professionals in South Africa to address these developmental challenges in a professional and sustainable fashion.

This qualification will form part of a study and career path for social science learners which will produce new graduates for entry to the sector and to up-skill existing practitioners/managers. This will help to meet the increasing demand for professionals who possess generic and multi-disciplined skills which combine a solid theoretical foundation with specific applied developmental and research competencies. Throughout the qualification, themes such as gender studies, livelihood security, sustainability and applied ethics will be emphasised. Work integrated learning also forms part of the qualification.

As an institution committed to teaching from a Biblically-shaped worldview, Cornerstone has a natural appeal to students who want to study in a faith-based environment, and who wish to further their education to serve as Community Development Practitioners. This qualification fills a gap in the existing higher education system in South Africa and provides an opportunity for those learners pursuing community development careers who want to learn in a faith-based environment.

Envisaged learners are those who have a related undergraduate qualification and want to specialise further in community development and those who are Community Development Practitioners with a wealth of experience, but lack a formal qualification.

Typical stakeholders are government departments and agencies, for-profit companies and Non Governmental Organisations (NGOs), which require highly skilled community development practitioners in order to engage with their constituencies more effectively. This qualification addresses the needs of both students and stakeholders by equipping learners with the knowledge of theory and practice as well as the skills to conduct research in and with communities. The qualification also provides articulation options for students who want to further their studies at Master's Level.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is used at Cornerstone for two purposes

Access

To admit of applicants who do not have the necessary 60% grade for third year in Social Sciences (or equivalent), who can produce sufficient evidence that they have obtained work or life experience that qualifies them to be admitted as Postgraduate students. No more than 10% of the student cohort in any year may be admitted through RPL.

Credits

To give students Credit for transferable prior learning obtained in an accredited academic programme equivalent to NQF Level 8.

Entry Requirements

The minimum requirement for this qualification is

• Bachelors' Degree at NQF Level 7.

Or

• A Diploma at NQF Level 6 plus and Advanced Diploma at NQF Level 7 in a relevant field.

This qualification consists of compulsory and two elective specialisation components at NQF Level 8, totalling 120 Credits.

Compulsory Components

• Social Theory for Community Development, 20 Credits.
• Research Methods for Community Development, 30 Credits.
• Policy and Legislative Regulatory Framework for Community Development, 20 Credits.
• Organisational Management in Community Development Practice, 20 Credits.

Elective Specialisation Components (two out of four required)

• Youth Development, 15 Credits.
• Community Development in the Rural-Urban Continuum, 15 Credits.
• Sustainable Community Development, 15 Credits.
• Local Economic Development, 15 Credits.

1. Analyse and critique significant philosophical approaches towards and theories of community development in a variety of contexts.
2. Apply sound social science research methodology to community development related situations, conducting in-depth research, analysis and interpretation in a community-based context.
3. Examine how the issues of governance, social policy and the legislative framework govern and shape community development structures and practice.
4. Identify, assess and apply integrated programme management principles for sustainable people-centred development.
5. Examine in-depth two focus areas of interest in community development.

Associated Assessment Criteria for Exit Level Outcome 1

• Community development philosophical approaches and theories from a variety of perspectives are explained, demonstrating an in-depth, critical engagement with relevant ideas and concepts.
• Community development theories are located within their particular socio-economic, political, cultural and geographic contexts, and their application to other contexts is critically evaluated.
• Community development theories are articulated both verbally and in writing in a professional, accurate and coherent manner, according to post-graduate conventions using appropriate conceptual frameworks.

Associated Assessment Criteria for Exit Level Outcome 2

• The epistemological, theoretical and methodological foundations of community development are explained and applied within a community-based context.
• A variety of research approaches and methodologies are evaluated and appropriate research procedures, techniques and instruments are applied, in a community-based context.
• Data and textual Information gathered via research conducted in a community-based context is analysed and synthesised.
• The principles of social research ethics are introduced, understood and applied within the context of a community research project.
• A research paper that is scientifically sound/accurate, logically and coherently argued and presented according to appropriate academic standards, is produced, based on actual research conducted in a community setting.

Associated Assessment Criteria for Exit Level Outcome 3

• Issues of governance, social policy and the legislative framework as it pertains to community development are analysed in terms of their development, purpose and efficacy for achieving their intended purpose.
• Issues of governance, policy and the legislative framework are interpreted within the context of social systems and social dynamics within specific communities.
• The processes by which legislation and policies geared towards efficient community development practice are developed are explained with reference to how communities and individuals can participate in the processes and influence the resulting legislation and policies.
• Legislation and policies (or the lack thereof) that benefit or hamper community development are analysed with reference to their interrelatedness to other legislation and policies.

Associated Assessment Criteria for Exit Level Outcome 4

• The range of management skills needed on the project, programme and organisational levels for achieving results in community development ventures are introduced, assessed and applied.
• Leadership skills that will help community leaders mobilise and manage their beneficiaries and other resources to achieve desired outcomes and impact in their communities are demonstrated.
• Personal, interpersonal and organisational effectiveness are discussed through the frames of ethical and theoretical guidelines.
• Various project management processes (e.g., impact value chain, log-frame planning, budgeting and financial systems and control techniques, as well as monitoring and evaluation) are evaluated and demonstrated with reference to project, programme and organisational management.

Associated Assessment Criteria for Exit Level Outcome 5

• Specific developmental issues are explored, analysed and evaluated, with reference to community development theories and social systems.
• Current policy frameworks related to specific developmental issues are evaluated.
• Best practice scenarios related to specific development issues are identified and specific community development initiatives are analysed in terms of their efficacy, sustainability, sensitivity to gender issues and ethical integrity.
• Strategies related to specific development programmes are critically assessed and new directions of action are proposed in support of programme sustainability and viability.

Integrated Assessment

Learning and assessment will be integrated throughout this qualification. Continuous formative assessment is required to ensure that learners get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgment of the learning in relation to the Exit-Level Outcomes of the qualification. Such judgment should include 'integrated assessments' which assess the students' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.

Assignments designed to meet the requirements of integrated assessment are such as to achieve

• Formative assessments designed to provide learners with feedback on their progress.
• An integration of the achievement of exit-level outcomes in a way that demonstrates that the purpose of the qualification as a whole has been achieved, either in total or in the component parts of the programme of study.
• Evaluation of student performance to demonstrate applied competence.
• Criterion-referenced assessment, which is clearly explained to and understood by the students and that can be applied in the recognition of prior learning.

It is essential that a wide range of knowledge, skills, competencies and attitudes be integrated using innovative methods - and in the assessment of outcomes due recognition should be given to criteria and methods of assessment that assess these appropriately and adequately.

General assessment

Student assessment procedures differ based on the type of instruction provided. Modules that emphasise theory will utilise formative and summative assessment methods that include group discussions, reports, case study responses, research papers, quizzes, class tests and oral or written examinations. Practically orientated modules utilise immediate feedback from faculty supervisors, peer review in groups and written and oral assessments.

Research assessment

The research component of this qualification requires learners to engage in community-based research through a Work-Integrated Learning (WIL) process. Learners will be assessed on their ability to apply appropriate research methodologies to the specific community context in which they are engaged, and their ability to analyse and present the findings of their research in an accurate, coherently argued and appropriately documented manner. Integrated assessment takes the form of faculty supervision in a mentoring/consultative manner that develops learners capacity and guides them toward the summative assessment.