D A little bit about myself first. Whilst not completely informal, this blog will be less academic than a written essay as a way of appealing to readers. This work is original, and any sources I have used are referenced. This well overdue way of working has only in recent years been highlighted as a crucial expectation in the support of individuals.
Gender Equality and Women's Empowerment. 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: Build and maintain relationship in a specific community context. Plan and manage an integrated community development project in a specific context. Demonstrate understanding of the holistic and integrated regulatory framework impacting on community development in a specific context.
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: Improve social equity and justice. Enhance service delivery by all organisations.
Deepen the country's democracy. Contribute to citizen education and development. Communication at NQF Level 3. The above can be achieved either through a previous Qualification, or through the process of Recognition of Prior Learning RPLwhich assesses workplace-based experiential learning.
Recognition of Prior Learning: 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.
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.
The Fundamental Component consists of the following learning, which is compulsory for all learners: Unit standards at Level 4, totalling 16 Credits in Mathematical Literacy.
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 Credits required for certification purposes.
The specialisation areas are as follows: Volunteerism Learning Programme ID: Demonstrate knowledge and understanding of the development of babies, toddlers and young children, NQF Level 4, 8 Credits.
Gender Learning Programme ID: Analyse the role of institutions in developing and perpetuating gender inequality, NQF Level 4, 5 Credits.
Conduct gender audits to deal with, redress equity and diversity within organisations, NQF Level 4, 6 Credits.Common core principles and competences for social care and health workers working with people at the end of life 2nd edition Published by Skills for Care, West Gate, 6 Grace Street, Leeds LS1 2RP knowledge and values that will ensure that the care and support received is in accord with the principles.
Dave Owen Director, Chartered Building Surveyor. [email protected] Dave is a Director of the C+A Group and has been working as a building surveyor since , and has been a member of RICS since A division of Johns Hopkins University, the School of Advanced International Studies (SAIS) is a global institution that prepares students to address multifaceted challenges in the world today.
Overview Build your expertise. We have a long history of educating professionals for the building-related industries. With roots in the London Council School of Building () and the Brixton School of Building (), we’ve been offered training in construction for over years.
Social values in health and social care Anthony J Culyer Ontario Research Chair in Health Policy and System Design, University of Values are moral principles and ought to be followed, if they can be.
There are lots of such values and they may well conflict. For example, the common value. Values Essay Hnc Social Care; Values Essay Hnc Social Care. Words Apr 29th, 7 Pages. HNC SOCIAL CARE VALUES ESSAY This essay will examine how social care values and principles influence practice.
My own value base was influenced by my parents and extended family initially. As I was growing up teachers and peers also .