SayPro Online Course SAQA 11516636436

Description

The application of legislation to the local government and local economic development environments is discussed in the South African context.
Various methods, in the form of concepts and tools, for addressing local government and local economic development challenges are described and illustrated by examples from own work context.
Municipal functions and processes in which local economic development activities are contextualised are drawn in the form of an organisational chart illustrating at least two municipalities of different sizes and challenges.
Issues in development economics and influential classical and contemporary theories of socio-economic development are identified and explained by using practical examples of local economic development in South Africa.
Recommendations for ways of improving local economic development stakeholder and roleplayer relationships as well as own communication effectiveness are made and illustrated with examples from own work context.
Various applications of the project cycle and qualitative and quantitative research methodologies are explained by referring to practical examples from own work context.
The application of the basic principles of budgeting and financial management in the local economic development environment is explained by referring to practical examples in a local economic development project in own work context.

Integrated Assessment

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.