This paper fills an important gap in availability of internationally-comparable data. Skills and Wage Inequality: After presenting descriptive statistics on the degree of dispersion in the distributions of proficiency and wages, the paper shows that the cross-country correlation between these two dimensions of inequality is very low and, if anything, negative. As a next step, the paper provides estimates of the impact of both proficiency and formal education at different parts of the distribution of earnings.
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.
The Qualification will begin to bridge the gap between the government and those in greatest need of the services provided by the state. 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. 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.The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on .
The professional development strategy should be overseen by a Literacy and Numeracy Strategy Group based in the Standards and Effectiveness Unit in the DfEE. The Standards and Effectiveness Unit (SEU) should provide a clear operational blueprint for the implementation of the strategy.
Helping you find what you need to know about education in New Zealand.
An education web portal provided by the New Zealand Ministry of Education. A Framework of Principles and Best Practice for Managing Student Behaviour in the Australian Education Context A Framework of Principles and Best Practice for Managing Student Behaviour in the Australian Education Context National Indigenous English Literacy and Numeracy Strategy.
Formative Evaluation. [Report]. OBJECTIVES: Children born very preterm (VPT) are at high risk of educational delay, yet few guidelines exist for the early identification of those at greatest risk.
Using a school readiness framework, this study examined relations between preschool neurodevelopmental functioning and . Strategic Framework Education Section Programme Division UNICEF, New York Prepared by literacy and numeracy, as well as the social and emotional skills required for are revised to meet specific country contexts following adaptation guidelines.