National Certificate: Ward Committee Governance
57823 National Certificate: Ward Committee Governance

The purpose of the qualification is to enable qualifying learners to apply the relevant competences required for proactive participation as a Ward Committee member so that they achieve municipal objectives.

The learning outcomes contained in this qualification are based on the competencies required to contribute to the effectiveness of municipal processes from a Ward Committee perspective. These competences relate to:

  • Conducting or participating in formal and informal meetings to achieve Ward Committee objectives.
  • Involvement in and giving advice on municipal projects.
  • Assisting in implementing municipal objectives and overall objectives of Local Government by displaying an understanding of core municipal functions as they relate to a Ward Committee context.
  • Facilitating relations between Local Government and citizens to effectively support the implementation of its objectives.
  • Facilitating service delivery in a Ward Committee context.

    The learners entering this qualification may come from various backgrounds and will be persons who have been nominated by their community onto a Ward Committee to represent the needs of the community, while archiving municipal objectives. It will create an opportunity for the learner to be exposed to various municipal processes and pursue a learning pathway in counselling for Local Government. The qualifying learner will be able to participate actively in overall democracy through proactive community involvement in local government processes.


    The qualification is aimed at learners working in a Ward Committee context within Local Government. The newly created sub-municipal Ward Committees play a critical role in achieving the objectives of Local Government including giving practical meaning and substance to the basic political commitment that ‘the People Shall Govern’. Being a representative structure of the community and its citizens, the Ward Committees need to inform the municipality about the aspirations, potentials and problems of the people and form a bridge by facilitating proper communication between the Council and the citizens. On this basis, a need was identified to equip learners in the Ward Committee with the competencies they require to function as a Ward Committee representatives. The typical learner will be member of a Ward Committee participating in municipal processes at a local level. In addition persons seeking future employment in the Local Government sector may choose to complete the qualification.

    This qualification is the first in the learning pathway for people involved in Local Government. The pathway includes two legs: one for political representatives at various levels which ends with an FETC in Local Government, and one for administrators and financial managers which ends with a National Certificate at NQF Level 7.


It is assumed that the learner is competent in:

  • Communication at NQF Level 1.
  • Mathematical Literacy at NQF Level 1.

    Recognition of Prior Learning:

    The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment.

    This Recognition of Prior Learning may allow for:

  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards a Unit Standard in this Qualification.
  • Obtaining this Qualification in whole or in part.

    All recognition of Prior Learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    Access to the qualification:

    Access to this Qualification is open, bearing in mind the Learning Assumed to be in Place.




Level, credits and learning components assigned to the qualification:

The Certificate is made up of a planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competencies and a basis for further training.

The qualification is made up of Unit Standards that are classified as Fundamental, Core and Elective. A minimum of 120 credits is required to complete the qualification.

In this qualification the credits are allocated as follows:

  • Fundamental: 36 credits.
  • Core: 62 credits.
  • Electives: 22 credits.
  • Total: 120 credits.

    Motivation for number of credits assigned to Fundamental, Core and Elective:

  • Fundamental component:

    The Fundamental component consists of unit standards to the value of 36 credits. There are 20 credits in Communication and 16 credits in Mathematical Literacy.
    All these standards are compulsory.

  • Core component:

    Sixty-two credits have been allocated to the Core component of this Qualification. The unit standards classified as Core describe the integral functions and activities required to be a Ward Committee member. They provide an opportunity to develop knowledge of municipal processes and structures as they impact on Ward Committee governance, basic legislation and policy applying to Ward Committee systems and functioning, communications and interpersonal skills required for the effective functioning of Ward Committees and basic project management skills to participate effectively in municipal projects.

    All these standards are compulsory.

  • Elective component

    There are unit standards totalling forty-six credits in this component. These unit standards continue from the core component in focusing on learning areas pertinent to Ward Committee governance and will enable learners to gain specialist knowledge and skills relevant to their job or of personal interest to the learner. From the Elective component the learner must choose unit standards of a minimum 22 credits to complete the qualification.


1. Conduct formal meetings to achieve Ward Committee objectives.

2. Demonstrate an understanding and apply the role of Ward Committee member in the context of core municipal processes.

3. Display an understanding of core municipal functions and Ward Committee in these functions.

4. Facilitate service delivery in ward committee context.



  • Preparations are undertaken for Ward Committee meeting.
  • Meetings are conducted according to relevant meeting protocols.
  • Any conflict areas that may arise in meeting are handled in a professional manner and in accordance with overall meeting protocols.
  • Meeting follow up procedures are undertaken in order to ensure that action plans are implemented effectively.
  • Meetings are chaired where required.


  • An understanding of core municipal functions is demonstrated in order to effectively fulfill Ward committee functions.
  • The roles and responsibilities of ward committees are described and applied according to ward committee policies and legal framework.
  • The responsibilities of ward committee members are defined in the context of municipal projects that the ward committee seeks to support.
  • The policy and legal framework guiding the ward committee systems and its function is described and explained in the context of existing ward committee objectives.


  • A knowledge of Integrated Development Planning is demonstrated and opportunities for Ward Committee and community participation is described in relation to own Ward Committee context.
  • A knowledge and application of Community-based Planning is demonstrated in relation to the opportunities for Ward Committee participation.
  • The municipal budgeting process is understood in terms of the functions of the Ward Committees.
  • A knowledge of the municipal Service Delivery Process and Performance Management is demonstrated in relation to the Ward Committee participation.
  • Basic project management techniques are applied to Ward Committee participation in municipal projects.


  • Service excellence is defined and applied in Local Government context.
  • Service delivery plans are defined as they relate to Ward Committee participation in achieving municipal objectives.
  • Interpersonal, communication and conflict management skills are applied to service delivery objectives.
  • Sensitivity to community issues and diversity management is applied in ensuring effective service delivery in Ward Committee context.
  • Batho Pele principles are applied to service delivery.

    Integrated assessment:

    Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification.

    Learning, teaching and assessment are inextricably lined. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.

    Assessment of the communication, language, literacy and strategic analysis and planning competencies should be conducted in conjunction with other aspects and should use authentic municipal development contexts wherever possible.

    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. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term ‘Integrated Assessment’ implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

    Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.

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