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Social Agent of Change

Get Trained and Get Recognized as a Powerful Agent of Social Change

Program Administered by the United States Institute of Leadership and Diplomacy, a Division of the Orpe Human Rights Advocates. The Social Agent of Change Education and Training Awards Council was set up as a statutory body of the United States Institute of Leadership and Diplomacy by the Board of the Orpe Human Rights Advocates. 

Under the Qualifications (Education & Training) Act, 2020 of the Board of OHRA, USILD has granted the responsibility for making awards. 

Requirements for Getting Certified by the United States Institute of Leadership and Diplomacy

Community Development Theory 


Level 6 Module Descriptor Summary of Contents 

This part Describes how the module functions as part of the United States Institute of Leadership and Diplomacy vocational certificate Module Title framework. Indicates the module content. This title appears on the learner’s certificate. 

It is no more than 35 characters in length. 

Module Code An individual code is assigned to each module; a letter at the beginning 

denotes a vocational or general studies area under which the module is grouped and the first digit denotes its level within the national vocational certificate framework. 

Level Indicates where the module is placed in the national vocational certificate 

the framework, from Level 3 to Level 6. 

Credit Value Denotes the amount of credit that a learner accumulates on the achievement of 

the module. 

Purpose Describes in summary what the learner will achieve on successfully completing the module and in what learning and vocational contexts the module has been developed. Where relevant, it lists what certification will be awarded by other certification agencies. 

Preferred Entry Level Recommends the level of previous achievement or experience of the learner. Special Requirements Learners must be working in community development in a co-0rdination or leadership role. 

General Aims Describe in 3-5 statements the broad skills and knowledge learners will have achieved on successful completion of the module. Units Structure the learning outcomes; there may be no units. Specific Learning Outcomes 

Describe in specific terms the knowledge and skills that learners will have achieved on successful completion of the module. 

Portfolio of Assessment Provides details on how the learning outcomes are to be assessed. 

Grading Provides details of the grading system used. 

Individual Candidate Marking Sheets 

List the assessment criteria for each assessment technique and the marking system. Module Results Summary Sheet 

Records the marks for each candidate in each assessment technique and in total. It is an important record for centers of their candidate’s achievements. Appendices Can include approval forms for national governing bodies. Glossary of Assessment Techniques 

Explains the types of assessment techniques used to assess standards. 

Assessment Principles Describes the assessment principles that underpin USILD approach to 


Introduction A module is a statement of the standards to be achieved to gain a USILD award. Candidates are assessed to establish whether they have achieved the required standards. Credit is awarded for each module successfully completed. 

The standards in a module are expressed principally in terms of specific learning outcomes, i.e. what the learner will be able to do on successful completion of the module. The other elements of the module - the purpose, general aims, assessment details, and assessment criteria - combine with the learning outcomes to state the standards in a holistic way. 

While USILD is responsible for setting the standards for certification in partnership with course providers and industry, it is the course providers who are responsible for the design of the learning programs. The duration, content, and delivery of learning programs should be appropriate to the learners’ needs and interests and should enable the learners to reach the standard as described in the modules. Modules may be delivered alone or integrated with other modules. 

The development of learners’ core skills is a key objective of vocational education and training. The opportunity to develop these skills may arise through a single module or a range of modules. The core skills include: 

• taking initiative 

• taking responsibility for one’s own learning and progress 

• problem solving 

• applying theoretical knowledge in practical contexts 

• being numerate and literate 

• having information and communication technology skills 

• sourcing and organizing information effectively 

• listening effectively 

• communicating orally and in writing 

• working effectively in group situations 

• understanding health and safety issues 

• reflecting on and evaluating the quality of own learning and achievement. 

Course providers are encouraged to design programs that enable learners to develop core skills. 

1. Module Title Community Development Theory 

2 Code 


3 Level 6 

4 Value 1 

5 Purpose 

This module is designed to equip learners with skills to develop a community development theoretical framework out of which to develop their practice. It is aimed at those who are currently employed in the community and voluntary sector or have at least 3yrs experience in community development. This can be used as a stand-alone module, in conjunction with the community development practice module, or as a mandatory module within the Community Development Award Level 6. 

6 Preferred 

Entry Level Level 5 Certificate in, or equivalent qualifications and/or relevant 

life and work experiences. 

7 Special 

Requirements Candidates must have successfully completed ‘Understanding 

Community Development’ USILD Level 5 module or its equivalent. 

8 General Aims 

Learners who successfully complete this module will: 

8.1 Develop a knowledge and understanding of the history, and process of 

Community Development. 

8.2 Have knowledge of the key principles of Community Development elicited from their own practice and knowledge from community development theory. 

8.3 Examine and critically analyze the role of Community Development as a 

strategy for challenging inequalities 

8.4 Examine and critically analyze their own practice based on Community 

Development principles and theory. 

8.5 Develop skills in analysis in relation to Community Development. 

9 Units 

Unit 1 History of Community Development in Developed Nations Unit 2 Key Principles and Theory of Community Development Unit 3 Community Development as a Strategy for challenging Inequalities. Unit 4 Relationship of Community Development Theory to Practice. 

10 Specific Learning Outcomes 

Unit 1 History of Communities Development in Developed Nations. 

The learner should be able to: 

10.1.1 Demonstrate a knowledge of the history of Community Development 

in Developed Nations. 

10.1.2 Analyze some of the key contemporary social, political-cultural, and economic issues pertaining to Community Development in Developed Nations. 10.1.3 Identify the influences of education development and social work theories on the formalization of Community Development theory. 

10.1.4 Demonstrate a knowledge of the main Community Development 

programs that have developed in the U.S. between 1980 to date. 

10.1.5 Demonstrate knowledge of some of the key contemporary social, 

political-cultural and economic trends that have influenced community development in the United States such as: 

• Women’s liberation movement 

• Rise in unemployment 

• Poverty 

Unit 2 Key Principles and Theory of Community Development 

The learner should be able to: 

10.2.1 Identify key principles of community development such as: 

• Community participation 

• Inclusion 

• Equality 

• Collective action 

• Empowerment 

10.2.2 Define these key principles of Community Development 

10.2.3. Understand the key elements of the Community Development process 

such as: 

Provision of Information Identification of felt needs and common issues Consultation for participation Shared vision Mobilisation for action Reflection and Evaluation 

10.2.4 Identify the main supports that will facilitate working from these 

principles such as: 

• Information 

• Social Analysis 

• Skills Training 

• Creating access to resources 

10.2.5. Identify the main challenges to the practice of 

Community Development Principles such as: 

• Internalised oppression 

• Individual and community isolation 

• Social exclusion 

• Marginalisation 

• Discrimination and prejudice 

Unit 3 Community Development as a strategy for challenging 

inequality The learner should be able to: 

10.3.1. Define inequality 

10.3.2. Describe differentials that lead to inequality such as: 

• Income 

• Access to education 

• Housing subsidies 

• Access to health care 

10.3.3. Analyze the potential of community development as a strategy for 

challenging inequality in the context of its history and contemporary experience. 

Unit 4. Relationship of Community Development theory to practice. 

The learner should be able to: 

10.4.1. Describe and analyze the historical background and key 

Influences of the project and community in which they work. 

10.4.2 Define key principles within their own community development 


10.4.3 Illustrate where and how these principles operate in practice 

10.4.4 Identify the main challenges to their own practice as outlined in 10.2.5. 

10.4.5 Identify the main supports that have facilitated them to work from these 


11. Assessment Summary 

Assignment 30% Assignment 20% 

Project 50% 

11.1. Assignment. 

The internal assessor will devise a brief that requires candidates to produce evidence of specific learning outcomes. 

The brief will require the candidate to: Mind-map a Community Development principle in the context of their own work. Illustrate how it operates, identify the supports necessary to its effective operation, and name the challenges they have encountered. 11.2 Assignment 

The internal assessor will devise a brief that requires candidates to illustrate the historical and contemporary influences of a community development project. The brief will require the candidate to: Mind-map key historical and contemporary influences on a designated area of community development work. This form will take place as apart of a group exercise. 

11.3 Project The internal assessor will devise a brief that requires candidates to produce evidence of analysis of challenging inequality. The brief will require the candidate to: Devise a case study and give an analysis of their own project /area examining it’s potential for, and evidence of, challenging a particular inequality. 

12 Grading Pass 50 - 64% Merit 65 - 79% Distinction 80 - 100% 

Community Development Theory Individual Candidate Marking Sheet 1 

E30160 Assignments 50% 

Candidate Name: _____________________ PPSN: ______________ 

Centre: _______________________Centre No: ____________ Date: __________ 

Assessment Criteria Maximum 


Candidate Mark 12.1Assignment individual exercise Illustrate a principle of Community Development identify the principle Illustrate from their own community development experience Identify the; 

• Opportunities that are possible 

• Challenges likely to be encountered 

• Supports necessary to their application 

• Obstacles to their application 


Sub Total 30 12.2 Assignment group exercise Illustrate the key historical and contemporary influences in a designated area of Community Development identify designated area Illustrate the key historical and contemporary influences Demonstrate effective participation in the group exercise 

20 Sub Total 20 

Total Mark 50 

Assessor's Signature: _________________________________ Date: ________________ 

External Authenticator's Signature: ______________________ Date: ________________ 

Community Development Theory Individual Candidate Marking Sheet 1 

E30160 Project 50% 

Candidate Name: _____________________ PPSN: ______________ 

Centre: _______________________Centre No: ____________ Date: __________ 

Assessment Criteria Maximum 


Candidate Mark 12.3 Project Identifies area / project that is being examined. Clearly define the role of project in this area. Identifies the inequalities that are being addressed. Illustrates from own experience Gives a comprehensive analysis of the impact the project has had in addressing identified inequality/inequalities Critiques the potential for further addressing inequality/inequalities and the limitations of Community Development in this area 

Conclusions Insights and personal learning Recommendations for further actions 


Total Mark 50% 

Assessor's Signature: _________________________________ Date: ________________ 

External Authenticator's Signature: ______________________ Date: ________________ 

Glossary of Assessment Techniques 

Assignment: An exercise carried out in response to a brief with specific guidelines and 

usually of short duration. Each assignment is based on a brief provided by the internal assessor. The brief includes specific guidelines for candidates. The assignment is carried out over a period of time specified by the internal assessor. 

Assignments may be specified as an oral presentation, case study, observations, or have a detailed title such as audition piece, health fitness plan or vocational area profile. 

Collection of Work: A collection and/or selection of pieces of work produced by candidates 

over a period of time that demonstrates the mastery of skills. Using guidelines provided by the internal assessor, candidates compile a collection of their own work. The collection of work demonstrates evidence of a range of specific learning outcomes or skills. The evidence may be produced in a range of conditions, such as in the learning environment, in a role-play exercise, or in real- life/work situations. 

This body of work may be self-generated rather than carried out in response to a specific assignment e.g. art work, engineering work etc 

Examination: A means of assessing a candidate’s ability to recall and apply skills, knowledge and understanding within a set period of time (time constrained) and under clearly specified conditions. 

Examination May be: 

• Practical, assessing the mastery of specified practical skills demonstrated in a set period of time under restricted conditions. 

• oral, testing ability to speak effectively in the vernacular or other languages. 

• interview-style, assessing learning through verbal questioning, on a one-to-one/group basis. 

• aural, testing listening, and interpretation skills. 

• theory-based, assessing the candidate’s ability to recall and apply theory, requiring responses to a range of question types, such as objective, short answer, structured, essay. These questions may be answered in different media such as in writing, orally, etc. 

Learner Record: 

A self-reported record by an individual, in which he/she describes specific learning experiences, activities, responses, skills acquired. 

Candidates compile a personal logbook/journal/diary/daily diary/record/laboratory notebook/sketchbook. The logbook/journal/diary/daily diary/record/laboratory notebook/sketchbook should cover specified aspects of the learner’s experience. 


A substantial individual or group response to a brief with guidelines usually carried out over a period of time. 

Project May Involve: 

Research – requiring individual/group investigation of a topic process – e.g. design, performance, production of an artifact/event 

Projects will be based on a brief provided by the internal assessor or negotiated by the candidate with the internal assessor. The brief will include broad guidelines for the candidate. The work will be carried out over a specified period of time. 

Projects may be undertaken as a group or collaborative project, however, the individual contribution of each candidate must be clearly identified. 

The project will enable the candidate to demonstrate: 

• understanding and application of concepts in (specify area) 

• use/selection of relevant research/survey techniques and sources of information, referencing/bibliography 

• ability to analyze, evaluate, draw conclusions, make recommendations 

• understanding of process /production of documentation/support studies/log 

• design skills 

• planning skills 

• ability to implement/ produce/ make/ construct/ perform (specify) 

• mastery of tools and techniques 

• creativity/ visual/media/technological awareness 

• problem solving skills 

• time management skills 

• team working, co-operation, participation 

• presentation/display skills 

Skills Demonstration: Assessment of mastery of specified practical, organizational and/or 

interpersonal skills. 

These skills are assessed at any time throughout the learning process by the internal assessor/ another qualified person in the center for whom the candidate undertakes relevant tasks. 

The skills may be demonstrated in a range of conditions, such as in the learning environment, in a role-play exercise, or in real-life/work situations. The candidate may submit a written report/supporting documentation as part of the assessment. Examples of skills: laboratory skills, computer skills, coaching skills, interpersonal skills. 

USILD Assessment Principles 

1 Assessment is regarded as an integral part of the learning process. 

2 All assessment is criterion-referenced. Each assessment technique has assessment criteria that detail the range of marks to be awarded for specific standards of knowledge, skills, and competence demonstrated by candidates. 

3 The mode of assessment is generally local i.e. the assessment techniques are devised and implemented by assessors (internal assessors/trainers) in centers. 

4 Assessment techniques in USILD modules are valid in that they test a 

range of appropriate learning outcomes. 

5 The reliability of assessment techniques is facilitated by providing 

support for assessors. 

6 Arising from an extensive consultation process, each USILD module describes what is considered to be an optimum approach to assessment. When the necessary procedures are in place, it will be possible for assessors to use other forms of assessment, provided they are demonstrated to be valid and reliable. 

7 To enable all learners to demonstrate that they have reached the required standard, candidate evidence may be submitted in written, oral, visual, multimedia, or another format as appropriate to the learning outcomes. 

8 Assessment of a number of modules may be integrated provided the separate criteria for each module are met. 

9 Group or teamwork may form part of the assessment of a module, 

provided each candidate’s achievement is separately assessed.

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