SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Further Education and Training Certificate: Child and Youth Care Work 
SAQA QUAL ID QUALIFICATION TITLE
49093  Further Education and Training Certificate: Child and Youth Care Work 
ORIGINATOR
SGB Child and Youth Care Work 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was HW SETA until Last Date for Achievement  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  155  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 
SAQA 0160/05  2007-09-18  2008-02-06 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-02-06   2012-02-06  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
60209  Further Education and Training Certificate: Child and Youth Care Work  Level 4  NQF Level 04  165  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
This qualification is an entry-level qualification for those who want to enter the field of Child & Youth Care Work as a potential career. It builds on practical experience and community based learning, and equips people for their role as an auxiliary worker. As such the qualification will also be valuable for those who may have been practising within the field, but without formal recognition. In particular, this qualification will be useful for:
  • Auxiliary child and youth care workers
  • Students working towards a professional qualification in C&YCW
  • Persons who work in related fields where knowledge and skill of C&YCW is an advantage

    Recipients of this qualification will be able to:
  • Carry out clearly defined tasks and activities which contribute to holistic care and development of the young person
  • Develop themselves purposefully professionally, and as a resource for C&YCW
  • Demonstrate knowledge of and work in ways that are consistent with the ethics of the field and workplace
  • Demonstrate understanding of on-line and consultative supervision and its role in the provision of care and personal development
  • Describe and uphold the rights of young people, and promote these in their practice
  • Solve common problems within familiar contexts
  • Adjust an application of a common solution within relevant parameters to meet the needs of small changes in the problem or operating context;
  • Motivate the change using relevant evidence

    Auxiliary workers will carry out their role at all times:
  • Under the supervision of an available, qualified supervisor
  • As a member of a team
  • They will not take full responsibility for the young person's development.


    Rationale:

    Traditional learning streams are proving inadequate to equip people for child at risk contexts, and that there is an increasing call for the skills particular to child care work across diverse sectors including prisons, hospitals, schools and communities. South Africa's unique combination of threats and circumstances presents a special challenge in the area of children at risk. Those who work with children at risk must be empowered to promote and facilitate the optimum development of children and adolescents with both normal and special developmental needs, so as to ensure that they are able to be effective within all contexts. Current experience suggests that the degree of sophistication and expertise demanded requires specialist input and time-related on-the-job mentored experience.

    This qualification aims to address some of the needs of the large numbers of enthusiastic but generally poorly trained people for high quality learning and assessment opportunities if they are to meet the requirements of the Social Welfare and Child Care sectors. The possibilities for incremental learning, which builds on generic social work and/or child care training, must be created if the sector is to make the equitable distribution of skills a reality. In addition, there are people who have been working in the sector for some time, and who have gained the additional skills and expertise required through systematic on-the-job training or practical experience. This qualification offers possibilities for appointment in line with their recognised skills. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is also assumed that practitioners are already competent in Communications at NQF level 3 when starting to learn towards this qualification, and hold a GETC or equivalent.


    Recognition of prior learning:

    The Child and Youth Care Work sector in South Africa is characterised by large numbers of enthusiastic but generally poorly trained people who need access to high quality learning and assessment opportunities if they are to meet the requirements of the sector. There are also people who have been working in the sector for some time, and who have gained skills and expertise required through systematic on-the-job training or practical experience. The possibilities for incremental learning, which builds on generic social work and/or child care training, must be created if the sector is to make the equitable distribution of skills a reality. In this sense, the aim of this qualification is consistent with SAQA's own transformation goals, and with principles of access and articulation.

    This qualification can make an invaluable contribution to personal, organisational and sectoral skills development by providing for the recognition of the skills gained in this manner, through a systematic RPL process. The qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.

    Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

    All such evidence will be judged in accordance with the general principles of assessment described above and the requirements for integrated assessment. 

    RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    FUNDAMENTAL

    Communication
  • Candidates are required to achieve 20 credits for Communications from the available 25 credits.
  • In terms of the requirements for an FETC, candidates are required to achieve 20 credits obtained in a second official language at a minimum of level 3.

    Mathematical Literacy - Candidates are required to demonstrate achievement of the 16 credits for the Mathematics unit standards within the context of education, training and development situations.

    Note: Mathematical Literacy is defined as the ability to apply basic mathematics within a variety of real life contexts. The applications may vary in complexity from NQF 1 - 4, even though the level of mathematics may be at level 1.
    Because the complexity of applications within education, training and development range from NQF 1 to NQF 4, achievement of the mathematics standards, within the context of the education, training and development, is considered to be equivalent to NQF 4.

    CORE:

    Candidates must achieve all 89 CORE credits listed in Exit Level Outcomes

    ELECTIVE:

    Candidates must achieve at least 10 credits of their choice from any of the available ELECTIVE credits in Exit Level Outcomes. 

  • EXIT LEVEL OUTCOMES 
    1. Communicate in a variety of ways
    2. Use mathematics in real life and education, training and development situations
    3. Develop professional and personal competence in child and youth care
    4. Provide support for children and youth at risk
    5. Communicate with and on behalf of young persons at risk for developmental + therapeutic ends
    6. Participate in developmental assessments
    7. Work under supervision as a member of a multidisciplinary team
    8. Promote safe and healthy work practices in the workplace
    9. Promote community-based child and youth care work

    Critical cross-field outcomes:

    This qualification addresses the following critical cross-field outcomes, as detailed in the associated unit standards:
    a) Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made.
    b) Working effectively with others as a member of a team, group, organisation or community.
    c) Organising and managing oneself and one's activities responsibly and effectively.
    d) Collecting, analysing, organising and critically evaluating information.
    e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion.
    f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
    g) Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
    1) Reflecting on and exploring a variety of strategies to learn more effectively.
    2) Participating as responsible citizens in the life of local, national and global communities.
    3) Being culturally and aesthetically sensitive across a range of social contexts.
    4) Exploring education and career opportunities; and developing entrepreneurial opportunities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    For award of the whole qualification, candidates must achieve the required number of credits as specified in the rules of combination as well as the criteria specified for integrated assessment.
    Should candidates exit the qualification without completing the whole qualification, recognition may be given for each
    Exit Level Outcome achieved. For award of a particular Exit Level Outcome, candidates must achieve:
  • All the Core and Elective unit standards associated with the particular Exit Level Outcome as per the specifications contained within each unit standard, and
  • The criteria specified for integrated assessment.


    1. Communication within and about the ETD process is clear, understandable and effective.

    2. The mathematics is applied within a variety of ETD contexts

    3.1 Key concepts in child and youth care work are outlined in relation to work in the field and own development as a practitioner.
    3.2 Development strategies for own professional and personal development are described with reference to their significance for individual competence and the development of the profession as a whole.

    4. First line support provided in 'at risk' situations is consistent with the rights of the young person and meets immediate physical needs.

    5.1 Communication is respectful of cultural diversity and promotes interaction with relationship-reluctant young persons.
    5.2 Communication with stakeholders is assertive and promotes the well-being of the young person.

    6. Observation and assessment objective, and are consistent with a chosen framework.

    7.1 Own role is described in relation to others in the team, and to the developmental approach.
    7.2 Behaviour management and support of young persons at risk is consistent with the rights of the child, and best practice in the field.
    7.3 Activities and programming are used in support of individual development programmes and the development of acceptable behaviour.

    8. Knowledge is used pro-actively and in an integrated manner to promote safe and healthy behaviour.

    9. Financial and management skills are applied to identify, set up and monitor community based projects which provide for effective child and youth care work.



    Integrated assessment:

    Assessment should take place within the context of:
  • Given Quality Assurance policies, procedures and processes
  • A guided and supported learning environment

    Assessment will take place according to the detailed specifications indicated in the unit standards associated with each exit level outcome

    Over and above the achievement of the specified unit standards, evidence of integration will be required as per the following broad criteria, all within the context of an active learning environment.

    Assessors should note that the evidence of integration could well be presented by candidates when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well designed assessments should make it possible to gain evidence against each unit standard while at the same time gain evidence of integration.


    Assessment principles:

    Assessment should be in accordance with the following general and specific principles:
  • The initial assessment activities should focus on gathering evidence in terms of the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, then the assessment can focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to perform in the real situation.

    All assessments should be conducted in accordance with the following universally accepted principles of assessment:
  • Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations;
  • Judge evidence on the basis of its validity, currency, authenticity and sufficiency; and
  • Ensure assessment processes are systematic, open and consistent. 

  • INTERNATIONAL COMPARABILITY 
    There are no relevant qualifications in Africa or the SADEC region at present. This qualification is seen as critical for the SADEC region and Africa at large, where there has been a great deal of interest shown. South Africa has provided training for trainers in Zambia, who are in the process of setting up Child and Youth Care Work structures in that country. Interest has also been expressed from Ghana, Burkina Faso, Benin, Namibia, Zimbabwe, Uganda, Mocambique, Kenya and Tanzania. Representatives of these countries have already accepted invitations to attend All-Africa conferences on Child and Youth Care Work.

    Child and Youth Care Work in South Africa has representation on the Federation of International Educative Communities (FICE) - the UNESCO body dealing with children in residential facilities.
    International qualifications were examined to ensure that the qualifications model and unit standards proposed are comparable in terms of qualification levels, scope of qualifications, and competencies covered.

    Qualifications from the following countries were examined:

    Canada:

    The University of Victoria (BC) has assisted in the set-up of a degree programme in South Africa. This programme has influenced the construction of qualifications for sub-Saharan Africa.

    New Zealand:

    NATIONAL CERTIFICATE in Family and Foster Care (Level 4) with an optional strand in Caregiving for Young People
    The qualification is designed for people who are custodial caregivers for children and young people who are in need of care.

    Caregivers are able to establish caregiving relationships with children and their family, manage human development and health issues of children in care, manage children and young people's behaviour, and respond to the effects of abuse, neglect and violence. They can support children and young people to leave family and foster care. An optional strand offers caregivers the opportunity to extend their competencies to provide care for young people.
    Caregivers with this qualification are able to establish a safe caregiving environment, demonstrate caregiver safety, and work within boundaries set by legislation and the protocols and policies of an approved caregiving agency.

    Australia:

    Children's Services

    CHC30402 Certificate III in Children's Services
    This qualification covers workers who use organisational policies, procedures and individual children's profiles to plan activities and provide care to children, facilitating their leisure and play and enabling them to achieve their developmental outcomes.

    CHC41802 Certificate IV in Community Services (Protective Care)
    This qualification covers workers who work in residential and non-residential facilities under direct supervision within clearly defined organisational guidelines and service plans. These workers carry out activities related to the maintenance of a child or young person at risk, personal care and/or other activities of living.

    CHC30602 Certificate III in Youth Work
    This qualification covers workers who provide support to young people through a range of community-based programs designed to address the social, behavioural, health, welfare, developmental and protection needs of young people. The qualification also covers youth workers who are employed in juvenile detention facilities. This work may be undertaken through employment in community, government and welfare agencies, will be directed by the policies and guidelines of the employing agency and will be conducted under supervision of senior staff who may or may not be youth workers.

    Findings concerning comparability

    The qualifications compare well, providing a mix of mandatory and optional units that enable candidates to tailor the qualifications to their particular role.

    These qualifications and unit standards are generally quite comparable to the South African qualifications in terms of levels and range of competencies covered. 

    ARTICULATION OPTIONS 
    The following table shows the location of this qualification in terms of other qualifications within the field:
  • Masters' Social work, Masters' Probation work, Masters' Community Development.
  • Honours Social Work, Honours Youth Work, Honours C&YCW L7, Honours Probation Work, Honours Comm. Dev.
  • N. Degree Social Work, N. Degree Youth Work, N. DegreeC&YCW L6, N. Degree Probation Work, N. Degree Comm. Dev.
  • Diploma Youth Work L5, DiplomaC&YCW L5, DiplomaProb. Work L5, DiplomaComm. Dev.
  • NC Social Work L4, NC Youth Work L4, NC C&YCW L4, NC Probation Work L4, NC Comm. Dev. L4

    Learners can move horizontally by achieving the credits specified in each qualification, mainly related to specialisation areas particular to each sub-field. Learners can move vertically by using this qualification as the basis for any of the qualifications indicated above level 4. 

  • MODERATION OPTIONS 
  • Providers offering learning towards this qualification or the component unit standards must be accredited by the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to moderation principles and the agreed ETQA procedures. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must be registered in terms of the requirements of SAQA and the relevant ETQA. 

    NOTES 
    This qualification has been replaced by qualification 60209, which is "Further Education and Training Certificate: Child and Youth Care Work", Level 4, 165 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  117179  Apply basic communication skills in interactions with children and youth at risk  Level 3  NQF Level 03 
    Core  117172  Demonstrate a basic understanding of the fundamentals of child and youth care work  Level 3  NQF Level 03  10 
    Core  117181  Demonstrate basic caring skills for children and youth at risk  Level 3  NQF Level 03 
    Core  117177  Promote and uphold the rights of children and youth  Level 3  NQF Level 03 
    Core  117187  Apply behaviour management and support techniques in routine child and youth care work contexts  Level 4  NQF Level 04  10 
    Core  117188  Apply personal development strategies and skills to enhance effective service delivery in child and youth development  Level 4  NQF Level 04 
    Core  117184  Demonstrate basic interpersonal skills with children and youth at risk, and their families  Level 4  NQF Level 04  12 
    Core  117182  Demonstrate knowledge of programming and activities in child and youth care work  Level 4  NQF Level 04 
    Core  117183  Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk  Level 4  NQF Level 04 
    Core  117189  Describe the use of relationships for developmental and therapeutic ends in child and youth care work  Level 4  NQF Level 04 
    Core  117173  Observe, record and report as an auxiliary child and youth care worker in child and youth care work context  Level 4  NQF Level 04 
    Core  117185  Participate in a developmental assessment  Level 4  NQF Level 04 
    Core  117178  Work as part of a team, under supervision, with children and youth at risk  Level 4  NQF Level 04 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  12154  Apply comprehension skills to engage oral texts in a business environment  Level 4  NQF Level 04 
    Fundamental  12155  Apply comprehension skills to engage written texts in a business environment  Level 4  NQF Level 04 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  12153  Use the writing process to compose texts required in the business environment  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  12483  Perform basic first aid  Level 2  NQF Level 02 
    Elective  14534  Apply knowledge of community issues in relation to development projects  Level 3  NQF Level 03 
    Elective  114941  Apply knowledge of HIV/AIDS to a specific business sector and a workplace  Level 3  NQF Level 03 
    Elective  114951  Describe how to manage substance abuse and addiction in the workplace  Level 3  NQF Level 03 
    Elective  10026  Identify expertise and resources  Level 4  NQF Level 04 
    Elective  10134  Participate in the estimation and preparation of cost budgets for an element of work and monitor and control actual cost against budget  Level 4  NQF Level 04 
    Elective  117186  Demonstrate knowledge of lifespan development theories for application in child and youth care work  Level 5  Level TBA: Pre-2009 was L5 
    Elective  14800  Establish a community resource project  Level 5  Level TBA: Pre-2009 was L5  20 
    Elective  14020  Monitor budgets related to community projects  Level 5  Level TBA: Pre-2009 was L5 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Better Best Health Training 
    2. National Association for Child Care Workers (NACCW) 
    3. National Institute Community Development and Management (NICDAM) 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.