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: 

Higher Certificate: Early Childhood Development 
SAQA QUAL ID QUALIFICATION TITLE
64649  Higher Certificate: Early Childhood Development 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  SFAP - Sub-framework Assignment Pending 
QUALIFICATION TYPE FIELD SUBFIELD
National Higher Certificate  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  NQF Level 05  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The Higher Certificate is designed to provide access to higher education for many experienced and skilled ECD practitioners and trainers who do not have recognised qualifications. The purpose of this qualification is to:

1. Develop ECD ETD practitioners (e.g. home-based, centre- and school-based practitioners including Grade R, family and community ECD motivators, fieldworkers, facilitators, trainers and managers) to provide appropriate education, training and development services in the ECD sub-field.

2. Enable ECD ETD practitioners to use their knowledge of child growth and development from birth to nine years and relevant national policies to guide their professional practice in the ECD sub-field.

This qualification provides an opportunity for:
  • practitioners with a Level 4 certificate or equivalent in ECD to further their professional development in ECD by providing access to higher education and training qualifications and/or to specialise in aspects of ECD practice (e.g. Grade R) or specific roles (e.g. managers, trainers etc.).
  • practitioners with a Primary Teachers Certificate (PTC), Primary Teachers Diploma (PTD), or an equivalent of 120 credits to obtain an ECD certificate, either in the preschool phase and/or specialising in reception year teaching. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    In order to achieve the exit outcomes of this qualification, learners need the following knowledge and skills equivalent to NQF Level 4:
  • the ability to read, write and use written resource material for learning and teaching in at least two South African languages;
  • the ability to understand fundamental mathematical/numeracy concepts;
  • the applied competence outlined in the core unit standards at Level 4:
  • Facilitate Active Learning in ECD Programmes,
  • Facilitate Healthy Development in ECD Programmes, and
  • Manage the ECD Learning Programme.


    Recognition of prior learning:

    The qualification can be achieved as a whole or in part through the recognition of prior learning. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    Rules of Combination:

    The Fundamental Component consists of Unit Standards to the value of 15 credits all of which are compulsory.

    The Core Component consists of Unit Standards to the value of 72 credits all of which are compulsory.

    The Elective Component consists of Unit Standards which learners are to choose to the minimum of 33 credits.

    Learners who choose to specialise in Grade R must complete the following Unit Standards totalling a minimum of 36/45 credits. It is preferred that the learners achieve the following replacement Unit Standards which totals 45 credits.
  • ID 244260: Facilitate a Life Skills Learning Programme in the Reception Year.
  • ID 244257: Facilitate a Literacy Learning Programme in the Reception Year.
  • ID 244256: Facilitate a Numeracy Learning Programme in the Reception Year.

    Learners who choose to specialise in Assessment must choose the following Unit Standard for this specialisation totalling a minimum of 15 credits.
  • ID 7978: Plan and conduct assessment of learning outcomes. It is preferred that learners achieve the replacement Unit Standard titled Conduct outcomes-based assessment (ID 115753). 

  • EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    1. Mediate active learning in an integrated and holistic learning programme.

    2. Facilitate learning and development of children with barriers to learning and other special needs, including those coping with abuse and violence, within an inclusive anti-bias approach.

    3. Promote the safety and healthy development of each child.

    4. Work with colleagues, families and community systems to develop each child`s potential as fully as possible.

    5. Manage a well-planned and organised learning programme to meet the needs of individual children within the framework of the national school curriculum (where appropriate).

    6. Select and use appropriate methods and procedures for assessing children`s progress and reporting on this to parents.

    7. Promote the development of high quality ECD programmes and services.


    Critical Outcomes:

    1. Identify and solve varied and unforeseen of problems showing that responsible decisions using critical and creative thinking have been made in managing the learning programme.

    2. Work effectively with others as a member of a teaching team, an organisation and the community in advocating early childhood development showing initiative and leadership when needed.

    3. Organise oneself and one`s activities responsibly to manage an effective learning programme that meets the diverse needs and interests of individual children.

    4. Collect, analyse, organise and critically evaluate information relating to the community and to individual children`s needs and progress in the ECD programme.

    5. Communicate with children and adults using a variety of media creatively and effectively.

    6. Use technology effectively and critically in managing the learning programme, showing responsibility towards the environment and the health of others.

    7. Demonstrate a critical understanding of the holistic and integrated nature of child development and the interaction of various social, economic and environmental systems in creating and solving problems related to providing high quality ECD services.


    Developmental outcomes:

    1. Reflect critically on one`s own learning strategies and those used by young children.

    2. Participate as a responsible citizen in the life of the local community by actively promoting the learning and development of its young children in co-operation with families and by advocating children`s rights to quality learning opportunities.

    3. Be culturally and aesthetically sensitive across a range of social contexts by and critically implementing anti-bias and culture-fair attitudes, values and practices that also involve creative art, music and dramatic play activities.

    4. Explore education and career opportunities in the ECD sub-field and related sectors through opportunities for role specialisation.

    5. Develop entrepreneurial skills in setting up and managing a well-run ECD service to meet identified needs in the community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcomes:

    1.1 The planning and delivery of a developmentally appropriate learning programme is underpinned by the critical understanding of child development and learning theories, including the importance of play in the early years.
    1.2 All areas of learning and development are covered, with an appropriate and contextually relevant emphasis on literacy, numeracy and life skills.
    1.3 Children`s learning, development and responses to the learning environment are observed and assessed continuously in order to inform practice and planning on an individual basis.
    1.4 Interactions with children in a range of situations demonstrate an understanding of theories of `scaffolding` and mediating learning.
    1.5 A wide repertoire of skills is used appropriately in working with individuals, small groups and large groups of children.
    1.6 Children are encouraged to use their first language(s) for learning, and they are helped to acquire and use another language through meaningful activities and situations.

    2.1 The implications for working with children across the whole range of special needs and barriers to learning are identified and explained within the context of child development theory and research.
    2.2 Children with barriers to learning are appropriately supported, and specific activities for their learning are planned and provided in association with relevant specialist agencies if possible.
    2.3 Legal requirements and policies for dealing with abuse, neglect, children with AIDS and violence are understood and implemented.
    2.4 The impact on children`s well-being and development of socio-economic factors (poverty, unemployment, inequality, disempowerment), crime and violence, both communal and domestic, substance abuse and addiction is taken into consideration in helping children develop the life skills to cope with abuse, violence or stressful home situations.
    2.5 A range of strategies for challenging all types of discriminatory and biased behaviour are described (and demonstrated if appropriate), based on relevant theoretical understanding of oppression and cultural world views.

    3.1 Comprehensive written safety and healthy policies which comply with legal requirements are appropriately adapted to the setting in its community context and to the age of the children, and implemented as planned.
    3.2 Families and communities are encouraged to participate actively in ensuring the safety and health of children, especially with regard to environmental hazards, AIDS/HIV and other endemic diseases.
    3.3 Planned activities appropriate to children`s developmental level allow children to explore safety and health issues in a way that is sensitive to the socio-economic context and to the role of traditional healers/alternative medicine.
    3.4 Theories relating to social and emotional development, including indigenous theories underlying traditional child-rearing practices, and their application to practice are critically evaluated.
    3.5 The social and emotional development of individual children is observed and assessed as the basis for planning and implementing strategies for facilitating their further development, including helping them to manage their own behaviour.
    3.6 Families are helped to understand the attitudes and values underlying children`s rights and relevant protective legislation, and to learn a range of positive strategies for managing children`s behaviour.

    4.1 Constructive contributions are made to the development of good practice among those working in the ECD service in ways that are democratic and supportive.
    4.2 The community context in which the ECD service operates is analysed to assess family and community needs and the implications for ECD provision and practice.
    4.3 The general principles of community development and organisation, processes of social change and transformation underpin the establishment of a meaningful partnership with families and the community.
    4.4 Accessible information and resources are provided to help families meet their children`s needs.
    4.5 Co-operative relationships with other agencies and practitioners working in the community are established and maintained.

    5.1 Programme planning is based on an understanding of key issues and trends in early childhood development and their implications for ECD provision and curriculum development (historical, international, South African).
    5.2 The learning programme is planned to help children achieve the specific outcomes of the national school curriculum in developmentally appropriate ways learning at their own pace.
    5.3 Creatively developed learning resources are used to ensure a stimulating and effective programme.
    5.4 The learning programme is critically evaluated according to specified criteria, both informally on a daily basis and formally at specified times, and modified accordingly.
    5.5 Efficient administrative systems for managing the learning programme are are established and maintained.
    5.6 ECD policy, legal requirements, regulations and procedures for registration and subsidisation are described, and implemented when applicable.

    6.1 The implications of different approaches to assessment for ECD practice, including issues and current trends in assessment practice, are critically analysed.
    6.2 The uses of different forms of assessment are understood, and appropriate methods and procedures are selected for assessing children`s progress in all developmental and learning areas.
    6.3 Children are encouraged to reflect on what they have learned/achieved and participate in self-evaluation.
    6.4 A regular process exists for periodic sharing of information with family members about children`s progress in ways that are fair, valid, reliable and constructive.
    6.5 The effectiveness of one`s own assessment practices and reporting skills are evaluated regularly through reflection and peer assessment, and modifications made when necessary.

    7.1 Advocacy on behalf of children and ECD provision is based on a comprehensive analysis of the context of ECD in South Africa.
    7.2 An effort is made to keep informed about child development practices, research, legislation and other developments affecting young children; useful information and resource materials are kept in an accessible filing system.
    7.3 Time and stress are managed efficiently in coordinating work commitments and own needs so that energy and enthusiasm are maintained.
    7.4 Legislation and regulations governing the employment of ECD practitioners, the organised teaching profession and one`s role in it are described accurately.
    7.5 Responsibility is taken for one`s own professional development, and progress is evaluated regularly as shown in a journal or portfolio.


    Integrated Assessment:
  • A range of assessment methods are recommended including workplace observation, written assignments and examinations, portfolios, structured interviews/discussion, self evaluation, peer assessment, and family evaluation for both formative and summative assessment.
  • In each unit standard guidance on assessment methods is given that is appropriate to the competence that needs to be demonstrated in relation to the specific outcomes. 

  • INTERNATIONAL COMPARABILITY 
    The Level 5 ECD qualification is comparable with the following qualification:
  • Level 3 NCVQ/SCVQ in Child Care and Education qualifications in the UK.

    Detailed outcomes-based standards are available permitting direct comparison. 

  • ARTICULATION OPTIONS 
    N/A 

    MODERATION OPTIONS 
    Each unit standard provides more specific guidance regarding moderation of the specific outcomes, but the following general guidelines apply to the qualification:

    1. Internal moderation: Training providers offering one or more unit standards towards the achievement of this qualification need to have internal quality assurance mechanisms in place to ensure that:
  • the learning programme and learner support provided is sufficient to enable learners to achieve the specific outcomes; and
  • all aspects of the assessment of learners are moderated by a suitably qualified person(s) who is not directly involved in the training provision to establish fair and reliable assessment results.

    2. External moderation: Appropriate ETQA structures will facilitate the external moderation of learner achievements. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    This qualification is the first year of the National Diploma in ECD where additional fundamental learning is included.

    The qualification is relevant to the following ETD sub-fields and other fields:
  • Schooling sub-field regarding the employment of educators in reception year (Grade R) classes in schools. The proposed qualification includes all seven roles defined by the Norms and Standards of Educators, which are integrated through the phase specialisation with further `subject` specialisation in the reception year learning programmes as electives.
  • Health Sciences and Social Services (09), which is also concerned with the care and development of young children, and certain components provide for articulation between the two fields. It is generally accepted that the care and education of young children needs to be fully integrated. ECD is located in Field 05 because of its critical role in developing young children as lifelong learners.

    NOTE:
    Unit Standard number 7407 rather than unit standard number 14812, (Manage a meduim-scale ECD service) is linked to this qualification. Unit standard 14812 is made inactive because it was a duplicate of unit standard 7407 

  • UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  13855  Develop and manage the ECD learning programme  Level 5  Level TBA: Pre-2009 was L5  24 
    Core  13853  Mediate active learning in ECD programmes  Level 5  Level TBA: Pre-2009 was L5  36 
    Core  13854  Promote healthy development in ECD programmes  Level 5  Level TBA: Pre-2009 was L5  12 
    Fundamental  8647  Apply workplace communication skills  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  13925  Present information in a public setting  Level 5  Level TBA: Pre-2009 was L5 
    Elective  120372  Explain fundamentals of project management  Level 4  NQF Level 04 
    Elective  263936  Apply knowledge of issues of diversity in a specific South African context  Level 5  Level TBA: Pre-2009 was L5 
    Elective  115753  Conduct outcomes-based assessment  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  15232  Coordinate planned skills development interventions in an organisation  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15096  Demonstrate an understanding of stress in order to apply strategies to achieve optimal stress levels in personal and work situations  Level 5  Level TBA: Pre-2009 was L5 
    Elective  244570  Demonstrate knowledge and application of efficient study skills  Level 5  Level TBA: Pre-2009 was L5 
    Elective  243820  Develop an optimised work and resource schedule for a simple to moderately complex project  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  244260  Facilitate a Life Skills Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  244257  Facilitate a Literacy Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  244256  Facilitate a Numeracy Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  10289  Facilitate a programme of learning  Level 5  Level TBA: Pre-2009 was L5  24 
    Elective  7408  Facilitating a Life Skills Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  7409  Facilitating a Literacy Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  7410  Facilitating a Numeracy Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  9935  Manage a learnership/learning programme  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  7407  Manage a Medium-scale ECD Service  Level 5  Level TBA: Pre-2009 was L5  18 
    Elective  244478  Manage an Early Childhood Development service  Level 5  Level TBA: Pre-2009 was L5 
    Elective  243815  Manage stakeholder relations on a project  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  243812  Monitor and control the execution of the project management plan for a simple to moderately complex project  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  10288  Organise a programme of learning  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7978  Plan and conduct assessment of learning outcomes  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  10295  Promote lifelong learning and development  Level 5  Level TBA: Pre-2009 was L5 
    Elective  114476  Use multi-media to facilitate and mediate learning  Level 5  Level TBA: Pre-2009 was L5  12 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level
    NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary
    NQF Sub-Framework
    64690  Certificate: Early Childhood Development  Centre for Creative Education/Iziko Labantu be Afrika  Level 5  Level N/A: Pre-2009 was L5  120  2014-12-31  CHE  HEQSF 
    97173  Higher Certificate in Early Childhood Development  Centre for Creative Education/Iziko Labantu be Afrika  Not Applicable  NQF Level 05  120     CHE  HEQSF 
    23117  Higher Certificate: Early Childhood Development  Generic Provider - Field 05  Level 5  NQF Level 05  120     ETDP SETA  OQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    97173  Higher Certificate in Early Childhood Development  Centre for Creative Education/Iziko Labantu be Afrika  
    23117  Higher Certificate: Early Childhood Development  1. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD
    2. College of Cape Town - City Campus
    3. Faranang Marketing
    4. Grassroots Adult Education and Training Trust
    5. Itireleng Bokamoso Training and Development
    6. Kids Paradise Training Centre
    7. Montessori Centre International S.A
    8. Northern Cape Rural Public FET College - Kathu Campus
    9. PROFESSIONAL CHILD CARE COLLEGE PTY LTD
    10. SEVENTH AVENUE TRAINING
    11. T Mabuya & Associates CC
    12. Tshwane South College for (ECD Academy)
    13. World Wide Education Providers(Pty)Ltd  



    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.