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 UNIT STANDARD: 

Managing a Small-Scale ECD service 
SAQA US ID UNIT STANDARD TITLE
7406  Managing a Small-Scale ECD service 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This is an elective unit standard at Level 3 which can be credited to a Basic Certificate in ECD at Levels 1 and/or 4.

The learners are able to administer effective community-based small-scale ECD services, either working with a parent/community committee and/or a support structure of some kind. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • The applied competence outlined in the following core unit standards at Level 1 (or higher): Facilitating Healthy Development, Facilitating Active Learning, Managing the Learning Programme;
  • Functional literacy and numeracy. 

  • UNIT STANDARD RANGE 
    This unit standard is provides for role specialisation and is suitable for practitioners managing an ECD service for between about 15 and 60 children that involves a staff of no more than four, including the manager. External supervision and management assistance are usually provided, especially with employment of staff, accounting and payments, either by the management committee or a volunteer or a larger organisation (e.g. church). The service manager also works directly with children in a teaching capacity.

    At this level, practitioners demonstrate the practical ability to:
  • Maintain resources to ensure that the service achieves its purpose and standards are maintained;
  • Facilitate the effective functioning of the service through working constructively with an appropriate management structure, organising meetings and maintaining systems of accountability;
  • Establish mutually supportive relationships with families, the community and other organisations or individuals working in the community;
  • Support staff and/or helpers;
  • Carry out established administrative procedures and record-keeping practices correctly.

    This unit standard focuses specifically on the competence required to manage community-based ECD services of a particular size. It does not provide credits in general administrative skills, such as bookkeeping (although it includes an introduction to basic bookkeeping principles). Separate unit standards are or will be available for these areas of competence and can be credited towards an ECD qualification as elective units. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Maintain an effective community ECD service. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The relevance of the service in meeting community needs is evaluated from time to time. 

    ASSESSMENT CRITERION 2 
    2. The purpose (mission) of the ECD service is identified and implemented. 

    ASSESSMENT CRITERION 3 
    3. Legal requirements are met, and standards for the protection of children's health and safety are maintained. 

    ASSESSMENT CRITERION 4 
    4. Problems in providing the service are identified, and realistic strategies for solving the problems are proposed. 

    SPECIFIC OUTCOME 2 
    Maintain the effective functioning of the organisation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Report regularly to a management structure that functions in terms of clear guidelines (e.g. constitution, where appropriate). 

    ASSESSMENT CRITERION 2 
    2. Accountability to all stakeholders for the service provided is demonstrated. 

    ASSESSMENT CRITERION 3 
    3. Supportive relationships with the community and other organisations/people working in the community are established and maintained. 

    ASSESSMENT CRITERION 4 
    4. Meetings, learning events and social functions to involve families and the community in the programme are planned and organised. 

    ASSESSMENT CRITERION 5 
    5. Plan major activities on an annual basis. 

    SPECIFIC OUTCOME 3 
    Supervise staff and support their development. 
    OUTCOME NOTES 
    1.Working hours, leave performance of duties and responsibilities are monitored in accordance with the conditions of service as laid down by the LRA and agreed by the management structure.
    2.Guidance and support are provided to new staff and helpers concerning the programme, duties and the special needs of particular children.
    3.Meetings with staff and/or helpers are organised regularly to discuss the programme; the definition of duties and co-operative working relationships are facilitated.
    4.Opportunities are provide for staff development internally and/or externally. 
    OUTCOME RANGE 
    This unit standard is suitable for practitioners managing an ECD service for between about 15 and 60 children that involves a staff of no more that four, including the manager. External supervision and management assistance are usually provided, especially with employment of staff, accounting and payments, either by the management committee or a volunteer or a larger organisation (e.g. church). The service manage also works directly with children in a teaching capacity.
    At this level, practitioners demonstrate the PRACTICAL ABILITY to:
    manage resources to ensure that the service achieves its purpose and standards are maintained;
    facilitate the effective functioning of the service through Woking constructively with an appropriate management structure, organising meetings and maintaining systems of accountability;
    establish mutually supportive relationships with families, the community and other organisations or individuals working in the community;
    Support stand and/or helpers;
    carry out established administrative procedures and record-keeping practices correctly. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Working hours, leave, performance of duties and responsibilities are monitored in accordance with the conditions of service laid down in the labour legislation and agreed by the management structure. 

    ASSESSMENT CRITERION 2 
    2. Guidance and support are provided to new staff and helpers concerning the programme, duties and the special needs of particular children. 

    ASSESSMENT CRITERION 3 
    3. Meetings with staff and/or helpers are organised regularly to discuss the programme; the definition of duties and cooperative working relationships are facilitated. 

    ASSESSMENT CRITERION 4 
    4. Opportunities are provided for staff development internally and/or externally. 

    SPECIFIC OUTCOME 4 
    Manage available material resources effectively and seek additional resources when needed. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Appropriate systems of financial control and accountability are maintained, e.g. budgeting. 

    ASSESSMENT CRITERION 2 
    2. Appropriate systems for the control of supplies and for the effective use of resources are maintained. 

    ASSESSMENT CRITERION 3 
    3. Feasible strategies are used for obtaining additional resources, when needed. 

    SPECIFIC OUTCOME 5 
    Maintain administrative systems. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Admission procedures are implemented according to the agreed policy. 

    ASSESSMENT CRITERION 2 
    2. Food/meals (if provided) are planned to provide children with a balanced diet taking into consideration what children get at home. 

    ASSESSMENT CRITERION 3 
    3. Monies are received, banked and disbursed correctly according to specified procedures, and accurate records of all income and expenditure are kept. 

    ASSESSMENT CRITERION 4 
    4. Systems for the acquisition, storage and control of equipment, materials and supplies are implemented. 

    ASSESSMENT CRITERION 5 
    5. Up-to-date records are kept in an organised and accessible filing system. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Structured interview to assess attitudes, values and underpinning knowledge of management structures, responsibilities and procedures that are not readily observable, including reflective accounts of practice in particular situations.
  • Workplace assessment to assess the implementation of managerial and administrative responsibilities where possible.
  • Records and other work products (e.g. schedules, duty rosters) relating to the effective functioning and administration of the ECD service.
  • Work appraisals and/or opinion questionnaires completed by person(s) in management positions, co-workers and/or family members (depending on the evidence required, e.g. managerial and administrative skills, supervision of staff, family and community involvement).
  • Portfolio of relevant assignments and/or other supportive evidence.
  • Moderation: Scrutiny of assessment records, administrative records and other work products, portfolio evidence and work appraisals; random interviews by an external assessor. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can apply a practical knowledge of the following:
  • The basic principles of community organisation;
  • Ways of involving the community in the management of ECD services;
  • What a constitution is, and how to draw up simple guidelines for the management of the ECD service;
  • How committees are set up, the roles and duties of office bearers;
  • Legal requirements regarding labour relations and employment practices;
  • Accepted care (health and safety), education and management standards and legal requirements for ECD service provision and protection of children.
  • Structure and policies of the organisation;
  • Roles and areas of responsibility of committee and self;
  • Supervisory responsibilities and skills appropriate to the service;
  • Understanding of accountability procedures (e.g. basic financial controls);
  • Strategies and requirements for accessing and managing resources that are feasible within the community context;
  • How to plan for children's nutritional needs (menu-planning, bulk buying, etc);
  • Banking procedures and use of cheque accounts;
  • Simple bookkeeping;
  • Ways of filing and keeping records safe.

    Learners demonstrate the following attitudes and values:
  • Integrity and personal accountability;
  • Self-reliance and initiative;
  • Inclusive anti-bias attitudes towards the children, co-workers and families;
  • Partnership with families and the community is valued in the management of the service. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Reflect on and explore a variety of strategies to learn more effectively;

    2. Participate as a responsible citizen in the life of the local community as manager of the ECD service.

    3. Be culturally sensitive in dealing with families and the wider community.

    4. Explore education and career opportunities in the management of ECD services.

    5. Develop entrepreneurial opportunities in setting up and managing ECD services. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems relating to the management of a small-scale ECD service in which responses display that responsible decisions have been made. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to all aspects of the service. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and language skills in the modes of oral and written presentation. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology effectively showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

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

    UNIT STANDARD NOTES 
    Supplementary information

    It is recommended that practitioners responsible for managing an ECD service who are working towards a Level 1 qualification should strengthen their ECD competence by including the elective unit standard on Learning Through Play at Level 2 in their qualification.

    In assessing the applied competence of practitioners involved in managerial roles at this level, the following should be taken into consideration:
  • Community-based ECD services have been established in a variety of ways depending on how the service was initiated and on the resources available. Therefore, management structures differ, and so the role of the practitioner and the extent of her/his responsibility will vary according to the management structure in place.
  • Expectations of the structure managing the ECD service should be appropriate to local circumstances, e.g. take into consideration levels of managerial expertise in the community.
  • The demonstration of applied managerial competence may also be limited by resource constraints due to problems in the functioning of a management committee or structure that cannot be regarded as the responsibility of the practitioner, or by limited financial resources. Therefore the practitioner should be assessed in terms of making the best possible use of available resources within the limits of his/her responsibility. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  23114   Basic Certificate: Early Childhood Development  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2009-01-10  ETDP SETA 
    Elective  14406   National Certificate: Early Childhood Development: Preschool Phase  Level 1  NQF Level 01  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Elective  23116   National Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2007-10-18  Was ETDP SETA until Last Date for Achievement 
    Elective  15982   National Certificate: Early Childhood Development: Preschool Phase  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. Institute of Professional Studies and Services 
    2. Rhodes University 
    3. Save the Children South Africa 



    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.