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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
60209  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
HW SETA - Health and Welfare Sector Education and Training Authority  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  165  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 06120/18  2018-07-01  2023-06-30 
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 qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
49093  Further Education and Training Certificate: Child and Youth Care Work  Level 4  NQF Level 04  155  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This Qualification is an entry-level qualification for those who want to enter the field of Child & Youth Care Work (C&YCW) as a potential career. It builds on practical experience and community-based learning, and equips people for their role as an auxiliary child and youth care 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.
  • Persons who work in related fields such as social workers, pastoral counsellors, where knowledge and skill of C&YCW is an advantage.

    Recipients of this Qualification will be able to:
  • Perform 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 their role in the provision of care and own 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 appointed supervisor.
  • As a member of a team.

    Auxiliary workers will not be assigned full responsibility for the young person's welfare.

    Rationale:

    Traditional learning streams are proving inadequate to equip people for child at risk contexts, and 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 
  • Communication Skills at NQF Level 3 or equivalent.
  • Mathematical Literacy at NQF Level 3.

    Access to the Qualification:

    No person with a child abuse record; history of violent crimes; or substance abuse record; should be considered for this qualification.

    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 Recognition of Prior Learning (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? 
    Y 

    QUALIFICATION RULES 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 165 credits as detailed below.

    Fundamental Component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication at NQF Level 3 in a Second South African Language to the value of 20 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    All Unit Standards in the Fundamental Component are compulsory.

    Core Component:

    The Core Component consists of Unit Standards to the value of 103 credits, all of which are compulsory.

    Elective Component:

    The Elective Component consists of Unit Standards to the value of 35 credits. Learners are to choose Unit Standards to the minimum of 6 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate with and on behalf of young persons at risk for developmental and therapeutic ends.

    2. Develop professional and personal competence in auxiliary child and youth care work.

    3. Participate in development assessments of children and youth at risk.

    4. Provide support for children and youth at risk.

    Critical Cross-field Outcomes:

    This qualification addresses the following critical cross-field outcomes, in the indicated Exit Level Outcomes:

    Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made:
  • Evident in Exit Level Outcome 3.

    Working effectively with others as a member of a team, group, organisation or community:
  • Evident in Exit Level Outcomes 1,3 and 4.

    Organising and managing oneself and one's activities responsibly and effectively.
  • Evident in Exit Level Outcomes 1, 3 and 4.

    Collecting, analysing, organising and critically evaluating information:
  • Evident in Exit Level Outcomes 2 and 3.

    Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion:
  • Evident in Exit Level Outcomes 1 and 2.

    Using science and technology effectively and critically, showing responsibility towards the environment and health of others:
  • Evident in Exit Level Outcomes 2, 3 and 4.

    Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation:
  • Evident in Exit Level Outcomes 1, 2, 3 and 4.

    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 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Interpersonal skills are used to engage with children and youth at risk in differing contexts, using appropriate strategies.
  • Range:
    > Contexts include but are not limited to: Situational, emotional, spiritual.
    > Strategies include but are not limited to: Non-verbal cues, questioning, feedback.
    1.2 Interactions with relationship-reluctant young people are successful in terms of eliciting responses.
    1.3 Communications with young people and other team members are positive, supportive and constructive.
    1.4 All communications must demonstrate sensitivity towards diversity in individuals.
  • Range: Diversity includes but is not limited to: Gender, culture, religion, race, age, ethnicity, sexual orientation.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Practices and procedures are compliant with the current relevant statutory and policy framework.
    2.2 Interactions with children and youth at risk are consistent with the professional code of ethics.
    2.3 Professional growth is demonstrated through the capacity to reflect on and express own practice.
    2.4 Consultation with and response to personal supervision indicates own professional development.
    2.5 Application of the development approach to therapeutic work is demonstrated in child and youth care services delivery.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Development assessment activities and interactions with children and youth at risk contribute to their holistic care and development.
    3.2 The accuracy of observations, record keeping and reporting indicates an understanding of the importance of development assessments of children and youth at risk.
    3.3 Solutions are suggested to the supervisor for observed common problems.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 The rights of children and youth at risk are upheld and promoted within the organisational structure.
    4.2 The role of teamwork and supervision is upheld in all interactions with children and youth at risk and staff members.
    4.3 Activities are engaged in and support techniques are applied in a manner that ensures the best interests of the young person at risk.

    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 above.

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

    Assessors should note that the evidence of integration (as above) 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. 
    		•

    INTERNATIONAL COMPARABILITY 
    There are no relevant qualifications in Africa or the SADC region at present. This qualification is seen as critical for the SADC 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 attended 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 sourced for comparison:
  • Canada.
  • New Zealand.
  • Australia.

    In more detail, the reviewed qualifications include:

    1. 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.

    2. 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.

    3. 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.

    4. Conclusion:

    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 qualification in terms of levels and range of competencies covered. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • ID 23993: Further Education and Training Certificate: Social Auxiliary Work, NQF Level 4.
  • ID 50041: Further Education and Training Certificate: Probation Work, NQF Level 4.
  • ID 58396: Further Education and Training Certificate: Community Development, NQF Level 4.

    Vertical Articulation:
  • ID 59236: National Diploma: Nursing, NQF Level 5.
  • ID 23994: Bachelor: Social Work, NQF Level 7. 
    		•

    MODERATION OPTIONS 
  • Assessors and moderators must be accredited by the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA. Assessors are assumed to have competence equivalent to this qualification, or above.
  • Moderation of assessment will be overseen by the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA, according to moderation principles and the agreed ETQA procedures.
  • Providers offering learning towards this qualification or the component unit standards must be accredited by the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA. 
    		•

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

    NOTES 
    This qualification replaces qualification 49093, "Further Education and Training Certificate: Child and Youth Care Work", Level 4, 155 credits.

    Providers and professional bodies may apply additional exclusions for intending learners in the interest of protecting vulnerable children.

    All learners undertaking learning for this qualification must be registered as learners with the relevant Professional Council for the duration of the period of learning. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  254181  Demonstrate a basic understanding of the fundamentals of child and youth care work  Level 3  NQF Level 03  10 
    Core  254178  Demonstrate basic caring skills for children and youth at risk  Level 3  NQF Level 03  6 
    Core  254176  Promote and uphold the rights of children and youth  Level 3  NQF Level 03  4 
    Core  254185  Apply basic communication skills in interactions with children and youth at risk  Level 4  NQF Level 04  8 
    Core  254184  Apply behaviour management and support techniques in routine child and youth care work contexts  Level 4  NQF Level 04  10 
    Core  254183  Apply personal development strategies and skills to enhance effective service delivery in child and youth care work  Level 4  NQF Level 04  7 
    Core  254187  Demonstrate basic interpersonal skills with children and youth at risk, and their families  Level 4  NQF Level 04  12 
    Core  254182  Demonstrate knowledge of activities within programming, and implement activities in child and youth care work  Level 4  NQF Level 04  10 
    Core  254180  Demonstrate knowledge of lifespan development theories for application in child and youth care work  Level 4  NQF Level 04  5 
    Core  254174  Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk  Level 4  NQF Level 04  5 
    Core  254175  Describe the use of relationships for developmental and therapeutic ends in child and youth care work  Level 4  NQF Level 04  8 
    Core  254177  Observe, record and report in a child and youth care work context  Level 4  NQF Level 04  5 
    Core  254186  Participate in a developmental assessment  Level 4  NQF Level 04  8 
    Core  254179  Work as part of a team, under supervision, with children and youth at risk  Level 4  NQF Level 04  5 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03  5 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04  5 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04  4 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04  5 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  116534  Carry out basic first aid treatment in the workplace  Level 3  NQF Level 03  2 
    Elective  244581  Describe how to manage substance abuse and addiction in the workplace  Level 3  NQF Level 03  2 
    Elective  117493  Provide information about HIV and AIDS and treatment options in community care and support situations  Level 3  NQF Level 03  6 
    Elective  252195  Identify expertise and resources  Level 4  NQF Level 04  3 
    Elective  120375  Participate in the estimation and preparation of cost budget for a project or sub project and monitor and control actual cost against budget  Level 4  NQF Level 04  6 
    Elective  242877  Advise stakeholders on the management of a skills development programmes  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  14020  Monitor budgets related to community projects  Level 5  Level TBA: Pre-2009 was L5  8 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    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. ABM COLLEGE SA (PTY) LTD 
    2. Brooklyn Health Academy 
    3. Candy Nxusani Trading 
    4. Community Auxiliary Training Center 
    5. Continuing Education For Africa 
    6. Edzani Community Development and Consultancy 
    7. Empirical Multidisciplinary Institute 
    8. Lungile Mchunu Consultancy 
    9. Mako Centre for Health t/a Mako Institute 
    10. Malaikas Education & Resourcing Consultants 
    11. National Association for Child Care Workers (NACCW) 
    12. National Institute Community Development and Management (NICDAM) 
    13. Ng Welsyn Vrystaat 
    14. Pascap Trust 
    15. People First Consulting And Education Institute (PTY) Ltd 
    16. Raidhi Skills Universe And Consulting (PTY) Ltd 
    17. Rishaka Development Service 
    18. Rophe Counselling Services 
    19. Rostec College Of Health Science Pty Ltd 
    20. Seshego Risk Management Solutions Pty/Ltd 
    21. Soyisa Learning Institute (PTY) Ltd 
    22. SUNRISE COMMUNITY HEALTH OUTREACH (PTY) LTD. 
    23. The Order of St John for South Africa 
    24. TJ Social Work Services 
    25. Whitestone College 
    26. ZIGNA HOLDINGS 


    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.