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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|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|
|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|
|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|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
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:
Recipients of this Qualification will be able to:
> 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:
Auxiliary workers will not be assigned full responsibility for the young person's welfare.
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|
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?|
|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.
The Fundamental Component consists of Unit Standards in:
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.
The Core Component consists of Unit Standards to the value of 103 credits, all of which are compulsory.
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:
Working effectively with others as a member of a team, group, organisation or community:
Organising and managing oneself and one's activities responsibly and effectively.
Collecting, analysing, organising and critically evaluating information:
Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion:
Using science and technology effectively and critically, showing responsibility towards the environment and health of others:
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|
|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.
> 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.
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.
Assessment should take place within the context of:
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.
|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:
In more detail, the reviewed qualifications include:
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.
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 qualification in terms of levels and range of competencies covered.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|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.
|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.
|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.||Bosasa Youth Development Centres (PTY) Ltd|
|3.||Brooklyn Health Academy|
|4.||Candy Nxusani Trading|
|5.||Empirical Training Agency (PTY) Ltd|
|6.||Expectra 2004 (Pty) Ltd|
|7.||Gem Health Care Workers Training (PTY) Ltd|
|9.||Kamogelo Home Base Care|
|10.||Khanya Family Centre|
|11.||Khuthaza Strategic Development|
|12.||Light and Life Centre|
|13.||Mako Centre for Health t/a Mako Institute|
|14.||Mpule Management and Training|
|15.||National Association for Child Care Workers (NACCW)|
|16.||National Institute Community Development and Management (NICDAM)|
|17.||Ng Welsyn Vrystaat|
|18.||Rophe Counselling Services|
|20.||The Order of St John for South Africa|