|[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]|
|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|
|Occupational Certificate: Early Childhood Development Practitioner|
|SAQA QUAL ID||QUALIFICATION TITLE|
|97542||Occupational Certificate: Early Childhood Development Practitioner|
|Development Quality Partner - ETDPSETA (Education)|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|-||OQSF - Occupational Qualifications Sub-framework|
|Occupational Certificate||Field 05 - Education, Training and Development||Early Childhood Development|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||131||Not Applicable||NQF Level 04||Regular-ELOAC|
|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 does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The purpose of this qualification is to prepare a learner to operate as an Early Childhood Development Practitioner.
An Early Childhood Development Practitioner plans and prepares early childhood activities, facilitates and mediates learning, observes and assesses the progress of children, and reflects on learning in an inclusive, play-based environment to support holistic development of children (from conception - school going) in different centre-based or non-centre based settings.
A qualified learner will be able to:
The Occupational Certificate: Early Childhood Development has been designed to meet the needs and interests of the early childhood development sector in a variety of settings and contexts with an inclusive focus on education, health and safety issues, amongst others. There is a vast need for early childhood development services and it is critical that the field must be served by competent practitioners. In order to meet the needs at early childhood development level, it is important to be able to identify and recognise competent early childhood development practitioners who are able to work in centre-based and non-centre-based early childhood development settings.
This qualification will provide a means to give recognition to practitioners at an entry level, thus making it possible for practitioners to increase their employment prospects within the Department of Basic Education. The Department of Social Development, through the registration of early childhood development centres and/or sites, may also provide business opportunities to successful practitioners who may wish to establish early childhood centres and/or sites. It will also provide access to a recognised career path and at the same time provide the field with suitably qualified professional practitioners.
The qualification will provide opportunities to people who wish to enter and/or continue learning in the early childhood development field, which include the employed, under-employed but not qualified, and school leavers. Every child has the right to high-quality, holistic education and care which forms the critical foundation for further development and learning from childhood into adulthood.
This necessitates the universal availability of high-quality early childhood development and education as a vital strategy to yield personal and long-term benefits to individual children, their families and the society at large.
Early childhood development is an essential component of economic development within the framework of child care services. Changing social and economic needs require parents to enter the labour market. Therefore quality early childhood development service provision is required to meet growing demands in the country, both in urban and rural settings.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Recognition of Prior Learning (RPL):
RPL for access to the external integrated summative assessment: Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a Statement of Results or certifying a Work Experience Record.
RPL for access to the Qualification: Accredited providers and approved workplaces may recognise prior learning against the relevant access requirements.
|RECOGNISE PREVIOUS LEARNING?|
|This qualification is made up of the following compulsory Knowledge Modules, Practical Skill Modules and Work Experience Modules totalling 131 Credits:
Knowledge Modules: 43 Credits:
Practical Skill Modules; 43 Credits:
Work Experience Modules; 45 Credits:
|EXIT LEVEL OUTCOMES|
|1. Plan and prepare broad-phase learning environment and stimulating activities that meet the holistic needs of all children in centre-based or non-centre-based settings.
2. Facilitate and mediate all aspects of the daily programme in a centre-based or non-centre based setting.
3. Observe, assess and record each child's progress.
4. Compile a report of each child's progress.
5. Maintain and promote the well-being, health, nutrition, safety and protection of children.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2:
Associated Assessment Criteria for Exit Level Outcome 3:
Associated Assessment Criteria for Exit Level Outcome 4:
Associated Assessment Criteria for Exit Level Outcome 5:
Integrated formative assessment:
The skills development providers will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment leads to entrance into the integrated external summative assessment.
Integrated Summative Assessment:
An external integrated summative assessment, conducted through the relevant QCTO Assessment Quality Partner, is required for the issuing of this qualification. The external integrated summative assessment will focus on the Exit Level Outcomes and Associated Assessment Criteria.
|The aim of the international comparability study was to examine early childhood development qualifications of other countries at international, regional and African contexts to benchmark best practice in this field. The study examined occupationally-based early childhood development qualifications and related curricula, including competencies as standards of knowledge and skills of early childhood development professionals responsible for the care and education of children at different levels. The comparability exercise focused on three countries, namely United States of America, United Kingdom and Kenya.
The findings of the study indicate that the sections on training and qualifications of Early Childhood Education (ECE) staff in ECE centres differ markedly in terms of duration and levels of study.
United States of America:
The US Delaware Department of Education identified competencies of early childhood professionals and divided the ECE staff into four levels. Level 1 practitioners are required to assist, Level 2 to implement, Level 3 to design and develop, and Level 4 to manage and lead. All staff is required to have knowledge and skills in the following content areas:
These content areas are identifiable in the countries compared, which are the United Kingdom and Kenya with professionalism and legislation/policy frameworks and reflective practice being used interchangeably, diversity or inclusion being highlighted, and aspects of qualification design, qualification evaluation, context-specific interventions, children's welfare, specific focus areas of language, etc. and activities fore-grounded in the qualifications offered, comparing favourably with the South African early childhood development outcomes.
Course Title: CACHE Level 3 Childcare and Education:
This is a work-based, competence-based qualification that prepares learners to work with children and young people with their families in a variety of settings. The job roles are listed as follows:
The competencies reflect the skills and knowledge needed to do a job effectively; to work on their own initiative, planning and organising their own work; and supervising others. This qualification is pitched at the level equivalent to the South African Occupational qualification developed for ECD Practitioners.
The qualification structure is as follows:
The CACHE Level 3 Diploma in Early Years Education and Care (Early Years Educator) prepares learners to become Early Years Educators, enabling them to work with children from birth to 5 years and gain knowledge of children aged 5 to 7 years.
GEMS Training Education and Leadership Academy:
Title: CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (QCF).
Early Childhood Development Education in Kenya is under the care of parents, community, non- governmental organisations (NGO), religious organisations and other private providers. In Kenya the Nursery Teacher Certificate course (2 years) is replaced by the KHA (Kindergarten Teacher Diploma) for low-budget private pre-schools that serve low-income families. Further to this there is little information available about ECE staff that works out of centres such a playgroup facilitators, home-visitors or toy librarians. The search indicated that the mostly used education and training in early childhood development for practitioners is offered through GEMS Education in partnership with CACHE (Council for Awards in Care, Health and Education). GEMS Education is providing globally recognised Early Years Practitioner accredited qualifications in sixteen countries in the world. The CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (QCF) prepares learners to become Early Years Educators, enabling them to work with and care for children from birth to 5 years and gain knowledge of children aged 5 to 7 years. It is a work-based qualification that recognises effective practice by assessing the skills, knowledge and understanding of practitioners, including child development, teaching methods and appropriate provision for young children.
The units are structured around four themes as follows:
The duration of the full diploma is 12 months and it is offered through online and classroom sessions (face-to-face) during six weekend training workshops spread throughout the year. Although the mode of delivery varies with this qualification, the course content and duration compare favourably with the occupational qualification.
The findings of the research done in the countries above reveal that the Early Childhood Development Practitioner Occupational Qualification compares favourably with that of the countries studied. There are many similarities in terms of the scope, content and duration of the qualification.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Qualifying for external assessment:
In order to qualify for the external summative assessment, learners must have a copy of a completed and signed Statement of Work Experience as well as proof of successful completion of the following subjects and Modules or Alternative Programmes where applicable:
Foundational Learning Competence is a pre-requisite for access to the external integrated summative assessment.
Additional legal or physical entry requirements:
Criteria for the accreditation of providers:
Accreditation of providers will be done against the criteria as reflected in the relevant Curriculum on the QCTO website.
The Curriculum Title and Code is: 234201000: Early Childhood Development Practitioner.
This Qualification covers the following trades as recorded on the NLRD:
|LEARNING PROGRAMMES RECORDED AGAINST THIS 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.