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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 THAT HAS PASSED THE END DATE: |
| Develop and manage the ECD learning programme |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 13855 | Develop and manage the ECD learning programme | |||
| 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 5 | Level TBA: Pre-2009 was L5 | 24 |
| REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
|
Passed the End Date - Status was "Reregistered" |
2006-01-10 | 2007-10-18 | SAQA 0160/05 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2008-10-18 | 2011-10-18 | |||
| 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 is replaced by: |
| US ID | Unit Standard Title | Pre-2009 NQF Level | NQF Level | Credits | Replacement Status |
| 244485 | Design activities to support the development of babies, toddlers and young children | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| PURPOSE OF THE UNIT STANDARD |
| This is a core unit standard of the Higher Certificate in ECD and the National Diploma in ECD at Level 5.
Learners are able to: o Establish and maintain efficient management systems that ensure the effective functioning of the ECD site; o Promote effective communication links between the ECD site, home and wider community. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| o The applied competence outlined in Manage the ECD Learning Programme at Level 4.
o Language and communication skills at Level 4. |
| UNIT STANDARD RANGE |
| This Unit Standard is suitable for practitioners working with children between birth and the age of 9 years and their families in all types of settings. Practitioners are required to demonstrate applied competence in one of the following developmental phases/settings:
? 0 - 3 years (group or informal or family setting) ? 2 - 6 years (group or informal or family setting) ? 5 - 9 years (group or informal setting) At this level, practitioners demonstrate the ability to: o Work with colleagues, family and community systems in a joint effort to develop each child's full potential through building upon the child's socio-cultural background and experience (relates to anti-bias strategies), o Plan and implement a learning programme that facilitates the learning and development of each child according to his/her individual needs, interests, style and pace of learning (includes children with special needs) within the national school curriculum; o Select and use appropriate methods and procedures for assessing children's progress on a systematic basis, and establish a regular process for communicating with family members about their children, o Set up and maintain appropriate administrative systems efficiently; o Analyse the context of ECD provision in South Africa in all its facets, o Advocate for children and promote community recognition of the rights of women and children, and community involvement in providing better quality ECD services; o Understand and demonstrate professional accountability in practice. Applied competence at this level requires a firm theoretical base. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Work constructively with all other adults involved in the programme. |
| OUTCOME NOTES |
| Work constructively with all other adults involved in the programme to develop each child's potential as fully as possible. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1 Good working relationships are established and maintained with all other adults involved in the programme. |
| ASSESSMENT CRITERION 2 |
| 2 Information, ideas, views and concerns are communicated clearly and in a non-threatening manner to members of the team. |
| ASSESSMENT CRITERION 3 |
| 3 Potential areas of conflict within the team are anticipated, and steps taken to resolve tensions. |
| ASSESSMENT CRITERION 4 |
| 4 Constructive contributions are made to the development of good practice within the team. |
| ASSESSMENT CRITERION 5 |
| 5 The ability to facilitate/lead team meetings or group discussions is demonstrated. |
| SPECIFIC OUTCOME 2 |
| Establish meaningful partnerships with families and the wider community. |
| OUTCOME NOTES |
| Establish meaningful partnerships with families and the wider community in supporting children's learning and development. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1 The community context in which one works is analysed to assess family and community needs and the implications for ECD provision and practice. |
| ASSESSMENT CRITERION 2 |
| 2 A meaningful partnership with families and the community is established on the basis of an understanding of relevant theories and research. |
| ASSESSMENT CRITERION 3 |
| 3 Information about the culture(s), religion (s), and child rearing practices of families is used in programme experiences. |
| ASSESSMENT CRITERION 4 |
| 4 Accessible information and resources are provided to help families meet their children's needs. |
| ASSESSMENT CRITERION 5 |
| 5 Cooperative relationships with other agencies and practitioners working in the community are established and maintained (e.g. with libraries, health services, specialist voluntary organisations concerned the safety, health, education and welfare of children, development agencies). |
| SPECIFIC OUTCOME 3 |
| Develop and implement a well-planned learning programme. |
| OUTCOME NOTES |
| Develop and implement a well-planned learning programme that is responsive to the interests and needs of individual children within the context of the national school curriculum framework (where appropriate). |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. Programme planning is based on an understanding of key issues and trends in early childhood development and their implications for ECD provision and managing a learning programme (historical, international, South African). |
| ASSESSMENT CRITERION 2 |
| 2. The implications of various theoretical/philosophical positions underlying different approaches to the management of children's learning are identified for curriculum development. |
| ASSESSMENT CRITERION 3 |
| 3. The learning programme is designed to help children achieve the specific outcomes of the national school curriculum in developmentally appropriate ways. |
| ASSESSMENT CRITERION 4 |
| 4. Activities and learning experiences are planned to facilitate and extend the development and learning of each child on an individual basis within the overall learning programme. |
| ASSESSMENT CRITERION 5 |
| 5. Creatively developed learning resources are used appropriately to ensure a high quality and effective programme. |
| ASSESSMENT CRITERION 6 |
| 6. The learning programme is critically evaluated according to specified criteria, both informally on a daily basis and formally at specified times, and modified appropriately. |
| SPECIFIC OUTCOME 4 |
| Appropriate methods and procedures are selected for assessing children's progress. |
| OUTCOME NOTES |
| Appropriate methods and procedures are selected for assessing children's progress and reporting their progress to parents or guardians. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. The implications of different approaches to assessment for ECD practice, including issues and current trends in assessment practice, are critically analysed. |
| ASSESSMENT CRITERION 2 |
| 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. |
| ASSESSMENT CRITERION 3 |
| 3. The evidence on which the assessment of a child's progress is based is appropriate and sufficient. |
| ASSESSMENT CRITERION 4 |
| 4. Children are encouraged to reflect on what they have learned/achieved and participate in self-evaluation. |
| ASSESSMENT CRITERION 5 |
| 5. A regular process exists for periodic information sharing with family members about children's progress. |
| ASSESSMENT CRITERION 6 |
| 6. Assessment of children's progress is fully integrated into processes of planning and facilitating the learning and development of individual children. |
| ASSESSMENT CRITERION 7 |
| 7. The effectiveness of ones own assessment practices and reporting skills are evaluated regularly, and modifications are made where necessary. |
| SPECIFIC OUTCOME 5 |
| Establish and maintain effective and efficient administrative systems. |
| OUTCOME NOTES |
| Establish and maintain effective and efficient administrative systems for managing the learning programme. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. Efficient administrative systems appropriate to the organisation's needs are maintained. |
| ASSESSMENT CRITERION 2 |
| 2. An efficient filing system is set up for children's records, programme planning and evaluation records, and resource materials and information (e.g. resource agency telephone numbers). |
| ASSESSMENT CRITERION 3 |
| 3. ECD policy, legal requirements, regulations and procedures for registration and subsidisation are described, and implemented when applicable. |
| SPECIFIC OUTCOME 6 |
| Advocate and develop high quality ECD programmes and services. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. Realistic goals for personal development are set based on recognition of how one's feelings, needs, abilities and limitations affect one's judgement and behaviour. |
| ASSESSMENT CRITERION 2 |
| 2. Time is managed efficiently in coordinating work commitments and personal needs. |
| ASSESSMENT CRITERION 3 |
| 3. Stress is managed effectively so that energy and enthusiasm are maintained. |
| ASSESSMENT CRITERION 4 |
| 4. An effort is made to keep informed about child development practices, research, legislation and other developments affecting young children. |
| ASSESSMENT CRITERION 5 |
| 5. Initiative is taken in exploring new ideas and methods and in seeking resource materials (e.g. educational articles, ideas for activities, reference lists) are kept in an accessible filing system. |
| ASSESSMENT CRITERION 6 |
| 6. Advocacy on behalf of children and ECD provision is based on a comprehensive analysis of the context of ECD in South Africa. |
| ASSESSMENT CRITERION 7 |
| 7. Legislation and regulations governing the employment of ECD practitioners, the organised teaching profession and one's role in it are understood. |
| ASSESSMENT CRITERION 8 |
| 8. Responsibility is taken for own professional development, and progress is evaluated regularly. |
| UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
| o Structured interview to assess attitudes, values, human relations and communication skills, self-awareness, underpinning knowledge and professional commitment.
o Workplace assessment to assess the implementation of programme planning, and to validate interview and other sources of evidence where possible. o Records relating to teamwork, parent and community involvement, planning, assessment and administration. o Portfolio of relevant assignments, collections of resource material, family information leaflets, posters, etc. o Written assessment tasks requiring the application of underpinning knowledge to authentic and relevant work situations. o Work appraisals or opinion questionnaires completed by person(s) in management positions, supervisory staff, co-workers and/or family members (depending on the evidence required, e.g. administrative skills, parent and community involvement, team work, human relations and self-awareness, professional commitment). o Moderation: Scrutiny of all assessment records, administrative records, written assessment tasks and portfolio evidence, random workplace assessments and oral examinations by an external assessor. |
| UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
| Learners can understand and apply the following:
o Relevant theories of human relations and group dynamics, leadership styles, motivation; o General theoretical principles of adult education; o The principles of community development and organisation, processes of social change and transformation; o Basic principles of filing and setting up administrative systems; o Personal goal-setting, time and stress management; o Advocacy skills. Learners can analyse and explain the following: o Implications for working cooperatively with adults of relevant theories of social development, motivation, adult education, community development, and social transformation; o Theory and research relating to the relationship between home and school in learning and scholastic achievement; o The socio-economic situation of children (demographics), the extent and quality of ECD provision, policy and legislation affecting women and children, political/rights perspective; o The rationale and options for ECD provision; o Participation, partnerships and inter-sectoral linkages (need for integrated services for children). o Historical, international and South African trends and issues affecting ECD provision and curriculum development; o The implications for educational practice and learning programme design of different theories of learning and child development and of different educational approaches to ECD (including indigenous theories and OBE), o Different approaches, issues and trends in the assessment of young children; o Policy, legal requirements, regulations and procedures for registration and subsidisation for ECD and for the employment of ECD practitioners. Learners demonstrate the following attitudes and values: o Inclusive anti-bias approach in work with children, co-workers, family and community members; o Respect for traditional child-rearing values and practices, religious and cultural practices regarding spiritual development, health, diet, etc o Responsibility is accepted for making a positive contribution to the management and quality of the ECD service, for advocacy on behalf of young children aged 0-9 years, and for personal growth and development; o Commitment to a code of professional ethics, and personal accountability (integrity). |
| UNIT STANDARD DEVELOPMENTAL OUTCOME |
| 1. Reflect on and explore a variety of strategies to learn more effectively.
2. Participate as responsible citizens in the life of local communities. 3. Be culturally and aesthetically sensitive across a range of social contexts. 4. Explore education and career opportunities in the ECD and related sectors through opportunities for role specialisation. 5. Develop entrepreneurial opportunities in setting up and managing ECD services in the community. |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO IDENTIFYING |
| Identify and solve varied and unforeseen problems showing that responsible decisions using critical and creative thinking have been made in managing the learning programme. |
| UNIT STANDARD CCFO WORKING |
| Work effectively with others as a member of a team, an organisation and a community showing initiative and leadership when needed. |
| 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 the community context, children's needs and development. |
| UNIT STANDARD CCFO COMMUNICATING |
| Communicate effectively (with children and adults) using visual, mathematical and language skills in both oral and written modes. |
| UNIT STANDARD CCFO SCIENCE |
| Use technology effectively and critically in managing the learning programme, 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. |
| UNIT STANDARD NOTES |
| This Unit Standard has been replaced by Unit Standard 244485, which is "Design activities to support the development of babies, toddlers and young children", Level 5, 8 credits.
This unit standard focuses on the competence required at Level 5 of all ECD practitioners working with children between the ages of 0 and 9 years. Practitioners responsible for the management of community-based services can demonstrate relevant applied competence through the Elective unit standard on Manage a Medium-scale ECD Service at Level 5. o Specific Outcome 1 assumes that the practitioner is working in a team with another practitioner and/or in a programme with several other practitioners. If the practitioner is working quite alone with a group of children, this should be noted, as some of the assessment criteria will not be applicable. The unit standard on Develop and Manage the ECD Learning Programme is relevant to six roles defined in the Norms and Standards for Educators, especially the first three roles listed below, which are all interpreted through the phase specialist role: 1. Leader, administrator and manager: the practitioner makes decisions and carries out administrative duties efficiently; takes part in decision-making structures, where appropriate; manages the learning programme in ways which are democratic and supportive towards children and colleagues. 2. Interpreter and designer of learning programmes and materials: the practitioner knows how to provide a stimulating and developmentally appropriate learning programme based on children's needs, interests and national school curriculum requirements (where appropriate); selects and makes or adapts materials and resources; sequences and paces the learning to suit the developmental needs of the children. 3. Assessor: the practitioner understands different approaches, issues and trends in the assessment of young children, uses of a variety of assessment practices that are appropriate to the preschool phase, maintains efficient records, and reports on children's progress in ways that are fair, valid, reliable and constructive. 4. Learning mediator: the practitioner mediates learning in a manner that is sensitive to the diverse and developmental needs and interests of the learners; constructs a learning environment to support and enhance learning; communicates effectively showing respect for others. 5. Scholar, researcher and lifelong learner: the practitioner develops skills for reflection and self-evaluation allowing her/him to understand how best to meet the learning and developmental needs of the children; analyses different approaches in ECD practice based on different theoretical perspectives; develops basic research skills in assessing community needs. 6. Community, citizenship and pastoral role: the practitioner treats the children, their languages cultures and families with respect; encourages family and community involvement in the programme and acts as an advocate for ECD and maintain standards of early childhood care and education. |
| QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
| ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
| Core | 64649 | Higher Certificate: Early Childhood Development | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Core | 64650 | National Diploma: Early Childhood Development | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | As per Learning Programmes recorded against this Qual |
| Elective | 49710 | National Diploma: Development Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
| 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. | ABM COLLEGE SA (PTY) LTD |
| 2. | Axolemahle Business Enterprise |
| 3. | Damelin Correspondence College (Pty) Ltd |
| 4. | Dynamic Safety Solutions |
| 5. | Gender Education & Development Institute (GEDI |
| 6. | HLOSI SECURITY SOLUTIONS |
| 7. | HLUVUKA TRAINING AND CONSULTING |
| 8. | Kenako Jwale Skills Development and Training Centre |
| 9. | Lehlabile Emergency Institute |
| 10. | Lionsden Africa Business Solutions Pty Ltd |
| 11. | PNJ TRAINING ACADEMY NPC |
| 12. | Sunshine Community Outreach Ministry of Youth With A Mission |
| 13. | TDM Management Consulting Pty Ltd |
| 14. | The Finishing College (Pty) Lt |
| 15. | Ubuntu Care and Development |
| 16. | Vicresco (Pty) Ltd |
| 17. | WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING |
| 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. |