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 THAT HAS PASSED THE END DATE: 

Evaluate an Early Childhood Development (ECD) service 
SAQA US ID UNIT STANDARD TITLE
244481  Evaluate an Early Childhood Development (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 5  Level TBA: Pre-2009 was L5  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 Unit Standard is for people who wish to enter or obtain recognition at an entry level of Early Childhood Development (ECD).

People credited with this Unit Standard are capable of:
  • Preparing for evaluation.
  • Carrying out an evaluation.
  • Compiling an evaluation report. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that learners are competent in Communication at NQF Level 4 or equivalent.
  • It is recommended that learners have an understanding of the development of babies, toddlers and young children. 
    		•

    UNIT STANDARD RANGE 
    For the purposes of this Unit Standard, learners are to be provided with a given evaluation instrument that calls for reflection and evaluation against given criteria. The given evaluation criteria should ask for evidence on the quality, value and effectiveness of the service. The given evaluation instrument is to cover the following key elements of the Early Childhood Development (ECD) service:
  • Planning and preparing of programmes, resources, activities, the environment and self.
  • Facilitation.
  • Assessment of child progress.
  • Care of children.
  • Resources, facilities, Early Childhood Development (ECD) environment (safety, hygiene).
  • Administration (records).
  • Stakeholder satisfaction (e.g. stakeholders: staff, parents, local authorities, funders, children, etc).

    Although the evaluation instrument will provide structure and criteria, it is expected that the learner will present their findings in some narrative form rather than simply via marking a checklist. The narrative may be in the form of a personal journal or a formal report.

    Assessors of this Unit Standard are to take into consideration the possibility that learners may not have access to all the information they require for a complete evaluation. This Unit Standard is applicable to Early Childhood Development (ECD) services in a variety of settings including prisons, toy libraries, Early Childhood Development (ECD) centres, homes and workplaces. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Prepare for an evaluation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The evaluation process selected is relevant to the context and meets the requirements of the evaluation. 

    ASSESSMENT CRITERION 2 
    Evaluation criteria are confirmed as objective, measurable, sufficient and suited to the agreed purpose of the evaluation. 

    ASSESSMENT CRITERION 3 
    Expectations of stakeholders are confirmed and checked in terms of evaluation criteria. 

    ASSESSMENT CRITERION 4 
    Adaptations to the evaluation instrument ensure relevance to context while maintaining the integrity of the evaluation. 

    ASSESSMENT CRITERION 5 
    Those involved in the evaluation are informed in good time of the process, their role and ethical considerations and expectations. 

    ASSESSMENT CRITERION 6 
    Access is obtained to sources of information for the evaluation. 
    ASSESSMENT CRITERION RANGE 
    Sources include but are not limited to children, adults or documents.
     

    SPECIFIC OUTCOME 2 
    Carry out an evaluation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Explanations and examples are provided to show distinctions between one's perceptions versus objective evidence. 

    ASSESSMENT CRITERION 2 
    Information gathered and used is relevant, up to date and covers all the required elements of the Early Childhood Development (ECD) service offered. 

    ASSESSMENT CRITERION 3 
    Information is checked to be reliable, verifiable and sufficient for evaluation purposes. 

    ASSESSMENT CRITERION 4 
    The evaluation is carried out in line with ethical and value considerations. 
    ASSESSMENT CRITERION RANGE 
    Ethical and value considerations include but are not limited to confidentiality, cultural sensitivities, ant-bias, respect, honesty, fairness and sensitivity to special needs of those involved.
     

    ASSESSMENT CRITERION 5 
    Information is analysed and interpreted against agreed criteria and without bias. 

    ASSESSMENT CRITERION 6 
    The evaluation identifies strengths and weaknesses of the Early Childhood Development (ECD) service. 

    ASSESSMENT CRITERION 7 
    Evaluation findings are supported by verifiable evidence. 

    SPECIFIC OUTCOME 3 
    Compile an evaluation report. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The detail and structure of the report provides clarity on the evaluation process and findings. 
    ASSESSMENT CRITERION RANGE 
    Descriptions of background or contextual information, the evaluation purpose, evaluation methodology, findings, possible solutions and recommendations.
     

    ASSESSMENT CRITERION 2 
    The report clearly identifies strengths and weaknesses of the Early Childhood Development (ECD) service, supported by explanations for findings where applicable. 

    ASSESSMENT CRITERION 3 
    Recommendations are formulated in consultation with relevant stakeholders. 

    ASSESSMENT CRITERION 4 
    Recommendations respond to the evaluation findings, are achievable within the relevant Early Childhood Development (ECD) context, build on identified strengths and address identified weaknesses. 
    ASSESSMENT CRITERION RANGE 
    Recommendations for own professional development as well as what needs to be done in the Early Childhood Development (ECD) setting.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
  • Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
  • An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the Unit Standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
  • Evaluation principles and methods.
  • Approaches to criterion-based evaluation. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking when preparing for the evaluation. 

    UNIT STANDARD CCFO WORKING 
    Organize and manage oneself and ones activities throughout the evaluation process. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and critically evaluate information related to the Early Childhood Development (ECD) service as per the evaluation criteria. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with stakeholders, children and co-workers. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate understanding of the world as a set of related systems through the understanding of the impact of Early Childhood Development (ECD) services on child development. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Be culturally and aesthetically sensitive across a range of social contexts by carrying carry out the evaluation in a culturally sensitive way. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Glossary:

    Activities - refer to the active involvement of babies, toddlers and young children with a range of resources, materials and actions that contribute towards their development. This includes routine-based and play-based activities.

    Babies, toddlers and young children:
  • Babies - refers to an approximate range of 0-12 months, taking into account individual variations in development.
  • Toddlers - refers to an approximate range of 12-30 months, taking into account individual variations in development.
  • Young children - refers to an approximate range of 30 months to 5 years old, taking into account individual variations in development.

    Developmentally appropriate although it is accepted that there are multiple and contested ways in which the term may be used and understood, at its heart, "developmentally appropriate" is intended to convey the sense that children do develop in recognisable ways, even if at different rates and in line with different models of development. Hence, we may speak of something being developmentally appropriate if it meets the developmental needs of babies, toddlers and young children, supported by justifiable theories will inform the programme.

    Early Childhood Development (ECD) Service - the care, facilitation, observation, reporting and working with families and others in a variety of settings for the development of babies, toddlers and young children.

    Early Childhood Development (ECD) Settings - any place where a child is or children are, including but not limited to Early Childhood Development (ECD) centres, institutions such as prisons and hospitals, and at home.

    Facilitate - means the use of a range of activities, all of which combine in various ways to contribute to the holistic development of babies, toddlers and young children.

    Framework - guidelines to outline the range of Early Childhood Development (ECD) services, programmes and legal, health and social practices.

    Inclusion - the inclusion of all children including those with special needs.

    Programme - refers to the routines or schedules that spell out the sequence of daily and weekly events. The schedules may be very loose or highly structured depending on context and preference. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  80946   National Certificate: Community Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. Damelin Correspondence College (Pty) Ltd 
    2. Dynamic Safety Solutions 
    3. Empirical Training Agency (PTY) Ltd 
    4. FURNITURE WORLD TRAINING CENTRE 
    5. Gender Education & Development Institute (GEDI 
    6. Ikamva Projects Pty Ltd 
    7. KDS Centre for Skills Development and Training Pty Ltd 
    8. MacMillan South Africa (Pty) Ltd 
    9. NC COMPLIANCE SOLUTIONS 
    10. PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD 
    11. The Finishing College (Pty) Lt 
    12. Tokelo Training Intervention in ECD 
    13. Tshepo Hope Consulting 
    14. UMO LEARNING SUPPORT SYSTEM 
    15. VUWA PROJECTS 
    16. 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.