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:

Managing the Learning Programme

SAQA US ID	UNIT STANDARD TITLE
7392	Managing the 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 1	NQF Level 01	12
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2000-10-11	2003-10-11	SAQA 0632/00
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-10-11		2007-10-11

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 is a core unit standard of the National Certificate in ECD at Level 1.

Learners are able to contribute to managing a learning environment that meets the needs of all the children and families in cooperation with co-workers, families and the community.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Open access, but functional literacy and numeracy (ABET 3 or equivalent) is desirable.

UNIT STANDARD RANGE

establish respectful and cooperative relationships with co-workers, families and the community ;

contribute to programme planning, evaluation and administration;

make a positive contribution to the management and quality of the ECD service;

follow an acceptable code of conduct.;

use relevant opportunities to improve competence and develop personally.

The underpinning knowledge and skills required relate specifically to the context in which the practitioner works and to the tasks and duties the practitioner needs to perform in the particular work setting with a particular age group.

This unit standard focuses on the competence required at Level 1 of all ECD practitioners working with children between the ages of 0 and 9 years. Practitioners who are also responsible for the management of a community-based ECD service require additional knowledge and management skills, which are included in an Elective unit standard on Managing a Small-scale ECD Service at Level 3.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Work co-operatively with all other adults involved in the programme

OUTCOME NOTES

1.Relationships with other adults in the programme are based on respect and a clear understanding of the roles and responsibilities of each person.
2.The programme and the needs of children are discussed with co-workers or other adults (where applicable) on a regular basis.
3.Responsibility is shared according to defined roles and duties for implementing the learning programme and maintaining the service as a whole (premises, resources, general administration).
4.All agreed duties and responsibilities are carried out, and co-workers are assisted when needed.

OUTCOME RANGE

This Unit Standard is suitable for practitioners working with children between the ages of 0 and 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)
At this level, practitioners demonstrate the ABILITY to:
establish respectful and co-operative relationships with co-workers, families and the community in a culture-fair and anti-bias way
contribute to programme planning, evaluation and administration;
make a positive contribution to the management and quality of the ECD service;
follow an acceptable code of conduct.;
use relevant opportunities to improve competence and develop personally.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Relationships with other adults in the programme are based on respect and a clear understanding of the roles and responsibilities of each person.

ASSESSMENT CRITERION NOTES

This unit standard focuses on the competence required at Level 1 of all ECD practitioners working with children between the ages of 0 and 9 years. Practitioners who are also responsible for the management of a community based ECD service require additional knowledge and management skills, which are included in an Elective Unit Standard on Acquiring Management Skills at Level 3.
An Elective Unit Standard on "Making learning resources from waste materials", is recommended for practitioners working in ECD services with very limited resources.

ASSESSMENT CRITERION RANGE

This Unit Standard is suitable for practitioners working with children between the ages of 0 and 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)
At this level, practitioners demonstrate the ABILITY to:
establish respectful and co-operative relationships with co-workers, families and the community in a culture-fair and anti-bias way
contribute to programme planning, evaluation and administration;
make a positive contribution to the management and quality of the ECD service;
follow an acceptable code of conduct.;
Use relevant opportunities to improve competence and develop personally.

ASSESSMENT CRITERION 2

2. The programme and the needs of children are discussed with co-workers or other adults (where applicable) on a regular basis.

ASSESSMENT CRITERION 3

3. Responsibility is shared according to defined roles and duties for implementing the learning programme and maintaining the service as a whole (premises, resources, general administration).

ASSESSMENT CRITERION 4

4. All agreed duties and responsibilities are carried out, and co-workers are assisted when needed.

SPECIFIC OUTCOME 2

Encourage family and community involvement in the programme

OUTCOME NOTES

1.The role of parents and other family members in the care and education of young children is respected and valued.
2.An open, friendly and co-operative relationship with each child's family is maintained.
3.Children's needs are discussed informally with family members.
4.Family preferences regarding diet, dress and cultural practices for their children are respected and upheld.
5.The role of the family and the community in the provision of ECD services is understood in terms of their needs and resources within the broader socio-economic context.
6.The purpose of the programme and how it operates is explained to families, the community and people working in the community.

OUTCOME RANGE

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The role of parents and other family members in the care and education of young children is respected and valued.

ASSESSMENT CRITERION 2

2. An open, friendly and co-operative relationship with each child's family is maintained.

ASSESSMENT CRITERION 3

3. Children's needs are discussed informally with family members.

ASSESSMENT CRITERION 4

4. Family preferences regarding diet, dress and cultural practices for their children are respected and upheld.

ASSESSMENT CRITERION 5

5. The role of the family and the community in the provision of ECD services is understood in terms of their needs and resources within the broader socio-economic context.

ASSESSMENT CRITERION 6

6. The purpose of the programme and how it operates is explained to families, the community and people working in the community.

SPECIFIC OUTCOME 3

Implement a planned learning programme that supports the care and education of children within the n

OUTCOME NOTES

1.An orderly and stimulating physical environment structured to meet children's learning needs is maintained.
2.Sufficient resources (equipment and materials ) are provided and/or improvised to support the learning programme
3.A regular daily routine providing for all the developmental needs of children is maintained.
4.Planning of programme activities is done on a regular and collaborative basis with co-workers or supervisory staff if applicable.
5.The purposes of the various activities provided in the learning programme are understood within the context of the national school curriculum.
6.The general developmental needs and interests of the children are considered when evaluating one or more aspects of the learning programme (which includes the learning environment, daily routines and activities).

OUTCOME RANGE

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. An orderly and stimulating physical environment structured to meet children's learning needs is maintained.

ASSESSMENT CRITERION 2

2. Sufficient resources (equipment and materials ) are provided and/or improvised to support the learning programme.

ASSESSMENT CRITERION 3

3. A regular daily routine providing for all the developmental needs of children is maintained.

ASSESSMENT CRITERION 4

4. Planning of programme activities is done on a regular and collaborative basis with co-workers or supervisory staff if applicable.

ASSESSMENT CRITERION 5

5. The purposes of the various activities provided in the learning programme are understood within the context of the national school curriculum.

ASSESSMENT CRITERION 6

6. The general developmental needs and interests of the children are considered when evaluating one or more aspects of the learning programme (which includes the learning environment, daily routines and activities).

SPECIFIC OUTCOME 4

Assess children's progress and report on this to parents

OUTCOME NOTES

1.Outcomes-based assessment criteria used for assessing children's progress are understood.
2.Simple records of observations of children's behaviour are kept to assist with the assessment of children's progress.
3.Information shared with family members about their children's progress is factual and descriptive (there are no personal opinions or judgmental statements.).
4.Children are not compared with one another.
5.Confidentiality is respected
6.Documents and records are easily accessible to supervisors where applicable.

OUTCOME RANGE

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Outcomes-based assessment criteria used for assessing children's progress are understood.

ASSESSMENT CRITERION 2

2. Simple records of observations of children's behaviour are kept to assist with the assessment of children's progress.

ASSESSMENT CRITERION 3

3. Information shared with family members about their children's progress is factual and descriptive (there are no personal opinions or judgmental statements).

ASSESSMENT CRITERION 4

4. Children are not compared with one another.

ASSESSMENT CRITERION 5

5. Confidentiality is respected.

ASSESSMENT CRITERION 6

6. Documents and records are easily accessible to supervisors where applicable.

SPECIFIC OUTCOME 5

Maintain administrative systems for managing the learning programme

OUTCOME NOTES

1.Children's rights and the general principles of good quality early childhood development practice, including the qualities of a good ECD practitioner, are identified and explained simply.
2.Genuine concern for the well-being and development of young children is shown.
3.An accepted code of conduct is followed.
4.Conditions of employment and rights are understood in relation to relevant legislation (constitution, labour relations) and the work context.
5.Immediate career options in the ECD sector and further learning opportunities are identified based on an understanding of the National Qualifications Framework and the principle of lifelong learning.
6.A willingness to learn more about ECD and develop personally is demonstrated.
7.Self-esteem and confidence in working with children and adults in a culture-fair and anti-bias way are evident.

OUTCOME RANGE

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Time is managed effectively so that the daily programme flows smoothly.

ASSESSMENT CRITERION 2

2. Basic records of information relating to the children (e.g. admission forms, medication requirements, and accident reports) and the programme (e.g. daily attendance, planning, and activities) are maintained in accordance with required procedures.

ASSESSMENT CRITERION 3

3. Supplies, equipment and materials are appropriately stored and kept in good repair.

ASSESSMENT CRITERION 4

4. Procedures for receiving monies (e.g. fees) and making payments (e.g. petty cash) are implemented correctly, and required records are kept up to date.

SPECIFIC OUTCOME 6

Maintain standards of early childhood care and education

OUTCOME NOTES

OUTCOME RANGE

This Unit Standard is suitable for practitioners working with children between the ages of 0 and 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)
At this level, practitioners demonstrate the ABILITY to:
establish respectful and co-operative relationships with co-workers, families and the community in a culture-fair and anti-bias way
contribute to programme planning, evaluation and administration;
make a positive contribution to the management and quality of the ECD service;
follow an acceptable code of conduct.;
use relevant opportunities to improve competence and develop personally.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Children's rights and the general principles of good quality early childhood development practice, including the qualities of a good ECD practitioner, are identified and explained simply.

ASSESSMENT CRITERION 2

2. Genuine concern for the well-being and development of young children is shown.

ASSESSMENT CRITERION 3

3. An accepted code of conduct is followed.

ASSESSMENT CRITERION 4

4. Conditions of employment and rights are understood in relation to relevant legislation (constitution, labour relations) and the work context.

ASSESSMENT CRITERION 5

5. Immediate career options in the ECD sector and further learning opportunities are identified based on an understanding of the National Qualifications Framework and the principle of lifelong learning.

ASSESSMENT CRITERION 6

6. A willingness to learn more about ECD and develop personally is demonstrated.

ASSESSMENT CRITERION 7

7. Self-esteem and confidence in working with children and adults in a culture-fair and anti-bias way are evident.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Structured interview to assess attitudes, values, human relations and communication skills, contextual knowledge, understanding of ECD standards and future development plans.

Workplace assessment will provide some evidence of applied competence to validate interview and other sources of evidence with regard to relationships with colleagues, general human relations skills, programme planning, attitudes towards children, and maintenance of standards.

Records relating to planning and administration.

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).

Moderation: records of workplace assessments and the oral interviews, administrative records and other evidence should be moderated; random direct workplace assessments done by an external assessor.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can apply a basic understanding of the following:

human relations and communication skills;

simple planning and evaluation skills;

how the physical environment and daily programme are organised;

how to make, improvise and repair appropriate learning resources;

the learning programme in relation to the national curriculum framework (OBE, areas of learning) and the holistic developmental needs of children;

general criteria used to assess children's progress;

simple recording and administrative skills;

principles of good quality ECD practice;

human rights, especially those of women and children;

employment practices, worker's rights and obligations in relation to the work context;.

the general pattern of children's development in the early years and how the different areas of development relate to each other;

the socio-economic context in which children, families and the community live;

the general context and constraints impacting on ECD provision in South Africa;

the implications of the National Qualifications Framework for lifelong learning and relevant career paths.

Learners demonstrate the following attitudes and values:

identifies positively with the values of early childhood development, and takes pride in the role of an ECD practitioner,

displays inclusive anti-bias attitudes towards co-workers, children's families and community members;

accepts responsibility for personal growth and development.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems showing that responsible decisions have been made in managing the learning programme.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team and a community.

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 children's needs.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with co-workers, families and community members, especially in the oral mode.

UNIT STANDARD CCFO SCIENCE

Use technology effectively in managing the learning programme, showing responsibility towards the environment and safety 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 CCFO CONTRIBUTING

The unit also contributes to the development of the learner and community with regard to:

1. Reflecting on and exploring a variety of strategies to learn more effectively.

2. Participating as responsible citizens in the life of local communities.

3. Being culturally sensitive across a range of social contexts.

4. Exploring education and career opportunities in ECD.

5. Developing entrepreneurial opportunities in setting up and managing ECD services.

UNIT STANDARD NOTES

An Elective unit standard on making learning resources from waste materials is recommended for practitioners working in ECD services with very limited resources.

Outcomes 1 and 3 assume that the practitioner is working as an assistant or in a team with another practitioner or under some form of external supervision. 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.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	14406	National Certificate: Early Childhood Development: Preschool Phase	Level 1	NQF Level 01	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement

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.

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