SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Manage a Medium-scale ECD Service

SAQA US ID	UNIT STANDARD TITLE
7407	Manage a Medium-scale 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	18
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
244478	Manage an Early Childhood Development service	Level 5	Level TBA: Pre-2009 was L5	5

PURPOSE OF THE UNIT STANDARD

This is an elective unit standard at Level 5 which can be credited to a National Certificate in ECD at Level 4 and/or towards a higher education qualification in ECD at Level 5 or 6.

The learners are able to manage effective medium-scale community-based ECD services, either working with a parent/community committee or self-employed (ECD businesses).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The applied competence outlined in the core unit standards at Level 4: Facilitating Healthy Development, Facilitating Active Learning, and Managing the Learning Programme;

Communication and writing skills at Level 2 or higher.

Credits in accountancy (bookkeeping) and in Managing Small-Scale ECD Services (Level 3) would be an advantage.

UNIT STANDARD RANGE

This unit standard is suitable for practitioners managing an ECD service for between 60 and 150 children that involves a staff of about 4 to 10 people in which the manager usually has limited teaching responsibilities.

At this level, practitioners demonstrate the ability to:

analyse child, family and community needs and plan an effective service to meet specific needs within a transformative framework;

manage the service effectively with limited external assistance or supervision;

provide leadership that motivates staff to maintain high standards in their work;

assess resource needs and plan ahead financially to meet needs;

set up and maintain efficient administrative systems appropriate to the needs of the service.

This unit standard focuses specifically on the competence required to manage community-based ECD services of a particular size. It does not provide credits in general management and administrative skills, such as bookkeeping (although it includes an introduction to fundamental accounting principles). Separate unit standards are or will be available for various areas of management and administrative competence that could be credited towards an ECD qualification as elective units.

Contextual considerations: In communities where management skills are not well developed, it is likely that practitioners responsible for managing ECD services will have a major role to play in facilitating the development of management skills at committee level in order to build effective partnerships with families and community members.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Maintain an effective community ECD service.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The effectiveness of the service in meeting the needs of children, their families and the community served is reviewed from time to time and appropriate changes are made.

ASSESSMENT CRITERION 2

2. The ECD service is planned and managed to contribute to the process of transformation and change in South Africa.

ASSESSMENT CRITERION 3

3. Relevant government policy developments and new legislation that affect children are monitored and the implications for ECD services and programmes are analysed.

ASSESSMENT CRITERION 4

4. Accepted standards for ECD programmes and services are maintained.

SPECIFIC OUTCOME 2

Maintain the effective functioning of the organisation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Organisational structures and lines of authority and accountability are clearly understood, and personal responsibilities within own organisational structure are identified and carried out.

ASSESSMENT CRITERION 2

2. The effective functioning of the management structure is facilitated in ways appropriate to one's role and responsibilities.

ASSESSMENT CRITERION 3

3. Effective communication systems are set up and maintained internally (staff and management) and externally (with families, community, other agencies).

ASSESSMENT CRITERION 4

4. Relevant written and oral reports and information are presented in appropriate and accessible forms and language.

ASSESSMENT CRITERION 5

5. The formulation and review of organisational policy is facilitated in ways appropriate to one's role and responsibilities.

SPECIFIC OUTCOME 3

Supervise staff and support their development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Responsibility for the recruitment, selection and/or appraisal of staff is carried out in terms of the employment policy (developed by the management structure).

ASSESSMENT CRITERION 2

2. New staff members are inducted, and their professional development is facilitated.

ASSESSMENT CRITERION 3

3. Effective working relationships among all staff are established and maintained.

ASSESSMENT CRITERION 4

4. Policy regarding the conditions of service of staff is implemented.

SPECIFIC OUTCOME 4

Manage available material resources effectively and seek additional resources when needed.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Systems for accessing funds and accounting for all income are implemented according to agreed financial controls and regulations (subsidies, fundraising, fee policy, care of funds - banking, investment).

ASSESSMENT CRITERION 2

2. Financial plans (budgets) are used to monitor financial needs, and systems for the control of expenditure are maintained (e.g. authorisation procedures).

ASSESSMENT CRITERION 3

3. Management of assets and financial liabilities is understood.

ASSESSMENT CRITERION 4

4. The facilities, equipment and materials are monitored to ensure that they are used effectively, maintained in good repair, and replaced or increased when necessary.

SPECIFIC OUTCOME 5

Maintain administrative systems.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Procedures for accessing funds and paying salaries and wages are correctly implemented (e.g. calculating tax, completing official returns).

ASSESSMENT CRITERION 2

2. All financial record-keeping is monitored to ensure that it is carried out correctly; budgets are prepared, and assistance is given with the preparation of regular financial reports for submission to the management committee.

ASSESSMENT CRITERION 3

3. Effective systems for the acquisition, storage and control of supplies, materials and equipment are set up and maintained.

ASSESSMENT CRITERION 4

4. Admission procedures and record-keeping systems relating to children and families, the ECD programme, and staff are set up and monitored.

ASSESSMENT CRITERION 5

5. A well-organised and accessible filing system is set up for the organisational records.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Structured interview to assess attitudes and values, underpinning knowledge and skills (e.g. analysis required for strategic planning) that are not readily observable, including reflective accounts of practice in particular situations.

Workplace assessment to assess the implementation of managerial and administrative responsibilities where possible.

Records and other work products (e.g. schedules, reports, policy documents) relating to the effective functioning and administration of the ECD service.

Portfolio of relevant assignments and/or other supportive evidence.

Written assessment tasks requiring the application of underpinning knowledge to authentic and relevant work situations.

Work appraisals and/or opinion questionnaires completed by person(s) in management positions, co-workers and/or family members (depending on the evidence required, e.g. managerial and administrative skills, supervision and staff development, family and community involvement).

Moderation: Scrutiny of all assessment records, administrative records, portfolio evidence, written assignments and other evidence in work appraisals, etc; random interviews by an external assessor.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and explain the following:

theories of human relations and group dynamics, leadership styles, motivation;

general theoretical principles of adult education;

the principles of community development and organisation, processes of social change and transformation.

needs assessment, community profile and strategic planning skills;

processes of social change and transformation;

the role of ECD provision in reconstruction and development;

relevant government policy and legislation relating to children in education, health (especially HIV/AIDS issues), welfare, including child protection;

organisational structure, how to write a constitution and develop organisational policy;

committee procedures;

labour relations legislation, employment practices;

leadership skills, staff motivation, appraisal and development;

principles of financial control and accountability;

procedures and requirements for subsidies, fee income and fundraising;

investment principles, insurance requirements, budgeting, control of expenditure;

fundamental accounting principles, how to read financial statements;

how to set up appropriate administrative systems.

Learners demonstrate the following attitudes and values:

integrity and personal accountability;

self-reliance and initiative;

inclusive anti-bias attitudes towards the children, co-workers and families;

partnership with families and the community is valued in the management of the service;

commitment to reconstruction and development.

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflect on and explore a variety of strategies to learn more effectively;

2. Participate as a responsible citizen in the life of the local community as manager of the ECD service.

3. Be culturally sensitive across a range of social contexts in the community.

4. Explore education and career opportunities in management.

5. Develop entrepreneurial opportunities in setting up and managing ECD services and community projects.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve managerial problems in which responses display that responsible decisions using critical and creative thinking have been made.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, organisation and community providing leadership where necessary.

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 all aspects of the service.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and language skills in the modes of oral and written presentation.

UNIT STANDARD CCFO SCIENCE

Use and technology effectively and critically, 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 244478, which is "Manage an Early Childhood Development service", Level 5, 5 credits.

Supplementary information

This elective unit standard provides for specialisation in the role of leader, administrator and manager, particularly in relation to community-based ECD services. In this context, the community, citizenship and pastoral role is also important.

NOTE:
Duplicates: Unit Standard number 7407 and 14812. Title: Manage a Medium-scale ECD Service.
Unit Standard 7407, rather than number 14812, was linked to qualification number 23117, Higher Cert: Early Childhood Development Level 5.
Unit Standard 14812 was made inactive.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	23116	National Certificate: Early Childhood Development	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2007-10-18	Was ETDP SETA until Last Date for Achievement
Elective	15982	National Certificate: Early Childhood Development: Preschool Phase	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Elective	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
Elective	15985	National Certificate: Early Childhood Development: Preschool Phase	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	ETDP SETA
Elective	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	15983	National Diploma: Early Childhood Development: Preschool Phase	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11

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.	Damelin Correspondence College (Pty) Ltd
3.	FURNITURE WORLD TRAINING CENTRE
4.	HLUVUKA TRAINING AND CONSULTING
5.	WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING