[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
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 QUALIFICATION: 

Higher Certificate in Early Childhood Care and Education 
SAQA QUAL ID QUALIFICATION TITLE
112139  Higher Certificate in Early Childhood Care and Education 
ORIGINATOR
The Foundation for Professional Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-09-18  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
On completion of the Higher Certificate in Early Childhood Care and Education, the educator will demonstrate the ability to apply theoretical and practical knowledge of facilitating early learning in diverse Early Childhood Development (ECD) contexts. The educator will demonstrate an understanding of the theories, pedagogies, methodologies, technologies and practices as well as the specific dispositions relevant to the field of Early Childhood Care and Education (ECCE) and will be able to facilitate the optimal learning and development of babies, toddlers and young children.

Caregivers in the field of ECD work across all the different cultures in South Africa. A principle underpinning the MRECDE is the promoting of culturally responsive pedagogies. As this includes mother-tongue teaching and learning, the institution aims to include the development of reading and writing skills for an African Language (to be chosen according to the needs of the learner intake), to support the development of the target groups' language skills. Learners can take pride in the African heritage and support decolonisation as well as Africanisation. Over time this will lead to a stronger, more culturally aware society.

Rationale:
The development of the qualification is to build a better society through education and capacity development. This qualification is intended to develop educators who can support and promote early learning and development for babies, toddlers and young children up to and including four years of age. The institution seeks to expand into new higher education markets, to provide innovative distance and online learning possibilities, and to guarantee excellence in distance teaching and to learn to meet the learning needs of all its learners located in a variety of contexts.

The design of the qualification is in accordance with the Policy on Minimum Requirements for Qualifications Leading to Qualifications in Higher Education for Early Childhood Development Educators (Act No 299 of 2017) (MRECDE), which is embedded in the Higher Education Act, 1997 (Act No. 101 of 1997) and the National Qualifications Framework Act, 2008 (Act No. 67 of 2008).

In South Africa, the provision of quality care for all infants, toddlers and young children has been a concern for quite some time. Several South African government initiatives indicate awareness of the importance of Early Childhood Development (ECD) and the need for training ECD educators. In this context, the National Integrated Early Childhood Development Policy (NIECD) stresses the importance of the availability of quality ECD qualifications. Quality ECD impacts positively on human and social development and thus on national productivity. For this, a qualified workforce is essential. The implication of this is that training possibilities need to be provided. The institution will provide quality training qualification to serve the interest of caregivers as well as society.

A thriving society needs a qualified workforce. Although this is an entry-level qualification, the learner will be recognised as an educator capable of supervising caregivers. This can lead to social and economic transformation in the following ways:
  • A respected career for the learner can provide the opportunity for a better quality of life.
  • Providing qualified educators for the field of ECD will result in better ECD care.
  • Supporting the early development of the future workforce can lead to a better life for all.

    The qualification will serve to support the important role of ECD in South Africa, by ensuring that the importance of qualified caregivers for children from birth to the age of four is recognised and catered for. In response to the urgency of government initiatives regarding this matter and in response to feedback from potential learners, the field of ECCE was chosen by the executive as a priority for the development of new qualifications. Qualifications offered in the field of ECD can support the development of respect for the field of study and for educators working in this field. This can help support the development of recognition of the benefits of and support for the provision of care during the early years in the broader South African society.

    The first group of potential learners are unqualified and under-qualified caregivers who are delivering or assisting in delivering ECD qualifications. By enrolling for the qualification they can gain an entry-level qualification that will afford them recognition as an ECD educator. The second group of potential learners are school leavers who want to enter the field of ECD. Within this group, the target will be twofold. Some of these learners will not aim to obtain more than a Higher Certificate. However, for those learners with the aim of taking their studies to a higher level but who did not gain entry to the institution, the qualification serves as an entry-level/introductory qualification to the study of ECD education in a higher education and training context and will qualify learners as educators. Learners who successfully complete the qualification, and who want to become professionally qualified, can then enrol for a qualification in ECCE or a Bachelor of Education (BEd) in ECCE. The FDP aims to provide a quality entry-level qualification providing learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques needed for an initial professional qualification in the field of ECD. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Relevant Prior Learning can be recognised on an individual basis.

    Admission to the qualification provides for Recognition of Prior Learning (RPL), as stipulated and managed by the institutional Recognition of Prior Learning Policy. The institution accepts the principle underlying outcome-based, resource-based and life-long learning, in which consideration of articulation and mobility plays a significant role. The institution also endorses the viewpoint that Recognition of Prior Learning, whether this learning is obtained through formal teaching and learning qualifications or acquired informally through experience in ECD contexts, is an indispensable element in the decision concerning admission to a qualification. In the Recognition of Prior Learning, the most important point of departure is the demonstrable knowledge and learning a learner has obtained, either through formal teaching and learning qualifications, or through experience. At all times the question remains: What level of competence, evaluated in the context of the NQF Level 5 skills, is required for the envisaged qualification or the modules within it, or for the status for which the learner is applying. Therefore, it is not just about the experience a learner has on his or her record. Recognition of prior learning is awarded based on the applied skills and competencies the learner demonstrates in the application regarding the outcomes that must be achieved in the modules of the qualification.

    Recognition of Prior Learning is in accordance with the institution's policy:
  • RPL will provide advanced standing to learners on the basis of the learner's experience and/or learning acquired prior to applying for RPL. This application of RPL entails exemption from certain units of modules in the qualification.
  • Learners need to provide evidence of significant and relevant prior learning before applications will be considered.
  • Status is an application to register for a qualification when the learner does not hold the required admission qualification or an equivalent qualification but does hold another qualification on the same NQF level as that of the prerequisite qualification.
  • Subject or module RPL is an application for recognition of a specific subject/s or modules to obtain RPL exemption for that subject/s or modules.
  • RPL assessment takes a holistic view of the process of assessment where the context of the learning, as well as the context of the learner who is being assessed, is taken into account.
  • An RPL learner seeking credits for previously acquired skills and knowledge must still comply with all the requirements as stated in the learning modules of the qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4granting access to higher certificate studies.
    Or
  • An equivalent qualification at NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 5 totalling 120 Credits.

    Compulsory Modules at Level 5, 120 Credits:
  • Computer Literacy, 6 Credits.
  • Academic Literacy, 6 Credits.
  • African Language Literacy, 4 Credits.
  • Introduction to Early Childhood, 20 Credits.
  • Educational Psychology, 20 Credits.
  • Planning a Quality ECCE Curriculum, 20 Credits.
  • Assessment in ECCE, 20 Credits.
  • Practical Learning 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Develop communication skills appropriate to the ECCE situation.
    2. Understand the complexities presented by the differentiated nature of South African society regarding ECCE.
    3. Create appropriate learning opportunities and provide guidance for babies, toddlers and young children, providing for their needs by maintaining a safe, healthy learning environment supporting holistic development.
    4. Apply knowledge of ECCE in practice (WIL).
    5. Display the personal qualities essential for being a dedicated educator in the ECCE situation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate knowledge and information regarding ECD and ECCE.
  • Interpret and evaluate information according to a specific context.
  • Produce and communicate information to different stakeholders by using appropriate methods.
  • Apply academic conventions.
  • Use computer software for producing verbal and non-verbal communication.
  • Demonstrate proficiency in English as Language of Learning and Teaching.
  • Demonstrate proficiency in an African language as LoCC/LoLT.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate knowledge of the importance of ECD and outline history of ECD.
  • Summarise relevant theories, principles, methods and techniques regarding ECCE.
  • Select and discuss key terms and concepts applicable to specific situations.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate knowledge of the varied constructions of children and childhood.
  • Identify influences on the development of the child from birth to age four.
  • Examine the impact of childcare away from home.
  • Analyse the physical, cognitive, emotional, social, moral-normative and personality development of babies, toddlers and young children.
  • Motivate ways of providing positive guidance according to children's individual needs.
  • Choose appropriate pedagogies.
  • Demonstrate understanding of the concept of inclusive education.
  • Plan an integrated assessment of children through observation.
  • List ways of maintaining an open relationship with all stakeholders.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan a safe, healthy learning environment suitable for advancing physical and cognitive competence and for supporting social and emotional development.
  • Apply problem-solving skills for ensuring a well-run, purposeful qualification responsive to participant needs.
  • Demonstrate competence in gathering, producing, organising, record keeping and use of information.
  • Suggest strategies for the effective organisation and management of a childcare situation.
  • Develop ways of maintaining a cooperative relationship with each child's family and of supporting the child's relationship with his/her family.
  • Research possibilities for improving own competence, knowledge and skills.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Analyse and appraise qualities of a good ECD educator.
  • Reflect on own performance in order to promote personal and professional growth is done.
  • Do an assessment of self.

    Integrated Assessment:
    Assessment mechanisms are designed specifically to ensure maximum transfer and application of knowledge with a view to address the needs and learning needs of adult learners.
    Assessment for the qualification will include:
  • 1 Portfolio of evidence for African Language Literacy.
  • 1 Portfolio of evidence for Practical Learning.
  • 5 practical tests for Computer Literacy.
  • 4 online tests - Academic Literacy, Educational Psychology.
  • 15 computer marked online quizzes - Academic Literacy, Introduction to Early Childhood Care and Education, Educational Psychology, Planning a Quality ECCE Curriculum, Assessment in ECCE.
  • 2 writing tasks (formal letter, report) - Academic Literacy.
  • 1 English language skills test - Academic Literacy.
  • 4 assignments - Introduction to Early Childhood Care and Education, Educational Psychology, Planning a Quality ECCE Curriculum, Assessment in ECCE.
  • 1 project - Introduction to Early Childhood Care and Education (guided research - ECD policies in South Africa).

    Formative and summative assessment:
    Formative assessment is used to provide feedback about the learner's performance, competence and progress against the competency standards. The emphasis is on progress towards achieving competence and is carried out through the duration of learning.

    Formative assessment as applied in the qualification:
  • Continuous assessment for fundamental learning modules, providing for expanded opportunities.
  • All assessment opportunities except tests and online quizzes are suitable for formative assessment.
    Summative assessment is assessment for making a judgement about achievement. This is carried out when a learner is ready to be assessed at the end of a qualification of learning.
  • Assessment activities after 1 formative assessment opportunity.

    Summative assessment as applied in the qualification:
  • 6 two - hour examinations - Academic Literacy, Introduction to Early Childhood Care and Education, Educational Psychology, Planning a Quality ECCE Curriculum, Planning a Quality ECCE Curriculum, Assessment in ECCE. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia.
    Accredited institution: Inspire Education.
    Qualification Title: Certificate in Early Childhood Education and Care.

    Similar to the South African qualification, learners can continue their childcare studies with the Diploma of Early Childhood Education and Care on completion of the qualification. Learners need 120 - 240 hours vocational workplace-based experience at a registered Early Childhood Education and Care facility.

    Curriculum:
  • Work legally and ethically.
  • Develop cultural competence.
  • Ensure the health and safety of children.
  • Provide care for children.
  • Promote and provide healthy food and drinks.
  • Provide care for babies and toddlers.
  • Develop positive and respectful relationships with children.
  • Use an approved learning framework to guide practice.
  • Support the holistic development of children in early childhood.
  • Provide experiences to support children's play and learning.
  • Use information about children to inform practice.
  • Identify and respond to children and young people at risk.
  • Provide an emergency first aid response in an education and care setting.
  • Participate in workplace health and safety.
  • Promote Aboriginal and/or Torres Strait Islander cultural safety.
    Electives:
  • Support behaviour of children and young people.
  • Establish and maintain a safe and healthy environment for children.
  • Work with diverse people.

    Country: Singapore.
    Accredited institution: KLC International Institute.
    Name of Qualification: Higher Certificate in Infant Care.

    The aim of this qualification is the care and education of children 2 to 18 months old. Before registration employment at a Child Care Centre is a prerequisite.

    Curriculum:
  • Early Years Development Framework.
  • Child Development.
  • Observation and documentation of Children's Learning.
  • Planning and Implementation of Teaching.
  • Setting up quality learning environments.
  • Health, Safety and Nutrition.
  • Facilitate the continuity of Care and Education between the home and centre.
  • Professionalism of the ECCE sector.
  • Professional Placement. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Higher Certificate in Management, NQF Level 5.
  • Higher Certificate in Community Development, NQF Level 5.

    Vertical Articulation:
  • Diploma in Early Childhood Care and Education, NQF Level 6.
  • Bachelor in Early Childhood Care and Education, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    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.
     
    1. The Foundation for Professional Development 


    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.