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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 QUALIFICATION:

Diploma in Early Childhood Care and Education

SAQA QUAL ID	QUALIFICATION TITLE
120139	Diploma in Early Childhood Care and Education
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 360)	Field 05 - Education, Training and Development		Early Childhood Development
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 06	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 01213/23	2023-02-02	2026-02-02
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-02-02		2032-02-02

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: The purpose of the Diploma in Early Childhood Care and Education is to prepare teachers who can work with young children from birth to four from the perspective of being a thinking teacher within a pedagogy that is participatory and transformative. Early childhood education should not be offered in schools and therefore, teachers must be prepared to teach through a pedagogy that is play-based and participatory. The early childhood education space is a democratic space in which future teachers should be able to work in co-constructive ways both with children, their parents, caregivers, and communities. The qualification will therefore equip teachers with the necessary knowledge and skills required for a socially transforming early childhood environment. The qualification also focuses on preparing teachers for the contextual realities of early childhood contexts to be responsive to the needs of children and their families and or communities. The qualification will empower teachers with the disciplinary, pedagogical, practical, situational, and fundamental knowledge and skills necessary for facilitating teaching young children in the birth to four age group. The qualification is intended for unqualified and underqualified caregivers who are teaching or assisting in the ECCE contexts. By enrolling for the qualification, they can gain an entry-level qualification that will afford them recognition as professional ECCE teachers. The qualification will also attract school leavers who want to enter the field of ECCE to take their studies to a higher level but did not qualify for bachelor's degree studies. On completion of the qualification, qualifying learners will be able to demonstrate the minimum set of competencies required of professionally qualified ECCE teachers amongst others such as: Plan, implement, evaluate, and reflect on meaningful learning experiences for young children. Use a variety of knowledge mixes including personal and indigenous knowledge systems. Develop critically reflective dispositions to meet the needs of young children in developmentally, linguistically, culturally, and socially just ways. Build learners' competence in using transformative pedagogies to foster responsiveness to young children in diverse contexts. Promote and nurture a commitment to democratic values and ethical practices with and for young children. Apply their knowledge and skills to create learning environments as well as design, Develop professional competence in ICT, multilingualism, and academic literacies. Promote Ubuntu principles to guide practice with families and communities supporting young children. Rationale: In South Africa, Early Childhood Development (ECD) is a vehicle to effect social change and to contribute to human development in a democracy (Department of Education, 2001). There is a need for well-designed qualifications to open opportunities for nurturing optimal development and learning for young children, define in this context as birth to four years (babies, toddlers, pre-schoolers). The South African early childhood workforce must be adequately prepared to care for and to educate young children in all their diversity. The Human Resource Development Strategy tabled in the National Integrated ECD Policy (Department of Social Development & UNICEF, 2015) recognises the need to be responsive to the realities that young children encounter in their daily lives. The first five years of children's lives are pivotal to their development. The basic cognitive and socio-emotional skills that children develop during this time are highly contributory to their future achievements in school, as future adults and for their overall well-being. Children, therefore, need positive, enriching, and meaningful interactions with qualified teachers who can help them reach their full potential. It is for this reason that early childhood education especially from birth plays such a vital role in laying the foundation of a child's educational journey. Research also shows that high-quality early childhood education programmes can assist children who come from economically and socially disadvantaged backgrounds to build a strong foundation to journey through life's challenges However, the challenge of a poorly qualified workforce and a fragmentary teacher education system for the early years continues to undermine quality provision to influence child outcomes. Morrow (2007:28) in his response to the challenges in South African education maintains that the remedy is going to have to be professional. Several South African government initiatives indicate awareness of the importance of Early Childhood Development (ECD) and the need for training ECD educators. 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 qualifications to serve the interest of caregivers as well as society. ECD services in South Africa are run through the private and the non-profit sectors, through non-governmental organisations (NGOs), community-based organisations (CBOs), individual crèches and preschool centres, and other stakeholders that may involve parents and caregivers. They also include home-based ECD programmes with home visits from trained Family Community Motivators (FCMs) and informal playgroups provided by NGOs, particularly in rural areas. In line with quality educational qualifications for ECCE educators, the European Union (EU) allocated funding to the Department of Higher Education and Training (DHET) to develop qualifications that will enhance teacher education and training in the field of Early Childhood Care and Education (ECCE). Although government funding for ECD has increased, there are large estimates of non-enrolment in preschool or other ECD centres such as crèches and early learning centres that have been as high as 70%. Ngcobo (2013) has indicated a lack of reliable data on the number of children enrolled on the state of infrastructure and levels of staff qualifications. There is a strong need for integrated, quality ECD services, particularly for the poorest families. The institution strives towards social transformation and through the success of this qualification, the burning issues of poverty, the creation of knowledge and the building of a successful nation can be alleviated. To ensure widened access, this qualification will provide access to teachers who work both in underserviced and serviced early learning centres and crèches. The Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (MRQECDE) has been developed as part of the policy environment in South Africa. It takes cognisance of the fact that the provision of quality ECD services relies on the availability of a committed cadre of appropriately qualified and passionate employees in the sector. The Diploma in Early Childhood Care and Education will be offered in the contact mode of delivery, as a four-year part-time qualification. This further contributes to the promotion of widened access, as it is pre-empted that the majority of qualifying learners will be in-service teachers, who would not have had the opportunity to enter the full-time study, with an alternative option to be able to pursue higher education studies. Qualifying learners will develop knowledge, skills, and professional dispositions through student-centred learning opportunities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL): The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL for access: Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL. To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations. RPL for exemption of modules: Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module. RPL for credit: Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted. Entry Requirements: The minimum entry requirement for this qualification is: National Senior Certificate (NSC), NQF Level 4 granting access to Diploma studies. Or National Certificate (Vocational), NQF Level 4 granting access to Diploma studies. Or National Senior Certificate for Adults (NASCA), NQF Level 4 granting access to Diploma studies. Or Senior Certificate, NQF Level 4 without endorsement. Or Occupational Certificate: Early Childhood Development Practitioner, NQF Level 4. Or Further Education and Training Certificate: Early Childhood Development, NQF Level 4. Or Higher Certificate in Early Childhood Care and Education, NQF Level 5. Or Higher Certificate in Early Childhood Development, NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 6 totalling 368 Credits. Compulsory Modules, Level 5, 128 Credits: Creativity in the early years 1, 6 Credits. Early Communication, Language and Literacy 1, 8 Credits. Mathematics in the early years 1, 8 Credits. Communication for Multi-cultural environments (English, Afrikaans, isiXhosa), 8 Credits. Home Language 1 (English, Afrikaans, isiXhosa), 8 Credits. Education studies 1, 16 Credits. Academic Literacy 1, 10 Credits. Professional Practice 1, 16 Credits. Health, Safety and Nutrition in the early years, 8 Credits. Learning environments in the early years, 12 Credits. Identity and belonging in the early years, 12 Credits. Pedagogy in the early years, 16 Credits. Compulsory Modules, Level 6, 252 Credits: Creativity in the early years 2, 6 Credits. Early Communication, Language and Literacy 2, 8 Credits. Mathematics in the early years 2, 8 Credits. Communication for Multi-cultural environments (English, Afrikaans, isiXhosa) 2, 8 Credits. Home Language 2 (English, Afrikaans, isiXhosa), 8 Credits. Education studies 2, 16 Credits. Academic Literacy 2, 8 Credits. Professional Practice 2, 24 Credits. Well-being in the early years, 12 Credits. Curriculum in the early years, 16 Credits. Observing, documenting, and assessing in the early years, 16 Credits. Creativity in the early years 3, 8 Credits. Early Communication, Language and Literacy 3, 8 Credits. Mathematics in the early years 3, 8 Credits. Education studies 3, 16 Credits. Academic Literacy 3, 8 Credits. Professional Practice 3, 36 Credits. Language of Communicative Competence,10 Credits. Building partnerships with families and communities, 16 Credits. Knowledge and Understanding of the World, 12 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the ability to plan, implement, evaluate, and reflect on meaningful learning experiences for young children. 2. Demonstrate the ability to promote and nurture a commitment to democratic values and ethical practices with and for young children. 3. Empower learners to construct ECCE knowledge using a variety of knowledge mixes including personal and indigenous knowledge systems. 4. Develop critically reflective dispositions to meet the needs of young children in developmentally, linguistically, culturally, and socially just ways. 5. Build learners' competence in using transformative pedagogies to foster responsiveness to young children in diverse contexts. 6. Demonstrate the ability to apply their knowledge and skills to create learning environments as well as design. 7. Develop professional competence in ICT, multilingualism, and academic literacies. 8. Promote Ubuntu principles to guide practice with families and communities supporting young children.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1: Plan integrated programmes with age-appropriate, culturally, linguistically appropriate, and play-based learning activities. Facilitate meaningful play experiences that support children's learning. Design, select and make appropriate learning materials and equipment. Associated Assessment Criteria for Exit Level Outcome 2: Plan activities for learners to experience a sense of belonging in the ECCE context. Create activities for learners to appreciate and celebrate their differences. Follow and model a professional code of ethics. Integrate high-quality standards and practices in the care and education of babies, toddlers, and young children. Apply and show commitment to acquiring and maintaining current professional knowledge and to ongoing professional development. Associated Assessment Criteria for Exit Level Outcome 3: Select and discuss key terms and concepts applicable to specific situations. Summarise relevant theories, principles, methods, and techniques regarding ECCE. Facilitate meaningful play experiences for children that are reflective of indigenous resources to experience identity and belonging. Develop a reflective journal reflecting on personal knowledge, learning standards and other indigenous resources. Associated Assessment Criteria for Exit Level Outcome 4: Prepare, plan, and reflect on activities that are developmentally, culturally, and linguistically appropriate for babies, toddlers, and young children in socially just ways. Evaluate and apply the key concepts of the subject matter. Examine the relationships between key concepts in a subject and provide examples of how these concepts enable understanding of real-world situations, examples, or case studies. Write lesson plans to demonstrate the conversion of a learning process into coherent steps. Plan, deliver and assess extended activities both indoors and outdoors when teaching/facilitating for assessment. Associated Assessment Criteria for Exit Level Outcome 5: Plan and implement a transformative pedagogical approach for young children in diverse contexts. Use methods and concepts in designing lesson plans for the Early Learning Development Areas, thinking about playful learning opportunities when designing lesson plans. Organise learning environments in a variety of diverse contexts to achieve the developmental outcomes as required in the National Curriculum Framework. Mediate learning by nurturing active engagement in learning through appropriate play-based methods among babies, toddlers, and young children. Select and use appropriate methods and procedures for assessing young children`s progress to improve learning and report on this to parents, caregivers, and other stakeholders. Associated Assessment Criteria for Exit Level Outcome 6: Plan and design a learning environment that caters for the diverse needs of young children. Deliver planned activities as well as daily routines and supervision of free play over an extended period and in different ECCE contexts. Interact productively with children with diverse learning needs, and who experience different barriers to learning. Manage various sizes of groups of children in differently resourced environments. Work with children over a range of racial, cultural, religious, and dis/ability diversities. Associated Assessment Criteria for Exit Level Outcome 7: Select electronic resources and materials using Information Computer Technology to enhance learning. 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. Associated Assessment Criteria for Exit Level Outcome 8: Develop and apply strategies to promote Ubuntu that are supportive of young children's development with families and communities. Adopt an inclusive, anti-bias approach based on knowledge and understanding of inclusive education practices and diverse contexts. INTEGRATED ASSESSMENT Integrated assessment cuts across several subjects/modules of a programme and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical, and reflexive competence. Formative assessment as applied in the qualification: Continuous assessment for fundamental learning modules, providing for expanded opportunities. Formative assessment will be carried out through peer assessment, oral presentations, poster presentations and external examination in the final year. All assessment opportunities such as tests and online quizzes are suitable for formative assessment. Summative assessment: Summative assessment is an 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. Portfolio files with learning resources per ECD area will be required. Integration of modules, playful learning ideas and indigenous knowledge activities should form part of the summative portfolio. Work-integrated learning (WIL) assessment: The qualification includes a comprehensive teaching practice component. Learners enrol for three Professional Practice modules, one module per year of full-time study. The credits assigned to these modules are attained via teaching practice sessions (work-integrated learning). Learners spend six weeks per academic year at schools and/or ECD centres. Teaching practice requires learners to integrate knowledge and competencies from various modules, and apply what they have learned during the course, in an actual classroom. The professional mindset, role and responsibility of the learner will be assessed through reflective journals and reflections after each activity in their portfolios. Learners need to begin engaging as critically reflective educators and as advocates for children's rights. Reflections after each lesson plan during WIL will be required. Learners would design, imagine, improve, create, plan invent, devise, design, formulate, reconstruct, generate, modify, review, combine, integrate, compose, formulate, reorganise, and substitute, plans and ideas for optimal child development regarding specialized modules. Learners' teaching of activities will be assessed by mentor teachers who are based at the school, and they will also be evaluated (moderated) by both lecturing staff and other evaluators who have the appropriate qualifications and experience in Early Childhood Care and Education. Work-based assignments and portfolios of evidence of learning and experience are assessed.

INTERNATIONAL COMPARABILITY

Internationally, the demand to increase quality provision in early childhood development is leading to a growing emphasis on teacher education. Additionally, there is general agreement amongst researchers, policymakers and early childhood practitioners that the "quality of early childhood services and ultimately the outcomes for children and their families depend on a well-educated, experienced and competent staff" (Urban, 2012: 7). A desktop comparison study was undertaken from the Child Development Associate qualifications in the United States, the Early Years Statutory Framework in the United Kingdom, and the Early Years Learning Framework from Australia. The Child Development Associate (CDA) Credential is based on a core set of competency standards, which guide early care professionals as they work toward becoming qualified teachers of young children. The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children. The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes that support and enhance young children's learning from birth to five years of age, as well as their transition to school. There has been a move to standardise all knowledge and practice standards for teachers from early childhood to basic education in economically developed countries. However, the professional competencies and guidelines are less forthcoming in low and middle-income countries, but this is changing (UNESCO 2015). One of the reasons for the slow uptake is that there is not enough evidence on the level, content and organisation of teacher training and professional development to pass judgement on what is most effective for improving quality. Additionally, many changes are attempted at the same time, and it is difficult to ascertain which aspects make a difference to quality ECCE. Moreover, in South Africa, the increasing diversity means that ECCE is a complex field of intervention. Young children in early childhood settings come from a variety of socio-economic backgrounds, ethnicities, and cultures. They differ in their abilities and experiences. The South African ECCE workforce must therefore be adequately prepared to care for and to educate young children in all their diversity. The South African (SA) qualification compares favourably with international qualifications since it seeks to address standardised knowledge and practice standards for teachers in the field of Early Childhood Development. All the qualifications address areas of child learning and development, responsiveness to children, enabling learning environments, a sound understanding of holistic development and the commitment to professionalism. The SA qualification contributes towards the professionalisation of birth to four years while not detracting from favourable comparability, since this qualification is geared towards the teaching requirements of the South African system. The SA qualification goes beyond international comparability as we take into consideration the unique context of South Africa to prepare critically reflective teachers who are responsive to the diverse ECCE contextual reality in SA. Country: Malaysia Institution: Open University Malaysia Qualification Title: Diploma in Early Childhood Education Credits 186 credits Duration: 3 years (full-time), 5 years (part-time) Entry Requirements: Pass Sijil Pelajaran Malaysia (SPM)/ Sijil Pelajaran Malaysia Vocational (SPMV)/ Malaysian Certificate of Education (MCE) or its equivalent, with minimum credit in 3 subjects. The SPM or the MCE is a national examination taken by all fifth-form secondary school learners in Malaysia. Or Pass Unified Examination Certificate (UEC) with minimum Grade B in 3 subjects. Or Pass O-Level with minimum Grade C in 3 subjects. Or Pass SKM Level 3 in Early Childhood/ Preschool Care and pass SPM with minimum credit in 1 subject. Or Pass Community College Certificate equivalent to MQF Level 3 in a related field and pass SPM with minimum credit in 1 subject. Or Pass Early Childhood Education Certificate (MQF Level 3) in a related field with a minimum CGPA of 2.00. Or Other qualifications recognized as equivalent by the Malaysian Government. Purpose/Rationale: Children Learning and Development have been the focus of Early Childhood Education (ECE). ECE provides basic education and prepares children for primary school education. The ECE qualification will contribute to the all-rounded development of ECE teachers by updating their knowledge, skills, and attitude as ECE professionals. The qualification is tailor-designed for Early Childhood principals, administrators, teachers, caretakers, childminders, and those involved with young learners to ensure that they have the necessary and enriched knowledge about child development and assessment, curriculum content, children arts and music, learning and pedagogy, health and safety, and ECE-centre. Upon completion of the qualification, graduates will be able to: Compare relevant and related bodies of knowledge in early childhood education. Analyse issues on core knowledge, current trends, and research findings in early childhood settings to generate innovative solutions to problems. Apply numeracy skills in analysing current issues and trends in early childhood education. Demonstrate the use of a broad range of digital technology in managing information on early childhood education. Demonstrate a caring personality and inspire a positive attitude when addressing or investigating issues/trends in early childhood education. Demonstrate an entrepreneurial mindset in the administration and management of early childhood education. Design family and community involvement programmes in enhancing the well-being of children in their formative years. Demonstrate effective communication, interpersonal and leadership skills in advocating quality early childhood education. Advocate professionalism and ethics in providing early childhood care and education services. Qualification structure: General modules: Malaysian Studies. Entrepreneurship. Professional Ethics. Specialist Modules: Development of Early Childhood Education. Policy and Early Childhood Services. Entrepreneurship in Early Childhood Education. Music in Early Childhood Education. Entrepreneurship in Early Childhood Education. Early Science for Children. Early Music for Children. Information Technology and application. Similarities: The Open University Malaysia (OUM) and the South African (SA) qualifications are offered over three years of full-time study. The UOM and SA qualifications require applicants who hold secondary school qualifications or equivalent. The purpose of UOM and the SA qualification is to build professional competence through a focus on enriched knowledge about child development and assessment, curriculum content, creative arts, health and safety and centre management skills. The following UOM compulsory modules are comparable to the SA qualification. Principles of Teaching and Learning in Early Childhood Education is compared to Curriculum in the early years, Pedagogy in the early years. Language, Literacy and Communication is compared to Language of Communicative Competence. Cognitive Planning and Teaching is compared to Observing, documenting, and assessing in the early years, Pedagogy in the early years. Arts and Creativity for Children is compared to Creativity in the early years. Affective Planning and Teaching is compared to Curriculum in the early years, Pedagogy in the early years. Health and Safety in Early Childhood Education is compared to Health, Safety and Nutrition in the early years and Well-being in the early years. Introduction to Children Development is compared to Knowledge and Understanding of the World. Early Mathematics for Children is compared to Mathematics in the early years. Child Behaviour Management is compared to Observing, documenting, and assessing in the early years, Pedagogy in the early years. Family and Community in Early Childhood Education is compared to Building partnerships with families and communities. Development of Malaysian Preschool Curriculum Children Evaluation and Observation is compared to Observing, documenting, and assessing in the early years, Curriculum in the early years and Pedagogy in the early years. Principles of Teaching and Learning in Early Childhood Education is compared to Pedagogy in the early years. Language, Literacy and Communication is compared to Language of Communicative Competence. Cognitive Planning and Teaching is compared to Observing, documenting, and assessing in the early years, Pedagogy in the early years. Arts and Creativity for Children is compared to Creativity in the early years. Practicum is compared to Professional Practice. Differences: The UOM qualification consists of 186 credits whereas the SA qualification is weighted at 360 credits. Country: New Zealand Institution: New Zealand Tertiary College Qualification Title: Diploma in Early Childhood Education and Care NQF Level: NZQF Level 6 Year of study: One-year full time Credits 120 Entry Requirements: Have completed the New Zealand Diploma in Early Childhood Education and Care (Level 5) or equivalent. Outcome/purpose The qualification equips learners with an in-depth pedagogical knowledge of the major early childhood curriculum areas: language, literacy, the creative arts, mathematics, science, and technology; family and community; and foundations for leadership in an early childhood context. Assessment: The qualification is internally assessed and includes theory-based assessments and practical components. There are no exams. Articulation: Upon completion of the New Zealand Diploma in Early Childhood Education and Care (Level 6) learners may be eligible to apply for the Bachelor of Education (ECE) or Bachelor of Teaching (ECE). Graduation with a Bachelor of Teaching (ECE) results in eligibility to apply for New Zealand teacher registration. Entry criteria and field practice requirements apply. Similarities: The New Zealand Tertiary College (NZTC) and the South African (SA) qualifications are both registered at NQF/NZQF Level 6. Both qualifications articulate vertically into Bachelor of Education in ECE or Bachelor of Teaching in ECE. The NZTC consists of the following compulsory modules which are comparable to the SA qualification. Language, Literacy, and the Creative Arts compares with Creativity in the early years and Early Communication, Language and Literacy Infants and Toddlers. Education studies Mathematics, Science and Technology compares with Early Communication, Language and Literacy and Mathematics in the early years Families, Communities and Society compares with Building partnerships with families and communities Growing Teachers as Leaders. Tiriti-based Early Childhood Education compares with Pedagogy in the early years, Field Practice 2 compares with Professional Practice Wellbeing of the Child 2 compares with Well-being in the early years Child Study 2 compares with Pedagogy in the early years, Differences: The NZTC qualification is offered over a period of one-year full time whereas the SA qualification is offered over a period of three years of full-time study. The NZTC qualification is weighted 120 credits whereas the SA qualification has 360 credits. The NZTC qualification requires applicants who hold a Level 5 qualification or equivalent whereas the SA qualification requires applicants who completed the secondary school qualification or equivalent and Level 5 ECE/ECD qualifications. The NZTC qualification consists of only formative assessment and no summative assessment whereas the SA qualification includes both formative and summative assessments. Country: Australia Institution: The Australian Early Childhood College (AECC) Qualification Title: Diploma of Early Childhood Care and Education Duration: 18 -24 months Entry Requirements: The qualification requires that learners have regular access to the work environment. Therefore, learners must be employed or work as a volunteer, in a regulated children's service. Purpose: This qualification reflects the role of educators in early childhood education and care who work in regulated children's education and care services in Australia. Educators at this level are responsible for designing and implementing a curriculum that meets the requirements of an approved learning framework and for maintaining compliance in other areas of service operations. They use specialised knowledge and analyse and apply theoretical concepts to diverse work situations. They may have responsibility for the supervision of volunteers or other educators. Qualification structure: The qualification consists of the following compulsory and elective modules. Compulsory Modules: Embed environmental responsibility in service operations. Foster positive and respectful interactions and behaviour in children. Manage team effectiveness. Facilitate compliance in an education and care service. Elective Modules. Respond to grievances and complaints about the service. Research and apply evidence to practice. Support the learning and development of teams and individuals. Similarities: The Australian Early Childhood College (AECC) qualification and the South African (SA) qualifications are registered at NQF Level 6. Both qualifications are focused on building professional competence by both theory and practice, through a focus on helping learners to become reflective and resourceful. The AECC and SA qualifications articulate vertically into the Bachelor of Teaching (ECE) and the Graduate Diploma in Teaching (ECE). The AECC qualification shares the following similar modules with the SA qualification. Work in partnership with children's families compares with Building partnerships with families and communities. Maintain a safe and healthy environment for children compares with Health, Safety and Nutrition in the early years. Implement strategies for the inclusion of all children compares with Identity and belonging in the early years. Foster holistic early childhood learning, development, and well-being compares with Pedagogy in the early years. Nurture creativity in children compares with Creativity in the early years and Learning environments in the early years. Analyse information to inform children's learning compares with Observing, documenting, and assessing in the early years. Establish and maintain a safe and healthy environment for children compares with Health, Safety and Nutrition in the early years. Reflect and improve own professional practice compares with Professional Practice. Foster holistic early childhood learning, development, and well-being compares with Professional Practice and Education studies. Plan and implement children's education and care curriculum compares with Curriculum in the early years, Professional Practice and Pedagogy in the early years. Differences: The AECC qualification takes 18 -24 months of full-time study whereas the SA qualification takes three years of full-time study.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation. Horizontal Articulation: Diploma in Early Childhood Development Montessori Teaching, NQF Level 6. Vertical Articulation: Advanced Diploma in Education, NQF Level 7. Bachelor of Education in Early Childhood Care and Education, NQF Level 7. Bachelor of Education in Foundation Phase, NQF Level 7. Bachelor of Education in Foundation Phase Teaching, NQF Level 7. Postgraduate Certificate in Education in Foundation Phase, 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.	Cape Peninsula University of Technology

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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.