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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: |
| Higher Certificate in Early Childhood Care and Education |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125423 | Higher Certificate in Early Childhood Care and Education | |||
| ORIGINATOR | ||||
| Stadio (Pty) Ltd | ||||
| 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 | |
| Registered | EXCO 0638/26 | 2026-03-10 | 2029-03-10 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-03-10 | 2033-03-10 | |||
| 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:
This qualification is an entry-level vocational qualification. The primary purpose of the Higher Certificate in Early Childhood Care and Education qualification is to offer existing and prospective early childhood educators with clear, accessible career pathways for initial and continued professional development. The qualification is intended to provide learners with basic introductory knowledge, cognitive and conceptual tools, and practical techniques to enable further study in early childhood development (ECD). It aims to develop learners who can apply beginning knowledge and competence as early childhood educators (Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Educators, 2017: 24). The qualification intends to provide the learners with a broad orientation to the field of early childhood care and education (ECCE). The qualification will prepare the learners with the knowledge and skill set suitable to meet the care, welfare, and safety, and educational needs of the baby, toddler, and young child in diverse early childhood contexts in South Africa. In the national career context, the qualification aims to promote comprehensive and equitable access to quality education, supported by inclusive teaching practices and community engagement. This foundation of learning intends to foster critical thinking, empathy, and adaptability, recognised learner attributes, and empower individuals to contribute positively to society and navigate our complex challenges with resilience. The knowledge accumulated will enable the early childhood educator to help prepare children to be learning-ready and transition successfully into formal school. This will assist in improving and strengthening the formal schooling sector and society beyond. The qualification will allow the initially professionally qualified early childhood educator to build health-promoting, inclusive classrooms, schools, communities, and partnerships in the varied sites in which they work. The professionally qualified early childhood educator will be prepared and confident to contribute toward building a more open, democratic, dignified, and just society based on a human rights perspective. The qualification offers specific benefits for learners by providing foundational knowledge of child development, educational theories, and practical teaching skills tailored for early childhood settings. Through simulated and authentic teaching experiences, learners are guided to gain hands-on experience that will enhance their ability to create inclusive learning environments and support babies, toddlers, and young children's learning and holistic development outcomes. The qualification ultimately and purposefully prepares the learner for entry-level positions in childcare and preschool settings, paving the way for further academic pursuits and career advancement in the field of early childhood care and education. Competence in working with technology-driven systems and tools for both functional purposes in life and work-related contexts will be supported and is highly beneficial for learners. This enables learners to navigate modern life and excel in their field-related and diverse work contexts. Proficiency with technology will also enhance learners' efficiency, communication, and problem-solving skills, expand their access to diverse career opportunities, and facilitate lifelong learning in an increasingly digital world. This set of competences, alongside other literacy-based learning and conceptual skills, will enable learners to adapt to evolving technologies and demands, making them valuable contributors to the emerging field of early childhood education, and by so doing, enhance their personal and professional growth as an intended aim of the qualification. It will also provide existing and prospective early childhood educators with the basic introductory knowledge, cognitive and conceptual tools, and practical techniques to enable further study in early childhood care and education. learners who qualify will be strongly encouraged to take up further study in the Diploma in Early Childhood Care and Education (ECCE) or the Bachelor of Education in Early Childhood Care and Education (ECCE) (Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Educators, 2017). Upon completion of this qualification, qualifying learners will be able: Rationale: The qualification is a strategic investment through which to target past educational injustice, drive the professionalisation of the early childhood sector, strengthen the quality of early childhood programmes, and propel improved learning and development. This qualification aims to respond to the national need to support the shift of early childhood care and development from the periphery to the mainstream of society. This is purposefully reflected in the move of early childhood development (ECD) from the combined responsibility of the Health Department and Social Welfare Department to the Department of Basic Education (DBE) as of April 2022. The qualification targets a particular audience of existing and prospective early childhood educators who want to enter this often-underrepresented work sector. Due to past legacies of inequality and inequity, current educators in the early childhood workforce remain underqualified. Thus, this qualification is an initial qualification that intends to help professionalise the field. There is an increasing demand for qualified early childhood educators due to factors such as population growth, increased awareness of the importance of early childhood education, and expanded access to early childhood programmes. The prospective learners may also include recent high school learners who are interested in pursuing a career in early childhood education but do not meet the Bachelor's degree admission criteria, and/or alternatively, are parents/guardians/caregivers who may have personal experience raising children and who intend to formalise their working understanding of child development, educational theories, and effective caregiving practices. In addition, the typical learners might include more mature adult individuals who ultimately chose to return to education after a hiatus, driven by an innate commitment to continue their professional growth and a desire to make a positive impact on children's lives. This qualification will benefit both society and the economy by equipping learners with elementary yet specialised knowledge and competence in caring for and educating babies, toddlers, and young children. The qualification intends to foster the healthy development of future generations, laying a strong foundation for their academic success, social integration, and overall well-being. This investment in early childhood care and education not only improves outcomes for young children but also contributes to broader societal goals such as reducing inequality, enhancing social cohesion, and breaking the cycle of poverty. Thus, this links towards engendering a humanistic and transformative agenda. Furthermore, the qualification drives economic advantages by addressing workforce needs and promoting long-term economic growth. Trained early childhood educators not only create employment opportunities within the education sector but also enable parents, particularly women, to participate more fully in the labour market. This also goes some way toward addressing gender equality. Additionally, a well-educated populace starting from an early age enhances human capital development, leading to higher productivity levels and a more skilled workforce. Ultimately, the qualification serves as a strategic investment in both the social fabric and economic prosperity of our nation. The typical learners likely to enrol in this qualification should exhibit interest and motivation for working with babies, toddlers, and young children and be committed to making a positive impact in their lives. The learners' cohort is likely to be diverse, some may be applying directly from school, and others may have prior experience in childcare settings, such as daycare centres or preschools, and may have a personal connection to the field of early childhood either through family or community involvement. Others may be employed in other sectors but have a desire to enter the field. The typical learner is likely to possess qualities such as patience, empathy, and a strong desire to support babies, toddlers, and children's growth and development during their formative years. This is significant given that it resonates with The Policy on Minimum Requirements for qualification leading to qualifications in Higher Education for Early Childhood Development Educators, which expects that the early childhood educator can articulate and showcase ethics of care and reasonable, moral judgement in their line of work. The learner population will be a diverse cohort of learners in the early childhood care and education programme would enrich the learning environment for all by bringing in unique perspectives and cultural understanding and fostering inclusive and equitable practices necessary in the sector. This proposed qualification was endorsed by DHET (MRTEQ). Engagement with stakeholders has taken place in the qualification, Stakeholder Committee meetings attended by principals, teachers, mentors, alumni, and representatives from SACE and the government (DHET and DBE). This has informed the development of the qualification and helped ensure that a comprehensive understanding of industry needs and standards was developed, including current trends and requirements in early childhood education. The insights garnered were drawn upon to help tailor the curriculum to meet real-world demands and ensure learners are well-prepared for the authentic, technologically informed and ever-changing workforce. These stakeholders will continue to engage with the institution through the programme Stakeholder Committee meetings to ensure the ongoing relevance of the qualification. Successful learning in the qualification can lead to entry-level access to and further study in various occupations and professions, including: Learners who graduate from the Higher Certificate in Early Childhood Care and Education will be strongly encouraged to pursue further study in the field and become more professionally qualified. The qualification will provide access to the Diploma or the Bachelor's (ECCE) (Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Educators, 2017). |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for access: Applicants who do not meet the stated admission criteria, but who have relevant work experience/prior learning, may apply for admission under the policy on Recognition of Prior Learning (RPL). The institution admits a maximum of 10% per cohort via RPL. The implementation of RPL is context-specific, in terms of discipline, programme, and level. Procedures and forms are available from the School Administration. RPL for exemption: In specified circumstances, qualifying learners may also engage in the RPL for exemption process, where any form of informal, formal, or non-formal learning will be assessed for relevance towards possible module exemption. Entry Requirements: Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications Framework, Level 5 totalling 125 Credits.
Compulsory Modules, NQF Level 5, 115 Credits: Elective Modules, NQF Level 5, 10 Credits: (choose one from the following): |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate knowledge and understanding of the principles of early childhood care and education.
2. Develop an emerging understanding of Eurocentric and Afrocentric theoretical stances on Early Childhood Care and Education (ECCE) and the resulting health, nutritional, well-being, and safety needs, socio-emotional, linguistic, and holistic development and learning outcomes of the baby, toddler, and young child. 3. Apply knowledge of curriculum, pedagogy, and assessment in ECCE to plan, design, and facilitate quality and inclusive developmentally appropriate and culturally responsive early learning programmes for the baby, toddler, and young child. 4. Demonstrate effective communication skills and technological competencies, including the ability to utilise digital platforms and assistive technologies to engage with paraprofessionals, parents, families, and the community during early intervention and in all matters regarding the optimal welfare, learning, and development of the baby, toddler and young child in diverse early childhood contexts. 5. Demonstrate the character traits becoming of a dedicated ECCE professional through demonstrating an ethics of care, moral and reasoned judgement, reflection, adherence to professional standards, addressing systemic inequalities, advocating for children's rights, and a positive work ethic. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO1: Demonstrate knowledge and understanding of the principles of early childhood care and education. Associated Assessment Criteria for Exit Level Outcome 2: ELO2: Develop an emerging understanding of Eurocentric and Afrocentric theoretical stances on ECCE and the resulting health, nutritional, well-being, and safety needs, socio-emotional, linguistic, and holistic development and learning outcomes of the baby, toddler and young child. Associated Assessment Criteria for Exit Level Outcome 3: ELO3: Apply knowledge of curriculum, pedagogy, and assessment in ECCE to plan, design, and facilitate quality and inclusive developmentally appropriate and culturally responsive early learning programmes for the baby, toddler, and young child. Associated Assessment Criteria for Exit Level Outcome 4: ELO4: Demonstrate effective communication skills and technological competencies, including the ability to utilise digital platforms and assistive technologies to engage with paraprofessionals, parents, families, and the community during early intervention and in all matters regarding the optimal welfare, learning, and development of the baby, toddler, and young child in diverse early childhood contexts. Associated Assessment Criteria for Exit Level Outcome 5: ELO5: Demonstrate the character traits becoming of a dedicated ECCE professional through demonstrating an ethics of care, moral and reasoned judgement, reflection, adherence to professional standards, addressing systemic inequalities, advocating for children's rights, and a positive work ethic. INTEGRATED ASSESSMENT The qualification will be assessed in a manner that reflects the entry-level competencies of learners at NQF 5, as well as the digital and technological advancements within the field of Early Childhood Care and Education (ECCE). The institutional assessment model uses formal and non-formal, formative and summative assessment tasks to evaluate learners' progress and achievements on the modules in a programme. The results of non-formal formative assessment tasks are not recorded formally, but these tasks are applied mainly to provide feedback to the learner and to enhance teaching. The results of formal assessment tasks are recorded towards achieving the goals of success in the module. Modules may make use of a final summative-approach or a continuous assessment approach. Formative assessment: The institution is committed to learners' success, and as a result, the Assessment Policy guarantees multiple formal assessment opportunities to allow learners to improve their performance based on feedback from the lecturer. An assessment strategy is drafted for each module by the Module Coordinator, in consultation with the Discipline Leader. The nature of the subject matter informs the combination of assessment tasks. The assessment strategy is contained in the Assessment Guideline document, which is made available to students on the first day of the semester/year. The assessment strategy will either use a continuous approach or a final Summative approach, as outlined in the institution's Assessment Policy. Where a continuous assessment strategy is used, the total assessment weight will be distributed appropriately over three formal assessment tasks. Summative assessment: Where a final summative approach is used, the final mark on a module comprises a Semester/Year Mark (SYM), as well as a final summative Assessment mark (FIS). The SYM is made up of a combination of different assessment tasks, each with its own weighting. The FIS is often in the form of an invigilated examination, but it may be offered in alternative formats, such as an individual/group project which culminates in a written report, followed by a presentation. Depending on the nature of the subject matter, a range of assessment methods is applied at the formative and summative assessment stages to facilitate authentic assessment. For panel discussions, presentations, and project work, experts from industry are often invited to provide input into the formal assessment results, along with the institution examiners. The assessment strategies to be applied in the qualification are varied; however, all are similarly underpinned by the key assessment principles of validity, reliability, and partiality. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared to similar qualifications from the Australia and New Zealand
Country: Australia Institution: Melbourne City College (MCC) Qualification title: Certificate 111 in Early Childhood Education and Care Entry requirements: And And Qualification purpose: The purpose of the qualification is to offer people who are willing to start a career in early childhood the fundamentals of childhood development and care for children. Learners will be introduced to working in the field of early childhood and learn how to care for children, nurture their development, and make sure their environment is safe and supportive. This qualification reflects the role of workers in a range of early childhood education settings who work within the requirements of the Education and Care Services National Regulations and the National Quality Standard. Qualification structure: Modules: Elective modules: Assessment Methods: Written work, projects, case studies, log book and observations. Qualification progression: After achieving this qualification, students may continue their studies in CHC50125 Diploma of Early Childhood Education and Care. Similarities: Country: New Zealand Institution: University in Palmerston North (UPN) Qualification title: Certificate in Early Childhood Education and Care Credits: 60 Entry requirements: Or Purpose/rationale: The Certificate in Early Childhood Education and Care will provide learners with the opportunity pathway into a rewarding career caring for infants, toddlers, and young children. Learners will gain skills to work in multicultural settings, and play a key role in enhancing family and community relationships Core Units: Qualification outcome: Similarities: Differences: |
| ARTICULATION OPTIONS |
| This qualification provides opportunities for horizontal, vertical, and diagonal articulation options.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| 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. | Stadio (Pty) Ltd |
| 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. |