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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 THAT HAS PASSED THE END DATE: |
| National Certificate: Youth Development |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 57427 | National Certificate: Youth Development | |||
| ORIGINATOR | ||||
| SGB Development | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 05 - Education, Training and Development | Adult Learning | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 155 | Level 5 | Level TBA: Pre-2009 was L5 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 9999/99 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2026-06-30 | 2029-06-30 | |||
| 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:
The purpose of the Qualification is for qualified learners to be able to facilitate enabling processes for youth development. Working in the youth development field enables young people to participate in society and the economy. Youth development work is a proactive social mechanism for managing change in the economy and society. The impact of youth development work on young people is significant, and the qualification ensures that youth development work is an empowering mechanism for the redress of past unfair discrimination in education, training and employment opportunities for both youth development workers and their target groups (marginalised young people). The registration of this Qualification places youth development workers in a position to access learning at Higher Education level after achieving a Further Education and Training Certificate: Youth Development at NQF Level 4. The Qualification is set to improve their access not only to Higher Education, but also to career progression. Through articulation, the Qualification also ensures that qualified learners can transfer credits to other areas of learning. Setting a minimum standard for qualification, the status of the profession is enhanced, and the quality of education and training is ensured. Qualified learners are capable of: Rationale: The youth development sector requires this Qualification to ensure that qualified learners are able to facilitate enabling processes for youth development. The Qualification is set to provide much needed recognition for youth development workers, and to ensure that youth development work is recognised as a profession. This Qualification is aimed at youth development workers. Learners are often already employed or are working as community volunteers in the youth development sector, but do not have relevant qualifications. This Qualification will provide learners with recognition of prior learning and access to further learning. Achieving this Qualification can improve qualified learners' earning capability. Learners generally attempt this Qualification after completion of schooling (post matric), from other professions (e.g. health workers, social workers, etc.) or after completion of a relevant NQF Level 4 Qualification, such as the Further Education and Training Certificate: Youth Development. Qualified learners can progress to Qualifications at NQF Level 6, such as Bachelors degrees in the Education Training and Development field. Articulation with other Qualifications also allows qualified learners to access additional Qualifications at NQF Level 5 in other fields. The learning pathway commences at NQF Level 1 where important life skills are achieved, through to NQF Level 8, where a contribution to youth development practice is required. Qualified learners can be employed as youth workers, or practitioners involved in development work with young people. Employers of qualified learners include government departments, for example, Department of Correctional Services, the Department of Social Development (especially at provincial level), the Department of Health, the Department of Provincial and Local Government, and the Department of Education. Other employers are the Youth Commission, SAYWA, and various youth development Non-Government Organisations (NGOs), Faith-Based Organisations (FBOs) and Church-based Organisations (CBOs). Some qualified learners will also work in academic institution outreach programmes. The impact of the Qualification on society and the economy is significant. Qualified learners achieve greater economic participation as youth development workers. Through recognition of the profession, the status of youth development work is raised, creating more employment opportunities. Qualified learners work with marginalised youth groups, such as: These groups are provided with the necessary competence to participate fully in the South African society and economy. The qualification also requires research and information management competence, which ensures improved access to information in the youth development field and for communities and young people. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| The qualification was designed based on the assumption that the following competencies have already been achieved:
Recognition of prior learning: This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A qualification will be awarded should a learner demonstrate that the exit level outcomes of the qualification have been attained. Access to the qualification: Access to the qualification is open. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The Fundamental component (7 credits) and the Core component (138 credits) are compulsory. Learners are also required to achieve at least 10 credits against unit standards in the Elective component. |
| EXIT LEVEL OUTCOMES |
| 1. Collect, collate and analyse information and evaluate implications of findings for youth development.
2. Advocate and lobby for enabling environments to promote youth development. 3. Build relationships with stakeholders to promote youth development. 4. Coordinate youth development activities to meet identified needs. 5. Manage youth development projects to meet the needs of youth within specific community contexts. 6. Align own youth development practice within specified quality frameworks. |
| ASSOCIATED ASSESSMENT CRITERIA |
| 1.
2. 3. 4. 5. 6. Integrated assessment: The assessment criteria in the unit standards are performance-based, assessing applied competence, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification. Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification. Evidence of integration may be presented by learners when being assessed against the unit standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed. |
| INTERNATIONAL COMPARABILITY |
| The majority of youth development work internationally takes place in Africa, Asia, Central America and the Caribbean, the South Pacific and South America. Other countries involved in youth development work in these regions include the United States of America, United Kingdom, Canada, Germany, Norway, Denmark, Finland, Australia, New Zealand, Japan, and China. Norway, Denmark and Finland have a Vocational Qualification in Youth and Leisure Instruction, but no information regarding this qualification was available. Other countries for which no information was available (in English) were Germany, Japan and China.
International qualifications employ mainly two approaches, namely, programmes that include sociology and psychology subjects, and those that do not. The former programmes are generally longer (2 years) than the latter, and this South African qualification is comparable with the latter. Therefore, comparisons are limited to those qualification programmes that are of equal notional hours (approximately 1200 notional hours) and at an equivalent level of complexity. The Commonwealth Youth Programme (CYP) is an international development agency based in the United Kingdom and dedicated to empowering young people aged 15 to 29. The CYP has developed a Diploma in Youth Development Work that is available in more than 40 Commonwealth countries, including South Africa, via its regional centres in Africa, Asia, the Caribbean and the South Pacific. The countries that implement the Diploma in Youth Development Work are: The CYP qualification, considered the equivalent of the first year of a university degree programme (and the equivalent of this NQF Level 5 Certificate), consists of fourteen modules. It compares as follows with this qualification: CYP Diploma in Youth Development Work The CYP Diploma programme is provided in all the above countries, for example, in Botswana as an 18 month distance learning programme, and in Australia as a 1-year full time diploma. Applied in the Australian context the Diploma is structured as follows, compared with this South African qualification: Australian Diploma of Youth Work Core Electives (2 required) The main difference between Diplomas in the various countries lies in the elective component. For example, in Botswana, no elective component is required, and in Australia, the elective component focuses on a medical approach to youth work, as opposed to the more holistic approach of this South African qualification. According to a recent report regarding youth development work training in the European Union (Training and Education of Youth Workers in Europe, A snapshot - October 2005, by Louise Atkin, Karin Douglas and Maggie Farrell), programmes are mostly taught by universities, at diploma or degree level in Austria, Denmark, England, Finland, Germany, Ireland, Liechtenstein, Malta, Northern Ireland, Netherlands, Scotland, Wales and the Republic of Ireland, with France being the only country where training spans five different levels, mostly offered by NGOs. Countries that do not have specific youth work qualifications include Belgium, Cyprus, Estonia, Greece, Italy, Lithuania, Luxembourg, Poland, Slovenia and Switzerland. These countries employ youth workers with other related qualifications, mostly degrees, such as social pedagogy, social work and cultural animation. The Council of Europe and the European Commission recommend the following modules be included in youth work training programmes, in comparison with this South African qualification: Council of Europe/European Commission Youth Work Courses In the above report, a case study is presented for Malta. At the University of Malta an equivalent qualification is offered, namely, a Certificate in Youth Studies. The programme includes modules that compare with the core of the South African qualification: principles of youth work practice, skills training, thematic studies, fieldwork placement and personal logbook, foundation studies, and critical issues. Short course examples in the United Kingdom at a level that is equivalent to this qualification include courses offered by the YMCA, Havering Youth Support Services, and other not-for-profit organisations, that compare as follows with the South African qualification's unit standards: United Kingdom short courses In Canada, youth development worker training includes project management, entrepreneurial and leadership skills, employment skills facilitation, community work, work placement, supervision and mentoring, facilitating job search skills, labour law, remuneration strategies, and youth programme coordination. Qualifications are mostly at post graduate level. In the United States of America, two certificates are available for youth workers, one of which is at a lower level, and one at the equivalent level of this South African qualification. Other youth development practice qualifications are at first degree level and higher. The equivalent qualifications typically include field experience in a social service, mental health, juvenile treatment, community based or other community service agencies. Qualification programmes compare as follows with this South African qualification: Youth Work/Youth Development Certificate: Various short courses are also offered that address parts of the qualifications, for example, the Indiana Youth Development (IYD) Credential, Virginia State University, and the Transformation Institutes of The YouthBuild Academy. Notional hours range between 60 and 700 hours. The equivalent level New Zealand qualification is longer than the South African qualification, but credits are spread across six levels of their framework. Equivalent level notional hours are similar, and compares as follows with the South African qualification: Diploma in Youth Work (equivalent level unit standards only): Core Elective (1 required) Elective (balance of qualification credits) The countries discussed above also train youth development workers in Israel, Indonesia, Philippines, Thailand, Burkina Faso, Democratic Republic of the Congo, Mali, Senegal, Sudan, Colombia, Ecuador, Mexico, Peru, Brazil and Costa Rica. The South African qualification is comparable with international qualifications of equal notional hours. |
| ARTICULATION OPTIONS |
| Vertical articulation is possible with the following NQF Level 6 qualifications:
Horizontal articulation on the NQF is possible with the following NQF Level 5 qualifications: |
| MODERATION OPTIONS |
| Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
|
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.
To register as an assessor, the following are required: Assessors should keep the following general principles in mind when designing and conducting assessments: In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by: All assessments should be conducted in line with the following well-documented principles: |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| N/A |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 15237 | Build teams to meet set goals and objectives | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Core | 230448 | Contribute towards organisation policy development | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 119765 | Define community-based development project scope | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 117855 | Design and implement plans to deal with conflict situations | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Core | 230445 | Develop partnerships with youth development stakeholders | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 117871 | Facilitate learning using a variety of given methodologies | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 115171 | Generate resources for projects | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Core | 15233 | Harness diversity and build on strengths of a diverse working environment | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Core | 230446 | Manage quality of own youth development work | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 230442 | Manage youth projects and development processes | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Core | 230443 | Market and promote youth development programmes | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 14020 | Monitor budgets related to community projects | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 116787 | Plan, monitor and control the financial resources for a small company or business unit | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 120378 | Support the project environment and activities to deliver project objectives | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
| Core | 117515 | Tender for projects | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| Core | 230444 | Advocate youth rights | Level 6 | Level TBA: Pre-2009 was L6 | 8 |
| Fundamental | 230441 | Facilitate access to information that impacts on youth development | Level 5 | Level TBA: Pre-2009 was L5 | 7 |
| Elective | 115821 | Apply business financial practices | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 119664 | Conduct an assessment of human rights and democracy practices in communities | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 117853 | Conduct negotiations to deal with conflict situations | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 119659 | Examine law and structures in terms of their promotion of human rights and democracy | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 117854 | Facilitate meetings to deal with conflict situations | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 12995 | Maintain financial records and prepare general ledger accounts | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 110482 | Prepare a budget for a local economic development project and prepare the relevant financial reports | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 117844 | Present, analyse and interpret information on conflict situations | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 12140 | Recruit and select candidates to fill defined positions | Level 5 | Level TBA: Pre-2009 was L5 | 9 |
| Elective | 117845 | Restore and build relationships in dealing with conflict | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 116365 | Evaluate the financial practices of a business | Level 6 | Level TBA: Pre-2009 was L6 | 9 |
| 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. | Babina Tlou Trading And Projects 001 |
| 2. | NTI College |
| 3. | Reflections Development Institute |
| 4. | Sebenzisanane Human Capital |
| 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. |