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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Child Protection in Emergencies 
SAQA QUAL ID QUALIFICATION TITLE
94676  Postgraduate Diploma in Child Protection in Emergencies 
ORIGINATOR
University of KwaZulu-Natal 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  128  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This cutting-edge trans-disciplinary qualification will provide a mixed mode (distance based learning, with a residential component and service learning placement) curriculum for the specialised development of qualification officers and humanitarian aid workers in child protection in emergencies. The purpose of this qualification is to create opportunities for participants to undertake advanced reflection and to ethically and effectively respond to humanitarian emergencies particularly in relation to child protection.

In this way the qualification will strengthen the capacity of national child protection staff in the government and the civil society, to strengthen and deepen their knowledge in Child Protection in Emergencies. Their competences, skills and qualifications in the CPIE field will enable staff already working for international child protection organisations to upgrade their skills and qualifications.

Rationale:
The Child Protection Working Group (CPWG, a cluster under the Inter Agency Standing Committee of the United Nations on Emergencies) put out an international call in 2011 to develop Postgraduate educational qualifications in the field of Child Protection in Emergencies (CPIE). The School of Built Environment and Development Studies, UKZN was the successful bidder. The School of Built Environment included a variety of disciplines that could directly relate to their field. This innovative trans-disciplinary qualification requires input from academics across various disciplines.

Despite 30 years of capacity building initiatives in this humanitarian sector, there are visible gaps in contextual, historical and theoretical knowledge in the field of Child Protection, and no clear pathways and progression routes into the sector. It is widely agreed among those involved that there is a pressing need for specialist knowledge in Child Protection to be delivered to build the capacity of those agency staff who are working in areas affected by disasters and emergency situations. Clearly, there are numerous areas which require research within this field. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Access to the Qualification:
Admission to this qualification is open to learners with:
  • An Appropriate Bachelor's Degree or an appropriate Advanced Diploma. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    All modules are compulsory at NQF Level 8, totalling 128 Credits:
  • Principles of CPIE, 16 Credits.
  • Theoretical Foundations of CPIE, 32 Credits.
  • Research Methods in CPIE, 16 Credits.
  • Project Planning, Implementation, Monitoring and Evaluation for CPIE, 16 Credits.
  • Management and Coordination in CPIE, 16 Credits.
  • Independent Study in Child Protection in Emergencies (CPIE), 32 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse case studies using the principles of international normative protocols in relation to child protection.
    2. Apply the core theories of child development and child protection in emergencies.
    3. Produce a Child Protection Rapid Assessment (CPRA) plan using data collection and data analysis tools.
    4. Prepare a project cycle plan to manage either a human-made or natural emergency.
    5. Develop an inter-agency response plan and map the co-ordination mechanisms.
    6. Develop research skills and conduct research in the field of child protection in emergency.
    7. Create a portfolio of critical reflections based on a placement in a CPIE context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The associated assessment criteria are applied across the range of Exit Level Outcomes in an integrated way:
  • Knowledge of the normative frameworks of humanitarian responses is strengthened and deepened.
  • Critical understanding of childhood, child protection and child protection in emergencies is developed.
  • Critical application of core theories of child development and child protection in emergencies is demonstrated.
  • Reflective practice in both the personal and professional humanitarian arenas is applied.
  • The nature and cause of specific problems of child protection in emergencies are critically analysed.
  • Appropriate prevention and programmatic responses are applied in relation to specific technical areas.
  • The competence and sensitivity to manage a quality project cycle to support prevention and programmatic responses in different phases of emergency is demonstrated.
  • A plan to manage child protection during emergencies is developed according to the guidelines.
  • Research needs and opportunities are identified.
  • Research project in the field of child protection techniques or technologies are implemented.
  • Methods of evaluating research findings and implementing them are assessed.
  • Information collected about child protection in energy is used to develop preventive plans and methods.
  • National policies as applicable in the field of child protection in emergency are correctly identified and explained.
  • Evaluation of children is competently performed using appropriate techniques and strategies.
  • The practices of management, communication and coordination and advocacy within an inter-sectorial framework are critically evaluated.
  • Reflective and critical practitioners, the ability to navigate a new emergency-related environment are demonstrated.
  • Child protection issues are ethically and effectively prevented and responded to.
  • Specialist, evidence-based knowledge and skills in child protection in emergency are applied.

    Integrated Assessment:
    The Qualification is based on continuous assessment using tests, assignments, projects and case studies.

    All six modules use participation as one area of assessment, counting for 20%, except in the case of the placement module (No.6) where it counts for 10%.

    Formative assessment counts for 30% in all modules, and generally comprises one assignment. The placement module formative assessment (20%) requires the learners to write a reflective journal tracking their learning process. All modules have summative assessments in the form of assignments, including case studies, or tests which count for 50% of the course mark.

    With the experiential learning process in the work placement module, the focus for the assessment is on the learners' ability to apply and reflect on what they have learnt. It relies on the learners' ability to conduct themselves in a professional manner and to reflect on their practice. Assessment for the service learning module is based on four components: participation in on-line discussions (10%); a placement report (50%); a reflective journal (20%); and a supervisor's report (20%). The placement report comprises three submissions: an initial report (10%), a mid-term review (10%), and the formal placement report (30%). 
    		•

    INTERNATIONAL COMPARABILITY 
    The Postgraduate Diploma in Child Protection in Emergencies qualification can be compared to the following qualifications:

    University of Kent:
    Offers Masters in Child Protection (coursework). The entry requirement for this qualification is an undergraduate Degree. The structure of the qualification consists of 7 modules and a thesis.

    The qualification focuses on:
  • Understanding social research definitions, prevalence, causes and consequences of child protection.
  • Contemporary child protection practice and policies.
  • New perspectives on assessment and observation support, help and intervention.
  • The organisational dimensions of risk management.
  • Integrated Assessment includes Assignments, Tests and Research Dissertation.

    University of Edinburgh:

    The Institution offers international Child Protection Research (Master of Science). The entry requirement for this qualification is an undergraduate Degree. The structure of the qualification consists of 5 modules and a thesis. The qualification focuses on:
  • Quantitative and qualitative research methods.
  • Theoretical, research and definitional underpinnings and debates in child protection research.
  • Detailed evaluation methods of training.
  • Experience in conducting child protection research through a work-based placement or through independent study.

    Integrated Assessment includes Assignments, Tests and a Dissertation

    Conclusion:
  • To date the majority of qualifications are not in the field of Child Protection in Emergencies but are in Child Protection. Child Protection qualifications are offered by North American and European universities at Masters Level.
  • No specific comparable qualification exists at the Postgraduate Diploma level, which are specifically aimed at agency and government officials already working in the field.
  • This qualification has been launched to meet a specific need to build capacity in Africa and the Far East for government and agency staff who are working in areas affected by man-made and natural disasters and emergency situations.
  • However the above mentioned qualifications have similar aspects in the scope of work covered in the Postgraduate Diploma in Child Protection in Emergencies. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates with the following qualification:

    Horizontal Articulation:
  • Postgraduate Diploma in Maternal and Child Protection.
  • Postgraduate Diploma in Child Care and Protection.
    Vertical Articulation:
  • Master of Child Care and Protection. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2015. 

    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. University of KwaZulu-Natal 


    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.