SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

National Certificate: Early Childhood Development: Preschool Phase

SAQA QUAL ID	QUALIFICATION TITLE
14406	National Certificate: Early Childhood Development: Preschool Phase
ORIGINATOR
SGB Early Childhood Development
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was ETDP SETA until Last Date for Achievement			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 05 - Education, Training and Development		Early Childhood Development
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 1	NQF Level 01	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 0632/00	2000-10-11	2003-10-11
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-10-11		2007-10-11

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
23114	Basic Certificate: Early Childhood Development	Level 1	NQF Level 01	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

1. Provide access to training and recognition of prior learning for many experienced people who work with young children but have been excluded from education and training opportunities.

2. Enable learners to understand and respond appropriately to the basic needs of young children in all areas of their development within the preschool phase of development (2-6 age range) and in a specific setting, e.g. centre-based or home-based.

3. Improve the quality of early childhood development services for children aged 2 - 6 years in a variety of settings, both centre-based and home-based.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

In order to provide access to those already working with young children, there are no prior learning or competence requirements. Learners with experience in working with children should receive recognition of prior learning.

Recognition of prior learning

The qualification can be achieved as a whole or in part through the recognition of prior learning. The assessment and recognition of experiential learning is particularly important at this level.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The qualification is based on unit standards with specific outcomes and assessment criteria relating to the following learning components:

1. Fundamental learning: Level 4 or above, the following:

Communication Studies and Language field 20 credits minimum

Learners are expected to achieve the specific outcomes of relevant unit standards at Level 4 or above in the Field 04 or Grade 12 languages or their equivalent.

2. Core learning: Three compulsory or core unit standards define the exit outcomes in ECD practice providing 64 credits at Level 4 as follows:

Facilitating Active Learning 30 credits

Facilitating Healthy Development 14 credits

Managing the Learning Programme 20 credits

3. Elective learning: The remaining 36 credits are specified as follows:

ECD specific at Level 2 or above 24 credits

Level 2 or above in any field/sub-field 12 credits

The following ECD-specific elective unit standards are available for credit towards a Level 4 Certificate in ECD:

Making ECD Learning Resources 8 credits, Level 2

Facilitating Learning Through Stories, Songs
and Rhymes 8 credits, Level 3

Facilitating Language Development in
Bilingual/Multilingual ECD Programmes 8 credits, Level 3

Facilitating Creative Art Activities
in ECD Programmes 8 credits, Level 3

Managing a Small-scale ECD Service 12 credits, Level 3
or Managing a Medium-scale ECD Service 18 credits, Level 5

Facilitating a Life Skills Learning Programme
in the Reception Year 12 credits, Level 5

Facilitating a Literacy Learning Programme
in the Reception Year 12 credits, Level 5

Facilitating a Numeracy Learning Programme
in the Reception Year 12 credits, Level 5

Note: The reason for not specifying ECD electives at this level is to enable learners to gain credits for previous learning in any field, thus making the Level 1 qualification more accessible.

The core unit standards provide the essential requirements for ECD practice at this level, especially for those who are working as assistants to more highly qualified educators. Nevertheless, it is recognised that some community-based educators who manage ECD services will find it difficult to obtain a higher level qualification because of the fundamental learning requirements. Therefore, ECD-specific elective unit standards have been developed at Levels 2 and 3 to meet specific learning needs in the sub-field and to provide a basis for further learning and higher levels of competence to improve the quality of ECD services.

4. Critical outcomes: The unit standards indicate ways in which the critical cross-field outcomes are achieved through the ECD specific outcomes.

ASSOCIATED ASSESSMENT CRITERIA

Integrated assessment

In order to ensure that the purpose of the qualification is achieved, the preferred method of assessment at this level is direct observation of performance in the relevant work setting, for both formative and summative assessment.

Oral rather than written methods of assessment are recommended at this level to supplement the workplace-based observation of ECD practice so that learners are not disadvantaged by limited literacy skills.

- A range of other methods are also recommended, depending upon the competence that needs to be demonstrated in relation to the specific outcomes of each core unit standard.

INTERNATIONAL COMPARABILITY

International comparability

Not applicable at this level.

In African, Asian and South American countries training for community-based ECD practitioners with low levels of education is provided mainly on an in-service basis, usually by non-governmental organisations. Generally, however, qualifications at this level have not been formalised.

MODERATION OPTIONS

Each unit standard provides more specific guidance regarding moderation of the specific outcomes, but the following general guidelines apply to the qualification:

1. Internal moderation: Training providers offering one or more unit standards towards the achievement of this qualification need to have internal quality assurance mechanisms in place to ensure that:

the learning programme and learner support provided is sufficient to enable learners to achieve the specific outcomes, and

all aspects of the assessment of learners are moderated by a suitably qualified person(s) who is not directly involved in the training provision to establish fair and reliable assessment results.

2. External moderation: An ETQA will facilitate the external moderation of learner achievements.

NOTES

This qualification has been replaced by qualification 23114, which is "Basic Certificate: Early Childhood Development", Level 1, 120 credits.

The qualification is relevant to Health Sciences and Social Services (09), which is also concerned with the care and development of young children, and certain components provide for articulation between the two fields. It is generally accepted that the care and education of young children needs to be fully integrated. ECD is located in Field 05 because of its critical role in developing young children as lifelong learners.

Fundamental Unit Standards:
20 credits must be accumulated from any one of the Communication or Literacy Unit Standards at level 1
16 credits must be accumulated from any one of the Mathematical Unit Standards at level 1

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	7385	Facilitating Healthy Development	Level 1	NQF Level 01	12
Core	7392	Managing the Learning Programme	Level 1	NQF Level 01	12
Fundamental	7451	Collect, analyse, use and communicate numerical data	Level 1	NQF Level 01	2
Fundamental	7449	Critically analyse how mathematics is used in social, political and economic relations	Level 1	NQF Level 01	2
Fundamental	7526	Engage with aesthetic, affective, cultural and social values in texts	Level 1	NQF Level 01	3
Fundamental	7535	Engage with meaning, organisation and structure of texts	Level 1	NQF Level 01	3
Fundamental	7534	Explore and use a variety of strategies to learn	Level 1	NQF Level 01	3
Fundamental	7528	Identify, access, analyse, use and present information	Level 1	NQF Level 01	4
Fundamental	7524	Show a critical awareness of language usage	Level 1	NQF Level 01	3
Fundamental	7530	Use appropriate communication skills, conventions and structures for specific purposes and situations	Level 1	NQF Level 01	4
Fundamental	7450	Work with measurement in a variety of contexts	Level 1	NQF Level 01	2
Fundamental	7448	Work with patterns in various contexts	Level 1	NQF Level 01	4
Fundamental	7447	Working with numbers in various contexts	Level 1	NQF Level 01	6
Elective	7402	Facilitating Learning Through Play	Level 2	NQF Level 02	12
Elective	7401	Making ECD Learning Resources	Level 2	NQF Level 02	8
Elective	7405	Facilitating Creative Art Activities in ECD Programmes	Level 3	NQF Level 03	8
Elective	7404	Facilitating Language Development Bilingual/Multilingual ECD Programmes	Level 3	NQF Level 03	8
Elective	7403	Facilitating Learning Through Stories, Songs and Rhymes	Level 3	NQF Level 03	8
Elective	7406	Managing a Small-Scale ECD service	Level 3	NQF Level 03	12

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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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.

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