SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Promote and uphold the rights of children and youth

SAQA US ID	UNIT STANDARD TITLE
117177	Promote and uphold the rights of children and youth
ORIGINATOR
SGB Child and Youth Care Work
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 09 - Health Sciences and Social Services			Promotive Health and Developmental Services
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 3	NQF Level 03	4
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2007-09-18	2008-02-06	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2009-02-06		2012-02-06

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 unit standard is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
254176	Promote and uphold the rights of children and youth	Level 3	NQF Level 03	4

PURPOSE OF THE UNIT STANDARD

This unit standard will be useful for people working in child and youth care contexts, but without professional responsibility for child and youth care. Typical applications would be for domestic assistants, foster and holiday hosts, maintenance workers, administrative staff, clinic nurses and nurse aids, teacher aids, hostel matrons kitchen staff and security guards.

People credited with this unit standard are able to:

Demonstrate a basic knowledge of human development.

Demonstrate understanding of child rights for own work context.

Identify the implications of child rights for own practice, and apply these under supervision.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:

Communications at NQF level 3 or equivalent competence.

UNIT STANDARD RANGE

Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

The following scope and context applies to the whole unit standard:

All work in contact with children and youth at risk will be directly supervised by qualified professionals.

Codes and guidelines include, at present:
1. "Ethics of Child and Youth Care Professionals" - ACYCP
2. "Standards for Practice of North American Child and Youth Care Professionals" - ILC (1995)
3. "Minimum Standards: SA Child & Youth Care System" - Inter-Ministerial Committee on Young People at Risk (1998)
4. "Proposed competencies for Professional Child and Youth Care Personnel" - Draft Document March 2001
5. International conventions: UN Convention on Rights of the Child; African Charter on Rights of the Child
6. Children's Bill and Regulations; Child Justice Bill and Regulations; White Paper for Social Welfare (1997); SA Constitution 1997
7. Department of Social Development minimum norms and standards relating to child rights

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe "childhood" in terms of a basic knowledge of human development, needs and diversity.

OUTCOME RANGE

Development includes: cognitive, socio-emotional, creative, physiological, sexuality, spiritual, moral.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The description of social equality as it applies to the child is consistent with basic human rights and child rights as defined in the Constitution, current legislation and regulations.

ASSESSMENT CRITERION 2

The basic developmental ecology of the child and youth is described and explained with reference to the interaction between persons and their physical and social environments.

ASSESSMENT CRITERION RANGE

Environments include: cultural and political settings; every-day life contexts (family, neighbourhood, school and larger social-cultural)

ASSESSMENT CRITERION 3

Human diversity is described and explained with reference to personal, familial, cultural and social bias and/or stereotyping.

ASSESSMENT CRITERION RANGE

Diversity includes: age, class, race, ethnicity, levels of ability, language, spiritual belief systems, educational achievements, gender differences

ASSESSMENT CRITERION 4

Children are differentiated from humans at other stages of development in terms of stages of human development, needs and diversity.

SPECIFIC OUTCOME 2

Demonstrate understanding of child rights for own work context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The code of ethics for child and youth care work in own context is described and explained in relation to current legislation and implications for own practice.

ASSESSMENT CRITERION 2

The essential ideas contained in child rights instruments are described and explained in line with accepted interpretations in the field.

ASSESSMENT CRITERION RANGE

Essential ideas include rights to: secure, healthy environment; equality (non-discrimination); privacy and confidentiality; respect and dignity; full development of potential; self-determination.

ASSESSMENT CRITERION 3

The description of child rights is consistent with current legislation and regulations. These rights are explained with reference to their application in own work context.

ASSESSMENT CRITERION 4

Violations of child rights are correctly identified and reported according to stipulated procedures.

SPECIFIC OUTCOME 3

Identify the implications of child rights for own practice, and apply these under supervision.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The supervisory process is explained in relation to the application of child rights within a particular (own) child and youth care work context.

ASSESSMENT CRITERION 2

The importance of supervision for the maintenance of child rights is described and explained with reference to its application in programmes, within the life space of the child.

ASSESSMENT CRITERION 3

Routines implemented in the course of own work are consistent with child rights and codes of practice for the field.

ASSESSMENT CRITERION 4

Child rights legislation and guidelines are accessed for reference purposes as required.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

Moderation Option: The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems and make decisions using critical and creative thinking.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation or community.

UNIT STANDARD CCFO ORGANISING

Organise and manage themselves and their activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically showing responsibility towards the environment and health of others.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

The following particular issues should be taken into consideration when assessing against this unit standard:

No person with a child abuse record; history of violent crimes; or substance abuse record, should be considered for assessment.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 254176, which is "Promote and uphold the rights of children and youth", Level 3, 4 credits.

Definition of Terms:

Terms have been clarified as far as possible through the use of range statements.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	49093	Further Education and Training Certificate: Child and Youth Care Work	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2008-02-06	Was HW SETA until Last Date for Achievement
Elective	49600	National Certificate: Development Practice	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2009-05-13	Was ETDP SETA until Last Date for Achievement
Elective	50041	Further Education and Training Certificate: Probation Work	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	HW SETA

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

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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