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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Child and Youth Care 
SAQA QUAL ID QUALIFICATION TITLE
100655  Bachelor of Child and Youth Care 
ORIGINATOR
Monash South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 09 - Health Sciences and Social Services  Rehabilitative Health/Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

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 Bachelor of Child and Youth Care is to produce graduates to assume professional roles in a range of child and youth care settings. Completion of the Degree will enable graduates to apply for registration as professional child and youth care workers. In this role professionals will be able to offer developmental and therapeutic services with a focus on relational and life space work with children, youth and families. Graduates would be able to function in administrative and supervisory roles within the field of auxiliary level child and youth care.

More specifically, the qualification aims to:
  • Produce graduates with specialised knowledge to deliver services in a variety of social service settings through an ecological-development focus.
  • Provide graduates with a range of skills which includes self-reflective assessment processes, intervention and activity planning, project design and community development.
  • Equip graduates with a strong sense of ethical, accountable, and principled approaches to redress injustices which cause vulnerability in young people and families.
  • Offer a wide range of transferable skills for application in other professions, disciplines and general life.

    These include:
  • Engagement with learning in various modes that facilitate communication, mastery of content and a focus on identifying the need and designing a strategy to address problems.
  • An exploration of a variety of challenges that affect children, youth and families.
  • Working from an empowerment strengths-based approach to personal and social development.
  • Competence in written and oral communication.
  • Capacity to assess and implement social and other policies and make contributions to policy development.
  • The ability to design and implement a research study.

    Apart from consolidating and deepening the learner's expertise in the field of Child and Youth Care, the qualification includes a 30 Credit component of conducting and reporting research under supervision, preceded by a 30 Credit-module dedicated to research methodology and proposal development. These provide the learner with the opportunity to conduct fieldwork, analyse data and report on the results. Sessions with a supervisor will assist the learner to delineate an area of study and to propose a research problem and method of study. It thus prepares the learner for research-based Postgraduate study at Level 9.

    Rationale:
    The HIV/AIDS epidemic and other risk factors have led to a growing number of highly vulnerable children, not just in South Africa but across sub-Saharan Africa. Efforts to care for this growing population have created an increasing demand for social service programme and services. Additionally, an array of skilled and experienced social services workers are required to implement programmes to meet a complex range of social service needs. Faced with these overwhelming needs, limited resources and competing priorities, some countries have made efforts to address constraints through the creation of community-based social service workers.

    A Child and Youth Care Worker works in the life space of children and adolescents with both normal and special development needs. He/she promotes and facilitates their optimum development by means of planned use of everyday life events and programmes to facilitate their ability to function effectively within different contexts.

    The Millennium Goals aimed at children involve, inter alia, to:
  • Halve the proportion of people who suffer from hunger, specifically that of children under 5 who are severely underweight.
  • Achieve universal primary education by ensuring that all children, everywhere, will be able to complete a full course of primary schooling, thereby improving the literacy rates, net enrolment ratio, and primary completion rate of both sexes.
  • Reduce child mortality by two thirds, specifically the under-five mortality rate by increasing immunization of children under five and decreasing the infant mortality rate.

    This qualification addresses the areas outline by the Millennium goals by offering specialised childhood development knowledge, including the prenatal stage as affected by maternal health; knowledge of the different levels of intervention as prescribed by the Framework of Services and adopted by the Department of Social Development. Furthermore the qualification enables learners to train in various skills and techniques, from the design of activities and programmes to counselling techniques and strength-based approaches.

    The Bachelor of Child and Youth Care is specifically designed to equip Child and Youth Care professionals to work in various fields where services need to be delivered to vulnerable children, youth and families.

    The Bachelor of Child and Youth Care offers specialisation in the development and care of children, families and communities. Improving the conditions of children and families is key to most government policy drives and the role of Child and Youth Care (CYC) workers in these drives is being acknowledged through inclusion in legislation like the Social Services Act and The White Paper (delivering mandated social services to children and families) and the Criminal Procedures Act (involvement in intermediary and diversion programmes). The Children's Act allocates tasks to a range of social service professionals to diversify the services offered and to relieve the burden on social workers.

    The drive by the National Association of Child Care Work (NACCW) for recognition of Child and Youth Care (CYC) as a profession has gained momentum that nearly 7 000 practitioners have been registered as either auxiliary or professional CYC workers within six months of approval of the South African Council for Social Service Professions (SACSSP) Regulations by the Minister of Social Development. CYC workers work with the most vulnerable young people and families and are able to facilitate creative problem-solving in their life space. Unlike other human professions, treatments are not session-based and therefore offer a unique approach to understanding the solutions to problems faced by youth and communities. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution adheres to national requirements for the Recognition of Prior Learning (RPL) and has a RPL policy and procedures in place. In this context, the learning institution will allow for an educationally appropriate alternative access to the programme. In so doing, it will recognise the following fundamentals:
  • Formal learning, such as a course offered by a professional body, enterprise, private educational institution, or by any other accredited provider recognised by the institution. These may include professional development or on-the job-training.
  • Experience of approximately three to five years working within the industry may be considered in conjunction with the academic record of the candidate based on the institutional policy of Recognition of Prior Learning.

    The institution may grant credit for subjects (modules) passed, with satisfactory grades, at other recognised higher education institutions if:
  • The subject content is considered to be equivalent in content and standard to those offered by the institution.
  • It is relevant to the planned course/programme of study.
  • The learner must still satisfactorily complete at least half the programme units/modules at the institution in order to be awarded a Degree.

    Applications will be considered on a case-by-case basis.

    Entry Requirements:
    The minimum entrance requirements are:
  • Senior Certificate with Endorsement.
    Or
  • National Senior Certificate (NSC) granting access to Bachelor's Degree studies.
    Or
  • National Certificate (Vocational) NC(V) at Level 4 granting access to Bachelor's Degree studies.
    Or
  • Higher Certificate, Level 5 or Advanced Certificate, Level 6 or Diploma, in a cognate field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Levels 5, 6, 7 and 8 totalling 480 Credits.

    Compulsory Modules at Level 5: 90 Credits:
  • Professional Child and Youth Care, 15 Credits.
  • Child and Youth Development, 15 Credits.
  • Relational and Family work, 15 Credits.
  • Behaviour Management and Activity Programming, 15 Credits.
  • Introduction to Public Health, 15 Credits.
  • Overview and Context of a Health System, 15 Credits.

    Elective Modules at Level 5: 30 Credits (Choose two modules):
  • Fundamentals of Psychology 1A, 15 Credits.
  • Fundamentals of Psychology 1B, 15 Credits.
  • Crime in Context: Theory and Typologies, 15 Credits.
  • An Introduction to the South African Criminal Justice System, 15 Credits.

    Compulsory Modules at Level 6: 90 Credits:
  • Strength-based Assessment of Childhood Challenges, 15 Credits.
  • Residential and Health Care, 15 Credits.
  • Intervention Strategies for Childhood Challenges, 15 Credits.
  • Social Networking and Community Profiling, 15 Credits.
  • Health Promotion, 15 Credits.
  • Health Programme Planning and Evaluation, 15 Credits.

    Elective Modules at Level 6: 30 Credits (Chooses two modules):
  • Research Design and Statistical Methods in Psychology, 15 Credits.
  • Psychology and Society, 15 Credits.
  • Victimology: Understanding Victims and Victimisation, 15 Credits.
  • Youth In Conflict with the Law, 15 Credits.

    Compulsory Modules at Level 7: 105 Credits:
  • Vulnerable Children and Youth at Risk, 15 Credits.
  • Treating Children with Special Needs, 15 Credits.
  • Community Development Project Management, 15 Credits.
  • Poverty Alleviation Strategies, 15 Credits.
  • Child and Youth Intermediary Services, 15 Credits.
  • Child and Youth Care Internship, 15 Credits.
  • Project Development Practicum, 15 Credits.

    Elective Modules at Level 7: 15 Credits (Choose one):
  • Child and Adult Psychopathology, 15 Credits.
  • Profiling: A Forensic Model of Victims and Offenders, 15 Credits.

    Modules at Level 8: 120 Credits:
  • Child and Youth Care Legislation and Policy, 30 Credits.
  • Supervision and Leadership, 30 Credits.
  • Research Project A, 30 Credits.
  • Research Project B, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of the foundations of the child and youth care professions with consideration of ethical conduct and the utilisation of an ecological-developmental approach.
    2. Demonstrate an understanding of care within residential settings and families through knowledge of the use of daily life events, behaviour management strategies, activity programming and relational principles in the context of minimum standards and policy guidelines.
    3. Demonstrate the ability to function within a team, conduct referrals, design projects and empower communities.
    4. Demonstrate an understanding of challenges faced by and treatment of vulnerable children and youth.
    5. Conduct assessment and intervention in child and youth care.
    6. Demonstrate knowledge about the role and function of an intermediary in the criminal court where the young person needs to act as a witness.
    7. Demonstrate the application of accumulated knowledge through work integrated learning.
    8. Demonstrate an understanding of the foundation of public health, health promotion and the development and evaluation of health programmes.
    9. Demonstrate an understanding of related discipline knowledge in either Psychology or Criminology.
    10. Apply knowledge of research methods and process to conduct a research study that will contribute to the knowledge base of Child and Youth Care.
    11. Apply knowledge of Child and Youth Care administration through supervision, leadership, legislation, and policy design and evaluation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify the pioneers who contributed to the improvement of conditions for children.
  • Reflectively appraise the unique attributes of child and youth care and describe key terminology.
  • Critically discuss the need for a profession code of ethics.
  • Explain and provide examples of the elements of reflective writing.
  • Identify various challenges faced by child and youth care workers.
  • Name and describe the development stages from infancy through to adolescence.
  • Critically discuss the nature and importance of each development domain.
  • Describe the necessity and nature of play.
  • Determine the criteria for school readiness of children.
  • Discuss the different types of intelligence and approaches of learning.
  • Explain the influence of socialisation with reference to the role of parenting and culture.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Critically analyse different approaches to providing holistic and therapeutic work to families.
  • Describe what is understood as healthy family functioning and the identifying of family strengths.
  • Demonstrate an understanding of mediation during family breakdown.
  • Describe 'lifespace' work and 'lifespace crisis intervention'.
  • Explain the different levels of relationship and develop a plan for relational practice.
  • Describe pain-based and trauma-induced behaviour in children.
  • Critically discuss the effective and ineffective use of discipline.
  • Evaluate different behaviour management techniques.
  • Explore the use of daily events to create meaningful moments for children.
  • Explain the process of designing programme activities in child and youth care.
  • Understand the importance of working in a team to manage behaviours and programmes.
  • Give a comprehensive exposition of success factors in residential care.
  • Critically discuss minimum standards for child and youth care.
  • Describe the necessity and Regulations for the registration of child care centres.
  • Explain the principles of child protection.
  • Identify good nutritional and hygienic practices.
  • Classify typical health problems and managing infectious diseases.
  • Apply basic first aid.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Give a critical exposition of the referral process with child and youth care work in communities.
  • Critically discuss and explain empowerment models.
  • Describe environmental modification.
  • Demonstrate the ability to utilise social network analysis and social network intervention strategies.
  • Explain the concepts of person-environment-practice.
  • Develop a structure for documenting information collected on communities (community profiling).
  • Give a critical exposition of the context for community development projects.
  • Critically discuss theoretical frameworks for development.
  • Describe the principles of community development projects and the roles of community development workers.
  • Demonstrate a variety of community development skills.
  • Illustrate with an understanding of the project life cycle and the project management process.
  • Explain the concepts and techniques used to plan, implement, monitor and evaluate projects.
  • Provide a report of an established community development project through a site visit to a community project.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Synthesise information on child abuse in order to effectively address it.
  • Design and present programmes for orphaned and vulnerable children.
  • Discuss best practice models for support of child-headed households.
  • Interpret the impact of the use of the term "youth-at-risk" on treatment strategies.
  • Analyse the prescribed approaches to deviant behaviour.
  • Provide an illustration of the grief cycle.
  • Explain the role that attachment plays in relational treatment of vulnerable children.
  • Identify various impairments that can impact on childhood development.
  • Identify the typical age of onset for various impairments.
  • Explore the criteria for the diagnosis of disabilities (e.g. DSMV).
  • Identify the support that exists for disabled children and their families in South Africa.
  • Stipulate the criteria for inclusion in special education.
  • Critically evaluate the eligibility criteria for disabled children to access support.
  • Describe best practice models in the treatment of children with special needs.
  • Demonstrate the ability to make appropriate multi-disciplinary referrals.
  • Define poverty within a social development context.
  • Discuss likely causes of prevailing poverty.
  • Describe the effect of poverty on childhood development.
  • Critically discuss anti-poverty strategies in South Africa.
  • Illustrate with an understanding of sustainable development.
  • Explain the concepts and techniques for enterprise development.
  • Report on an effective poverty alleviation project from a site visit or an extensive online search.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Provide an overview of assessment approaches used in child and youth care.
  • Differentiate between symptoms, signs and risk factors of childhood challenges.
  • Define the concept of developmental assessment.
  • Explain models used for identifying the needs of young people.
  • Apply the resilience matrix to case examples to highlight strengths.
  • Describe various assessment techniques that can be utilised with young people.
  • Design a reporting structure to provide feedback on assessment.
  • Provide an overview of intervention approaches used in child and youth care.
  • Differentiate between the various therapeutic milieus.
  • Explain the causes of contextual social problems.
  • Apply examples of best practice models to child and youth care case studies.
  • Explain models used for meeting the needs of young people.
  • Describe various counselling techniques that can be utilised with young people.
  • Identify processes for measuring therapeutic change in young people.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Explain the theoretical frameworks relevant for working with traumatised children.
  • Critically discuss the difficulties children experience in court settings and the effect their memory and suggestibility have on the outcome.
  • Describe the steps followed in conducting impact assessments with reference to post-traumatic stress disorder (PTSD) and traumagenics.
  • Demonstrate insight into the judicial process.
  • Formulate how to facilitate a gradual disclosure and management of the 'child abuse accommodation syndrome'.
  • Explain processes involved in the used of communication in court with regard to semantics, syntax, pragmatics and question confusion.
  • Facilitate a process of establishing competency of and understanding of the truth by the child witness.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Summarise the organisational context with regard to procedures and policies.
  • Plan assessment strategies to clearly describe the challenges clients face.
  • Design a feasible intervention plan aimed at meeting the needs of clients.
  • Engage in organisational processes such as intakes, case conferences and report writing.
  • Demonstrate the ability to work in a team context.
  • Participate in supervision sessions with an organisation.
  • Demonstrate successful completion of required termination activities.
  • Write a project proposal with the aim of meeting an identified need.
  • Establish a task team and coordinate meetings.
  • Set goals and deadlines for feasible project completion.
  • Implement a project plan and monitor progress.
  • Evaluate whether the need was met and terminate the project.
  • Make recommendations for further action.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Discuss the principles underpinning public health and examine public health values from different paradigms.
  • Describe the history and evolution of public health and discuss how it has impacted on the health of populations.
  • Discuss behavioural, social and cultural, environmental and political determinants that create health and cause ill-health and inequalities.
  • Identify a range of public health interventions and appraise their strengths and limitations.
  • Discuss the critical relationship between human rights and public health and identify critical ethical considerations for public health practice.
  • Examine the inter-sectoral and inter-disciplinary systems that comprise good public health and implications for the workforce.
  • Identify key principles and processes underpinning the design of health and social care systems resources and funding.
  • Compare health systems with regard to structure, performance and context.
  • Describe the roles of health professionals in the health system.
  • Explain the role of key factors influencing the design and operation of health and social care systems (including politics, ideologies and practices).
  • Discuss principles, concepts and frameworks that underpin health promotion.
  • Discuss the principles underpinning public health and examine public health values from different paradigms.

    Associated Assessment Criteria for Exit Level Outcome 9:
    Psychology Stream:
  • Give a critical exposition of the historical and philosophical developments which have led to the current discipline of psychology.
  • Critically discuss the theoretical conceptualisations in the fields of human development, brain and behaviour, personality, cognition, memory, learning, emotion and motivation.
  • Apply the main psychological constructs to understanding the operation of human cognition and behaviour and their development.
  • Evaluate the rapidly growing body of literature and contemporary research on psychology.
  • Evaluate conflicting ideas in psychology referring to rapidly growing body of literature and research in psychology.
  • Discuss research methods commonly used in psychological science.
  • Apply basic descriptive and inferential statistical methods of data analysis.
  • Analyse and interpret quantitative data and present findings according to scientific convention.
  • Demonstrate an understanding of psychological research and its applications.
  • Understand the underlying theories in social psychology, sex, gender,sexuality,health, stress and coping.
  • Critically discuss and compare psychological disorders and the role of cultural variabilities.
  • Evaluate the development of therapies in South Africa, Africa and internationally.
  • Critique the various research strategies commonly used in psychological research.
  • Formulate the core considerations informing the conceptualisation and choice of the research design of a psychological study.
  • Implement statistical software packages and statistical procedures to analyse quantitative data.
  • Interpret data and present results according to scientific convention.
  • Give a critical review of psychological research projects.
  • Give a critical exposition of social psychology concepts and theories.
  • Analyse the processes through which people relate to one another in intimate relationships and larger groups.
  • Critically discuss the role that psychology plays in the South African society as well as internationally.
  • Conceptualise issues related to attitudes, stress and coping, stereotypes, prejudice, and discrimination.
  • Describe and critique the different models of intervention used in various communities.
  • Identify the historical forces that shaped the contributions of psychology to community growth and development.
  • Evaluate the role of research in response to social and community needs.
  • Describe the dynamics underlying problem behaviour and social change.
  • Write advanced psychology reports and essays on topics exploring the multifaceted influences of psychology in society.
  • Relate knowledge of personality, basic biological processes and human development to child and adult psychopathologies.
  • Describe the context of child and adult psychopathology in South Africa and internationally.
  • Critically discuss the role and relevance of theoretical frameworks (e.g, biological, psychological, psychosocial approaches) applicable to understanding various psychological disorders.
  • Describe the major types of psychological disorders and their symptomatology using the DSM nomenclature.
  • Analyse the relevance of developmental considerations, issues of diversity and contextual factors for the conceptualisation of the etiology and treatment approaches to psychological disorders.
  • Critically evaluate previous research in the area of child and adult psychopathology and apply knowledge to substantiate formulations in relation to diagnosis and treatment of psychological disorders.
  • Describe ethical issues applicable to the diagnosis and treatment of psychological disorders.

    Criminology Stream:
  • Understand the context of crime within a national and international framework.
  • Critically discuss the various theoretical frameworks used within Criminology.
  • Describe the various crime typologies.
  • Evaluate the role the media plays in our perceptions of crime.
  • Critique the theories and their applicability to crime in contemporary society.
  • Identify and describe the sources of crime statistics.
  • Give a critical exposition of the three different arms of the criminal justice system.
  • Critically discuss functions of the different arms of the criminal justice system in South Africa.
  • Define the role of criminal justice in the broader context of law and order.
  • Critique the various modes of achieving justice e.g. Western laws versus local/indigenous forms.
  • Identify and describe various laws and procedures as well as terminology used by the various arms of the criminal justice system.
  • Explain the concepts/structure of the rights of suspects, the accused and offenders.
  • Explain how criminal justice aligns with other disciplines e.g. sociology, criminology, law, history, psychology, and political science.
  • Explain Victimology as a branch of Criminology.
  • Critically discuss the various theories and models used to explain the phenomenon of victimisation.
  • Describe the various types of victimisation and vulnerable victims within society.
  • Critique the theories and their applicability to victimisation in contemporary society.
  • Discuss the role of the victim within the Criminal Justice System, including responses to victimisation.
  • Critically evaluate the difference between victim support and victim empowerment.
  • Present a critical exposition of the international concept of child justice.
  • Critically discuss child justice reforms in South Africa.
  • Apply knowledge of child justice concepts.
  • Explain how children can be both victims and perpetrators of crime.
  • Describe the different ideologies behind child justice.
  • Explain the discipline of forensic Criminology.
  • Describe the value of theory in compiling criminal profiles.
  • Demonstrate knowledge of court procedures, protocols, structures and relevant legislation for the presentation of forensic evidence.
  • Critique the theories and their applicability to criminal profiling in contemporary society.
  • Provide an in-depth examination of forensic Criminology to the Criminal Justice System.
  • Critically assess the various identification models applied to serial offenders.
  • Compile a pre-sentence report and victim impact statement.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe various research methodologies.
  • Identify a clear and viable research problem to study.
  • Design a research study that contributes to child and youth care knowledge.
  • Provide a literature review that identifies relevant theoretical frameworks.
  • Obtain ethical clearance where required.
  • Defend a proposed study through a presentation of ideas to a forum for feedback.
  • Design a research study proposal.
  • Design a realistic fieldwork plan with timelines.
  • Gather and analyse data.
  • Report on results through a final dissertation.
  • Summarise study towards a possible publication.
  • Provide feedback on whether ethical requirements were met.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Demonstrate understanding of supervision and leadership concepts.
  • Describe elements, methods and values of supervision.
  • Describe the various roles in supervision.
  • Explain the skills underlying supervision and leadership.
  • Apply the Legitimate Leadership model to a case study.
  • Provide a supportive argument for the role of supervision in the treatment of children.
  • Apply research perspectives on leadership.
  • Evaluate and design policies following the policy development process.
  • Critically identify and explain policy principles.
  • Describe the current legislative and policy frameworks that guide child and youth development services in South Africa.
  • Provide an overview of international legislation that impacts services to children and youth.
  • Discuss the role of the child and youth care worker to advocate for children and youth.
  • Explain the role and services of government departments in ensuring safety and security for children and youth.
  • Design a policy proposal.
  • Demonstrate understanding of theories and models for analysing public policy.

    Integrated Assessment:
    Through the use of different forms of assessment, aspects of experiential and theoretical learning are incorporated in the assessment regime. In some module/units, peer evaluation, case study application, semester tests, online quizzes and foras, case study analyses and tutorial activities are used to administer formative assessments. A written or oral examination, portfolio of evidence and reports are used as summative assessments. Two capstone module/units form part of the qualification where evidence of the integration of all previous learning is required. Each assessment is designed to best evaluate the realisation of the learning outcomes of the particular module/unit.

    Policies prescribed and accepted by the MSA Academic Board and the Social Science Board of School ensures that timeous and clear feedback is given, that assessment criteria is known prior to the assessment and within a fair timeframe; and that sufficient verification procedures for marks are built in. Learners are provided with consultation time where learning aspects can be discussed. At-risk learners are tracked and monitored throughout the semester.

    The design of the set course map the module/units are built to complement each other and for assessments to support the scaffolding of learning within the module/unit and between the different year levels. 
    		•

    INTERNATIONAL COMPARABILITY 
    Canada offers best practice in child and youth care work. There are numerous universities in Canada which offer four-year Bachelor Degrees in child and youth care work. These include the University of Victoria (British Columbia), Fleming College, Ryerson, Douglas College, Mount Royal University, Humber, Grant MacEwan, University College of the Fraser Valley, and Vancouver Island University.

    Germany: Universities of Applied Sciences (e.g. Erfhust, Landshut) provide a 3.5 year Bachelor of Arts Degree.

    Ireland: Child and youth care work is called social care in Ireland. A three-year Bachelor of Arts Degree (at Honours level) is offered at numerous Institutes of Technology including Dublin, Carlow, Cork, Dublin, Dundalk, Limerick and Waterford.

    Israel: The Bert-Berl University College offers a degree in youth development.

    Scandinavia: Numerous colleges and universities throughout Denmark, Norway and Finland offer 3-4 year Degrees in social pedagogy (child and youth care work). More people are employed in social pedagogy than in other fields in Denmark.

    Scotland: Several universities offer undergraduate Degrees in child and youth care. The University of Strathclyde is well-known for its Master of Science in Advanced Residential Child Care.

    South America: Numerous South American countries provide a 3-year, 3.5 year or 4-year Degree in child and youth care work.

    Conclusion:
    Engagement through publications, journal reviews and conferences indicates this qualification is comparable to the qualifications indicated above in terms of levels and range of competencies covered. 

    ARTICULATION OPTIONS 
    This qualification enables systemic articulation opportunities, provided the learner meets the admission requirements of the relevant institutions:

    Horizontal articulation may be possible with:
  • Bachelor's of Social Science, Child and Youth Development Level 8.
  • Honours Degrees in Social Science specialising in Child and Youth Development, Level 8 Postgraduate Diplomas and similar Level 8 qualifications offered at accredited higher education institutions.

    Vertical articulation will be possible to Master's degrees at Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    The accreditation of this qualification was transferred from Monash SA to the Independent Institute of Education (IIE) in November 2018. 

    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. The Independent Institute of Education (Pty) Ltd 


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