SAQA 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: 

Higher Certificate in Youth Work 
SAQA QUAL ID QUALIFICATION TITLE
111476  Higher Certificate in Youth Work 
ORIGINATOR
Auckland Park Theological Seminary NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 07 - Human and Social Studies  Religious and Ethical Foundations of Society 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-09-03  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
88663  Higher Certificate in Youth Work  Not Applicable  NQF Level 05  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary purpose of this qualification is to provide learners with an introductory knowledge, cognitive and conceptual tools and practical techniques for further higher education studies in the field of youth work or general ministry related studies.

Rationale:
The qualification was developed due to a need that was established through research into Youth Work practices and the qualification level of youth workers within the Pentecostal/Charismatic church sector. This research was motivated by the awareness of practices within this church sector.

Youth Workers in this sector of the church can play an important role within the church community, when they obtain a church based youth qualification. The South African youth face diverse and difficult challenges: physically (for example the major problem in substance dependency), emotionally (living in broken homes and in a society marked by various traumatic situations), morally (with the trend of corruption and sexual exploit of youth) and spiritually. Research has found that in most cases, youth workers in churches are not qualified, and have no knowledge or skills to be able to deal with the challenges faced by the youth today.

Due to unqualified youth workers, therefore the Higher Certificate in Youth Work will engage the youth in constructive learning and on keep the young people off the street and be occupied with various forms of ineffective entertainment endeavours.

A great proportion of South Africans are under the age of 18 years. They have to face challenges for which they need to be prepared and acquire life skills. Research has shown that this is an area in society that is "left behind" and who to fend for themselves in an adult world. A qualification in youth work can contribute to addressing this pressing need in South African society.

The aim of this qualification is:
  • To provide quality, effective, education within the higher education sector,
  • Provide a biblical based theological education within the Pentecostal/Charismatic sector of the Church,
  • In order to equip Christians for effective ministry. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of prior learning is done according to the Policy on Recognition of Prior Learning.

    Learners who meet the minimum admission requirements and have partially completed a qualification may apply for RPL to be awarded with credits. An academic transcript from the previous institution is required to confirm credits awarded. RPL is done in accordance with the existing Higher Education legislation pertaining to RPL. RPL is subjected to the approval by the registrar or the Academic Board depending on the nature of the RPL application.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies, or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework (NQF) Level 5 totalling 120 Credits.
  • Introduction to Youth Work, 15 Credits.
  • Counselling youth in crisis, 15 Credits.
  • Cross cultural communication, 15 Credits.
  • Youth ministry management, 15 Credits.
  • Holistic youth development, 15 Credits.
  • Holistic youth ministry development, 15 Credits.
  • Liturgy and music in youth work, 15 Credits.
  • Youth leader development, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an informed understanding of the core areas of youth work and an informed understanding of the key terms, concepts, facts, general principles, rules and theories of this discipline.
    2. Demonstrate an awareness of how knowledge or a knowledge system develops and evolves within the field of youth work.
    3. Select and apply standard methods, procedures or techniques within this discipline and to plan and manage an implementation process within a well-defined, familiar and supported environment.
    4. Identify, evaluate and solve defined, routine and new problems within a familiar counselling context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to youth work, demonstrating an understanding of the consequences.
    5. Take account of, and act in accordance with, prescribed organisational and professional ethical codes of conduct, values and practices and to seek guidance on ethical and professional issues where necessary.
    6. Access, process and manage information, in respect of which a learner is able to demonstrate the ability to gather information from a range of sources, including oral, written or symbolic texts, to select information appropriate to the task, and to apply basic processes of analysis, synthesis and evaluation on that information.
    7. Communicate information reliably, accurately and coherently, using conventions appropriate to the counselling context, in written and oral or signed form or in practical demonstration, including an understanding of and respect for conventions around intellectual property, copyright and plagiarism, including the associated legal implications.
    8. Operate in a range of familiar and new contexts, demonstrating an understanding of different kinds of systems, their constituent parts and the relationships between these parts, and to understand how actions in one area impact on other areas within the same system.
    9. Evaluate own performance or the performance of others according to youth work principles and ethical standards, and to take appropriate action where necessary; to take responsibility for his or her learning within a structured learning process; and to promote the learning of others.
    10. Account for his or her actions, to work effectively with and respect others, and, in a defined counselling context, to take supervisory responsibility for others and for the responsible use of resources, where appropriate. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Interpret the key elements and principles of youth work in relation to the historical development of youth ministry.
  • Apply knowledge and insight of various youth counselling crises to a case study instance.
  • Distinguish between acceptable and unacceptable cross cultural communication principles and practices.
  • Interpret the management principles relating to a prescribed youth ministry management system.
  • Distinguish between the models for various holistic youth development strategies.
  • Interpret the influence of various basic religious and non-religious views pertaining to a holistic youth ministry development.
  • Implement the key concepts for music, drama and dance as liturgical elements.
  • Apply the principles for effective leadership development within a youth ministry.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Distinguish the major dogma influences on the historical development of youth work.
  • Apply fundamental knowledge regarding the development of knowledge systems within counselling.
  • Apply fundamental knowledge towards the development of a personal knowledge system of cross cultural communication.
  • Distinguish the knowledge of a specific youth ministry management system.
  • Communicate concepts, ideas and theories with the aid of developing a knowledge system for the holistic development of youth.
  • Communicate concepts, ideas and theories by applying a knowledge system in developing a youth ministry process.
  • Distinguish the knowledge of a specific liturgy model for a youth worship service.
  • Apply fundamental knowledge towards the development of a personal knowledge system for the development of youth leadership.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply standard counselling methods and strategies within a variety of youth counselling crises such as relationship problems, addictions and trauma counselling.
  • Initiate the communication process in a well-defined and supportive cross cultural youth setting.
  • Employ the appropriate and required management techniques in youth ministry.
  • Follow the correct development procedures within holistic youth development.
  • Apply standard ministry development methods and strategies within youth ministry development.
  • Employ the appropriate and required principles regarding incorporating music, drama and dance as liturgical elements.
  • Apply standard leadership development methods and strategies within youth ministry leadership development.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply knowledge to identify causal factors within a conventional counselling crisis.
  • Resolve issues which were brought about by inappropriate cross cultural communication.
  • Apply appropriate communication techniques to acquire insight into a management related problem so as to present solutions based on relevant evidence.
  • Apply knowledge of the consequences of the youth worker's conduct during a youth development program to limit negative impact and enhance positive outcomes.
  • Apply knowledge to identify causal factors within an inappropriate application for music, drama or dance as a liturgical element within a specific situation.
  • Resolve issues which were brought about by inappropriate leadership.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate personal accountability for conduct when counselling a counselee.
  • Apply ethical standards and principles during cross cultural communication.
  • Align risk and uncertainties associated with the youth management process with ethical standards and principles.
  • Demonstrate personal accountability for conduct when implementing a specific liturgical program.
  • Employ peer review to facilitate accountability and professional youth leadership.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Acquire and extract appropriate information and insight within an unfamiliar youth counselling crisis.
  • Use appropriate communication skills to obtain relevant information within cross cultural communication.
  • Review a given youth ministry management crisis by applying the appropriate processes of analysis, synthesis and evaluation.
  • Use appropriate communication skills to obtain relevant information within youth ministry development.
  • Acquire and extract appropriate information and insight within an unfamiliar youth leadership situation.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Communicate information in a logical and understandable manner in support of the successful conclusion of a youth related counselling crisis.
  • Apply knowledge of communication techniques and skills to direct the youth worker's cross cultural communication.
  • Utilise knowledge of the legal implications to prevent illegal and unethical behaviour during and after the development of a holistic youth ministry.
  • Prevent misuse of knowledge created by others within the multi-media profession by means of concepts and theories concerning intellectual property.
  • Prevent misuse of knowledge created by others within the leadership profession by means of concepts and theories concerning intellectual property.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Transfer knowledge of various youth counselling scenarios to effectively counsel within an unknown and new counselling scenario.
  • Utilise the principles of different major cultures in South Africa to understand different communication strategies.
  • Anticipate the secondary impact of management intervention on other areas of the ministry.
  • Identify counter transference due to the understanding of the relationship between different parts of the youth ministry program.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Employ counselling principles and ethical standards as benchmark for the evaluation of the counselling process.
  • Utilise the principles for guiding the youth worker to cultural self-discovery to indicate the successful conclusion of the cross cultural communication process.
  • Employ ministry principles and ethical standards as benchmark for the evaluation of a specific youth ministry program.
  • Demonstrate acceptable and ethical conduct towards the youth ministry team members by the leader's conduct.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Apply accountability principles to guide the youth counsellor's decisions and conduct during the counselling process.
  • Apply knowledge of the appropriate cross cultural principles demonstrating the youth worker's respect for members of other cultures.
  • Utilise theories and principles directing the responsible use of multimedia resources ascribed to the youth ministry.
  • Understand the governing principles regarding management responsibility concerning youth leader's accountable conduct.

    Integrated Assessment:
    The assessments are done in accordance with the assessment policies. Both formative and summative assessments are employed in the qualification. Formative assessments in the form of written assignments and practical work are continually conducted in each module of the qualification. The purpose of the formative assessments is to enhance the learning of the learner and serves as an indicator to both the learner and the lecturer of the learner's strengths and weaknesses. Summative assessment in the form of written examination papers are written at the end of each semester. The summative assessments serve as an indicator to both the learner and the lecturer of the learners' competencies.

    Assessments are aligned with the qualification and the specific module, it will be fair and will measure the competencies of the learner. This requires that all assessments be evaluated for accuracy, and whether the assessment questions or instructions are reliable, fair and understandable for all learners. This is ensured by using internal moderators for assessing the assessments papers, except for exit level summative assessment paper, which is moderated by an external moderator. 
    		•

    INTERNATIONAL COMPARABILITY 
    It was difficult to find any Higher Certificates in Youth Work, but only Certificate programmes were found. The modules of the international qualifications listed are aligned to correspond where possible with the modules contained in this qualification.

    Comparison was done with two international institutions: United State of America (USA) and Canada.

    In the United States of America, Palmer Theological Seminary (PTS) offers a Certificate in Youth Work which comprise the following modules:
  • Introduction to Youth Ministry.
  • Basic Counselling Skills.
  • Issues, Struggles and Needs of Adolescents.
  • The development of Adolescents.
  • Youth Ministry Contextualised.
  • Spiritual Disciplines and Formation.
  • Biblical Interpretation.
  • The Gospel and Adolescent Culture.
  • The Media Trap and Worldview of Adolescents.
  • Ethics and Youth.

    In Canada, St Peter's Seminary (SPS) offers a Canadian Certificate in Youth Ministry which comprise the following modules:
  • Principles in Youth ministry,
  • Pastoral Care,
  • Practice of Youth Ministry;
  • Evangelization and Catechesis;
  • Justice and Service,
  • Prayer and Worship,
  • Foundations of Ministry Leadership,
  • Skills for Christian Leadership.

    Synopsis:
    Both the PTS and SPS are registered institutions in their respective countries, and their certificates are also registered with the specific higher education registration bodies.

    A direct comparison with the two international institutions, PTS and SPS, is complicated by the fact that neither indicates their modules according to credits.

    Both the international institutions discuss the practical aspect of counselling, but neither have a compulsory practical component to their qualifications. This qualification has a strong practical component, which places it in an advantageous position.

    As far as the outcomes/content of the modules is concerned, it appears that there are some correlations between all three in terms of the outcomes/content.

    However, this qualification was developed taking into account the South African context, which places certain emphasis on issues not covered in the qualifications presented in other countries. This is a major reason for the chosen module content. The cultural difference between an African and a USA/Canada makes it more difficult to compare on a module content level. The differences between this qualification and the international qualifications are:
  • Credits: the total credits of this qualification is 120 credits, which is in vast contrast with the 15 credits of PTS and no credits with the SPS certificates.
  • Practical work component: This qualification is the only one with a comprehensive practical work component.
  • Both PTS and SPS' certificates is based on weekend seminars (between 8 to 10 weekends), while this qualification takes one year to complete. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Higher Certificate in Pastoral Counselling, NQF Level 5.
  • Occupational Certificate: Christian Religious Professional, NQF Level 5.

    Vertical Articulation:
  • Diploma in Theology, NQF Level 6.
  • Bachelor of Theology, NQF Level 7.
  • Bachelor of Arts Theology, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.
     
    NONE 


    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.