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:

Bachelor of Education in Early Childhood Care and Education

SAQA QUAL ID	QUALIFICATION TITLE
119811	Bachelor of Education in Early Childhood Care and Education
ORIGINATOR
University of Pretoria
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 05 - Education, Training and Development		Early Childhood Development
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 1011/22	2022-10-04	2025-10-04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-10-04		2031-10-04

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 Education in Early Childhood Care and Education is to equip qualifying learners with the required disciplinary knowledge, educational theory and educational training that will enable them to demonstrate competence and responsibility as academically and professionally qualified educators. The qualification is intended at developing qualified educators who can demonstrate focused knowledge and skills related to the care and education of children from birth to four years of age. It requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to apply the learning as educators. The qualifying learner will be able to demonstrate initiative and responsibility in a professional environment. The qualification requires intellectual independence and the development of some level of research competence in the field of Early Childhood Care and Education (ECCE) to provide a basis for postgraduate study in this field.

Upon completion of this qualification, qualifying learners will be able to:

Produce an effective learning environment, including arranging suitable physical space, where needed, designed to foster learning through exploration, play and appropriately challenging experiences in a context that respects diversity in backgrounds, family structure and the special development needs of babies, toddlers, and young children.

Demonstrate a strong knowledge base to enable the development of early literacy, early mathematics explorations and beginning knowledge in a range of appropriate areas, such as social and natural sciences; technology; and the creative arts.

Demonstrate basic knowledge and understanding of health, hygiene, safe environments, and nutrition, including assisting young children to develop self-help skills concerning health, hygiene, nutrition, and their own safety.

Demonstrate the ability to reflect on classroom practices, experiences, and actions to transform and build pedagogical knowledge.

Demonstrate knowledge and understanding of child protection issues, and the ability to identify signs of child abuse and how to refer such cases to the relevant authorities.

Rationale:
The early experiences of a child are strong determinants of social, emotional, and intellectual development that ultimately impact performance and success in learning and in life in general. It is therefore highly important that learners who provide learning services relating to the early development of babies, toddlers, and young children (birth to 4 years), are educated, and equipped with skills, knowledge and expertise that will enable them to support children in acquiring appropriate social, cognitive, and physical skills at appropriate stages of their development.

In South Africa (SA), Early Childhood Development (ECD) has been recognised and identified as a critical nodal point for the country's social and economic transformation and development. National and international research was consulted as foundational to the benchmarking, planning and design of the new ECCE policy document (Department of Higher Education and Training (DHET), 2017: 10-12). Apart from the research done, efforts have been made to move rapidly to develop capacity in the post-school education and training system for the education and development of ECCE educators and practitioners. Efforts include the collaboration between several South African higher learning institutions on the design of a standardised quality curriculum for the ECCE (birth to 4 years) degree and diploma. The in-service training for practitioners will be offered by institutions that opted to offer such qualifications.

The Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (MRQECDE) has been developed as part of the policy environment in South Africa. It takes cognisance of the fact that the provision of quality ECD services relies on the availability of a committed cadre of appropriately qualified and passionate employees in the sector.

In line with quality educational qualifications for ECCE educators, the European Union (EU) allocated funding to the Department of Higher Education and Training (DHET) to develop qualifications that will enhance teacher education and training in the field of Early Childhood Care and Education (ECCE). The DHET has in turn allocated funding to several Higher Education Institutions (HEIs) in SA to work collaboratively to develop two nationally aligned qualifications, the Diploma, and the proposed qualification.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate, NQF Level 4 granting access to bachelor's degree studies
Or

National Certificate (Vocational), NQF Level 4 granting access to bachelor's degree studies.
Or

Senior Certificate, NQF Level 4, with endorsement.
Or

Further Education and Training Certificate in Early Childhood Education, NQF Level 4.
Or

Higher Certificate in Early Childhood Education, NQF Level 5.
.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5,6 and 7 totalling 490 Credits.

Compulsory Modules, Level 5, 120 Credits:

Literacies in education,12 Credits

Academic information management, 8 Credits

Literacy in the early years,12 Credits

Creativity in early years, 16 Credits

Health, safety, and nutrition, 12 Credits

Belonging, being and becoming, 12 Credits

Mathematics in the early years, 12 Credits

Education (OPV), 24 Credits

Conversational competence (IsiZulu/Sepedi/Setswana), 12 Credits

Compulsory Modules, Level 6, 122 Credits:

Literacy in the early years, 12 Credits

Creativity in early years, 16 Credits

Mathematics in the early years, 12 Credits

Assessment in the early years, 12 Credits

Curriculum and pedagogy in the early years, 24 Credits

Education (OPV), 40 Credits

Teaching Practice, 6 Credits

Compulsory Modules, Level 7, 126 Credits:

Constructions of early childhood, 12 Credits

Literacy in the early years, 12 Credits

Science and technology for the early years, 12 Credits

Inclusive education in the early years, 12 Credits

Professional practice in the early years, 12 Credits

Education (OPV), 60 Credits

Teaching Practice, 6 Credits

Compulsory Modules, Level 7,122 Credits: Credits

Professional practice in the early years 1, 12 Credits

Professional practice in the early years 2, 3 Credits.

Management in the early years, 12 Credits

Partnerships in the family and community, 12 Credits

First Aid, 3 Credits

Research project, 24 Credits

Teaching Practice, 56 Credits

EXIT LEVEL OUTCOMES

1. Demonstrate a strong knowledge base to enable the development of early literacy, early mathematics explorations, and beginning knowledge in a range of appropriate areas, such as social and natural sciences, technology, and the creative arts.
2. Evaluate theories on constructions of childhood, partnerships with family and community, leadership, and management in an ECD centre.
3. Demonstrate an understanding of a range of methods of enquiry in a field particularly addressed in curriculum and pedagogy in the early years, and playful development activities.
4. Demonstrate the ability to identify, analyse, evaluate, and design developmentally/ culturally and linguistically appropriate resources.
5. Demonstrate the ability to make decisions and act ethically and professionally.
6. Demonstrate the ability to develop appropriate solutions regarding the diverse contexts in SA ECD centres.
7. Communicate and produce information, in respect of which a learner can demonstrate the ability to develop and communicate.
8. Demonstrate the ability to manage processes in unfamiliar and variable contexts, especially in the different socio-economic contexts of ECD centres.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Enhance early learning and development areas, observation, and assessment of young children through observation and recall of information.

Interpret development and learning achievements, respect individual differences, and understand the various influences that affect development, based on a thorough multidisciplinary knowledge and understanding of the theories and processes of child growth and development and learning.

Apply and show an understanding of knowledge, policies, and practices in the ECCE field.

Associated Assessment Criteria for Exit Level Outcome 2:

Understand and reflect on theories and practices regarding child development, school programme, transformative pedagogy and parental engagement, and leadership and management in ECD centres

Create oral assignments/ PowerPoint presentations on theories and content regarding child development, school programme, transformative pedagogy, parental engagement, and leadership and management in ECD centres.

Associated Assessment Criteria for Exit Level Outcome 3:

Use methods and concepts in designing lesson plans for the Early Learning Development Areas, thinking about playful learning opportunities when designing lesson plans.

Organise learning environments in a variety of diverse contexts to achieve the developmental outcomes as required in the National Curriculum Framework.

Mediate learning by nurturing active engagement in learning through appropriate play-based methods among babies, toddlers, and young children.

Select and use appropriate methods and procedures for assessing young children`s progress to improve learning and report on this to parents, caregivers, and other stakeholders.

Associated Assessment Criteria for Exit Level Outcome 4:

Plan integrated programmes with age-appropriate, culturally, linguistically appropriate, and play-based learning activities

Design, select and make appropriate learning materials and equipment.

Associated Assessment Criteria for Exit Level Outcome 5:

Follow and model a professional code of ethics.

Integrate high-quality standards and practices in the care and education of babies, toddlers, and young children.

Apply and show commitment to acquiring and maintaining current professional knowledge and to ongoing professional development.

Associated Assessment Criteria for Exit Level Outcome 6:

Identify learners with barriers to learning, and design appropriate solutions and assistance.

Facilitate the development and learning of babies, toddlers, and young children with barriers to learning, vulnerable children and learners with special needs.

Adopt an inclusive, anti-bias approach based on knowledge and understanding of inclusive education practices and diverse contexts.

Produce an effective learning environment designed to foster learning through exploration, play and appropriately challenging experiences in a context that respects diversity in backgrounds, family structure and the special development needs of babies, toddlers, and young children.

Maintain and enhance environments in which babies, toddlers and young children develop and learn optimally in all areas of functioning, including referrals to services for support and enrichment, noticing children's needs, and so on.

Associated Assessment Criteria for Exit Level Outcome 7:

Display basic interpersonal communication skills and competence in more than one language.

Demonstrate highly developed listening, speaking, reading, writing, and reasoning skills.

Demonstrate a strong knowledge base to enable the development of early literacy, early mathematics explorations and beginning knowledge in a range of appropriate areas.

Associated Assessment Criteria for Exit Level Outcome 8:

Apply basic leadership and managerial skills to manage ECD learning environments.

Mentor and support others in ECD learning environments to improve standards of learning through play.

INTEGRATED ASSESSMENT
Integrated Assessment is understood as providing an opportunity for education learners to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across the Exit Level Outcomes. Assessment is done continuously with an emphasis on academic growth and support.

Formative assessment will be carried out through peer assessment, oral presentations, poster presentations and external examination in the final year (Summative).
Summative: Portfolio files with learning resources per ECD area will be required. Integration of modules, playful learning ideas and indigenous knowledge activities should form part of the summative portfolio.

Work Integrated Learning (WIL) assessments will be essential to assess teaching and developmental practices. Mentor teachers will assess the learners and mentor lecturers will have on-line/contact sessions with learners regarding their preparation of lessons, lesson delivery and reflections.
The professional mind-set, role and responsibility of the learner will be assessed through reflective journals and reflections after each activity in their portfolios. Learners need to begin engaging as critically reflective educators and as advocates for children's rights. Reflections after each lesson plan during WIL will be required.

Learners would design, imagine, improve, create, plan invent, devise, design, formulate, reconstruct, generate, modify, review, combine, integrate, compose, formulate, reorganise, substitute, plans and ideas for optimal child development regarding specialized modules.

INTERNATIONAL COMPARABILITY

According to the Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (MRQECDE), the following ten Core Competencies must be considered in the development of qualifications for ECCE teacher education (DHET, 2017).

Becoming a professional by paying attention to mindset, roles, and responsibilities

Understanding and promoting child development and learning in different contexts

Building family and community relationships

Ensuring effective health, safety, and nutrition practices

Creating effective learning environments including managing behaviour

Planning and facilitating learning through play and other transformative pedagogies in appropriate ways (developmentally, culturally, linguistically etc.)

Using curriculum and relevant content knowledge to build meaningful learning opportunities (the six Early Learning and Development Areas (ELDAs) in the South African National Curriculum Framework for children from birth to four: Well-being, Identity and belonging, Communication, exploring mathematics, Creativity, Knowledge and understanding of the world)

Observing, documenting, and assessing to support young children's development and learning.

Understanding and addressing diversity, inclusion, and equity to act in the best interest of all children, families, and communities.

Showing basic leadership, management, and administration skills.

Country: United States of America
Institution: Washington University
Qualification Title: Bachelor of Arts in Early Childhood & Family Studies
According to the "Professional Standards and Competencies for Early Childhood Educators in the Washington University the ten core competencies that are considered by DHET are recognised for the qualification of ECD educators at the University of United States of America (USA).

Effective early childhood educators are critical for realising the early childhood profession's vision that each and every young child, from birth through age 8, have equitable access to high-quality learning and care environments. As such, there is a core body of knowledge, skills, values, and dispositions early childhood educators must demonstrate to effectively promote the development, learning, and well-being of all young children (National Association for the Education of Young Children (NAEYC), 2020).

The USA qualification is designed to give learners the opportunity to study early childhood development, early learning, and family studies from a variety of perspectives across a range of disciplines. The qualification prepares learners for careers in early learning, childcare, policy, parent and family support and education, and social/mental health services.

The USA qualification guides learners in using the most recent research to understand how to facilitate optimal child development and how to become an agent for institutional and societal change.
Teachers are prepared in content areas and pedagogical approaches to early childhood education.

Differences:
Entry Level requirement:

At Washington University, learners must take additional courses in Language and Literacy, Mathematics, Science, and Technology (STEM), Positive Behavioural Support, Engaging Interactions & experience working with children. Learners also participate in community-based learning alongside teachers in preschool classrooms or childcare centers each quarter during the junior and senior years.

The entry requirement for the South African qualification is the National Senior Certificate, NQF Level 4 or, the National Certificate (Vocational), NQF Level 4 or the Senior Certificate, NQF Level 4.

The USA qualification focuses on children from birth through age 8, whereas the SA qualification's focus is from birth to four years of age.

Similarities:

In both qualifications the qualifying learners must demonstrate a strong knowledge base to enable the development of early literacy, early mathematics explorations and beginning knowledge in a range of appropriate areas.

Both qualifications have a research component.

Country: England
Institution: University of Bath Spa
Qualification Title: Bachelor of Arts in Early Childhood Studies
Qualifying learners will embrace the professional qualities and attributes that are necessary for a successful outcome. From the start of their training, learners are expected to have a positive impact on the learning and progress of children and young people. At the institution there is a, "The Teachers' Standards Assessment Grid" that is intended to:

Discuss and track progress against the Teachers' Standards (Early Years).

Provide a formal recording mechanism for BSTs' progress.

Highlight areas of strength.

Identify short-term and longer-term developmental targets.

Make accurate formative and summative assessments.

Identify strengths and areas for development to ensure a smooth transition from training to practice.

On this dynamic qualification, learners develop a critical understanding of childhood, babies, children, and families from multi-disciplinary and global perspectives. Informed by the latest research and will examine current debates and explore concepts such as play, development, ethics, wellbeing, social justice, and leadership.

Learners gain essential skills and knowledge of inclusive and collaborative practices to make a positive impact on children's lives and shape their future career.
Learners gain knowledge and understanding of:

Social, cultural, historical, political, and economic contexts of early childhood

Approaches to working with babies, young children, families, and communities

An understanding of global issues and debates, such as young children as active participants in the lives and practices of families, societies, and cultures

The processes which shape early childhood and young children's lives, including ethical principles and children's rights

Educational research and enquiry methods

Skills which support participation, critical engagement, and intellectual independence.

Assessment:
Assessments include essays, group presentations, research-based reports, and portfolio-based work. Learners are provided with regular feedback on how well they are doing and give regular guidance on improving their skills, knowledge and understanding.

Both qualifications have the following similar modules:

Constructions of Early Childhood

Research in Early Childhood

Inclusion in Early Childhood

Literacy Learning

Health, Education and Wellbeing

Creativity

Careers:

Early Childhood studies will provide the basis for learners to work with young children in different early years settings and contexts.

Learners may choose to work in educational and training advisory roles in a range of organisations including the local community, businesses, local authorities, non-government organisations, charities, museums, art galleries and libraries.

Qualification Structure:
Year one

Introduction to contemporary and global issues in childhood, the education and care of young children from birth to eight years, and the importance of reflection as a professional tool.

Explore theoretical and research perspectives underpinning how children develop and learn. This includes a focus on children's creativity, wellbeing, rights, and participation.

Year two

Develop professional identity as an early childhood educator and gain a deep understanding of the care, development and learning of children between birth and eight years old.

Question how current social, political, and cultural perspectives impact the lived experiences of children and their families, and critically examine issues such as equity and social justice, diversity and inclusion and digital technologies.

Year three

Gain an understanding of leadership in early childhood settings. Alongside this, experiential learning will support the knowledge of effective ways of leading a team, reflective practice, and working with parents, carers, families, and communities.

Analyse concepts such as play and playfulness, ethics, and democracy. Through balancing independent work with one-to-one support.

Similarities:

Both the USA and SA qualifications are offered in two years

Both qualifications have a research component.

In both qualifications' learners apply basic leadership skills.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Education: General, NQF Level 7.

Bachelor of Education: Languages: FET, NQF Level 7.

Bachelor of Commerce: Education, NQF Level 7.

Bachelor of Education Foundation Phase Teaching, NQF Level 7.

Bachelor of Primary Education: Early Childhood Development, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours, NQF Level 8.

Bachelor of Education Honours in Bilingual Education for Diversity and Access, NQF Level 8.

Bachelor of Education Honours in Childhood Education, NQF Level 8.

Bachelor of Education Honours in Curriculum Studies, NQF Level 8.

Bachelor of Education Honours in Education Leadership and Management, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

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.

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