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
119812	Bachelor of Education in Early Childhood Care and Education
ORIGINATOR
University of Witwatersrand
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 (ECCE) is to produce qualifying learners who can become excellent teachers of young children and thus support the professionalization of the sector; leaders in a developing and expanding phase of education; as well as researchers in this phase. This qualification is intended to develop educators who can support and promote early learning and development for babies, toddlers, and young children up to and including four years of age.

The qualification has also considered the importance of developing learners' own knowledge base, for example, Mathematics for teachers and giving learners in-depth insight into children's own development and learning and based on this knowledge to adopt appropriate nurturing pedagogies for all children. The modules are theoretically rigorous, conceptually informed, and contextually responsive to the needs of the education sector. The outcomes across all modules promote research-led professional practices and high levels of intellectual engagement. They establish a firm foundation for further post-graduate studies in the field of ECCE. Modules evolve to enable learners to develop professional insights and hone their own skills so that they can become researchers and leaders in the early childhood space.

Upon completion of the qualification, qualifying learners will be able to demonstrate the minimum set of competences required of professionally qualified ECD educators amongst others such as:

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

Use ICT effectively for academic study, professional practice, and for mediating learning.

Recognise and 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, including developmental domains, brain
architecture and psychosocial development.

Create 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.

Promote children's agency and executive functioning.

Plan integrated programmes with age-appropriate, play-based learning activities.

Design, select and make appropriate learning materials and equipment.

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

Facilitate the development and learning of babies, toddlers, and young children with barriers to learning, vulnerable children and learners with special needs by adopting an inclusive, anti-bias approach based on knowledge and understanding of inclusive education practices and diverse contexts.

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

Rationale:
The value and importance of quality Early Childhood Care and Education (ECCE) is no longer being questioned. Positive early childhood experiences will have a significant impact on a child's early development and learning, who they are, who they will become and how their sense of belonging will be shaped. Positive early learning experiences influence a child's later academic success and social relationships. Adults who care for and educate young children, therefore, have a great responsibility for children's health, growth, development, and laying the foundations for lifelong learning.
The qualification has been carefully designed such that learners will not only develop relevant content knowledge but also the skills, attitudes and values that will enable them to develop expertise in this phase of education and in turn to offer quality ECCE learning opportunities to young children. Learners will also be introduced to basic research skills that will enable them to interrogate their own practice through a critically reflective lens as well as to adopt a research-based approach to their own teaching practice.

The provision of quality care for all infants, toddlers and young children has been a concern for quite some time. Several South African government initiatives indicate awareness of the importance of Early Childhood Development (ECD) and the need for training ECD educators. In this context, the National Integrated Early Childhood Development Policy (NIECD) stresses the importance of the availability of quality ECD qualifications. Quality ECD impacts positively on human and social development and thus on national productivity. For this, a qualified workforce is essential. The implication of this is that training possibilities need to be provided. The qualification seeks to address a phase in education namely, early years (birth - four/five) education, which has been acknowledged by the government to be a priority area in addressing the crisis in the education sector. There is a huge gap nationally with few institutions offering advanced studies for teachers of young children. Teacher education legislation (MRTEQ, 2015) made no provision for educating teachers of young children (DHET, 2015). Recognising this gap in intellectual leadership in the early childhood field, in 2017 the Department of Higher Education and Training (DHET) introduced new qualifications in Early Childhood Care and Education (ECCE). This qualification aims to address this gap in academic leadership in this phase of education and will provide teacher graduates with a specialisation in Early Childhood Care and Education.

The introduction of an early childhood qualification is of national importance because currently only trained caregivers at NQF Levels 4 and 5 are produced as Early Childhood Development (ECD) practitioners. The sector has a critical shortage of graduates in the field of Early Childhood Development who can provide intellectual enrichment, leadership and research foundations which are needed to grow, strengthen, and develop the sector. It will address this gap by offering a range of core and specialisation courses which have been specifically designed to meet the theoretical and practical insights and competencies required of a university graduate. These courses offer insights into education but specifically explore aspects related to early childhood care and education. Learners will be exposed to different ECCE contexts and the emphasis will be on the provision of quality care and nurturing as well as stimulating teaching and learning in the early years from birth to five. There are many contemporary studies which have drawn attention to the role of the teacher in ensuring quality ECCE provisioning (Siraj-Blatchford, 2009, 2011; Wood, 2016). Such a qualification will contribute to the professionalisation of the sector.

The design of the qualification is in accordance with the Policy on Minimum Requirements for Qualifications Leading to Qualifications in Higher Education for Early Childhood Development Educators (Act No 299 of 2017) (MRECDE).
This qualification, therefore, supports the aims of the Department of Higher Education and Training (DHET) in strengthening initial teacher qualifications in this sector. The qualification reflects Sayed et al's (2016) argument that Initial Teacher Education in South Africa is an important arena of focus in efforts to professionalise the sector. The qualification creates opportunities for entry-level learner teachers to shift their focus towards a new working culture and to develop expertise in the nurturing and education of young children. These cultures must be nurtured through building foundational capacity to effect change in learners as professionals-in-the-making and for the children they will educate.

DHET has supported a consortium of university lecturers to develop curricula for this qualification to standardise qualifications throughout the country. Thus, extensive collaboration between university members as well as significant non-governmental organisations within the ECD sector has taken place. The introduction of this qualification is in response to these contextual professional challenges and envisaged standards demanded by DHET. It is envisaged that learners will be drawn from the following two main sources.

The one possibility is to open access to already qualified ECD practitioners. These are more likely to be mature learners who have some experiential knowledge and skills but who for a variety of reasons lack ECD or ECCE formal qualifications. These are learners who come from a wide variety of educational backgrounds and possibly have an ECD level 4 or 5 qualifications.

The other source would be to attract matriculants who have recently completed their schooling, met the university entrance requirements and wish to pursue a qualification in teaching young children.

ECCE in South Africa is expanding and formalising and while there is currently a limited range of career pathways for teachers working with children prior to school going age, there will be increasing opportunities as we progress towards the realisation of the National Development Plan (2013). Currently, ECCE teaching opportunities are not readily available in the public sector. However, with the addition of one pre-Grade R year currently in the planning phase (National Planning Commission, 2012), job opportunities for ECCE teachers will become more readily available within the public sector.

It is envisaged that graduates could be employed in the following manner:

Teacher of children from birth - 4/5 years in a private or community-based preschool or ECCE centre.

Principal of a private or community-based preschool or ECCE centre.

Lecturer or practical work supervisor in ECCE at a TVET college or university, in a private or NGO training institution providing training at NQF Level 4 or 5 (Certificate) at level 6 (Diploma) and at degree level 7 (B Ed). Lecturing short ECCE courses is also a possibility.

Programme manager in an ECCE service organisation including parenting organisations, toy libraries and playgroups.

Official responsible for ECCE in national, provincial, or local government services, for example as policymakers.

At a university level, an ECCE graduate could move into post-graduate studies involving research and policy development.

The state of ECCE in South Africa is severely compromised (Department of Social Development, 2015). There are many reasons for this compromised position. Many of them are historical as until recently the importance of early childhood education has never been fully recognised by any South African government (Porteus, 2008). Thus, funding for this sector, provisioning of quality services, as well as ensuring a cohort of professionally qualified teachers has not been a strong focus (Department of Education, 2001; DSD, 2015). This lack of any formal teacher qualification for early childhood education has led to a largely under-professionalised sector where the well-being and education of young children have been marginalised (Berry, 2013). Research shows that if children miss out on important developmental and learning opportunities in the very early years, they are unlikely to succeed in formal schooling (Weikart & Schweinhart, 1997, Heckman, 2004; Richter et al, 2012). Thus, a well-qualified ECCE workforce will contribute to improving learning opportunities for children. In addition, well-qualified graduates have an increased chance of finding equitable employment as well as having career possibilities in several different fields. Better prepared children should influence progress in school which ultimately results in school leavers who are better able to contribute to the country's economy. Quality early childhood education is the underpinning foundation which determines to a large extent the future success of an individual. Additionally, upgrading the qualifications of the current cohort of ECD NQF level 5 practitioners will also have a positive impact on the economic status of households and local communities.
The most appropriate learning pathway within which the qualification resides will be as a full-time, face-to-face contact mode.

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 advanced standing 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 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.

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

Entry Requirements:

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

Senior Certificate, NQF Level 4 with endorsement.
Or

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

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

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

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 480 Credits.

Compulsory Modules Level 5, 66 Credits:

Education IA, 6 Credits.

Early Childhood Studies IA, 12 Credits.

Mathematics for Teachers IA, 6 Credits.

Becoming an ECCE Teacher A, 6 Credits.

Becoming a Teacher B, 6 Credits.

IsiZulu Additional Language 1, 24 Credits.

Elective Modules Level 5, 36 Credits (Select three modules from the following options):

South African Sign Language (Conversational Competence), 12 Credits.

isiZulu (Conversational Competence), 12 Credits.

Sesotho (Conversational Competence), 12 credits.

ICT Literacy, 12 Credits.

Fun with Choir, 12 Credits.

Physical Activity and Sport in School, 12 Credits.

School-Based Support, 12 Credits.

Financial Planning and Entrepreneurship, 12 Credits.

Learning in and through Art, 12 Credits.

Learning in and through Drama, 12 Credits.

Compulsory Modules, Level 6, 180 Credits.

Education IB, 18 Credits.

Education II, 24 Credits.

Early Childhood Studies II, 24 Credits.

Early Childhood Studies IB, 12 Credits.

Mathematics for Teachers IB, 6 Credits.

Literacy for Teachers I, 12 Credits.

Teaching Experience IB, 6 Credits.

Teaching Experience II, 12 Credits.

Mathematics for Teachers II, 12 Credits.

Literacy for Teachers II, 12 Credits.

Arts for Teachers, 12 Credits.

Literacy in Early Childhood III,12 Credits.

Teaching Experience IIIA, 18 Credits.

Elective Modules, Level 6, 24 Credits (Select one module from the following options):

isiZulu Additional Language II, 24 Credits.

Sesotho Additional Language II, 24 Credits.

South African Sign Language II, 24 Credits.

Compulsory Modules, Level 7, 174 Credits:

Education III, 24 Credits.

Early Childhood Studies III, 24 Credits.

Social Studies and Life Skills for Young Children III,12 Credits.

Teaching Experience IIIB, 6 Credits.

Education IV, 24 Credits.

Early Childhood Studies IV, 24 Credits.

Emergent Mathematics and Scientific Studies IV,12 Credits.

Literacy in Early Childhood IV, 12 Credits.

Teaching Experience IVA, 12 Credits.

Teaching Experience IVB, 12 Credits.

Being an ECCE Teacher, 12 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate integrated knowledge of the central areas of Childhood Care and Education (ECCE) practices and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline, or practice; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines, or practices.
2. Show responsive teaching and know how to scaffold children's learning according to the children's needs, ages and stages of development.
3. Demonstrate how children learn and tailor teaching according to individual needs.
4. Communicate effectively in general, as well as in relation to the content and daily programme to mediate learning.
5. Develop literacy, numeracy, and Information Technology (IT) skills.
6. Use available resources and access other resources to plan, design, and present suitable learning programmes for children.
7. Show knowledge of diversity in the South African context to nurture and teach in a manner that includes all children.
8. Manage ECCE centres effectively across diverse contexts to ensure a conducive caring and learning environment.
9. Assess children in reliable and varied ways, as well as be able to use the results of assessment to improve teaching and learning and management of the ECCE Centre.
10. Demonstrate teacher professionalism and display appropriate professional values, ethics, attitudes, and behaviours.
11. Reflect critically on own practice, in theoretically informed ways to constantly improve and adapt to evolving circumstances.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Engage productively with key readings of the subject matter.

Articulate and describe the key concepts of the subject matter.

Express the relationships between key concepts in a subject and provide examples of how these concepts enable understanding of real-world situations, examples, or case studies.

Associated Assessment Criteria for Exit Level Outcome 2:

Provide a rationale for how to interact with children and for the design of the activities and choice of learning materials and assessment of these activities and materials.

Articulate how the design of learning materials considers both the children's individual needs as well as the diversity of the children.

Demonstrate knowledge of contents and activities.

Write lesson plans to demonstrate the conversion of a learning process into coherent steps.

Plan, deliver and assess extended activities both indoors and outdoors when teaching/facilitating for assessment.

Associated Assessment Criteria for Exit Level Outcome 3:

Take formal assessments (including assignments and examinations) to explain theoretically the general patterns of how children grow, learn, and develop in terms of the ideas of key psychology theorists in the field.

Use theoretical knowledge to justify approaches to teaching and learning.

Keep a reflective journal during practicum sessions.

Associated Assessment Criteria for Exit Level Outcome 4:

Use clear and appropriate language in presenting activities to children.

Articulate ideas and arguments clearly in assignments, tests, and examinations.

Show awareness of both children's existing language abilities and the imperative to extend children's language abilities irrespective of the children's mother tongue.

Associated Assessment Criteria for Exit Level Outcome 5:

Engage with literature and conduct an independent study of key academic texts.

Apply numeracy knowledge, concepts and skills in early childhood care and education.

Apply computer skills infused into all coursework through engagement with electronic resources, standard word processing assignment submission requirements and use of on-line platforms for learning.

Associated Assessment Criteria for Exit Level Outcome 6:

Use, develop and modify teaching and learning materials in both well-resourced and under-resourced centres appropriate to ECCE contexts.

Associated Assessment Criteria for Exit Level Outcome 7:

Deliver planned activities as well as daily routines and supervision of free play over an extended period of time and in different ECCE contexts.

Interact productively with children with diverse learning needs, and who experience different barriers to learning.

Associated Assessment Criteria for Exit Level Outcome 8:

Manage various sizes of groups of children in differently resourced environments.

Work with children over a range of racial, cultural, religious, and dis/ability diversities.

Associated Assessment Criteria for Exit Level Outcome 9:

Design appropriate formative and summative assessment tasks and well-conceptualised assessment rubrics (such as checklists) in the subjects.

Motivate future planning of activities through effective observation of children and their responses to the activities.

Use assessment to inform teaching and improve the quality of the children's care and learning.

Associated Assessment Criteria for Exit Level Outcome 10:

Demonstrate appropriation and adherence to an ethical obligation to act in the best interests of the children in one's playroom, and in the best interests of teaching as a practice.

Describe the codes of professional ethics within ECCE-based contexts.

Act with honesty and integrity with respect to academic practices.

Implement knowledge of how to treat the children, staff, peers, and colleagues (at the ECCE centre) with respect.

Associated Assessment Criteria for Exit Level Outcome 11:

Engage with issues of professional identity.

Demonstrate understanding of school context and the design of learning processes.

Explore the depths of learners' insights into their own teaching practices.

INTEGRATED ASSESSMENT
The assessment in this qualification takes place through written and oral assignments, presentations, tests, examinations, and during the practicum sessions in work-integrated learning. Staff is committed to providing opportunities for learners to get formative feedback on their understanding of key concepts through classwork/tutorial tasks early in courses. In general, staff provide written feedback to learners on improving the quality of their writing so that the development of writing competence is a shared responsibility across the institution, although it is noted that some courses are more reading/ writing intensive than others. To optimise the value of formative feedback, it is expected that staff provides feedback to learners prior to them taking summative assessments, like examinations.

Formative Assessment:
Formative assessment is used to provide feedback about the learner's performance, competence, and progress against the competency standards. The emphasis is on progress towards achieving competence and is carried out through the duration of learning.

Summative Assessment:
Summative assessment is an assessment for making a judgement about achievement. This is carried out when a learner is ready to be assessed at the end of a qualification of learning.

INTERNATIONAL COMPARABILITY

Internationally there are many different types of qualifications for teachers and practitioners of young children offered at various qualification levels. These include certificates, diplomas, and a limited number of undergraduate degrees both associate and bachelor and postgraduate qualifications for people who already have an alternative undergraduate bachelor's degree, usually in the arts. However, there are some undergraduate bachelor's degrees in early childhood education being offered in, for example, Australia and New Zealand.

Country: Australia
Institution: TAFE New South Wales
Qualification Title: Bachelor of Early Childhood Education and Care (Birth-5)
NQF Level: Australian Qualifications Framework (AQF) Level 7
Credits: 320 credit points
Duration: Four years Full Time

Entry Requirements:
To be eligible for admission into the Bachelor of Early Childhood Education and Care (Birth-5 learners require ONE of the following entry requirements:

NSW HSC (Higher School Certificate) or equivalent.

Recognised Tertiary Preparation Certificate.

Certificate IV level or higher vocational qualification.

Completion of at least one year of full-time study or equivalent in a degree course at a higher education institution.
This qualification requires learners to have achieved English at Band 4 level or higher in their final school examinations. If not, learners may need to complete an IELTS test at their own expense and achieve the appropriate score as outlined in the entry requirements to be eligible for entry to this degree.

Purpose/Rationale:
Australia which has a strong early childhood education movement, offers several undergraduate qualifications, in early childhood education. In New South Wales, Australia a four-year Bachelor of Early Childhood Education and Care (Birth-5) is offered by TAFE, which is government-owned, operated and accredited. This qualification is an Australian Children's Education and Care Quality Authority (ACECQA) approved early childhood teaching qualification.

This qualification has a strong applied learning focus so that when graduates are prepared to work in a variety of settings such as day-care, preschool, integrated child, and family services. As well as practical core units, learners are required to undertake work placement (work integrated learning) in each semester. As an Initial Teacher Education degree, successful completion of the qualification enables learners to apply for registration with the Teachers Registration Board of South Australia.

On successful completion of this qualification, learners will be able to:

Initiate teaching and learning practices that foster learner engagement in complex early childhood education
contexts.

Critically reflect on different ways of knowing, being, and doing founded on the view of children and families as capable contributors to conceptual and pedagogical decision-making in learning and teaching.

Design teaching practices that reflect an ability to contextualise, question, resist, rethink, and act toward equity and the public good.

Exhibit a broad and coherent body of knowledge of pedagogy, curriculum, and assessment in relation to the changing nature of education in a rapidly evolving global context.

Critically review and articulate a range of oral and written communication techniques, including the use of Information and Communication Technologies, to engage and connect with learners, their parents/carers, and the wider community.

Design learning opportunities that embrace a rich and varied curriculum, ensure that learning and teaching approaches are based on sound ethical principles and foster reciprocal relationships in early childhood settings.

Qualification structure:
The qualification requires learners to complete 40 subjects and a total of 320 credit points. The qualification consists of the following compulsory and elective modules.

Compulsory Modules:

Mathematics Education.

Manage an education and care service.

Research in Early Childhood Education 1.

Research in Early Childhood Education 2.

Developing Early Childhood Curriculum.

Music, Movement and Drama.

Inclusive Practice and Principles in Early Childhood.

Working with Families and Community Partnerships.

Creativity in the Early Years.

Professional Experience 3 (Birth-3 years).

Professional Experience 7 (Early Childhood Leadership).

Documentation, Planning and Assessment 1.

Educational Psychology and Pedagogical Practice.

Visual and Media Arts.

Exceptional Children: Early Intervention.

Sustainability in Early Childhood.

Professional Experience 2 (2 - 3 years).

Professional Experience 6 (3 - 5 years).

Play and Documentation.

Brain Development and Cognitive Learning.

Communication, Language and Literacy.

Nutrition, Health, Safety and Wellness.

Professional, Cultural and Academic Practice.

Health and Physical Wellbeing.

Professional Experience 1 (Birth - 2 years).

Professional Experience 5 (Community Engagement).

Holistic Child Development.

Leadership and Management in Early Childhood.

Philosophies, Ideologies and Theories of Education.

Multimodal Media and Digital Technology.

Aboriginal and Torres Strait Islander Education.

Advocacy, Social Justice, and Professional Ethics.

Children's Self-Identity and Family Contexts.

Professional Experience 4 (Preschool).

Professional Experience 8 (Early Childhood Leadership).

Documentation, Planning and Assessment 2.

Reflective and Professional Practice.

Science and Technology.

Gifted Education.

Diverse Australia: Equity and Diversity.

Elective Modules:

Introduction to Academic Study.

Similarities:

The TAFE NSW and the South African (SA) qualifications are offered over a period of four years full-time study.

Both qualifications are registered at the same NQF/AQF Level 7.

The purpose of both qualifications is to develop early childhood teachers who can integrate theoretical knowledge into practical education and care skills in the workplace. Both institutions aim to give learners some insight into research skills so that they are better prepared to undertake postgraduate studies.

There is a strong focus on work integrated learning (WIL) in both qualifications.

Graduates will be able to work as early childhood teachers in long day care, preschools, integrated child and family services, and early intervention services.

The TAFE NSW qualification share similar entry requirements with the South African (SA) qualification where learners must have passed a National Senior Certificate (NSC) or hold appropriate ECD level4/5 qualifications. A minimum qualification in English is also a prerequisite for admission to the SA qualification.

The SA is packaged differently with approximately four subjects per year. However, these subjects comprise different units which when compared with the TAFE degree subjects are very similar. Some courses are offered in different years of study but overall, there is a great deal of similarity in the types of offerings.

The following modules align well with those offered by the TAFE NSW qualification. Childhood Studies I covers child development and play which includes a section on observation and related documentation as well as health, safety, and wellness. Health is again picked up in year III of Early Childhood studies. Teaching experience in TAFE NSW qualification is offered in one teaching block equates to the two courses in Professional experience. Subjects such as children's self-identity and family contexts are covered in social studies and life skills for young children III and Early childhood studies IV respectively.

First year courses include:
Nutrition, Health, Safety and Wellness, Professional, Cultural and Academic Practice, Holistic Child Development, Play and Documentation, Creativity in the Early Years, Children's Self-Identity and Family Contexts, Sustainability in Early Childhood, Professional Experience

In year one TAFE courses include Exceptional Children: Early Intervention, Manage an Education and Care Service, Diverse Australia: Equity and Diversity, Documentation, Planning and Assessment, Professional Experience 3, Mathematics Education, Communication, Language and Literacy, Documentation, Brain Development and Cognitive Learning.
Although the modules for the TAFE NSW qualification have different names the content is closely related to the SA qualification. Childhood studies II the daily management of an ECCE setting while overall management and leadership within an ECCE centre is covered in Early childhood studies IV. Early childhood studies III explores inclusive practice as well as observation and assessment. Mathematics is covered in two half courses mathematics for teachers while the communication and language and literacy courses are covered in literacy for teachers I and II and then in literacy for young children III and IV. SA qualification includes mother-tongue teaching as well as teaching in a first additional language, namely English. These modules cover specific South African challenges of having children who speak several different home languages hence much more emphasis is placed on language modules for the SA qualification. Modules such as equity and diversity are covered in the Education courses. In addition, an antibias, multicultural thread is woven throughout all the SA qualification ECCE courses.

In year three the courses are Visual and Media Arts, Inclusive Practice and Principles in Early Childhood Working with Families and Community Partnerships, Reflective and Professional Practice, Science and Technology, Music, Movement and Drama, Gifted Education, Educational Psychology and Pedagogical Practice Professional Experience.
At the SA qualification Visual and media arts as well as movement, music and drama are covered in a compulsory course, Arts for teachers as well as in several optional courses that learners can take. These include Learning in and through arts, Learning in and through drama. In addition, there is a strong emphasis on teaching through playful pedagogies in all the ECCE courses which are Childhood studies, Literacy for young children and emergent mathematics, environmental and scientific studies and social studies and life skills for young children. Early childhood studies IV covers the course of working with families and community partnerships. Courses such as educational psychology are covered in Education I and science and technology in the ICT course offered by the SA qualification and in the subject Emergent mathematics, environmental and scientific studies IV. Learners do a block of WIL.

In year 4 courses include Multimodal Media and Digital Technology, Aboriginal and Torres Strait Islander Education, Research in Early Childhood Education 1, Leadership and Management in Early Childhood, and Professional Experience 7 (Early Childhood Leadership) (0CP), Advocacy, Social Justice and Professional Ethics, Developing Early Childhood Curriculum, Philosophies, Ideologies and Theories of Education.
Again, though not in the same year of study, learners with the SA qualification cover the fourth-year courses. Where applicable a comparable course is offered. For example, in Early Childhood studies, there is a focus on Indigenous knowledge systems and making use of local knowledge to support children's learning. The ICT course, as well as the Literacy for young children IV covers multimodal and digital learning. The Education IV course at SA qualification covers aspects such as ethics, democracy, and SA legal requirements. A specific ECCE focus is given in the Early Childhood Studies courses. Developing the early childhood curriculum is covered in Childhood studies II. Again, learners do an entire block of WIL. Though the specific age group they will cover is not set out in each year learners will have practical experience working with children from birth to age 4.

In addition, to meet the unique language requirements of South Africa all learners will have to do a module in one of two African languages. The choices for the SA qualification are Isizulu or Sesotho.

Differences:

The TAFE NSW has a minimum of 320 credit points whereas the SA qualification has a minimum of 480 credits.

The TAFE NSW qualification requires international applicants whose first language is not English to demonstrate English proficiency at a minimum:

IELTS level of 6.5 with a minimum level of 6 in any one band
Or

TOEFL (Paper-based test): Minimum 580 overall, with 53 Listening, 52 Reading, 59 Structure/ Written Expression, 5.0 TWE,
Or

TOEFL (Computer based test): Minimum 237 overall, with 19 Listening, 19 Reading, 25 Structure/Writing,
Or

TOEFL (Internet-based test): Minimum 92 overall, with 18 Listening, 17 Reading, 22 Writing, 22 Speaking

Country: New Zealand
Institution: University of Auckland
Qualification Title: Bachelor of Education (Teaching) Early Childhood Education
Credits: 360 credits
Duration: Three years Full time

Entry Requirements:
Applicants will be qualified for entrance to New Zealand Universities if they have obtained:

National Certificate of Educational Achievement (NCEA) Level 3

Approved subjects: 14 credits in each of the three approved subjects at Level 3.

Literacy requirement: 10 credits at Level 2 or above, made up of 5 credits in reading and 5 credits in writing.

Numeracy requirement: 10 credits at Level 1 or above, made up of achievement standards in a range of subjects; or all three numeracy unit standards 26623, 26626 and 26627.

Purpose/Rationale:
This Bachelor of Education (Teaching) Early Childhood Education qualifies learners to become an early childhood teacher in a range of settings, including kindergartens and early childhood centres. There is an emphasis on both academia as well as the practical application thereof. The qualification includes studies in the New Zealand early childhood curriculum and a range of theories and practices relating to ECE. In the first year, learners are introduced to the profession of teaching, theories of learning, the early childhood curriculum, Te Whariki, te reo Maori language and culture, and communication skills. They also do a block of practicum in ECE settings. Other courses include studies in the New Zealand early childhood curriculum and a range of theories and practices relating to the ECE curriculum, theories of learning and development, diversity, Te Ao Maori, and different contexts of ECE. The early childhood teacher education programme emphasises practice and is designed to provide learners with skills to create positive learning experiences for young children and their 'whanau' (a Maori-language word for extended family, now increasingly entering New Zealand English, particularly in official publications). Early Childhood Studies is a growing and evolving field, largely due to the increasing recognition of how critical the early years of a child's life are for long-term wellbeing and development. Early Childhood Studies develop knowledge, skills, and dispositions relevant to employment in a wide range of early-years contexts and organisations.

The Bachelor of Early Childhood Studies is a scholarly, child-centred and innovative programme, incorporating theory and practical placements across three years to enable graduates to appreciate and understand theories, ideas, concepts and practices related to the field of early childhood studies. The practical experiences (practice-based learning and service learning) in early childhood context settings will prepare graduates to work in a range of early childhood-based services and organisations both domestically and abroad. Learners will encounter a range of practices during placements relevant to the early childhood years including education, health, and community-based contexts. This wide exposure will enhance graduates' ability to enter the workforce in many different settings across a range of roles.

Graduates of the qualification will be cognizant of the interdisciplinary nature of early childhood contexts and able to critically analyse and respond to issues relevant to a range of organisations and communities. They will be culturally responsive, critical, reflective, and committed to social justice. This qualification provides a strong disciplinary pathway to a graduate teaching qualification or postgraduate research in the field of early childhood studies.

Qualification structure:
The Bachelor of Education (Teaching) - Early Childhood Education specialisation consists of 360 points: 120 points each year, mostly comprised of 7- 8 compulsory 15-point core courses at each level

Year One: 120 Credit points
General Education, 15 Credit points.

Te Ao Maori - Te Kakano, 15 Credit points.

Early Childhood Education in Aotearoa,15 Credit points.

Introduction to child and adolescent Development, 15 Credit points.

History of Education and Society, 15 Credit points.

Teaching: Tales and Traditions, 15 Credit points.

Professional Communication Skills, 15 Credit points.

Professional Early Childhood Practice 1, 15 Credit points.

Year Two: 120 points

General Education, 15 Credit points.

Engaging with Infants and Toddlers, 15 Credit points.

Languages and Literacies Education 1,15 Credit points.

Professional Early Childhood Practice 2,15 Credit points.

Child Development, 15 Credit points.

Psychology, 15 Credit points.

Pasifika Education and Diversity,15 Credit points.

Elective Modules, 15 Credit points (Choose from a range of courses available for this degree or another bachelor's degree at this University):

Year Three:
Compulsory Modules, 120 Credit points.

Understanding Childhood, 15 Credit points.

Education and Philosophy, 15 Credit points.

Hauora, 15 Credit points.

Professional Early Childhood Practice 3, 15 Credit points.

Developing Learning Communities,15 Credit points.

Research and Professional Practice, 15 Credit points.

Service Learning, 15 Credit points.

Assessment and Practicum:
Learners will be assessed through assignments, examinations, and practical work experience in early childhood centres.

Practical experience, or practicum, is critical to understanding what it's really like to be a professional teacher. Throughout the qualification, learners will spend approximately 24 weeks observing and teaching in a range of early childhood centres. This is an opportunity for learners to find out what it is like to care for young children, observe a range of teaching approaches, develop their own skills, and discuss relevant issues with practising professionals.

Further study options:

Graduate Diploma in Teaching Early Childhood Education.

Similarities:

The University of Auckland (UA) and the South African (SA) qualifications require the same entry requirements as secondary school qualifications.

Both qualifications articulate into Postgraduate Diploma studies and/or Honour's degree.

Both the UA and SA qualification are initial undergraduate qualifications which lead to postgraduate early childhood and careers in education management, policymaking, and research. Through the UA qualification is a three-year qualification, learners are given an in-depth introduction to ECE theory and practice. In this regard, it is comparable to the SA qualification. However, the SA qualification gives the learners a more in-depth insight into issues related to education in general and opens learners to the possibilities of research in early childhood and with young children.

Both qualifications qualify learners to become an early childhood teacher in a range of settings, including kindergartens and early childhood centres typically for children from birth to five. Upon graduation, learners will be eligible for provisional teacher certification. The qualification will develop learners' understanding of the teaching profession, theories of learning, and the early childhood curriculum: literacy, numeracy, and communication skills.

Differences:

The UA qualification takes three years of full-time study whereas the SA qualification is offered over a period of four years of full-time study.

The UA qualification carries a weighting of 360 credit points whereas the SA qualification has 480 credits.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Education in Foundation Phase Teaching, NQF Level 7.

Vertical Articulation:

Postgraduate Diploma in Education, NQF Level 8.

Bachelor of Education Honours in Early Childhood Education, NQF Level

MODERATION OPTIONS

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CRITERIA FOR THE REGISTRATION OF ASSESSORS

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NOTES

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LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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