SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Child and Youth Care

SAQA QUAL ID	QUALIFICATION TITLE
119819	Postgraduate Diploma in Child and Youth Care
ORIGINATOR
Durban University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 07 - Human and Social Studies		People/Human-Centred Development
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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 Postgraduate Diploma in Child and Youth Care will consolidate and deepen the learner's expertise in the Child and Youth Care discipline and develop research capacity in the related methodology and techniques. This qualification will ensure learners have a high level of theoretical engagement and intellectual independence when engaging with curricula. Research will be conducted and reported upon under supervision. This will take the form of a discrete research component.

The qualification is targeted primarily at learners who want to familiarise themselves with contemporary theoretical perspectives and approaches in the Child and Youth Care discipline and family and community-based interventions. The qualification will provide a unique blend of theoretical knowledge and practical application which immerses learners into a variety of Child and Youth Care related practical aspects. This will equip qualified learners with the necessary disciplinary and theoretical knowledge of Child and Youth Care to be used in an academic or specialised context. The qualified learner's knowledge and skills will advantageously position them within the Child and Youth Care discipline in which they could make a valid contribution to South African Child and Youth Care and the social and economic climate in general.

On the completion of the qualification, qualifying learners will be able to:

Critically reflect on relevant literature and theoretical principles associated with the understanding of child and youth care theory.

Analyse the major issues confronting children, youth and families in South Africa and propose community-based interventions.

Assess vulnerable children, youth and families and design therapeutic interventions.

Construct a research project related to the Child and Youth Care field and present findings in an academically acceptable manner.

Rationale:
Research in South Africa reflects an escalating number of children and youth who are neglected, abused, institutionalised, or living within a child or grandparent-headed household. In addition to the increasing evidence of adolescents who abuse substances and engage in criminal activity are the evidence of poverty, financial hardship, poor living conditions, substance use and crime in the broader South African societal context. This has affected the psycho-social well-being of children and youth and led to a significant level of family breakdown. For an intervention to occur it is crucial that there be an awareness of these issues and consideration of multiple initiatives to restore the wellbeing of children, youth, their families, and communities.

Improving the conditions of children and families is key to most government policy drives and the role of Child and Youth Care (CYC) workers in these drives is being acknowledged through inclusion in legislation like the Social Services Act and The White Paper delivering mandated social services to children and families and the Criminal Procedures Act (involvement in intermediary and diversion programmes). The Children's Act allocates tasks to a range of social service professionals to diversify the services offered and relieve the burden on social workers. The National Development Plan (NDP) asserts that not only does education define learners' identities; enable them to take control of their lives and raise healthy families, but it is also a critical enabler for stability, economic development, and growth in South Africa. In the above regard, the proposed qualification will contribute to the wellbeing of children, youth, and families in South Africa. The qualification will contribute to the full development of learners while fostering the social and economic development of the nation at large.

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

Child and Youth Care workers, social workers, probation officers, and teachers may benefit from postgraduate studies related to Child and Youth Care. As such the qualification hopes to attract qualified learners who are committed to ensuring the holistic wellbeing of children, youth, families, and communities and who can be empowered to use the knowledge and skills acquired to achieve the same. It is designed for social workers, educationalists, lawyers, health-care professionals, welfare specialists, and CBO and NGO workers who might wish to upgrade their qualifications and specialise in counselling, treating, studying, or teaching children and youth. The qualification aims to provide a progression of learning and articulation into a master's qualification, and ultimately, to a PhD qualification in Child and Youth Care.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
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:

Bachelor of Applied Social Science in Community Service, NQF Level 7
Or

Bachelor of Arts: Social Work, NQF Level 7
Or

Bachelor of Social Science, NQF Level 7
Or

Bachelor of Technology: Child and Youth Development, Level 7
Or

Advanced Diploma: Social Work, NQF Level 7.
Or

A relevant qualification in the related field, NQF 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 100 Credits:

Advanced Child and Youth Care Theory, 20 Credits.

Research Project in Child and Youth Care, 32 Credits.

Transformative Practice, 20 Credits.

Research Methodology, 8 Credits.

Community Care, 20 Credits.

Elective Modules, Level 8, 20 Credits (Select one Module):

Family Care, 20 Credits.

Child and Youth Care Administration and Supervision, 20 Credits.

Trauma and Counselling, 20 Credits.

EXIT LEVEL OUTCOMES

1. Reflect critically on relevant literature and theoretical principles associated with the understanding of child and youth care theory.
2. Demonstrate the ability to analyse the major issues confronting children, youth and families in South Africa and propose community-based interventions.
3. Demonstrate the ability to assess vulnerable children, youth and families and design therapeutic interventions.
4. Demonstrate the ability to conduct a research project related to the Child and Youth Care field and present findings in an academically acceptable manner.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Conduct a comprehensive review of the literature and refer to current developments, along with seminal literature in child and youth care.

Critically evaluate relevant and recent literature for application purposes.

Critically analyse and reflect upon pertinent theoretical principles in children and youth.

Reflect upon findings utilising informative and useful theory related to child and youth care.

Associated Assessment Criteria for Exit Level Outcome 2:

Evaluate prominent issues experienced by South African children, youth, and families.

Deepen understanding and interpretation of community or societal issues in South Africa.

Evaluate the way the well-being of children, youth and families is affected by community-related problems.

Critically reflect on and apply diverse indigenous knowledge systems in communities in South Africa.

Community partnership engagement to enhance community well-being is facilitated.

Develop appropriate community-based interventions and propagate for the development of the community.

Associated Assessment Criteria for Exit Level Outcome 3:

Initiate and assess the diverse families' systems in the South African milieu.

Integrated knowledge of child and youth care theory and principles for application in direct work with vulnerable children, youth, and families.

Apply appropriate skills in designing therapeutic interventions for vulnerable children, youth, and families.

Explore a range of therapeutic interventions related to children, youth, and their families.

Provide relevant/appropriate therapeutic support to vulnerable families.

Associated Assessment Criteria for Exit Level Outcome 4:

Design and conduct a research project within the field of Child and Youth Care is accordingly under supervision.

Validate an understanding of the research process through the construction of a research proposal based on sound technical methods.

Apply qualitative or quantitative research methodology (narrative research, phenomenology, grounded, ethnography and case study) in recruiting a sample, drawing up a data collection tool, collecting data and analysing it related to a research problem in the field of child and youth care.

Apply research methods, such as sampling, data collection and approaches.

Critically evaluate prior research studies linked to children, youth, and families.

Compile a sound literature review.

Collect, analyse, organize, and critically evaluate theoretical and technical information.

Apply research writing skills through the construction of a research report with clear findings, discussion, and recommendations.

INTEGRATED ASSESSMENT
Assessment of modules in the Postgraduate Diploma in Child and Youth Care will conform to the institution's Assessment Policy and will:

be aligned with the stated learning outcomes for the qualification.

use appropriate assessment tools to establish if learners have achieved the stated learning outcomes.

be systematic, regular, and formative, and provide feedback to the learners about their progress toward exit level competence will be timeous and constructive.

the assessment practices will be open, transparent, fair, valid, and reliable, and ensure that no learner is disadvantaged in any way.

Integrated assessment implies that theoretical and practical components will be assessed together. During integrated assessments, the assessor will make use of a range of formative and summative assessment tools and methods, and assess combinations of practical, applied, foundational and reflective competencies.

Formative Assessments will be used to support the student developmentally and to feed back into the teaching and learning process. This links the relationship between assessment, learning and teaching and ensures that assessment informs and strengthens both the teaching and learning process, and the student improves from their areas of difficulty. Formative assessments will comprise activities such as assignments, group work, tutorials, tests, reflective reports, oral presentations, written projects, and portfolios of evidence. Formative assessments will comprise 50% of the final mark. Integrated Assessments will be used to combine the assessment of a variety of different skills at the same time; assessing several outcomes together; assessing several assessment criteria together; using a combination of assessment methods and instruments.

Summative Assessments will be used to make a judgement about achievement and to provide "snapshot" information about learner's level of competence at a given time. This includes assessment marks that contribute to the final mark. Summative assessments will be used to evaluate and measure learner learning, skills acquisition, and academic achievement. Summative assessments will typically comprise of examinations and/or research projects and will be used to determine whether, and to what extent, learners have learned the material they have been taught and have attained the learning outcomes. Summative assessments will comprise 50% of the final mark.

INTERNATIONAL COMPARABILITY

Country: United Kingdom
Institution: The Open University
Qualification Title: Postgraduate Diploma in Childhood and Youth Studies.
Duration: Two years full-time.
Credits: 120 Credits.

Entry requirements: Bachelor's degree or equivalent qualification.

Purpose/ rationale of qualification:
The Postgraduate Diploma in Childhood and Youth Studies will be attractive to learners with a personal or professional interest in deepening their understanding and practice of children and young people's worlds and who wish to develop critical analysis skills. The qualification aims to attract qualified learners working with children or young people who want to advance academically and professionally. It would also be suitable if a learner has a background in childhood and youth studies; youth work; youth justice; sociology; health and social care; social work; nursing; anthropology; psychology; education and the voluntary sector including charities and NGOs. If a prospective learner is not currently working with children and young people, this diploma may allow the qualified learner to move into the profession or move between occupations.

The qualification provides opportunities for the learner to develop and demonstrate knowledge and understanding, qualities, skills, and other attributes in the following areas:

Knowledge and understanding:
On completion of this qualification, learners will be able to demonstrate knowledge and understanding of:

Different theoretical perspectives that contribute to the study of childhood and youth, how these inform effective communication with children and young people and how they inform integrated practice.

The way ethnicity, religion, caste/class, gender, sexuality and disability shape childhood and youth; the impact of differentiation, inequality, and exclusion; strategies designed to tackle these issues including safeguarding and promoting the welfare of children and young people in integrated practice.

Policies and provisions relating to regulation/promotion of children and young people's status, welfare, health, and learning, including how these impact childhood and youth contexts and an appreciation of the importance of multi-agency working.

The principles underlying a rights approach to childhood and youth issues and to understand and evaluate the links between local and global forces in children and young people's lives.

Action research methodology, ethical considerations, reflective and evidence-based practice, and an appreciation of how these can inform policy and integrated practice.

Cognitive skills:
On completion of this qualification, learner will be able to:

Analyse critically and systematically concepts, theories policies and practices concerning children and young people and critically analyse the impact of social institutions such as the family, the law, or the state

Understand and comment critically on the contributions of different approaches to the study of children and young people.

Critically understand the significance and limitations of theory and research.

Interpret, assess, and deploy research methodologies and their evidence.

Practical and/or professional skills:
On completion of this qualification, learners will be able to:

Learn from personal experience and apply theory to practice issues and dilemmas and learn from feedback to improve performance.

Analyse features of contemporary childhood and youth in different economic and socio-cultural contexts, within an historical and/or international framework including multi-agency working.

Identify and reflect on own values and position, and those of others, and assess their relationships to policy and practice.

Plan, analyse, develop, and produce an extended proposal or plan, conduct, analyse and report a small-scale investigation within a professional setting to develop or enhance the understanding of the practice.

Accommodate new principles, understandings and evidence and formulate and justify proposals for action.

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

Organise and articulate opinions and arguments, taking account of appropriate conventions of academic writing.

Communicate accurately and clearly in styles adapted to the purpose and context, including interpretation of numerical and graphical data when appropriate.

Read purposefully and critically, identifying, and recording what is relevant from a range of resource material and responding sensitively and critically to diverse viewpoints.

Analyse tasks, plan and manage time.

Learn from a variety of different media and different teaching methods.

Qualification structure:
The qualification consists of the following compulsory modules.

Compulsory Modules, 120 Credits:

Children and young people's worlds, 60 Credits.

Frameworks for critical practice with children and young people, 60 Credits.

Assessment:
Assessment is constructed so that learners can critically apply the knowledge in the context of the practice. The end-of-module assessment (EMA) provides an opportunity for learners to engage in an original piece of research which can be shared with professional colleagues and enhance their own and others' practices.
Summative assessment is through term module assessments (TMA)s and an end-of-module assessment (EMA). The EMA is linked to the chosen specialist area and draws directly on the practice or area of interest.

Articulation:
Master's degree in childhood and Youth

Similarities

Both qualifications have the same entry requirements and articulate to a master's qualification.

Both qualifications have the same purpose which is qualifications that aim to deepen the understanding of the youth and children.

Both qualifications have the same 120 Credits.

Both qualifications aim to develop advanced theoretical and integrated practice knowledge about children and young people. It is designed for those working with or for children and young people in a wide range of settings, and for those with a general interest in the study of childhood and youth. The aims and outcomes are to:

Develop advanced critical analysis skills relevant to integrated practice.

Provide the necessary concepts, theories, knowledge, and skills base to understand the lives of children and young people and how this impacts integrated practice.

Develop appropriate analytical, research and conceptual skills needed to link theory, practice, and experience.

Support the development of more effective and integrated services for children and young people.

Differences:

The Open University is a two-year qualification while the South African (SA) qualification is only one year.

The Open University qualification has no elective modules while the South African qualification has both electives and compulsory modules.

The Open University qualification has no research module whereas the SA qualification has a research component.

Country: Canada
Institution: University of Victoria
Qualification Title: Bachelor of Child and Youth Care (BCYC)
Duration:
The SCYC program at the University of Victoria must normally be completed within seven years from the date of admission to the School of Child and Youth Care.
Admission requirements: a high school qualification.

Purpose/ rationale of qualification:
Qualified learners in the qualification will integrate theoretical perspectives on human growth and development, behavioural change, and understanding and use of self and relationship with applied practice skills.

Upon completion of the qualification, qualified learners can find the following employment opportunities, Child and youth counsellor, Child and youth worker, Child protection worker, Corrections worker, Early childhood educator, Family support worker, Intake counsellor, Infant development worker, international development worker, mental health worker, residential care worker, school-based counsellor, and Youth outreach worker.

Qualification structure:
Learners require a minimum of 60 units of university credit to graduate; a minimum of 30 of these must be granted by the University of Victoria. Required courses may be waived if equivalent courses are completed prior to admission to the degree program. BCYC learners must complete 33 units of CYC required courses and the Academic Writing requirement (AWR). First-year entry learners who have satisfied the AWR through their high school curriculum are required to also complete a 1.5-unit English course of their choice.

Compulsory Modules, 21 Credits:

Introduction to Child and Youth Care, 1.5 Credit Units.

Lifespan Development, 1.5 Credit Units.

Introduction to Helping Skills in Child and Youth Care Practice, 1.5 Credit Units.

Applying Change Theory in CYC Practice, 1.5 Credit Units.

Law, Indigenous People and the TRC Call to Action, 1.5 Credit Units.

Introduction to Group Work in Child and Youth Care Practice, 1.5 Credit Units.

Advancing Social Justice Praxis in CYC, 1.5 Credit Units.

Critical Identity Development, 1.5 Credit Units.

Developing CYC Praxis with Diverse Families, 1.5 Credit Units.

Applying Assessment and Case Planning in CYC Practice, 1.5 Credit Units.

Research Literacy in CYC, 1.5 Credit Units.

Praxis with Neurodiverse and Differently abled Children, 1.5 Credit Units.

Mental Health and Addictions, 1.5 Credit Units.

Advanced Child and Youth Care Practice with Families and Groups, 3.0 Credit Units.

Elective Modules, 1,5 Credits (Select one module from the following):

Supervised Practicum I, 1.5 Credit Units.

Supervised Practicum l by Prior Learning Assessment (PLA), 1.5 Credit Units.

Supervised Practicum I, 1.5 Credit Units.

AND
Elective Modules, 4,5 Credits (Select one module from the following):

Supervised Practicum II, 4.5 Credit Units.

Practicum ll by Prior Learning Assessment (PLA), 4.5 Credit Units.

Supervised Block Practicum ll, 4.5 Credit Units.
AND
Elective Modules, 4,5 Credits (Select one module from the following):

Advanced Supervised Practicum, 4.5 Credit Units.

Advanced Supervised Block Practicum, 4.5 Credit Units.

Specialization streams:
The School of Child and Youth Care offers three specialization streams that learners may choose as part of their degree.

A learner may satisfy the requirements for up to two specialization streams by completing the necessary coursework and a practicum in a setting relevant for both specialization streams.

Child Protection Stream:
Compulsory Modules, 6 Credits:

Advanced Supervised Block Practicum, 4.5 Credit Units.

Applying CYC Practice in Child Welfare Contexts, 1.5 Credit Units.

Note:
CYC 411 must be completed in a government Ministry responsible for child welfare or an Indigenous Child Welfare agency.

Early Years Stream
Compulsory Module, 3,0 Credits:

Early Years Program Approaches, 1.5 Credit Units.

Leadership, Advocacy and Program Planning in the Early Years, 1.5 Credit Units.

Elective Modules, 4,5 Credits (Complete one of the following options):

Advanced Supervised Practicum, 4.5 Credit Units.

Advanced Supervised Block Practicum, 4.5 Credit Units.

Indigenous Stream
Compulsory Modules, 4,5 Credits:

Applied Practice in Indigenous Contexts, 1.5 Credit Units.

Research Practice in Indigenous Contexts, 1.5 Credit Units.

All My Relations Practice with Indigenous Families, 1.5 Credit Units.

Elective Modules, 4,5 Credits (Complete one of the following options):

Advanced Supervised Practicum, 4.5 Credit Units.

Advanced Supervised Block Practicum, 4.5 Credit Units.

Course values and hours:
Each course offered for credit has a unit value. A full-year course with three lecture hours per week through the full Winter Session from September to April normally has a value of 3 units. A half-year course with three lecture hours per week from September to December or from January to April normally has a value of 1.5 units. A 3-unit course (3 hours of lectures per week throughout the Winter Session) approximates a 6-semester-hour or a 9-quarter-hour course. A course of 1.5 units approximates a 3-semester-hour or a 4.5-quarter-hour course.

Articulation: Masters qualification

Similarities:

Both qualifications articulate to a master's qualification.

Both qualifications aim at transforming the lives of children and youth facing adversity in hospitals, eating disorder clinics, substance use programs, outpatient services; community centres, educational/day treatment settings, school districts; residential treatment settings, foster care, family support programs; children's aid societies and mental health centres.

Both qualifications have compulsory and elective modules. Similar Modules with the SA qualification are:

Introduction to Professional Child and Youth Care.

Introduction to Helping Skills in Child and Youth Care Practice.

Law, Indigenous People and the TRC Call to Action.

Mental Health and Addictions.

Differences:

The University of Victoria (UV) qualification is offered over three years of full-time study and may be completed within seven years whereas the South African qualification takes one year of full-time study.

The University of Victoria has a high school qualification admission as an entrance requirement, but the South African qualification has a bachelor's or Advanced Diploma qualification.

The University of Victoria caters to a stream of specialisation while the SA qualification does not include specialisations.

Learners require a minimum of 60 units of university credit to graduate for the UV qualification while the SA qualification carries a weighting of 120 credits.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Child and Youth Care, NQF Level 8.

Postgraduate Diploma: Childhood and Youth Development, NQF Level 8.

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

Vertical Articulation:

Master of Community and Development Studies: Childhood and Youth Development, NQF Level 9.

Master of Child and Youth Care, NQF Level 9.

Master of Arts in Child and Family Studies, NQF Level 9.

Master of Philosophy in Child Care and Protection, NQF Level 9.

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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