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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education in Early Childhood Care and Education 
SAQA QUAL ID QUALIFICATION TITLE
120966  Bachelor of Education in Early Childhood Care and Education 
ORIGINATOR
North West University 
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  Higher Education and Training 
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 0917/23  2023-07-04  2026-07-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-07-04   2032-07-04  

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 provide a well-rounded education that equips learners with the required disciplinary knowledge, educational theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified Early Childhood Care and Education (ECCE) educators. Principles and theory are emphasized as a basis for progressing in a professional career as an ECCE educator and lead to the development of ECCE competencies.
The qualification is intended to develop qualified ECCE educators who can demonstrate focused knowledge and skills related to the care and education of children from birth to four years of age. The qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable qualifying learners to apply their learning as ECCE educators. The ECCE educator should 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 ECCE to provide a basis for postgraduate study in the field of ECCE.
Upon completion of this qualification, qualifying learners will be able to:
  • Apply acquired disciplinary and pedagogic knowledge, learning and developmental theories to support the holistic development of the young child in diverse contexts of practice to promote young children's development and learning in different contexts.
  • Apply intellectual independence, research leadership and management of research and research development in the ECCE context.
  • Demonstrate the ability to position own knowledge and understanding of the playroom and broader societal trends and developments, flexibility, and adaptability to apply knowledge and professional skills with specific reference to the ECCE context.
  • Apply appropriate strategies and methods to address fundamental challenges and complex problems in the ECCE context.

    Rationale:
    Historically, education in SA is exemplified by poor throughput of learners. Government aims to resolve this through policy and programme development, starting with the birth-to-4 age group. Formal schooling begins at age six, turning seven, but many children are ill-prepared owing to a lack of access to quality Early Childhood Development (ECD) programmes. The knock-on effect of costly remediation implies that learners will likely leave the schooling system before completing Grade 12.

    In rapidly transforming societies, citizens are enabled to think critically and act responsibly to effect social change and contribute to human development. Well-designed programmes in ECCE function as vehicles that open up opportunities for nurturing the youngest citizens in accordance with democratic values and principles. In South Africa, the increasing diversity means that ECCE is a complex field of intervention. Young children in early childhood settings come from a variety of socioeconomic backgrounds, ethnicities, and cultures. The South African ECCE workforce must therefore be adequately prepared to care for and to educate young children in all their emotional, mental, spiritual, moral, physical, and social development spheres. There is a national need to provide quality, affordable care for children from birth to age four group.

    The qualifications of the current workforce are problematic. The workforce is made up of largely underqualified females. The professionalization of the ECCE workforce was a non-issue up until recently. Working with young children is complex, dynamic, and challenging and makes demands on a variety of professional roles. It includes paying attention to curbing risk and building protective factors in early childhood. Social issues such as poverty, high infant mortality rates, malnutrition and anti-social behaviour can be improved by an educated ECCE workforce.

    This qualification aims to help build the potential of a quality ECCE workforce for children from birth to age four group. Also, aims to equip learners with the knowledge, skills, competencies, and professional dispositions for personal development and quality practice in diverse contexts.
    Possible career opportunities with this qualification include:
    ECCE teacher at a day-care, crèche, or childcare centre; childcare centre manager or director, home-based ECCE service provider, family care and support provider and ECCE consultant.

    Professional registration, membership or licensing as required by recognised professional bodies, and proof of collaboration with the relevant stakeholders are linked to three learning pathways, general, vocational, and professional. The general pathway links to further education, the vocational pathway will lead to occupations in the workplace and sectors while the professional pathway will lead to registration with statutory bodies. The qualification was designed 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). The policy provides a basis for the construction of core curricula for programmes leading to initial professional and post-professional qualifications for ECD educators.
    The qualification will follow a vocational and professional pathway leading to employment and entrepreneurial opportunities for qualifying learners and they are required to register with the South African Council of Educators (SACE) registration before appointment to a teaching post. 
    		•

    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:
  • 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
  • Higher Certificate in Early Childhood Care and Education, NQF Level 5.
    Or
  • Diploma in Early Childhood Care and Education, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 516 Credits.

    Compulsory Modules, Level 5, 108 Credits:
  • Educational Media and Technology, 8 Credits.
  • Mathematical knowledge for ECCE teachers, 12 Credits.
  • Health, safety, and nutrition, 12 Credits.
  • Identity and belonging in the early years, 12 Credits.
  • Work-integrated learning 1 (Learning in practice; Learning from practice), 12 Credits.
  • Academic literacy development, 12 Credits.
  • Well-being in early childhood, 12 Credits.
  • Creativity in the early years 1, 16 Credits.
  • Early communication, language, and literacy 1, 12 Credits.

    Compulsory Modules, Level 6, 244 Credits:
  • Knowledge and understanding of the world, 12 Credits.
  • Inclusive education in the early years 1, 12 Credits.
  • Work-integrated learning 2 (Learning in practice; Learning from practice), 8 Credits.
  • Constructions of early learning and care, 12 Credits.
  • Mathematical knowledge for ECCE teachers in practice 1, 12 Credits.
  • Observing, documenting, and assessing in the early years, 12 Credits.
  • Curriculum in the early years, 12 Credits.
  • Work-integrated learning 3 (Learning in practice; Learning from practice), 8 Credits.
  • Building partnerships with families and communities, 12 Credits.
  • Learning environments in the early years, 12 Credits.
  • Understanding psychology in the early years, 16 Credits.
  • First Additional English language, 12 Credits.
  • Work-integrated learning 4 (Learning in practice; Learning from practice), 8 Credits.
  • Early communication, language, and literacy 2, 12 Credits.
  • Conversational language proficiency, 12 Credits.
  • Perceptual and motor Development in Early Childhood Care and Education (birth - 4), 16 Credits.
  • Pedagogy in the early years, 24 Credits.
  • Early Life Skills: Physical Education, 16 Credits.
  • Research Proposal: Planning and designing a research proposal in the education context, 16 Credits.

    Compulsory Modules, Level 7, 164 Credits:
  • Education law in the ECCE setting, 8 Credits.
  • Leadership, management, and administration in the early years, 12 Credits.
  • Mathematical knowledge for ECCE teachers in practice 2, 12 Credits.
  • Inclusive education in the early years 2, 12 Credits.
  • Research in education, 8 Credits.
  • The healthy and safe child in the early years, 12 Credits.
  • Science in the early years, 12 Credits.
  • Creativity in the early years 2, 16 Credits.
  • Early communication, language, and literacy 3, 12 Credits.
  • Work-integrated Learning 5 (Learning in practice; Learning from practice), 8 Credits.
  • Work-integrated Learning 6 (Learning in practice; Learning from practice), 8 Credits.
  • Work-integrated Learning 7 (Learning in practice; Learning from practice), 8 Credits.
  • Work-integrated Learning 8 (Learning in practice; Learning from practice), 8 Credits.
  • Becoming a quality professional educator, 12 Credits.
  • Disabilities and barriers in the early years, 16 Credits.

    The programme will comply with the progression rules of the institution. WIL modules must be completed before the student may proceed with the following WIL modules for the next year. A student must pass all compulsory and elective modules totalling a minimum of 516 credits for the degree to be obtained. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate acquired disciplinary and pedagogic knowledge, learning and developmental theories to support the holistic development of the young child in diverse contexts of practice to promote young children's development and learning in different contexts.
    2. Demonstrate intellectual independence, research leadership and management of research and research development in the ECCE context.
    3. Demonstrate the ability to position own knowledge and understanding of the playroom and broader societal trends and developments, flexibility, and adaptability to apply knowledge and professional skills with specific reference to the ECCE context.
    4. Demonstrate appropriate strategies and methods to address fundamental challenges and complex problems in the ECCE context.
    5. Communicate effectively in a variety of formats (oral, written, visual and electronic) to diverse audiences and for various purposes in the ECCE context to facilitate effective, collaborative communication with all persons involved in the ECCE context and communities.
    6. Act in accordance with the code of conduct and rules of practice relevant to working with young children in diverse and adverse contexts; and have a coherent understanding of the ethical implications of decisions, actions, and practices.
    7. Apply social, civic, and environmental responsibilities within the context of ECCE and display a commitment to social justice, democracy, human rights, and the integrity of the environment.
    8. Develop basic leadership, managerial, administration and entrepreneurship skills and continue their professional practices and lifelong learning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply relevant pedagogic and content knowledge of numeracy, literacy, and life skills to build meaningful learning opportunities in the ECCE playroom.
  • Apply knowledge, skills, and dispositions theoretically with links to practical learning in relevant ECCE local and national contexts.
  • Use technology for own learning and to facilitate young children's learning.
  • Create an effective learning environment including managing behaviour in the ECCE playroom.
  • Formulate responses that demonstrate flexibility and adaptability to contexts of ECCE practice by interpreting and applying policies, and regulations for ECCE settings.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Ensure effective health, safety, and nutrition practices.
  • Distinguish discipline-specific methods and techniques of scientific enquiry appropriate for implementation in the ECCE field.
  • Gather, analyse, process and present integrated literature on a discipline-related topic relating to ECCE.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Translate disciplinary knowledge into practical ways of working with young children, families, and communities.
  • Develop a responsive approach to enable transformation in diverse and adverse contexts.
  • Create relationships and interactions to advance children's learning in the ECCE playroom.
  • Develop partnership relationships with families and communities to enhance sustainability, prosperity, and advancement of societal harmony.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply appropriate strategies to support the stimulation, nurturing, and care of young children.
  • Promote effective health, safety, and nutrition practices in the ECCE context.
  • Formulate decisions based on linguistic-, cultural and appropriate strategies and methods to address fundamental challenges in the ECCE context.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use appropriate communication tools for the ECCE context for collaboration and promotion of the development of multi-lingual skills to enhance respect and understanding within the social, cultural, and multi-linguistic literacies of South African society.
  • Observe, document, and assess to support young children's development and learning.
  • Act as innovative thinkers and communicators, capable of critical analysis, creative solving of complex problems and the generation of original ideas and concepts ECCE context.
  • Interact and collaborate effectively with ECCE practitioners, and work as part of a team, in diverse social, cultural, and diverse contexts.
  • Analyse alternative approaches and commitment to the development of multi-lingual skills to promote respect and understanding within the social, cultural, and linguistic diversity of South African society, through the development of own competence in multilingual language practices.
  • Develop a basic level of research competence and communicate ideas and understanding verbally, in writing and via appropriate technologies and media in an accurate and coherent manner, with an understanding of copyright principles and adherence to the rules on plagiarism.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Adhere to the provisions of the Children's Act, Act 38 of 2005 as persons suitable to work with babies, toddlers and young children as contemplated in section 97 (3) and duly verified against Part B of the National Protection Register in accordance with section 126 of the said Act.
  • Reflect on the values, ethical conduct, and justifiability of decisions appropriate to the practice of ECCE professionals by developing a professional mindset, and roles and adopting professional practices and responsibilities.
  • Adopt and work within the code of conduct and rules of practice to behave appropriately when working with young children and colleagues.
  • Use a variety of forms (verbal, written, technological) to express an understanding of ethics with young children to support the development of democratic values.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Respond to being in an inclusive society by demonstrating sensitivity and competence to work.
    with different dimensions of diversity in ECCE contexts considering historical differences.
  • Engage with the influence of intellectual traditions that have influenced diverse systems which impact ECCE.
  • Take responsibility for their judgements, decisions and actions based on a strong value system, and an awareness and understanding of moral, ethical, social, cultural, religious, and environmental issues.
  • Work constructively in an inclusive society and context, through awareness and appreciation of social, cultural, and linguistic diversity, linked to an appropriate understanding within the field of ECCE of the historical contexts, intellectual traditions and societal conditions that have shaped diverse local, national and global political, economic, legal, scientific, educational, healthcare, social, cultural, environmental and religious systems.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Use critical self-reflection to evaluate and account for practice and support the needs of others.
  • Capacity for self-reflection and self-discovery that supports continuing personal and professional development, based on a clear understanding of personal strengths and weaknesses.
  • Reflect on own performance and support the learning needs of others, to take responsibility for his or her own decisions and actions.

    INTEGRATED ASSESSMENT
    Assessment occurs throughout the years of study, in the form of written and practical assignments, portfolios and practical assessments and written and practical examinations. Learners are assessed on the application of learned skills to assure that theory evolves into effective practice.

    A number of outcomes of related specialisations across the different year levels are assessed in an integrated manner by means of a Work Integrated Learning (WIL) portfolio from the first to third year of the qualification, wherein not only the learners' evidence of work experience, practical skills, discipline-specific knowledge and skills are assessed, but also his writing and communication skills, his computer literacy and his ability to critically analyse and effectively evaluate a work-place related problem. Report writing is an important aspect of such an assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution: University of Edith Cowan (UEC)
    Qualification Title: Bachelor of Education (Early Childhood Studies)
    Duration: Four years full time
    Credits: 480

    Purpose/rationale:
    The University of Edith Cowan (UEC) (Australia) presents a Bachelor of Education (Early Childhood Studies). A key feature of the qualification is connecting theory with practice. Learners will know and be able to develop early childhood education programs for children from birth to 8 years of age.

    Entry requirements:
  • AQF Cert IV; successfully completed 0.25 EFTSL of study at bachelor level or higher at an Australian higher education provider (or equivalent).
    Or
  • Undergraduate Certificate; Special Tertiary Admissions Test; University Preparation Course; Indigenous University Orientation Course; Aboriginal University Readiness Assessment.
    Or
  • Experience-Based Entry Scheme.
    Or
    Year 12 English ATAR/English Literature ATAR grade C or better or equivalent.
    Or
  • Completion of the National Senior Certificate (NSC) with an average of 60% in the best six subjects in the final year (SA learners).

    Qualification Structure
    Modules:
  • Becoming an Early Childhood Educator, compares with Well-being in early childhood.
  • Communication Skills for Teaching and Learning compare with Early communication, language, and literacy.
  • Play and Pedagogy compares with Pedagogy in the early years.
  • Early Childhood Mathematics 1 compares with Mathematical knowledge for ECCE teachers.
  • Health and Physical Education for Young Children compares with The Healthy and Safe Child in the early years.
  • Teaching Performance Assessment compares with Work-integrated Learning 7 (Learning in practice, Learning from practice).
    Electives:
  • School-based Project.
  • Leading in Early Childhood Settings.
  • Early Childhood Internship.

    Exit level outcomes:
  • Apply broad discipline knowledge to a range of theoretical and practical early childhood situations.
  • Communicate early childhood knowledge and values in professional and public contexts.
  • Demonstrate a global outlook with respect for cultural diversity, including Indigenous cultural competence.
  • Demonstrate autonomy, accountability and judgement for own learning and professional practice.
  • Think creatively to anticipate challenges and generate discipline-specific solutions/responses.
  • Think critically to analyse, interpret, and conceptualise complex early childhood problems.
  • Use digital technologies and literacies to access, evaluate and synthesise relevant information from multiple sources.
  • Work collaboratively and demonstrate initiative to implement social, sustainable, and ethical values.

    Similarities:
  • The University of Edith Cowan (UEC) and South African Qualification (SA) require learners who completed the National Senior Certificate (NSC)/year 12 of schooling.
  • Both (UEC) and SA qualification offer similar modules such as Becoming an Early Childhood Educator, Communication Skills for Teaching and Learning and Play and Pedagogy.
  • Both (UEC) and SA qualifications share similar exit level outcomes which focus on applying broad knowledge discipline and demonstrating learner responsibility and accountability in own learning.
  • Both (UEC) and SA qualifications share a similar purpose/rationale that aims at equipping learners with the knowledge, educational theory and methodology that will enable them to demonstrate competence to qualify as Early Childhood Care and Education (ECCE) educators.
  • Both (UEC) and SA qualifications have a weighting of 480 credits and are offered over a four-year period, full-time.

    Country: Canada
    Institution: Capilano University
    Qualification Title: Bachelor of Early Childhood Care and Education
    Duration: Four years full time

    Entry requirements:
  • High school graduation.
    Or
  • A minimum grade point average of 2.0 (60%) calculated on English Studies 12 or English 12 or English First Peoples 12 and three academic Grade 12 courses.
    Or
  • Admissions preference may be given to students with Literary Studies 12 as one of the three academic Grade 12 courses.

    Purpose/Rationale
    Capilano University offers a Bachelor of Early Childhood Care and Education (BECCE).
    The qualification offers students a range of academic and education courses that blend theory and practice in the early years, engaging with research and theory. As part of your training, learners will be invited to engage in critically reflective practice, working to create learning environments of social justice and equity for children and families.

    Exit level outcomes:
  • Demonstrate pedagogical practices that are connected to contemporary theoretical approaches to learning, thinking, and teaching in the field of early childhood care and education.
  • Work collaboratively with children, families, colleagues, and the community to provide relevant and responsive caring and educational experiences.
  • Use ethical pedagogical practices that demonstrate an understanding and sensitivity to local and global issues related to early childhood care and education.
  • Engage in pedagogical practices that demonstrate mastery of the competencies required to be licensed and employed as an Early Childhood Educator in British Columbia.

    Qualification Structure:
    Modules:
  • Guiding Young Children compares with Well-being in early childhood.
  • Advanced Child Development compares with Creativity in the early years.
  • Centre Operations.
  • Family, School, and Community compares with Building Partnerships with families and communities.
  • Advanced Practice I compares with Work-integrated Learning 1.
  • Curriculum Development I compare with Curriculum in the early years.
    Elective Modules:
  • Early Childhood: Children, Culture and Globalization compares with Knowledge and understanding of the world.
  • Pedagogista Studies: Role of the Pedagogista compares with Pedagogy in the early years.
  • Advanced Curriculum Studies.

    Similarities:
  • The Capilano University (CU) and the South African qualification SA require learners who completed high school graduation.
  • Both (CU) and SA qualifications share a similar purpose/rationale that aims at equipping a range of academic education courses that blend theory and practice in the early years, engaging with research and theory.
  • Both (CU) and SA qualifications share similar exit level outcomes in providing a learner with a clear understanding of prevalent schools of thought and collaborative partnership in working with children, families, and communities to provide relevant and responsive caring and educational experiences.
  • Both (CU) and SA qualifications offer similar modules such as Advanced Child Development, Creativity in the early years and Well-being in early childhood. 
    		•

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

    Horizontal Articulation:
  • Advanced Diploma in Special Needs Education, NQF Level 7.
  • Advanced Diploma in Environmental Education, NQF Level 7.
  • Advanced Diploma in Adult and Community Education and Training, NQF Level 7.
  • Advanced Diploma in Education, NQF Level 7.
  • Advanced Diploma in Remedial Education, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours in Curriculum Studies, NQF Level 8.
  • Bachelor of Education Honours in Early Childhood Education, NQF, Level 8.
  • Postgraduate Diploma in Higher Education, NQF Level 8.
  • Bachelor of Education Honours, NQF Level 8.
  • Bachelor of Education Honours in Learners with Special Needs, 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.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.